Download or read book A Comparison of Athletic Identity in First and Fourth Year Male Student Athletes written by Pierre Luigi Bondoc and published by . This book was released on 2015 with total page 138 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT:The study was designed to examine and compare athletic identity of first and fourth year male collegiate studentathletes. Athleticidentity is the degree to which an individual identifies with the role of athlete (Brewer, Van Raalte, & Linder, 1993). The participants (N~ 51) were male student-athletes from a NCAA Division III college in New England. The participants completed a demographicquestionnaire and the Athletic Identity Measurement Scale (AIMS), a 10-item 7-point Likert-type scale, developed by Brewer, VanRaalte, and Linder, (1993), to determine individual athletic identity. An independent t-test was conducted to identify the meandifferences in AIMS scores between first and fourth year male student-athletes. No differences existed in mean scores on the AIMS offirst and fourth year male student-athletes in the study. The participants are in college and at a current juncture of identitydevelopment, testing and experiencing different ideological and interpersonal domains not previously experienced. The NCAA DivisionIII institution the participants attended influence individual identity by encouraging its members to be students first and becomeintegrated within the campus community.

Download or read book Ethnic Identity Athletic Identity and the Black Male High School Athlete written by Michelle K. Smith and published by . This book was released on 2004 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract.

Download or read book Athletic Identity and Mental Health The Experiences of Black Male Former Student Athletes written by Miguel Frank and published by . This book was released on 2018 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: On college campus across the nation, student-athletes represents a unique group among the student population. Black male student-athletes are an overrepresented group among the student-athlete population, representing more than a quarter of all student-athletes. Previous research has explored the impact of athletic identity on student-athletes, as well as the academic success of Black male student-athletes. Due to the high number of Black males participating in intercollegiate athletics and the lack of research related to their mental health experiences, the goal of this study was to examine the impact of athletic identity on the experiences of Black male student-athletes and the mental health implications that came as a result of those experiences. Six Black male former student-athletes were interviewed and revealed major themes and experiences related to athletic identity, on-campus experiences, and mental health. The interviews provided information that could prove useful in developing techniques and programs that could assist this population during and after their college careers.

Download or read book A Comparison Study Between Male and Female Division I Athletes Assessing Identity written by Ernest G. Eugene and published by . This book was released on 2008 with total page 69 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Study Design: A survey questionnaire design was used in this comparative study. The independent variables were gender, scholarship status, reason for attending OSU and sport. The dependent variables were student (SIM) and athletic (AIM) identity scores. Objective: The primary objective of this study is to compare athletic identity and student identity among male and female Division I student-athletes. Background: Sport Psychology is a field that studies both the mental and psychological attributes that affect sport and physical activity. An increase focus has emerged in the psychology of athletic injury rehabilitation and treatment. The evolution of Title IX has focused our efforts on both male and female collegiate athletics. Methods and Measures: Subjects consisted of 248 student-athletes from The Ohio State University that were members of the above-mentioned teams. Using a 7-point Likert scale, all subjects completed a 14-question instrument. With written authorization, the first 7 questions was the Athletic Identity Measurement Scale (AIMS) survey designed by Dr. Britton Brewer in 1993. The last seven questions was the Student Identity Measurement Scale (SIMS). The survey was provided to all subjects with a packet that consisted of a cover letter, anonymous demographics questionnaire and the 14-question instrument. Upon completion of the questionnaire, the subjects placed the demographics questionnaire and 14-question survey instrument in a sealed letterhead envelope and forwarded the envelope to the team athletic trainer. Upon receipt, the athletic trainer placed them in a larger envelope for the principal and/or co-investigator to pick up at a later time. Results: A total of 181 of 248 questionnaires were returned. However, only 180 surveys were complete and able to be used for data analysis. Of the 180 surveys used, 103 were male student-athletes and 77 were female student athletes. The highest response rates (96%) were men's and women's soccer. Scholarship athletes consisted of 127 respondents and 118 respondents attended OSU for athletic reasons. Conclusions: A majority of the participants attended OSU for athletic reasons and/or an athletic scholarship brought them to OSU. The difference between those that attended for athletics vs. academics is not huge.

Download or read book Perceptions and Performance of African American Male Student Athletes at a Historically Black University and a Predominantly White University written by and published by . This book was released on 2004 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The current study examined the self-perceptions of African American male student-athletes in regards to academic abilities, athletic role, and ethnicity. More specifically, this investigation explored how academic self-concept, athletic identity, and racial identity are related to the academic performance of 101 African American male student-athletes. In addition, differences in institutional affiliation (i.e., Historically Black University and Predominantly White University) and academic level (i.e., underclassmen and upperclassmen) were examined. The participants were administered four instruments: (a) the Academic Self-Concept (ASCS), (b) the Athletic Identity Measurement Scale (AIMS), (c) the Multidimensional Inventory of Black Identity (MIBI), and (d) the Student-Athlete Questionnaire. Results of this investigation revealed that African American male student-athletes with higher levels of athletic identity had more confidence about their academic abilities and had significantly higher cumulative grade point averages. The more African American male student-athletes identified strongly and exclusively with the athlete role the less likely they were to commitment to an ideology that emphasizes commonalities of all human beings (i.e., humanist). In addition, African American male student-athletes who had higher academic self-concept scores had significantly higher cumulative grade point averages. As for Racial Ideology, African American male student-athletes attending the Predominantly White University reported significantly higher Assimilation, Humanist, Oppressed Minority, and Nationalist subscale scores. Finally, the results for athletic identity showed a three-way interaction among university affiliation, academic level, and sport participation. Given the unique educational experience of African American male student-athletes, it is imperative for academic advisors and other counseling professionals to apply the information obtained from this study to developin.

Download or read book A Figured Worlds Approach to Identity and Agency for College Student Athletes written by Sarah Malcolm and published by . This book was released on 2018 with total page 78 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purposes of this study were to examine the effectiveness of tutoring from the Matador Achievement Center (MAC) for student athletes and explore student athletes' identity with athletics and academics. As part of an exploratory sequential mixed-method design, study 1 was completed by using secondary data analysis from the MAC, and study 2 was a case study through interviews. The data from each of these studies are not able to be connected directly, but they provided complementary information to inform future research and program development. For study 1, I hypothesized that student athletes who participated in the MAC would experience positive GPA changes over time and student athletes' GPA would be lower during semesters when their sport(s) was (were) in-season than compared to semesters out-of-season. The archival data included 567 student athletes' records from fall 2013 and spring 2015. The case study had three first year student athletes and they were interviewed about their athletic and academic history. Study 1 indicated that tutoring alone was not enough to increase student athletes' GPA overtime. Study 2 examined how student athletes balanced their roles with athletics and academics as related to identity and agency using a "figured worlds" approach (Holland Lachicotte, Skinner & Cain, 1998). The major findings were that student athletes were not as identified with or committed to their academic development as their athletic development. The student athletes tended to be more motivated with athletics than academics, and they were motivated to play in professional athletics. Lastly, student athletes reported that they experienced disempowerment related to their athletic identity in the classroom when following procedures on the first day of classes. The MAC and faculty liaisons should collaborate to find ways to ensure that the policy serves the necessary functions without putting students in a position of potentially receiving bias. Student athletes seemed that they did not have anything equivalent in academics to a support system they get from athletics.

Download or read book Psychosocial Development and Athletic Identity Among Student athletes in NCAA Division I Revenue producing Sports written by Kenneth Tubilleja and published by . This book was released on 1998 with total page 174 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Am I Too Good for School written by Deann N. Williams and published by . This book was released on 2014 with total page 254 pages. Available in PDF, EPUB and Kindle. Book excerpt: Many student-athletes will find themselves questioning if they are more of a student or an athlete at some point in their academic career. Previous research has looked at gender roles, race and masculinity when developing male student-athlete identity, however this paper explores what other factors might influence football student-athletes to privilege one identity over another? According to Stryker's Identity Theory, the creation of roles comes from interaction with external forces and is linked to social positions within the social structure. This study explores the individual factors that influence the student and the athlete identity, and how that individual negotiates between these identities. To answer this question, semi-structured interviews were conducted with 17 male student-athletes that met the following criteria: have a cumulative GPA of 3.0 on a 4.0 scale, expected to graduate in five years or less, and a member of the football team. I found for the 'student' identity, the five dominant social structures that influenced the participants' student identity were Family, Eligibility, Academic recognition, Medical and Freshman Redshirting, and the Institution. While Family, Faculty Support, the Recruiting Process, God, Media, Injuries, Teammates, and a Student of the Game were the eight dominant social structures that affected the athletic identity. There were seven dominant tensions that the student-athletes spoke, and there were three dominate ways these student-athletes navigated through those conflicts. Through Stryker's Identity Theory I found these social structures were framing these student-athletes as only athletes using both role expectations and interaction with others in the structure. As a result, these student-athletes were handing these conflicts based off their salient identity--their athlete identity. I found that as long as the social structures are pointing toward their athletic identity these student-athletes did not have any conflict. When the social structure does not point to their athlete identity was when conflict happened. It is at that time that the participants' identity salience begins to shift, which started happening for a few of the participants that realized their athletic career was ending. When their identity begins to change so does their role expectations and how others interact with them.

Download or read book Project S A I D Student Athlete Identity Development written by Lisa Napoleon Salgado and published by . This book was released on 2011 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACTThe collegiate level student-athletes are subjected to a world that is different than other adolescents beginning their university experience. These individuals embark on their college campuses with more than freshman level English and dorm selection as their greatest sources of stress. On the contrary this level of athletics and education is the genesis for many into the world of professional athletics. These young individuals are ushered into a world where balancing the many perils, pitfalls and pleasantries of a college campus are events that could be construed as the makings of a fulltime job ... their sport of choice. The irony of this world is that only a tiny percentage of the student-athletes will make an actual career out of their particular sport, however the training and preparation is the same for all. To top it off, each and every one of the student athletes believes they will be the one to achieve professional status with their talent. American college communities more often than not promote the fact that they are places for adolescents to grow and explore themselves in various ways. Erik Erikson (1982) has determined that the Identity vs. Identity Confusion crisis takes place at this very time and if not successfully resolved one will develop in a psychosocial manner that can impact negatively throughout the rest of one's life. The impasse that the student athlete is faced with is that so much is determined by their performance in their sport rather than their performance as an individual away from their sport. I will focus on the identity development of male and female adolescent collegiate student-athletes and how these two very important components, gender identity and social group identity, interplay in the development of some adolescents and create its own type of identity development completely, Student-Athlete Identity Development (S.A.I.D.) It will be argued that student-athletes, particularly males, have embarked upon this time of exploration in their lives and begin with a foreclosed sense of identity and within months they start to alter their view of self as well as their place within the athletic world.

Download or read book Examining the Relationships of Coping Style and Athletic Identity with Adjustment to College Among First year Division III Collegiate Athletes written by Kate C. Hibbard-Gibbons and published by . This book was released on 2019 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student-athletes face multiple challenges in their first year of college; understanding what influences a healthy adjustment is critical to aiding their success (Parham, 1993; Turner & Thompson, 2014). First-year student-athletes are presented with the challenge of having to rapidly adjust to a new social and academic environment and having the added challenge of adjusting to a new sport environment. However, little is known about how student-athletes are coping with their first year in college. The purpose of this study was to examine the relationships between race, gender, coping styles, athletic identity and the college adjustment for first-year student-athletes at Division III institutions. Participants were 200 first-year Division III athletes. Their ages ranged from 18-21 years old (M = 18.49, SD = .56). Female identified student-athletes represented 42.5% of the sample and 56% were male identified. The sample was 73.5% European/White, 12.5% African American/Black, 5% Hispanic/Latino/a, 5% Biracial or Multiracial, 1% Asian, and .5% other race/ethnicity. Twenty-one team and individual sports were represented including revenue and non-revenue sports. Data were collected in person from three NCAA Division III Midwestern universities from the MIAA conference. The participants were administered a demographic form and three survey instruments: the Coping Strategy Indicator (Amirkhan, 1990) with three subscales measuring problem solving coping, seeking social support coping, and avoidance coping; the Athletic Identity Measurement Scale (Brewer et al., 1993), and the Student Adjustment to College Questionnaire (Baker, McNeil, & Siryk, 1985; Baker & Siryk, 1984). Descriptive statistics and correlations were calculated to initially investigate relationships among the variables. An ANOVA and MANOVA were conducted to examine possible differences in athletic identity and coping styles associated with gender. Findings indicated that there were no significant differences in athletic identity associated with gender. With respect to coping styles, analyses yielded a significant multivariate effect associated with gender and coping styles, with women using more seeking social support strategies than men. Hierarchical multiple regression analyses were used to investigate the extent to which gender, race, coping styles and athletic identity predicted college adjustment. Regression analyses indicated that athletic identity was not a statistically significant predictor of adjustment to college, above and beyond the variance accounted for by race and gender. In the analyses related to coping styles and college adjustment, results revealed that the avoidant coping style was a statistically significant predictor of adjustment to college, after controlling for race and gender. More avoidant coping was associated with poorer adjustment to college. When all variables were entered into the regression model, gender and avoidant coping were the two significant unique predictors. Findings, implications, and directions for future research are discussed.

Download or read book Athletic Identity and Moral Development written by Danielle N. Graham and published by . This book was released on 2017 with total page 108 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the moral foundations of intercollegiate student-athletes in relation to their athletic identity, specifically with respect to student-development in college. Research has established that prolonged participation in sport contributes to the development of an athletic identity (Brewer & Cornelius, 2001; Brewer, Van Raalte & Linder, 1990; Cieslak, 2004) and countless studies have identified significant categorical differences in moral reasoning tendencies between student-athletes and non-athlete students (Bonfiglio, 2011; Bredemeier & Shields, 2006; Howard-Hamilton & Sina, 2001; Lyons & Turner, 2015; Priest, Krause, & Beach, 1999). Two hundred and thirty-eight NCAA Division I intercollegiate, club sport, and intramural sport student-athletes, possessing varying degrees of athletic identity, served as participants. Athletic Identity was measured with the 7-item, 3-factor abbreviated version of the Athletic Identity Measurement Scale (Brewer & Cornelius, 2001), and the Moral Foundations Questionnaire (MFQ) (Graham, et al., 2011) was used to evaluate the moral foundations on which elite-athletes rely. Regression analyses suggested that athletic identity was significantly related to the Ingroup/loyalty, Authority/respect, and Purity/sanctity foundations of the Moral Foundations Theory (MFT) (Graham et al., 2011). ANOVA analyses indicated that female athletes scored higher on Harm/care and Fairness/reciprocity than male athletes and that time (e.g., years of collegiate sporting experience) may contribute to the development of athletes{u2019} moral orientations. The results suggest that maintaining increased degrees of athletic identity may play a role in the moral foundations on which NCAA Division I intercollegiate student-athletes rely.

Download or read book Reading for Understanding written by Ruth Schoenbach and published by John Wiley & Sons. This book was released on 2012-06-15 with total page 389 pages. Available in PDF, EPUB and Kindle. Book excerpt: "As elegantly practical as it is theoretically elegant. It is a guided tour, as one examines the tools of expert teachers as they engage students in a journey that is aptly dubbed Reading Apprenticeship?learning how to become a savvy, strategic reader under the tutelage of thoughtful, caring, and demanding teachers.? P. David Pearson, University of California, Berkeley, and founding editor of the Handbook of Reading Research. Reading for Understanding is a monumental achievement. It was a monumental achievement when it came out as a first edition in 1999, bringing years of rigorous reading research together in a framework for teaching that made sense in actual secondary school classrooms. Now, just thirteen years later, Schoenbach and Greenleaf have several randomized clinical trials and multiple on-going studies at their fingertips to demonstrate the effects of this approach for developing the reading and thinking of young people in our nation?s middle and high school classrooms, as well as in community college classrooms. Their careful work on developing disciplinary literacy among all students represents a passion for and commitment to supporting students?and their teachers?in reading for understanding, which translates to reading for enjoyment, self-awareness, learning, and for purposeful and informed action in our society. ?Elizabeth Moje, Arthur F. Thurnau Professor and Associate Dean for Research, School of Education, University of Michigan Reading Apprenticeship has proven to be an inspiration to Renton Technical College faculty and students alike. They have learned together to view themselves as readers in transformative ways, as they embrace powerful techniques to increase reading comprehension. The ideas and strategies in Reading for Understanding anchor this new and broad-based energy around reading and an enthusiasm among our faculty to model effective reading strategies for our students. ?Steve Hanson, President, Renton Technical College, Renton, Washington Reading for Understanding has the finest blend I have seen of research, strategies, and classroom vignettes to deepen teacher learning and help them connect the dots between theory and practice. ?Curtis Refior, Content Area Literacy Coach, Fowlerville Community Schools, Fowlerville, Michigan A teacher-tested, research-based resource for dramatically improving reading skills Published in partnership with WestEd, this significantly updated second edition of the bestselling book contains strategies for helping students in middle school through community college gain the reading independence to master subject area textbooks and other material. Based on the Reading Apprenticeship program, which three rigorous "gold standard" research studies have shown to be effective in raising students' reading achievement Presents a clear framework for improving the reading and subject area learning of all students, including English learners, students with special needs, as well as those in honors and AP courses Provides concrete tools for classroom use and examples from a range of classrooms Presents a clear how-to for teachers implementing the subject area literacies of the Common Core Standards Reading for Understanding proves it's never too late for teachers and students to work together to boost literacy, engagement, and achievement.

Download or read book Das Volksschulwesen in unserm Kanton ist erst seit dem Jahr 1800 Sache unsrer Landesregierung geworden written by and published by . This book was released on 1821 with total page 4 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Athletic Identity Identity Foreclosed Thinking and Career Maturity of Student athletes written by Geraldine M. Murphy and published by . This book was released on 1994 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A for Academics Or Athletics written by Tamekia Lee Bean-Bush and published by . This book was released on 2017 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this phenomenological study was to explore how African American male student athletes developed their athletic and racial identity and how this impacted their academic identity. I conducted two in depth interviews with 6 African American male current or former student athletes who played basketball or football in high school but were not eligible to be a NCAA qualifier for an athletic scholarship. I sought to investigate the point when the student athletes began their career in athletics and when athletics began to impact their academic performance and why it impacted academic performance. I also investigated how the African American male student athlete began to develop identity and how athletic and racial identity impacted the development of their academic selves.

Download or read book Excellence Beyond Athletics written by Sule Anibaba and published by . This book was released on 2018 with total page 80 pages. Available in PDF, EPUB and Kindle. Book excerpt: "This paper explores how elite African American male student athletes negotiate and form their identities as athletes and the effects these processes have on their post-graduate life. Factors such as college values and experiences often translate into differential post-graduate changes. This paper explores the role of trans-formative counseling as a mechanism for making the transition for African American male student athletes into non-athletic life more smoothly, with the ultimate goal of helping them achieve optimal educational and life outcomes. Student athletes are often the most celebrated groups on campus, but they are simultaneously exposed to unique social and developmental pressures. Studying Black (in this work, African American and Black will be used interchangeably) male student athletes allows policy and program administrators to examine both the consequences of over-identification with an athletic identity while examining a group which is most impacted by this phenomenon."--Abstract, p. 1.

Download or read book Athletic Identity and Conformity to Masculinity Based on Different Types of Sports written by Julie James and published by . This book was released on 2019 with total page 64 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Introduction: Researchers have examined hegemonic masculine norms and athletic identity in regard to athletes in order to understand how traits such as aggression, violence, heterosexual self-presentation, exclusivity, etc., are positively reinforced in America's sporting culture. The expectations for aggressive sport athletes to use their bodies as weapons, play through injuries, and suppress their empathy makes transitioning into their off-field daily lives difficult. Although researchers have examined how and why college football players conform to masculine norms and an athletic identity, little is known about how these constructs do or do not manifest within the athletes of different types of sports. Purpose: The purpose of the current study was to examine college males' retrospective sporting experiences from high school in order to better understand collision, contact, and non-contact sport athletes' attitudes regarding masculine norms and athletic identity. Participants: The participants (n=94) were male students enrolled in Kinesiology courses at a Pacific northwestern university. Methods: Each participant completed a 15-minute survey consisting of demographic questions concerning their athletic background, a shortened version of the Conformity to Masculine Norms Inventory (CMNI-46), and the Athletic Identity Measurement Scale (AIMS). Data Analysis: Descriptive statistics were collected regarding the participants' age, year in school, ethnicity, guardians' education level, and high school sport experience. Two MANOVAs were conducted to examine the connections, if any, between the type of sport college males excelled at most during their high school years and the CMNI-46 and the AIMS. If the MANOVA was significant, a follow-up univariate ANOVA was conducted. Lastly, a bivariate correlation was conducted for all the subscales of the two instruments. Results: The MANOVA investigating sport type differences for the CMNI-46 was statistically significant with follow-up univariate ANOVAs indicating that collision athletes were more violent than contact athletes. Discussion: This finding offers some understanding of the culture surrounding collision sports and its influence on the athletes participating."--Boise State University ScholarWorks.