Undergraduate Experiences of Division I Athlete Science, Technology, Engineering, and Mathematics (STEM) Graduates

Comeaux, Eddie; Bachman, Tina; Burton, Rena M.; Aliyeva, Aida

doi:10.1007/s10956-016-9648-y

Cited by 14 publications

(10 citation statements)

References 19 publications

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“…Consistently being incorporated into research, Comeaux and Harrison's (2011) model offers guidance into helping understand and improve academic outcomes for college athletes (Comeaux, 2013;Cooper & Dougherty, 2015;Grandy, Lough, & Miller, 2016). This model supposes that as college athletes become more integrated into the social and academic environments, they have a better chance for academic success (Comeaux, 2013;Comeaux, Bachman, Burton, & Aliyeva, 2017;Comeaux & Harrison, 2011;Cooper & Dougherty, 2015;Grandy et al, 2016). However, a critique of this model is that it combines the college athlete experience into just the academic and social systems but does not adequately call out sport participation.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

An Examination of the Experiences of Black Football Athletes

Porter

2019

JIS

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The purpose of this study was to understand the experiences of Black college athletes that played football and graduated from a Division I Power 5 institution. It is well documented that Black football players graduate from Power 5 institutions lower rates than any other student or athlete group, due to a variety of obstacles they face on campus. Despite these obstacles, there are athletes in this group who do graduate from their institution and successfully transition into professional careers. The research conducted for this article is adapted from a dissertation that explores the campus environment that Black college football players must navigate. This article focuses on the impact the social support network has, helping these athletes maneuver through their organizational environment and prepare for life after athletics. Understanding the possible influences of a support network can be a critical strategy for the survival of this group of athletes.

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Section: Theoretical Frameworkmentioning

confidence: 99%

An Examination of the Experiences of Black Football Athletes

Porter

2019

JIS

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“…On the contrary, family can also encourage academic success. Although not exclusive to Black male studentathletes, Comeaux et al (2017) found that student-athletes who completed their degrees in STEM fields had high educational aspirations that were pushed on them by their family from early ages. These findings extend to Black studentathletes, as Harris et al (2015) discussed high school Black male athletes excelling in academic and athletic pursuits due to the values instilled in them by their parents and siblings.…”

Section: Pre-college Factorsmentioning

confidence: 96%

“…The model introduced by Comeaux and has been utilized to analyze the educational experiences of student-athletes in varying contexts, such as those who received a degree in science, technology, engineering, and mathematics (STEM). For example, Comeaux et al (2017) found that an early understanding of career goals and purposeful involvement in STEM activities prior to entering college contributed to them obtaining their degrees. Aspects of this model can be adapted to focus specifically on the experiences of Black male studentathletes.…”

Section: A Conceptual Model Of College Athlete Academic Successmentioning

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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“…Both academic and social experiences are significant in influencing the success of college athletes in STEM majors (Comeaux et al, 2016). Involvement in "high-impact activities… such as peer study groups, clubs, internships, and structured research projects" (Comeaux et al, 2016, p. 27) support successful progress and degree attainment in STEM.…”

Section: Supporting Success In Stem In Higher Educationmentioning

confidence: 99%

“…At the same time, however, the intense athletic schedules of many Division I college athletes can pose barriers to their access and participation in the aforementioned "high-impact activities" (Comeaux et al, 2017). In addition to college athletes' feelings of isolation from their non-athlete peers in STEM, they may also experience isolation from their non-STEM major teammates, as their teammates are not involved or may not be able to relate to their coursework and other academic experiences (Comeaux et al, 2016). Additionally, Black male college athletes in STEM majors may struggle to balance the demands of academics, athletics, and socializing with peers and feelings of isolation (Mark & Alexander, 2019).…”

Section: Supporting Success In Stem In Higher Educationmentioning

confidence: 99%

High-Revenue Athletics Institutional Policies and Practices Aligned with Key Resources for STEM Career Development

Mark

2021

JHEAI

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This study sought to explore the ways in which athletics departments within high-revenue National Collegiate Athletic Association Division I universities established institutional policies and practices aligned with providing key science, technology, engineering, and mathematics career development resources. These resources were derived from an earlier study focused on Black male student-athletes in high-revenue Division I athletics. The athletics department websites of a sample of high-revenue Atlantic Coast Conference institutions were reviewed seeking evidence of such policy and practice alignment with STEM career development. The resources identified from this review included explicit programming and student-athlete experiences for career, personal, and cultural identity development; designated institutional support personnel, including academic advisers, career counselors, and learning specialists, with the potential to provide personalized social support and academic support; and tutoring and study hall as additional academic support practices. The need for equity and student-centeredness is discussed in light of the implementation of each of these resources, as well as considerations of the impact of athletics departments demonstrating leadership and accountability in administering these resources, as compared to university-wide departments of academic and student affairs.

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Undergraduate Experiences of Division I Athlete Science, Technology, Engineering, and Mathematics (STEM) Graduates

Cited by 14 publications

References 19 publications

An Examination of the Experiences of Black Football Athletes

An Examination of the Experiences of Black Football Athletes

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

High-Revenue Athletics Institutional Policies and Practices Aligned with Key Resources for STEM Career Development

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