Examining the Value of Social Capital and Social Support for Black Student-Athletes’ Academic Success

Carter‐Francique, Akilah R.; Hart, Algerian; Cheeks, Geremy

doi:10.1007/s12111-015-9295-z

Cited by 29 publications

(27 citation statements)

References 60 publications

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“…Family Expectations and Support. Consistent with previous literature (Carter, 2008;Carter-Francique & Hart, 2010;Carter-Francique, Hart, & Cheeks, 2015;, familial support was among the most salient themes in terms of impactful personal influences on participants' achievement outcomes in college. Angela, a sophomore Business Marketing major and swimmer at the HBCU, described how her parents' expectations and involvement influenced her academic motivation and achievement:…”

Section: "The Most Important Thing To My Parents Was Education"supporting

confidence: 86%

“…Related to culturally relevant and responsive supports, several researchers have incorporated critical race theory (CRT), community cultural wealth (CCW; discussed in greater detail in the subsequent section), and social capital theories to explore how Black college athletes overcome challenges at HWIs (Bimper, 2015(Bimper, , 2016Carter & Hart, 2010;Carter-Francique, Hart, & Cheeks, 2015;Carter-Francique, Hart, & Steward, 2013). For example, Carter-Francique, Hart, and Cheeks (2015) used the social capital aspect of CCW to highlight how Black college athletes at a HWI relied on their parents and extended family members to provide support they were lacking at their institution (e.g., appraisal, emotional, and instrumental). Bimper (2016) applied social capital theory and CRT to examine various benefits associated with being involved in culturally relevant programs designed to enhance Black college athletes' network within and across cultural groups.…”

Section: Literature Reviewmentioning

confidence: 99%

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Success Through Community Cultural Wealth: Reflections From Black Female College Athletes at a Historically Black College/University (HBCU) and a Historically White Institution (HWI)

Cooper¹,

Porter

Davis

2017

Journal of Intercollegiate Sport

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The purpose of this study was to explore the experiences of Black female college athletes at a Division I historically Black college/university (HBCU) and historically White institution (HWI) and identify key influences that facilitated their academic achievement and positive educational experiences. Two focus groups and eight individual interviews were conducted with three Black female college athletes at a HBCU and five Black female college athletes at a HWI. An 8-item demographic questionnaire was administered to obtain information related to the participants' personal backgrounds. Yosso's (2005) community cultural wealth framework was incorporated to highlight individual and environmental influences that contributed to participants' positive educational and developmental outcomes. Findings revealed participants accessed and leveraged various forms of familial, resistant, aspirational, social, and navigational capital to overcome challenges and excel in college. Implications for policy and practice are discussed.

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Section: "The Most Important Thing To My Parents Was Education"supporting

confidence: 86%

Section: Literature Reviewmentioning

confidence: 99%

Success Through Community Cultural Wealth: Reflections From Black Female College Athletes at a Historically Black College/University (HBCU) and a Historically White Institution (HWI)

Cooper¹,

Porter

Davis

2017

Journal of Intercollegiate Sport

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“…The respective definition surmises that the sense of belonging is a psychological concept and a building block that attends to basic human needs (see Maslow's [1943] Hierarchy of Needs). Therefore, recognizing the felt marginalization of Black female college athletes along with their social support needs (Carter-Francique, Hart, & Cheeks, 2015;Carter-Francique, Hart, & Steward, 2013) and fostering a sense of belonging may also prove beneficial to their overall development and well-being at HWIHE.…”

Section: Definition Core Elements and Benefits Of A Sense Of Belongingmentioning

confidence: 99%

Is excellence inclusive? The benefits of fostering Black female college athlete's sense of belonging

Francique¹

2018

JHEAI

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The purpose of this research note is to urge intercollegiate athletic departments and their administrators to foster a sense of belonging amongst Black female college athletes to aid in their felt membership as a college athlete and support their development as viable employment candidates in college sport. Black female college athletes’ graduation rates are on the rise; however, these being hired at dismal rates in college sport. By fostering a sense of belonging, Black female college athletes as a historically marginalized group are able to feel a sense of connectedness in the athletics and greater university environment; athletic departments commit to major organizational change that values diversity and inclusion; and through its commitment, a culture of inclusive excellence is felt by all students, faculty, staff and athletic administrators and coaches. Keywords: Black female college athletes, college sport, intercollegiate athletics, sense of belonging, diversity and inclusion, inclusive excellence

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“…Black students' experiences at PWIs are replete with examples of how family support influenced success and current research explains why off campus family support contributes to the building of social, communal, and cultural capital in ways that positively influence academic outcomes (Carter-Francique, Hart, & Cheeks, 2015;Dennis, Phinney & Chuateco, 2005;Garriott et al, 2014;Goings, 2016;Johnson & Lane, 2016). This research is built on the previous work of Clark (1983), Bowman and Howard (1985), Dressier (1987), Kiah (1992), McAdoo (1993), and Herndon and Hirt (2004) that explained the relevance of family to the holistic development of Black students.…”

Section: Broad Definitions Of Black Identity Within the Home And Academementioning

confidence: 99%

<em>Black Student Leaders Practicing Resistance in the Midst of Chaos: Applying Transgenerational Activist Knowledge to Navigate a Predominantly White Institution</em>

Hotchkins

2017

The Journal of Negro Education

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Examining the Value of Social Capital and Social Support for Black Student-Athletes’ Academic Success

Cited by 29 publications

References 60 publications

Success Through Community Cultural Wealth: Reflections From Black Female College Athletes at a Historically Black College/University (HBCU) and a Historically White Institution (HWI)

Success Through Community Cultural Wealth: Reflections From Black Female College Athletes at a Historically Black College/University (HBCU) and a Historically White Institution (HWI)

Is excellence inclusive? The benefits of fostering Black female college athlete's sense of belonging

<em>Black Student Leaders Practicing Resistance in the Midst of Chaos: Applying Transgenerational Activist Knowledge to Navigate a Predominantly White Institution</em>

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