Predictors of Collegiate Student-Athletes' Susceptibility to Stereotype Threat

Feltz, Deborah L.; Schneider, Richard D.; Hwang, Seung-Hyun; Skogsberg, Nikolaus J.

doi:10.1353/csd.2013.0014

Cited by 24 publications

(21 citation statements)

References 34 publications

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“…As performers in this setting are both students and athletes, they may be exposed to the "dumb jock" stereotype in their academic roles in addition to stereotypes about their sport performance. The findings of Feltz et al (2013) suggest that coaches' attitudes influence athletes' ST susceptibility. These authors recommend programming within intercollegiate athletics departments to educate coaches about ST.…”

Section: Helping Individuals Cope With Stereotype Threatmentioning

confidence: 96%

“…It is further recommended that not only athletes, but also coaches and other staff, receive education about ST. Feltz, Schneider, Hwang, and Skogsberg (2013) investigated studentathletes' susceptibility to ST in the context of intercollegiate athletics. As performers in this setting are both students and athletes, they may be exposed to the "dumb jock" stereotype in their academic roles in addition to stereotypes about their sport performance.…”

Section: Helping Individuals Cope With Stereotype Threatmentioning

confidence: 99%

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Stereotype Threat in Sport: Recommendations for Applied Practice and Research

Smith

Martiny²

2018

The Sport Psychologist

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Stereotype-threat theory holds that activation of a negative stereotype has a harmful effect on performance in cognitive and motor domains. This paper provides a literature review of stereotype-threat research in the motor domain followed by recommendations for sport psychology practitioners. The review discusses the most widespread stereotypes that exist in sport, the effects of stereotype activation on performance in different sports, and mechanisms that explain why stereotype threat decreases performance. Recommendations for practitioners include individual- and organizational-level approaches, with the former subdivided into interventions aimed at prevention or coping.

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Section: Helping Individuals Cope With Stereotype Threatmentioning

confidence: 96%

Section: Helping Individuals Cope With Stereotype Threatmentioning

confidence: 99%

Stereotype Threat in Sport: Recommendations for Applied Practice and Research

Smith

Martiny²

2018

The Sport Psychologist

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“…Therefore, simply having an athletic identity brings forth associated negative stereotypes. Higher profiled sports (i.e., football and basketball), as well as higher levels of competition, carry an increased occurrence of stereotype threat (Feltz et al, 2013). Studies examining stereotype threat have illustrated the negative impact that athletic identity has on educational outcomes within student-athletes at the collegiate level (Griffin, 2017;Stone et al, 2012).…”

Section: Stereotype Threatmentioning

confidence: 99%

“…Another factor that can contribute to a student-athlete experiencing adverse outcomes is their relationships with their coaches. For example, coaches play an influential role in the impact of stereotype threat within their studentathletes as they often highlight athletic abilities, but less often show belief in their student-athletes' academic ability (Feltz et al, 2013). This result comes as coach interaction often impacts student-athletes' level of athletic identity, whereby neglect from coaches to highlight their student-athletes' student identity causes them to focus more on their athletic identity (Feltz et al, 2013).…”

Section: Stereotype Threatmentioning

confidence: 99%

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

Howe

2020

JAS

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The socialization of Black males into athletics leads to a heightened attention placed on their athletic identity. Once these student-athletes enter the collegiate environment, the institutions of higher education and associated athletic departments have neglected to holistically develop identity within Black male student-athletes. With this population representing less than 3% of the entire student-body population on college campuses (Harper, 2018), the support that they receive also does not help to counter the negative experiences that they have. Negative experiences then lead to negative outcomes such as becoming susceptible to stereotype threat and identity foreclosure. This paper presents a conceptual model to center race while connecting athletic identity within Black male student-athletes to their experiences on campus and the outcomes related to this identity.

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“…While stereotyping of varsity athletes often carries negative connotations over to off-the-field activities (Beamon, 2014;Feltz, Schneider, Hwang, & Skogsberg, 2013;Simons, Bosworth, Fujita, & Jensen, 2007), participation in student affairs activities like recreational sports in higher education can help at-home students understand their racial and ethnic identity (Karkouti, 2015;Pieterse et al, 2010).…”

Section: Sport and The Othermentioning

confidence: 99%

Development of the Global-Self Through Collegiate Recreational Sports

Accetta¹

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Today's student has more access to global issues than any previous generation. Nearly one million higher education students study abroad worldwide, the workplace reflects a need to be interculturally competent, and students rarely have opportunities to learn how to thrive in the new global environment. This study explored how higher education, and specifically collegiate recreation, is responding to this reality. The development of Killick's global-self is a guiding theme and was used to investigate how students perceive the development of their global-self after experiencing interventions designed to introduce the concepts of internationalization and globalization into a collegiate recreation intramural program. The study also examines how students experience the interventions. The literature review focuses on institutional perspective, student engagement, learning theory, the role of sport and recreation in social change, and collegiate recreation professional competencies. A bounded 8-week case study, using aspects of community action research, was the research method. Observations, surveys, and semi-structured interviews provide data on students' perceptions of their development of a global-self and their experience in the designed intramural program.Themes identified in the data provide evidence that the interventions helped students develop both their sense of self-in-the-world and their ability to act-in-the-world. The data suggest that students found value in the interventions and believed them to be a worthwhile addition to the intramural program. Finally, the results of the study suggest that similar interventions can be applied to multiple areas in collegiate recreation and potentially expanded to other forms of co-curricular activities.

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Predictors of Collegiate Student-Athletes' Susceptibility to Stereotype Threat

Cited by 24 publications

References 34 publications

Stereotype Threat in Sport: Recommendations for Applied Practice and Research

Stereotype Threat in Sport: Recommendations for Applied Practice and Research

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

Development of the Global-Self Through Collegiate Recreational Sports

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