From Idealism to Pragmatic Detachment: The Academic Performance of College Athletes

Adler, Peter; Adler, Patricia A.

doi:10.2307/2112226

Cited by 125 publications

(128 citation statements)

References 25 publications

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“…When conditions are unfertile, some identities may never be expressed (Adler & Adler, 1985) and may even atrophy. In school, this is deleterious for those students who never feel comfortable enough to express a learning identity or never fully develop a robust sense of self as a learner.…”

Section: Identitymentioning

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: Identitymentioning

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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“…In contrast, research that situates college athletes' behavior and motivation in interaction with socialization processes has the potential to recognize college athletes' agency, while also avoiding blaming the victim or absolving institutions of all responsibility for outcomes. Unfortunately, this research suggests that college athletes' college experiences often perpetuate academic failure (Adler & Adler, 1985, 1991, 1999Benson, 2000;Comeaux, & Harrison, 2007;Fountain & Finley, 2009). Research must continue to explore college athletes' academic experiences in order to discover best practices for encouraging academic success (Martin & Harris, 2006;Martin et al, 2010) and to uncover how even successful college athletes may be harmed or shortchanged within the current system (Oseguera, 2010).…”

Section: Resultsmentioning

confidence: 99%

Who or What Are Graduate(d) Student-Athletes?: Defining a Misunderstood Sub-population

Haslerig

2017

JHEAI

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After reading Columbus Dispatch's cover story "Battle of Brothers" about the upcoming collegiate football game in which my two youngest cousins-who are brothers-would face each other, I was annoyed. The article used the term "fifth year senior" to describe the elder brother, which struck me because it was juxtaposed with a description of his younger brother as a "thirdyear junior"-not only making a fifth year seem aberrant, but also transforming a purely athletic achievement (playing as a freshman) into a disingenuous testament to his academic progress. Yet, as a collegiate athlete under the purview of the NCAA, the elder brother was a "fifth-year senior" in his final year of eligibility despite having walked at graduation the year before, completing an internship, and starting coursework toward a graduate degree.

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“…Most research has found that university athletes obtain lower grades compared to non-athletes (Sack, 1987-88;Adler & Adler, 1985). However, there are other researchers (Henschen & Fry, 1884;Shapiro, 1984) who have obtained reverse findings, showing that university athletes achieved better mean grades compared to non-athletes, while the third group of researchers (Hanks & Eckland, 1976;Stuart, 1985) found no difference in the mean grade among university athletes and non-athletes.…”

Section: Problem Statementmentioning

confidence: 99%

“…Most universities aimed to produce students with good academic performance but the competitive nature of intercollegiate sports has resulted in an 'anti-intellectual' subculture (Adler & Adler, 1985), lower academic achievement among students athletes (Allen, 1997) and also over dependency on personal support from other people for better achievement in both academic and social environment (Sack, 1988). Adler & Adler (1985) suggest many university athletes are not ready and not interested in academic.…”

Section: Introductionmentioning

confidence: 99%

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Sports Involvement and Academic Achievement: A Study of Malaysian University Athletes

Chuan¹,

Yusof²,

Shah³

2012

IES

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Factors that influence the academic achievement of Malaysian university athletes were investigated using 156 field hockey players from several universities. The relationship between team subculture, parental influence, the learning environment, support systems, financial aid, training factors, academic assistance, socialization, and stress level and academic achievements of student athletes were examined using the Team Socialization Scale (Allen, 1997). There was a significant positive relationship between the learning environment and academic achievements of university athletes but a negative relationship was found between support system and academic achievements. Implications and suggestions on how to improve the academic achievement of athletes in Malaysian universities were discussed in the study.

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From Idealism to Pragmatic Detachment: The Academic Performance of College Athletes

Cited by 125 publications

References 25 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

Who or What Are Graduate(d) Student-Athletes?: Defining a Misunderstood Sub-population

Sports Involvement and Academic Achievement: A Study of Malaysian University Athletes

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