Download or read book An Exploratory Case Study on the Academic Identity Development of Student athletes written by Chad Joseph Gerber and published by . This book was released on 2018 with total page 162 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student-athletes convey a level of distinction on campus. It can be debated how positive and productive this level of social prominence is; nevertheless, it is noteworthy. Identifying as a student-athlete is a way of distinguishing oneself on a college campus, but what is really the distinctive element of this title? Student-athletes are viewed as peers in the classroom, and perhaps as inferior in some cases. Rather, their social prominence comes from their status as members of university athletic teams. This could be just one of the reasons for imbalance in athletic versus academic identity. The topic of student-athlete academic and athletic identity development has been studied on a limited basis. (e.g., Brewer, Van Raalte, and Linder, 1993, Heird and Steinfeldt, 2013, Marx, Huffman, and Doyle, 2008). Further, studies on the environment of student-athlete academic advising departments and their role in identity development is lacking. The process of college sports evolvement is now over 150 years in the making. Student-athletes have always had to find time for their athletic and academic interests. But does the current climate of college athletics provide an environment in which a student-athlete’s academic and athletic identities may be in conflict, more so than in the past? The aim of this study was to explore an environment of influence on the academic identity develop of college student-athletes.
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 Leadership Identity Development in Intercollegiate Female Student Athletes A Case Study written by Natalie M. Poole and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The study is focused on the process of leadership identity development through an in-depth analysis of the experiences of and influences on intercollegiate female student-athletes at a mid-south, mid-size university that participates in Division 1 collegiate athletics. Research was conducted within the theoretical framework of the Leadership Identity Development (LID) model authored by Komives, Owen, Longerbeam, Mainella, and Osteen (2005). This study was interested in the degree to which the data upheld the presence of the four developmental influences of the LID model: 1) peer influences, 2) adult influences, 3) reflective learning, and 4) meaningful involvement. Framed by an understanding of college student development, leadership development, intercollegiate athletics and leadership, and the description of leadership identity development, the qualitative research examined the influence of intercollegiate athletics on the leadership identity development of female student-athletes. The findings were derived from semi-structured interviews, a focus group, and photo elicitation. The key findings of this research are:The relationships formed through participation in intercollegiate athletics contribute to leadership identity development of the female student-athletes.The four developmental influences (peer influence, adult influence, meaningful involvement, and reflective learning) affect the leadership identity development of the female intercollegiate athletes.There are specific processes involved with being an intercollegiate athlete that contribute to the development of the leadership identity within the female student-athletes. .
Download or read book Beyond Beliefs written by Ronald A. II Moses and published by . This book was released on 2019 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation will examine athletic academic advisors' professional beliefs regarding academic challenges and preferred advising style for supporting the retention and matriculation of Black male student-athletes. Drawing on the key principles of intersectionality as a conceptual framework, I hypothesize that athletic academic advisors with shared social identities and similar past experiences will have also have similar perceptions of which advising style is best wen working with Black male student-athletes. A survey will be distributed to athletic academic advisors' professional listservs and social media groups. Multinomial logistic regression test will be used to analyze multiple choice scale items, while open-ended items will be qualitatively coded. One goal is to help determine if differences in perception correspond to social groupings such as race, socioeconomic status or gender. These groupings are popular variables in research on athletic academic advising and athletic center cultures. A second goal is to explore if perceptions correspond to other, less studied group memberships such as political affiliation and athletic identity. A better understanding of athletic academic advisors' identity and perceptions will be useful when developing practices to improve academic outcomes for Black male student-athletes.
Download or read book Preoccupations of College Students at a Carnegie Balanced High Graduate University written by Jennifer L. Novak and published by . This book was released on 2007 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: Since the early 1950's, identity development has been researched in college men. Until Ruthellen Josselson (1987) recognized the need to study women, most research was conducted solely on men and generalized to women. Although psychosocial research has come a long way since Erik Erikson introduced his eight stages of development, the stages that relate solely to females are still slightly new in regards to developmental theory. According to Erik Erikson (1968), identity can be referred to as involving a subjective feeling of self-sameness and continuity over time. Erikson (1969) also spoke of identity as both a conscious and unconscious process -- as a conscious sense of individual identity as well as an unconscious striving for continuity of personal character. Josselson believed there were distinct key differences in identity development when comparing males and females and that it was worthwhile to re-define the characteristics of women at each stage of development. It is also plausible that there are distinct differences that exist in the female gender between the general college student and the college student athlete. Prior to Title IX these differences may not have existed; however, now the differences between gender in sport have decreased (although they are still present). The opportunity for women to become professional athletes after completing higher education has become more prevalent. Due to this, the female studentathlete that excels at her sport is more likely to focus on sports after college rather than a career related to her major. To date, research performed on women's identity development by individuals other than Josselson is minimal. In order to understand the difference between the traditional college-aged female student and a student athlete further investigation into the present research is necessary. In this research project, examination through interviews (N = 4) was performed to determine how the perceptions of female student-athletes compared to the perceptions of general female college students. The interview questions proposed to address each participant's progress in identity formation as well as aspects of her psychosocial developmental history. An analysis of the qualitative interviews revealed that female student-athletes differed from the female general college student. This difference could be attributed to many factors but most specifically, the student-athlete and the general college student focused on different aspects of the college experience. For instance, the student-athlete focused more on participating in sport during and after college while making friends with teammates and other athletes. The general college student tended to focus more on academic work and career related studies and sought friendships in other general college students. The increase in scholarships available and the opportunities to participate professionally in sport after college may be a contributing factor in the exclusive athletic identities observed in this study's female student-athletes. Consequently, an evaluation mechanism designed to analyze a female athlete's psychosocial development is of increasing importance.
Download or read book Making the Connection written by Eddie Comeaux and published by IAP. This book was released on 2015-05-01 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt: Making the Connection: Data-Informed Practices in Academic Support Centers for College Athletes is practical and ideal for those who seek to use research to inform their individual and organizational practices. This volume is primarily intended for upper-level undergraduate and graduate students, though scholars, researchers, teachers, practitioners, coaches, athletics administrators, and advocates of intercollegiate athletics will also find it useful. It comprises a series of chapters that cover a wide range of evidence-based approaches designed to enhance the practices of those who work closely with college athletes. Given the breadth of the field overall, this single volume is not exhaustive, but the current concerns, challenges, and themes of relevance to higher education researchers, practitioners, and others are well addressed. The intent of the text is to spark conversation about how college and university constituents can reframe their thinking about the importance of innovative research to careful, informed practice. Likewise, the contributors hope that it will inspire greater awareness and action among practitioners, as well as advance scholarship in the area of athletics. Each chapter includes current research, and in some cases theoretical perspectives, which should assist practitioners enhance the well-being of college athletes. Each chapter also offers guided discussion questions that are ideal for use as the basis of further conversation in the classroom setting. Adopters of this text will benefit from leading voices in the field who delve into complex issues, shedding new light and presenting unique opportunities for understanding a diversity of perspectives on evidence-based practices in support centers for athletes. In all, this volume provides a rich portrait of data-driven practices designed to assist practitioners and others who work closely with college athletes, and lays the groundwork for an ambitious and long overdue agenda to further develop innovative research that informs the practices of athletics stakeholders and improves the quality of experiences for college athletes.
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 Chasing Plan A written by Alexandra D. Warner and published by . This book was released on 2016 with total page 49 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student-athletes competing at the university level face a unique set of stressors, pressures, and experiences. While all students will inevitably face difficulties transitioning from high school to post-secondary education, collegiate athletes bear the burden of balancing at least two demanding public roles, student and athlete, along with other interpersonal relationships, such as friendships, familial ties, and connections with teammates and coaches. The current study examines the identity development of college student-athletes and the challenges they face as they transition into and through their involvement in higher education and intercollegiate sports. This project in particular focuses on how the gendered experiences of student-athletes affects their identity development through the lens of Identity Control Theory. The data, drawn from in-depth interviews with 19 Division 1 first-generation student-athletes, explore how student-athletes balance their multiple roles, and thus negotiate their athletic performance, academic concerns, autonomy, and potential stereotypes. It is vital to determine the best practices for first-generation student-athlete success in order to promote positive socialization and encourage college completion through an understanding of what programs can better support student-athletes as students, athletes, and individuals.
Download or read book Athletic and Academic Identity Motivation and Success written by Savanna Marie Love and published by . This book was released on 2018 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to examine athletic and academic identity and athletic and academic motivation in DIII student-athletes. An additional purpose of the study was to explore the extent to which identity and motivation variables could predict GPA. This study also qualitatively explored students' perceptions of their success, identity and motivation. Using Expectancy-Value and Identity theories as a theoretical framework, participants (n = 358) were administered an online survey that included AAIS and SAM. S. AQ scales along with open-ended qualitative questions. Quantitative data were used to conduct confirmatory factor analyses, bivariate correlations, hierarchical multiple regression, and multivariate analyses of variance. Qualitative analyses were used to extract major themes from the data, and a Mixed Methods analysis was used to analyze quantitative and qualitative data in a side-by-side comparison.
Download or read book A Mixed Methods Case Study written by Kenneth P. Bricker and published by . This book was released on 2020 with total page 109 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to examine student-athletes’ perceptions about how academic support programs affect their academic success in completion of their programs of study at SPORTS University. Many student-athletes face challenges regarding their time commitments and academic success. As student-athletes face more responsibilities, their personal and academic achievement can be affected. This study was guided by two research questions focusing on the resources that influence the academic success of student-athletes, academic support programs currently in place and the correlation between those programs and the academic success of student-athletes at SPORTS University. This research was completed through a mixed-methods, descriptive case study approach, where tools were provided to study a complex phenomenon, theory and interventions were developed based on research findings and results. The research was conducted virtually through a survey and virtual interviews and focused on interactions with student-athletes at SPORTS University. As holds true with case study methodology, the researcher used several data collection methods to ensure that rich data was collected and analyzed. The chosen sources of data collection for this study included structured interviews, surveys, and NCAA artifact review.
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009-05 with total page 582 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book What Effect Does the Athletic Subculture at a Division I Institution Have on the Development of Adult Identity on Student athletes written by and published by . This book was released on 2014 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt: In recent years, the role of intercollegiate athletics has shifted dramatically, from an extracurricular activity for the student body into a multi-million dollar business. The new business mindset of collegiate athletics has led to concerns that the athletic subculture is forcing athletes to choose between committing to their athletics or academic achievement. This research was designed to determine if the student-athletes' academic and/or athletic identities were impacted by either internal factors (team subculture, athletic demand, coaches influence, peer emphasis) or external factors (faculty involvement, parental involvement, media exposure). Data were collected using a cross-sectional survey design that featured a quantitative research method. The subjects were 222 men and women Division I student-athletes. The participants responded by completing the Athletic Indentity Survey (AIS), which I developed. The survey measured how student-athletes perceived their experiences within the athletic subculture and how it affected the development of their identity. The results showed that there were significant differences in identity view by sports team, athletic scholarship status, and gender. Results indicated that both athletic and academic identities were significantly influenced by peer emphasis, faculty involvement, ethnicity and athletic demand. The conclusions of this study should be considered in future research and athletic policy development of student-athlete experiences, enchancing the balance of student-athletes' commitment to their own athletic and academic identity.
Download or read book The Education of Black Males in a Post Racial World written by Anthony L. Brown and published by Routledge. This book was released on 2013-09-13 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Education of Black Males in a ‘Post-Racial’ World examines the varied structural and discursive contexts of race, masculinities and class that shape the educational and social lives of Black males. The contributing authors take direct aim at the current discourses that construct Black males as disengaged in schooling because of an autonomous Black male culture, and explore how media, social sciences, school curriculum, popular culture and sport can define and constrain the lives of Black males. The chapters also provide alternative methodologies, theories and analyses for making sense of and addressing the complex needs of Black males in schools and in society. By expanding our understanding of how unequal access to productive opportunities and quality resources converge to systemically create disparate experiences and outcomes for African-American males, this volume powerfully illustrates that race still matters in 'post-racial' America. This book was originally published as a special issue of Race Ethnicity and Education.
Download or read book An Investigation Into At risk Student athlete s Experiences and Academic Performance written by and published by . This book was released on 2013 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: This case study examines academic performance of student-athletes who are considered academically at-risk when they enroll at San Diego State University. To conduct this study, a mixed method research design was employed using Astin's Inputs-Environment-Outcomes (I-E-O) model as the theoretical framework. National Collegiate Athletic Association's GOALS survey data and academic performance levels of the 2012-13 at-risk student-athlete population were analyzed to report significant findings. In addition, qualitative data were collected from institutional leaders that have a vested interest in the academic performance of student-athletes. The results of the study indicated that the at-risk population's mean cumulative GPA was less than all other student-athletes at 2.69 and 2.84, respectively. There were also statistically significant differences in mean GPA among the at-risk population with regard to gender, major, sport participation, and year in school. However, incoming eligibility index score did not have a statistically significant impact on GPA. Correlation between high school GPA, index score, and college GPA indicated a significant relationship between high school GPA and college GPA. Analysis of the survey data revealed 21 of the 90 variables as statistically significant correlations with GPA, 10 of which also correlated positively or negatively among the predictor variables. Moreover, regression modeling, including all predictor variables, accounted for 53% of the variance in cumulative GPA and resulted in seven significant predictors of mean GPA. By and large, campus leaders reported that at-risk student-athletes are supported in their quest to graduation. This research may provide insight for institutions and athletic departments to improve at-risk student-athlete academic development.
Download or read book The Black Male Student Athlete Through the Prism of Sport written by Albert Yves Bimper and published by . This book was released on 2012 with total page 528 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Black experience throughout the history sport has engendered significant transformations to the landscape and culture of both sport and society. However, in the present sociocultural climate of intercollegiate athletics, the disproportion of Black male student athletes in the revenue generating high profile sports have a unique experience in sport unlike their athlete and non-athlete counterparts. The uniqueness of these student athletes' experiences exists in the ways in which they figure to negotiate their Blackness and their roles as an athlete and student contextualized within the current racial climate of sport culture. There remains a gap in existing literature and research of the conditions and lived experiences of Black student athletes concerning the developmental process of racial identity and its relationship with their athletic identities and academic self-concepts. The present research addresses this gap of knowledge about these stakeholders (i.e. the Black male student athlete) in sport by conducting a mix-methods study exploring the issues of identities, academic self-concept, and developing a deeper understanding based on the experiential knowledge of participants. The relationships between racial and athletic identity and academic self-concept were examined with a participant sample of Black male college football players at Division 1-A universities (N=255). Additionally, a qualitative instrumental case study grounded by Critical Race Theory explored the experiences and perceptions of eleven Black male student athletes participating in high profile athletic programs at predominately White institutions. The research findings indicate at least partial evidence of a relationship between pre-encounter assimilationist and miseducation attitudes with academic self-concept mediated by an elevated athletic identity of participants. There were five themes that emerged from the empirical materials. The themes are presented as: Lane Assignments, Allegiance to the Game versus Classroom, Race Matters??, Conformity, and Still at Work. This research illustrates that the identity, academic self-concepts and experiences of the Black male student athlete in college sport is vastly impacted by complex sociocultural systems. Findings suggest intercollegiate athletic support staff should purposefully accommodate the needs and experiences of student athletes with culturally relevant systems of practice to enhance student athlete development.
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 A Study on Student athlete Identity Foreclosure written by Kevin Charles Mendez and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study will share the results of a study of the student-athlete experience, especially focusing on post competition experience. The design of the study was based on the theoretical work of student development theorists, NCAA data and identity foreclosure studies. Student-athletes were invited to engage in the research study where they shared their experiences before, during and, if applicable, after college. From the study, it became clear that student-athletes, without exception, suffered from "identity foreclosure" when their athletic career ended. Based on the findings of the study, recommendations have been developed for the athletes, coaches, other athletic department personnel and university staff. This research will share the results of the study while also sharing the recommendations for methods of lessening the impact of identity foreclosure for student-athletes.
