Characteristics of Athletic Directors of Historically Black Colleges and Universities

Abstract

The purpose of this investigation was twofold: (a) to identify age, gender, educational background, athletic playing experience, teaching experience, coaching experience, and administrative experience of athletic directors (ADs) of historically black colleges and universities {HBCUs), and (b) to compare these data with data collected in previous studies on ADs of predominantly white colleges and universities. A 20-item questionnaire was designed, and copies were mailed to the 80 ADs of the HBCUs listed in the 1988-1989 National Directory of College Athletics. Fifty-five (68.8%) ADs returned the questionnaire; of these, 53 were black males, 1 was a black female, and 1 was a white male. Although the results revealed that ADs of HBCUs possessed many of the characteristics of ADs of predominantly white colleges and universities, there were differences found between the ADs of this study and those of earlier studies: (a) ADs of HBCUs were, on the average, 5 years younger in age, (b) a higher percentage of ADs of HBCUs held master's and doctorate degrees, (c) a higher percentage of ADs of HBCUs currently had teaching and/or coaching responsibilities, and (d) the median salary ranges were lower for ADs of HBCUs than for ADs of predominantly white colleges and universities. As was the case in earlier studies, few ADs held degrees in sport administration,

Pathways in Athletic Administration

“…Only institutions that were private granted a bachelor's or master's degree and had a total enrollment of 3,500 students or less were included in the survey (Terry, 1988). Most (62.2%) held a master's degree as their highest degree, 29.3% held a doctorate, and 8.5% held a bachelor's degree as their highest earned degree (Quarterman, 1992). In this study, ADs averaged 46.1 years of age and 9.5 years as ADs.…”

“…Moreover, the ADs at NCAA Division IA, now referred to as the Football Bowl Subdivision institutions, came through the ranks as assistant or associate ADs (Fitzgerald et al, 1994). Further, the study revealed that secondary teaching and coaching experiences were highly significant factors in the selection process for becoming a collegiate AD (Quarterman, 1992). Findings from the study reflected that the majority of ADs across the three levels (i) held a master's degree; (ii) held a degree in physical education; (iii) had participated in basketball, football, baseball, and track at the interscholastic and intercollegiate levels; and (iv) had secondary teaching and coaching experiences that were highly significant factors in the selection process for becoming a collegiate AD (Quarterman, 1992).…”

“…Herron (1969) conducted one of the earlier investigations of 460 ADs at PWIs that were randomly selected by a recognized lottery procedure. Secondary-school athletic directorship was the specific area in which most of the ADs had gained administrative experience prior to their collegiate positions (Quarterman, 1992). Further, the study revealed that secondary teaching and coaching experiences were highly significant factors in the selection process for becoming a collegiate AD (Quarterman, 1992).…”

“…In a study of ADs of historically Black colleges, data was collected and compared to data from previous studies on ADs of predominantly White colleges and universities in which, Quarterman (1992) identified career experiences leading to the AD position. The various experiences of the ADs stem from the predominantly White colleges and universities and the historically Black colleges and universities (HBCUs), in which, they are compared and analyzed.…”

“…In all, those ADs studied who at HBCUs had been collegiate athletes (76.3% of the 55 respondents) and coaches of high school or collegiate sport (89.0%) (Quarterman, 1992). Findings from the study reflected that the majority of ADs across the three levels (i) held a master's degree; (ii) held a degree in physical education; (iii) had participated in basketball, football, baseball, and track at the interscholastic and intercollegiate levels; and (iv) had secondary teaching and coaching experiences that were highly significant factors in the selection process for becoming a collegiate AD (Quarterman, 1992). Herron (1969) conducted one of the earlier investigations of 460 ADs at PWIs that were randomly selected by a recognized lottery procedure.…”