College students' perceptions, myths, and stereotypes about African American athleticism: a qualitative investigation

Harrison, K.C.; Lawrence, Suzanne Malia

doi:10.1080/1357332042000175809

Cited by 42 publications

(36 citation statements)

References 14 publications

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“…Lingering stereotypic beliefs about this historically stigmatized group depict Blacks as athletically superior while intellectually inferior to Whites (Coakley, 1990;Harrison, 2001;Harrison et al, 2002;Harrison & Lawrence, 2004;Hodge et al, 2008;Sailes, 1991;Wiggins, 1989). This may be due to race logic, which suggests that White athletes' success in sports can be ascribed to intellectual attributes and hard work, whereas Black athletes' success results from natural superior physical abilities.…”

Section: The Character Of Racial Stereotypes Of Black Student-athletesmentioning

confidence: 99%

Who is Whistling Vivaldi? How Black football players engage with stereotype threats in college

Griffin

2016

International Journal of Qualitative Studies in Education

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Who is Whistling Vivaldi?: How Black Football Players Engage with Stereotype Threats in CollegeWhitney Nicole Griffin Chair of the Supervisory Committee:Professor Clayton Cook Educational PsychologyResearch has shown that the threat of negative stereotypes can have pernicious effects on the decision-making thoughts and behaviors for those who are targets (Steele, 2011). When college students and professors subscribe to stereotypes that student-athletes enter college based solely on their physical abilities rather than their academic and intellectual capabilities, targets of the stereotypes may experience identity dissonance that exacerbates their decisions, behaviors, and ultimately their academic performance. In light of the impact of negative stereotypes on student-athlete performance, the purpose of this dissertation was to conduct a phenomenological, qualitative study that examined how Black male football players engage and cope with negative stereotypes at a predominantly White institution (PWI). Data was collected and analyzed from semi-structured interviews with 10 Black male football student-athletes employing grounded theory methodology to examine how they experience, are affected by, and respond to negative stereotypes.Empirical results elucidate various strategies employed to engage with stereotype threat.Thematic categories include responses that exacerbated, habituated to, or mitigated the stereotype encounter. The current study investigates the successful coping strategies Black football players currently use. Emergent themes gained from this inquiry helped the researcher 4 identify specific harbingers for interventions that would inculcate Black male student-athletes with tools to mitigate negative stereotypes that may undermine their performance in college and all areas of life. Implications are further discussed for postulating an institutionalized workshop series designed to teach effective coping mechanisms for all Black athletes.

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Section: The Character Of Racial Stereotypes Of Black Student-athletesmentioning

confidence: 99%

Who is Whistling Vivaldi? How Black football players engage with stereotype threats in college

Griffin

2016

International Journal of Qualitative Studies in Education

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“…As Harrison and Lawrence (2004) noted, as Black male participation in NCAA football and men's basketball has increased, so has the widely held belief in Black athletic superiority (Hoberman, 1997 Blacks as physically superior but intellectually inferior to Whites. Harrison and Lawrence (2004) contend the manner in which this debate has been framed is biased, political, and limited in analysis.…”

Section: Black Male Athletes At Predominantly White Colleges and Univmentioning

confidence: 99%

Section: Black Male Athletes At Predominantly White Colleges and Univmentioning

confidence: 99%

“…Harrison and Lawrence (2004) contend the manner in which this debate has been framed is biased, political, and limited in analysis. They contend the scientific preoccupation with racially linked genetic differences is racist, since it is founded on and naturalizes racial categories as fixed and unambiguous biological realities, thus obscuring the political processes of racial formation (Harrison & Lawrence, 2004). The stereotypical belief of Black males' athletic superiority and intellectual inferiority (Harrison & Lawrence, 2004;Hawkins, 1999Hawkins, , 2010 is fueled by the overrepresentation of Black male college athletes in the high-profile revenue sports of football and men's basketball as well as the underrepresentation of Black male students in the general student body at PWCUs.…”

Section: Black Male Athletes At Predominantly White Colleges and Univmentioning

confidence: 99%

“…They contend the scientific preoccupation with racially linked genetic differences is racist, since it is founded on and naturalizes racial categories as fixed and unambiguous biological realities, thus obscuring the political processes of racial formation (Harrison & Lawrence, 2004). The stereotypical belief of Black males' athletic superiority and intellectual inferiority (Harrison & Lawrence, 2004;Hawkins, 1999Hawkins, , 2010 is fueled by the overrepresentation of Black male college athletes in the high-profile revenue sports of football and men's basketball as well as the underrepresentation of Black male students in the general student body at PWCUs. As Harper et al (2013) noted, "Between 2007 and 2010, Black men were 2.8% of full-time, degree-seeking undergraduate students, but 57.1% of football teams and 64.3% of basketball teams" (p. 1).…”

Section: Black Male Athletes At Predominantly White Colleges and Univmentioning

confidence: 99%

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College students' perceptions, myths, and stereotypes about African American athleticism: a qualitative investigation

Cited by 42 publications

References 14 publications

Who is Whistling Vivaldi? How Black football players engage with stereotype threats in college

Who is Whistling Vivaldi? How Black football players engage with stereotype threats in college

Athlete Graduation Rate Gaps at Division-I State Flagship Universities: An Exploratory Analysis Emphasizing Black Males

Fostering Social Connectedness and Interest in Science Through the Use of a Sports Model

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