The Mis-Education of the African American Student-Athlete

Abstract

The African American male student-athlete occupies one of the most peculiar positions in American society. While lauded for their sport performance, they are often viewed as problematic in the broader society. While their performance generates millions of dollars for universities and the NCAA, for most, their labor often produces comparatively little personal gain. While they are recruited as student-athletes, they soon realize that the demands of their athletic commitment renders them athlete-students. Many outside of sport would argue that this is a choice and an informed decision. But we argue much of this is a consequence of the mis-education of the African American student-athlete. We examine this phenomenon through the lens of Critical Race Theory to provide an alternative view of the issues faced by African American student-athletes and suggest an alternative pedagogy that might be investigated to meet their needs.

They’re Just Here for Ball: Proposing a Multi-Level Analysis on the Impact of Collegiate Athletics at Historically White Institutions on Black Male Collegiate Athlete Holistic Identity

“…It appears that organizational support or lack thereof for transition out of sport leaves athletes, especially BMCAs at HWIs, ill-equipped to move on since their coaches and athletic leaders prioritize athletics first. BMCAs are impacted by this sub-culture due to being the most heavily recruited group in sports with the greatest chance for exploitation (Harrison et al, 2017). For BMCAs in the high revenue-generating sports of football and men's basketball, their focus is shifted more on their athletic career than academic perfomance, as the joy of playing in competitive sports is fueled by the pressure of the athletic department and peers, forcing academic aspirations into secondary importance (Beamon & Bell, 2006).…”

“…An undergraduate degree is critical for the transition into life after sport for collegiate athletes; however, BMCAs are not experiencing opportunities in the classroom the same way they are on the field (Gill & Farrington, 2014). BMCAs have been socialized into sport growing up (macro-level norms), creating a perception that sports are valuable, attainable, and a high-status endeavor that they are best suited for (Edwards, 2000;Harrison et al, 2017). The socialization process, along with societal arrangements grounded in systemic racism Cooper et al, 2017), has permitted BMCAs to embrace a robust athletic identity, causing them to commit less time to develop as a scholar (Brewer et al, 1993;Harrison et al, 2017).…”

“…BMCAs have been socialized into sport growing up (macro-level norms), creating a perception that sports are valuable, attainable, and a high-status endeavor that they are best suited for (Edwards, 2000;Harrison et al, 2017). The socialization process, along with societal arrangements grounded in systemic racism Cooper et al, 2017), has permitted BMCAs to embrace a robust athletic identity, causing them to commit less time to develop as a scholar (Brewer et al, 1993;Harrison et al, 2017). Imposed time demands and constraints within sport sub-cultures and/ or within the organization (meso level) can entice BMCAs to focus on the development of their athletic identity over their holistic identity development (Benson, 2000;Bimper Jr et al, 2013;Cooper, 2016;Singer, 2008).…”

Uma revisão narrativa sobre o estudante-atleta no ensino superior

“…Com isso, sugere-se que tais práticas específicas do esporteem conjunto com uma forte identidade esportiva, repleta de características e comportamentos que o separa dos outros estudantescriam a imagem de que o estudante-atleta pouco se dedica às obrigações educacionais. Em consequência, por todos esses fatores, a ideia que ganha força entre indivíduos, geralmente não pertencentes ou que não reconhecem o ethos esportivo, é a de que estudantes-atletas são menos inteligentes do que os outros estudantes, criando um estereótipo para esse grupo (COUTANT et al, 2011;FISKE;NEUBERG, 1990;HARRISON JR. et al, 2017). Nesse caso, quando a característica que define um estereótipo traz descrédito, existe o risco de que o indivíduo entre em conformidade com essa característica e a reforce em si mesmo (STEELE; ARONSON, 1995).…”

The Embodied Experience of a Football Championship Subdivision Student-Athlete

“…There is a significant amount of research published on the cultural implications of an African American football student-athlete experience such as mis-education of African American student-athletes (Harrison, Bimper, Smith, & Logan, 2017), African American male studentathletes' experiences with racism and stereotyping on campus (Beamon, 2014), and African American student-athletes' experiences attending predominately White institutions (Rutledge, 2014). There have also been articles pertaining to African American student-athletes as the majority and Whites as the minority (Henry & Closson, 2012) as well as opportunities and barriers for minority coaches in Division I-A football (Park, Tomasini, & Shields, 2010).…”