Are Athletes Also Students? The Educational Attainment of College Athletes

Purdy, Dean A.; Eitzen, D. Stanley; Hufnagel, Rick

doi:10.1525/sp.1982.29.4.03a00100

Cited by 36 publications

(35 citation statements)

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“…We added student athlete and in-state residency to our covariates because we know that they are important in this context. Despite findings in the literature that student athletes are at academic risk, the URM student athletes in this Georgia Tech data set did not exhibit the same negative association with graduation (Adler & Adler, 1985; Purdy et al, 1982). We believe that this is due to the strong academic support provided to student athletes at Georgia Tech through the athletic department.…”

Section: Discussioncontrasting

confidence: 98%

“…This is because prior research indicates that athletes—especially those in high-profile sports such as football and basketball—tend to perform more poorly than do their peers who are not athletes (Adler & Adler, 1985; Purdy, Eitzen, & Hufnagel, 1982). Race also is related to athletic participation: athletes at NCAA Division I Schools are disproportionately African American.…”

Section: Literature On Student Persistence To Graduationmentioning

confidence: 99%

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College Graduation Rates for Minority Students in a Selective Technical University: Will Participation in a Summer Bridge Program Contribute to Success?

Murphy

Gaughan²,

Hume

et al. 2010

Educational Evaluation and Policy Analysis

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There are many approaches to solving the problem of underrepresentation of some racial and ethnic groups and women in scientific and technical disciplines. Here, the authors evaluate the association of a summer bridge program with the graduation rate of underrepresented minority (URM) students at a selective technical university. They demonstrate that this 5-week program prior to the fall of the 1st year contains elements reported as vital for successful student retention. Using multivariable survival analysis, they show that for URM students entering as fall-semester freshmen, relative to their nonparticipating peers, participation in this accelerated summer bridge program is associated with higher likelihood of graduation. The longitudinal panel data include more than 2,200 URM students.

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Section: Discussioncontrasting

confidence: 98%

Section: Literature On Student Persistence To Graduationmentioning

confidence: 99%

College Graduation Rates for Minority Students in a Selective Technical University: Will Participation in a Summer Bridge Program Contribute to Success?

Murphy

Gaughan²,

Hume

et al. 2010

Educational Evaluation and Policy Analysis

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show abstract

“…Research has found that both traditional and nontraditional precollege measures are important in predicting college academic achievement (Purdy, Eitzen, & Hufnagel, ; Sedlacek & Adams‐Gaston, ; Sellers, ; Simons, Van Rheenen, & Covington, ; Tracey & Sedlacek, ; Young & Sowa, ). Examples of these measures include demographics, high school grade point average (GPA), standardized test scores, parental education, and noncognitive variables.…”

Section: Structural Challenges At Postsecondary Institutionsmentioning

confidence: 99%

Academic and Career Advancement for Black Male Athletes at NCAA Division I Institutions

Baker¹,

Hawkins²

2016

New Dir Adult Contin Educ

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“…The first traditional variable examined, gender, is a variable that has consistently demonstrated a relationship with academic performance. It is well-documented that females, and female student-athletes in particular, outperform their male counterparts in nearly all academic measures (Babington, 1997;Betz & Fitzgerald, 1987;Durand, 1999;Foltz, 1992;Hosick, 2009;Kane et al, 2008;Mayo, 1982;NCAA Research Staff, 2008;Purdy et al, 1982;Rosser, 1989). The current study confirmed gender as a powerful variable to determine first-year GPA for student-athletes.…”

Section: Traditional Variablesmentioning

confidence: 99%

“…Three of the most traditional variables are demographic in nature (i.e., gender, race, and distance from home), and have been consistently associated with college GPA. Specifically, females tend to outperform males in nearly every academic measure (Betz & Fitzgerald, 1987;Kane, Leo, & Holleran, 2008;Mayo, 1982;Purdy, Eitzen & Hufnagel, 1982;Rosser, 1989), and Caucasians tend to have higher academic achievement than other races (Babington, 1997;Chee, Pino, & Smith, 2005;Killeya, 2001;Sedlacek & Adams-Gaston, 1992;Sellers, 1992;Walter, Smith, Hoey, Wilhelm, & Miller, 1987). Distance from home is a variable that can logically be linked to college performance due to the many personal and social relationships formed during high school.…”

mentioning

confidence: 99%

Reexamining Student-Athlete GPA: Traditional vs. Athletic Variables

Johnson

Wessel

Pierce

2010

Journal of Intercollegiate Sport

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A sample of 674 first-year student-athletes at a midsize Midwestern university were examined each year over a five -year period (2004-2008) to determine if athletic variables were powerful enough to be used in conjunction with traditional predictors of college success to predict GPA. The four specific athletic variables unique to student-athletes (i.e., sport, coaching change, playing time, team winning percentage), were hypothesized to be as predictive as traditional variables. Pearson correlations revealed student-athletes were more likely to earn a high first-year GPA if they were female (r = .35), Caucasian (r = -.33), scored well on standardized tests (r = -.47), had a respectable high school GPA (r = .64), were ranked high in their graduating high school class (r = -.58), had a relatively large high school graduating class (r = .15) were not undecided about major (r = -.11), were not a member of a revenue sport (r = .33), and earned a considerable amount of playing time in their first year (r = -.15). Least squares linear regression demonstrated the traditional variables of gender (B = .16), race (B = -.26), standardized test scores (B = .03), high school GPA (B = .41), high school rank (B < -.01), and size of high school graduating class (B < .01) were most influential in predicting first-year student-athlete GPA.

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Are Athletes Also Students? The Educational Attainment of College Athletes

Cited by 36 publications

References 0 publications

College Graduation Rates for Minority Students in a Selective Technical University: Will Participation in a Summer Bridge Program Contribute to Success?

College Graduation Rates for Minority Students in a Selective Technical University: Will Participation in a Summer Bridge Program Contribute to Success?

Academic and Career Advancement for Black Male Athletes at NCAA Division I Institutions

Reexamining Student-Athlete GPA: Traditional vs. Athletic Variables

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