Overprivileged, self-absorbed, dumb jocks: exploration of stereotypes of student-athletes

Abstract

In this study, lists of traits typically associated with several groups of students were created using empirically supported methods. Specifically, these traits were grouped into a taxonomy based on the extent to which they were classified as being stereotypical for male student-athletes, female student-athletes, male non-athlete students, female non-athlete students, masculine individuals, feminine individuals, athletes, and non-athletes. The purpose behind this study was to create lists of stereotypes associated with the above categories to address the methodological limitations of measures used previous research in sport psychology stereotypes. Results obtained using intraclass correlation measures of interrater agreement, chi-square and proportion analyses of forced-choice card sort data, and reliability analyses of stereotype ratings indicated support for a stereotype taxonomy encompassing each of these distinct groups. Additionally, the psychometrically based methods used in this study could provide a template for categorizing trait-adjectives about specific groups in more reliable and valid ways in many areas of psychology. The information from this specific study may be useful for future studies when determining applicable stereotypes to use for stereotype threat, perceptions of student-athletes, and perceptions of personality.

A Qualitative Analysis of the Intersectional Socialization of NCAA Division I Student-Athletes Across Diverse Identities

“…Extensive research has been conducted on the stereotypes and perceptions of studentathletes by non-athlete students (Anderson, 2015;Comeaux, 2018;Czopp, 2010), but little research has been conducted on student-athletes' perceptions of non-athletes. This study provides an understanding of how student-athletes perceive non-athletes, particularly as it relates to socialization outside of the athlete community.…”

“…Participation in college athletics has been shown to negatively impact student-athletes' social and personal development (Beamon, 2012;Singer, 2009) due to time constraints and the struggle with the dualrole of student and athlete (Clayton et al, 2015;Coakley, 2009;Coser, 1974;Lee, 2015;Rubin, 2016;Sack & Theil, 1985). In addition, male student-athletes commonly face strong stereotypes from peers, faculty, staff, and the general population based on their academic identity (Anderson, 2015;Edwards, 1984). Most notably, along racial lines, "dumb-jock" stereotypes can prove particularly detrimental to Black student-athletes in the classroom and among their non-athlete peers (Edwards, 1984;Rubin, 2016;Stone et al, 2012).…”

Stereotyped perceptions of student-athletes' career choices

“…Non-Athlete Student, Female Non-Athlete Student)?" Due to different adjectives being assigned to each of the four categories, it is believed that participants will treat these groups differently (Anderson, 2015). Also, due to the disproportional nature of the numbers of men and women in most jobs (i.e., 98% of kindergarten teachers are women, while 97% of construction workers are men; Bureau of Labor Statistics, 2017), it is unlikely that an even distribution of each job title will occur in the present study.…”

“…It is important to note that one does not need to endorse a stereotype to be aware of it. For example, an individual may be a supporter of equal employment opportunities for women and men, but when presented with stimuli associated with kindergarten teachers and construction workers may still associate these careers with their stereotypical gender roles (Anderson, 2015). Further evidence of this concept can be seen in the fact that Devine (1989) found that participants with both high and low prejudice ratings endorsed similar stereotypes of specific ethnic groups.…”

“…Once these broad limitations have been addressed, specific areas of improvement in stereotype research of student-athletes can be considered. Recently, Anderson (2015) has called into question the sophistication of the methods used in research on stereotypes of student-athletes. She posited that a reliable and valid taxonomy of stereotypes of studentathletes needed to be created.…”