“I’m Running so You Can Be Happy and I Can Keep My Scholarship”: A Comparative Study of Black Male College Athletes’ Experiences with Role Conflict

Abstract

The purpose of this study was to examine the experiences of two groups of Black male college athletes at a Division I historically White institution (HWI) to better understand the key contributors that influenced their academic performance levels, academic engagement, and the quality of their overall college experiences. Two focus groups were conducted with 10 Black male college athletes enrolled at a Division I HWI and a demographic questionnaire was administered to ascertain a better understanding of their personal backgrounds, college academic experiences, and college athletic experiences. Role theory was incorporated as a theoretical lens to investigate the participants' identity salience, role commitments, and overall college experiences. Findings revealed participants from each group shared common experiences encountering role conflict. However, the coping strategies and academic performance outcomes varied between each group. Implications for policy and practice are discussed.

Playing Multiple Positions: Student-Athlete Identity Salience and Conflict

“…Prior research indicates that organizational context-including athletic department culture, relationships with coaches, and academic advising-has implications for student-athlete development (Andrassy, Svensson, Bruening, Huml, & Chung, 2014;Paule & Gilson, 2010). Regarding context and identity more specifically, Cooper and Cooper (2015) found that Black male student-athletes' academic disengagement and identity conflict was shaped by peers and (a lack of) reinforcement around academic accomplishments, among other factors.…”

“…That is, the individual conceives of two or more identities as being "constructed so differently in terms of thoughts, feelings, and traits associated with each that they are irreconcilable" (Killeya- Jones, 2005, p. 169). Identity conflict surfaces when the demands of one or more roles make it difficult for an individual to meet the responsibilities of another role (Cooper & Cooper, 2015;Frone, 2000).…”

“…In particular, studies of student-athlete identity neglect to consider both athlete and student identity salience and their interaction in the relationship to identity conflict. Further, this work usually focuses on a single university or college (e.g., Cooper & Cooper, 2015;Settles et al, 2002), ignoring the potential impact of organizational context on identity salience. Finally, we lack an understanding of situations of identity salience and conflict among student-athletes.…”

Manifestations of Athletic Identity in Black Male Collegiate Student-Athletes: Introduction of a Model

“…This approach takes an anti-deficit perspective to empower this population (Cooper, 2016). The approach was influenced by various existing frameworks, including Comeaux and Harrison's (2011) conceptual model, Tinto's (1993) theory of student departure, CRT, and strategic responsiveness to interest convergence (SRIC; Cooper & Cooper, 2015). EBA consists of six holistic developmental principles: self-identity awareness, positive social engagement, active mentorship, academic achievement, career aspirations, and balanced time management.…”

Internalized Heterosexism, Outness, Athletic Identity, and Perceived Stress Among Queer Female Athletes

“…For example, Cooper (2016) noted how institutions often over emphasize Black male student athletes' athletic identities, leading to limited identity integration and exploration. Additionally, sport can afford opportunities to Black athletes who might not otherwise have access to education and economic mobility, making sport performance of even greater import (Cooper & Cooper, 2015). Given these trends, it is understandable that many Black athletes would endorse heightened levels of athletic identity.…”