Mentorship of Black student-athletes at a predominately White American university: critical race theory perspective on student-athlete development

Bimper, Albert Y.

doi:10.1080/13573322.2015.1022524

Cited by 36 publications

(29 citation statements)

References 35 publications

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“…Related to peer student athlete engagement, Comeaux, Speer, Taustine, and Harrison (2011) found Black student athletes' general academic self-concept was associated with developing close relationships with fellow student athletes who value education and enhancing their academic talents. Researchers have also documented numerous benefits for Black college athletes who participate in culturally relevant and responsive programming at both HWIs (Bimper, 2015, 2016; Carter-Francique, 2013;Carter-Francique, Dortch, & Carter-Phiri, 2017;Cooper, 2016) and HBCUs (Cooper, 2013).…”

Section: Literature Reviewmentioning

confidence: 99%

“…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).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Comeaux and Harrison (2007) documented the importance of faculty-student athlete interactions and suggested intentional engagement opportunities should be organized by athletic and academic departments. Thus, formalizing consistent support (i.e., prioritizing time for college athletes to meet with professors and engaged in study groups beyond mandatory study hours) for their academic engagement is recommended (see Bimper, 2015Bimper, , 2016Cooper, 2013Cooper, , 2016 for examples of institutions where this practice has been established). This idea is particularly important for implementation during the first and second academic year as these times have been identified as challenging transitional periods for college athletes.…”

Section: Implications For Policy and Practicementioning

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: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Implications For Policy and Practicementioning

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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“…Although some coaches clearly emphasis a heteronormative environment, the language noted here may be becoming increasingly common by coaches as they recognize that students are coming into the program with different gender identities and sexual orientations. Student-athletes spend a significant amount of time in athletics environments (Bimper Jr., 2015;Watt & Moore, 2001) shaped by administrators and molded by coaches who are responsible for the management and leadership of their team.…”

Section: Theme 2 Summary: Gendered Expectations In Athletic and Non-amentioning

confidence: 99%

“…There is a growing trend of mentorship programs in collegiate athletics (Bimper Jr., 2015) and research suggests that providing additional social support for studentathletes transitioning into a college or university setting has the potential for improving a successful immersion into the new environment (Howard-Hamilton & Sina, 2001).…”

Section: Establish and Maintain Mentorship Programs For Student Athlementioning

confidence: 99%

Why can't we just play ball? An exploration of how collegiate female athletes experience traditional gender norm expectations

Sexton¹

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ii To my partner and best friend Nicole, and to both our families, whose support made this work possible.iii ACKNOWLEDGMENTS Writing a dissertation is an interesting and exhausting process. This particular study would not have been possible without the support and encouragement of a number of people. First, thank you to my partner and best friend Nicole Sexton. Without her countless days and nights taking care of our young boys (Graham and Reed) to provide me with the opportunity to conduct research and write, this work would not have been possible. Your support, stamina, and patience throughout this process mean the world to me.

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Exposing the chameleon-like nature of racism: a multidisciplinary look at critical race theory in higher education

Lin

2022

High Educ

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In higher education institutions, critical race theory (CRT) is known to be associated with fields that study racial disparities or systemic oppression such as law, education, and ethnic studies. The impression that CRT is unrelated to fields like business or computer science may have led scholars and practitioners from these disciplines to put their focus on elsewhere than on racial inequality and its implication in their research and practice, despite apparent need. To counter such fallacy, this review article—focusing primarily on the US context—discusses CRT literature in fields where its presence is less known which are nevertheless among the major domains of higher education institutions: health sciences, computer science and information technology, sports, business, and religion. By discussing example research of how scholars have utilized CRT in different fields to challenge the race-neutral thinking that often obscures structural racism, this paper exposes racism’s ability to alter manifestations and to appear through various shapes and forms within the higher education context. Initial recommendations on how educators may engage in further discussions or actions will also be considered. This paper concludes that racist ideologies are often hidden behind discipline-specific vocabulary or technical language, and it is by tackling the ideologies at work underneath the technicalities can we address the chameleon-like nature of racism more effectively.

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Mentorship of Black student-athletes at a predominately White American university: critical race theory perspective on student-athlete development

Cited by 36 publications

References 35 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)

Why can't we just play ball? An exploration of how collegiate female athletes experience traditional gender norm expectations

Exposing the chameleon-like nature of racism: a multidisciplinary look at critical race theory in higher education

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