Download or read book Perception of College Adjustment and Institutional Attachment Among Student athletes of Color at a Predominantly White Institution and Its Relation to Academic Motivation written by Clewiston Challenger and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to investigate the relation between college adjustment, self-efficacy, academic buoyancy and academic motivation among student-athletes of color at a predominantly White institution (PWI) that participate in Division I sports. Historically, institutions of higher education, founded by White male educators and businessmen, designed their schools primarily for White students. Students of color where not permitted to attend such institutions nor compete against them athletically. After the integration of schools, college administrators and coaches saw the opportunity to recruit student-athletes of color in an effort to create winning teams, fill stadium seats, and to generate revenue. Some PWI campuses were not as welcoming to student-athletes of color because they lacked diversity, some did not foster a welcoming racial or cultural atmosphere, and many were not as inclusive. Some athletes faced discrimination and racism on campus which may have been a factor in their academic motivation. This study examined the perception student-athletes of color have of their non-cognitive factors (i.e. college adjustment, self-efficacy, and academic buoyancy), athletic status, and race and how it influenced their motivation (i.e. intrinsic or extrinsic) toward academics. Twenty-eight Division I student-athletes of color at a large PWI public university participated in the study. Each athlete completed a 20-minute Likert-type survey that asked questions about their college experience, perception of adjustment, self-efficacy, academic buoyancy, and motivation toward academics. The results of the study found college adjustment, intrinsic motivation, and extrinsic motivation toward academics to relate among student-athletes of color. No significant relation was found between the three variables of self-efficacy, academic buoyancy and overall academic motivation as hypothesized by the researcher.
Download or read book College Adjustment of Black African American Student athletes at Predominately white Institutions and Historically Black Colleges and Universities written by Sheriece Sadberry and published by . This book was released on 2010 with total page 96 pages. Available in PDF, EPUB and Kindle. Book excerpt: A dearth of research studies has examined the psychosocial experiences of African American college student-athletes. By comparison, numerous studies have examined the adjustment process of African American students at predominately White institutions (PWIs). The literature shows African Americans have a difficult time adjusting at PWIs due to numerous factors, including general stressors (e.g. financial concerns) and race-related stressors (e.g. racial insensitivity by professors) (2004; Prillerman, Myers, & Smedley, 1989; Sedlacek, 1999). In regards to college athletes, research indicates that the structure of the campus environment challenges student-athletes' capacity to fit in and adhere to expectations regardless of their racial background (Cogan & Petrie, 1996; Ridinger & Pastore, 2000). Nonetheless, it is critical to understand how the campus environment at-large and within the sports context influence African American student-athletes' adjustment. In the current study latent profile analysis (LPA) was employed to better understand the adjustment of African American student-athletes based on perceived social support, perceived campus racial climate, team cohesion, and life events. Results indicated three profile groups of African American student-athletes emerged and can be used to predict college adjustment concerns and campus setting (predominately White institutions and Historically Black Colleges and Universities). Implications are discussed to offer athletic directors, coaches, and practitioners a means to capitalize on identifying facilitators of healthy adjustment, ensuring that the overall campus, and more specifically the sport environment, provides a safe, encouraging place for the success of African American student-athletes.
Download or read book There s No I in team written by Mariana Dora Stavig and published by . This book was released on 2019 with total page 74 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the psychological dynamics of self-esteem and belonging among undergraduate students of color at a private, Division 1 (D1), predominantly white institution (PWI) located in the South. Specifically, the study ascertains whether and how (among students of color) athletic status procures particular social and esteem advantages not extended to non-athletes by virtue of social support. Hypothesis 1 stipulates that student athletes of color will report greater well-being (e.g., self-esteem, belonging) than non-athlete students of color. Hypothesis 2 takes gender into consideration, stating that male athletes of color will report greater self-esteem and belonging than female athletes of color, who will still report higher levels of positive outcomes than female non-athletes of color. The gender discrepancy is predicated on the notion that male athletes are adhering to a positive stereotype, whereas female athletes may be labeled un-feminine due to their physicality. Hypothesis 3 investigates the specific mechanisms that underlie possible group differences in self-esteem and belonging, purporting social support from team members and staff -- above and beyond the support proffered by the university at large -- as the chief mediator. Results are presented in group comparisons highlighting mechanisms that explain possible disparities in self-esteem, belonging, college persistence and social support between male and female athletes and non-athletes of color. This research presents a unique angle on college adjustment for minority students at predominantly white institutions.
Download or read book College Adjustment Discrimination and Social Support Among Students of Color written by Daniela Andrea Recabarren and published by . This book was released on 2016 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite efforts to increase underrepresented student enrollment, Students of Color continue to have significantly lower college retention rates compared to their White counterparts on many U.S. college campuses. This study investigated associations between general ethnic discrimination, emotional adjustment to college, and attachment to college in Students of Color at one predominantly White public institution in the Southeastern U.S. Students who were the first in their immediate family to attend college were compared to those with a parent who attended college. Social support from family and friends at home, as well as social integration in school were investigated as buffers of the impact of perceived discrimination. General ethnic discrimination stress was found to be a predictor of personal emotional adjustment. Social support and social integration were both predictors of personal emotional adjustment and institutional attachment. There were no significant buffering effects either for social support from home or from college. First-generation Students of Color were found to be at higher risk of experiencing lower levels of adjustment to college and higher frequency and stress of general ethnic discrimination.
Download or read book International Student athlete Perception of College Sport and Its Effect on Adjustment to College written by Nels Popp and published by . This book was released on 2007 with total page 472 pages. Available in PDF, EPUB and Kindle. Book excerpt: During the 2004-05 school year, over 10,000 international student-athletes competed for National Collegiate Athletic Association schools (NCAA, 2006b). Few researchers have examined how international student-athletes' college experiences compare to domestic student-athletes. The purpose of this study was threefold: (a) to detect differences between international and domestic student-athletes in regards to adaptation to college, (b) to detect differences between international and domestic student-athletes in regards to their view of the purpose of college sports, and (c) to determine whether student-athletes' views on the purpose of college sport help predict social adjustment to college or institutional attachment. A national sample of international and domestic student-athletes from 11 NCAA Division I institutions completed an instrument comprised of the social adjustment and institutional attachment scales from the Student Adaptation to College Questionnaire (Baker and Siryk, 1989) and the seven factor scales from a modified version of the Purpose of Sport Questionnaire developed by Duda (1989). A total of 288 student-athletes completed the instrument, 174 of whom were international student-athletes representing 49 different countries. Results showed international student-athletes scored significantly lower on the social adjustment and institutional attachment scales compared to domestic studentathletes. Among the seven purpose of sport factors, only the factor of competitiveness revealed a statistically significant difference between the two groups, with international student-athletes ranking the factor lower than domestic student-athletes. None of the purpose of sport factors significantly predicted social adjustment to college for either domestic or international student-athletes. Several purpose of sport factors significantly predicted institutional attachment, however. A discussion of results and their implications are outlined.
Download or read book The Effects of Perceived Racial Discrimination and Racial Identity on the Academic Self concept of African American Male College Athletes written by Rhema Daniel Fuller and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Research on the graduation rates of specific demographic groups indicates that African American male student-athletes are not graduating at the same rate as their peers (Institute for Diversity and Ethics in Sports, 2009). In addressing the issue of graduation rates, scholars cite that attendance at predominantly white institutions (PWIs) is influential to the academic achievement of African American male student-athletes because they are subject to racial discrimination on college campuses (Hyatt, 2003) and racial discrimination has negative effects on academic achievement (Thomas, Caldwell, Faison, & Jackson, 2009). Given that research has linked academic self-concept and academic achievement for African American male college students (Spurgeon & Meyers, 2003) but a racially discriminatory college environment is damaging to academic achievement and identity variables influence perceptions of discrimination (Sellers & Shelton, 2003), the purpose of this study was to investigate the relationships between identity variables (i.e. racial and athletic identity), environmental factors (i.e. racial discrimination) and academic outcomes (i.e. academic self-concept and GPAs). To this end, online survey research was used to gather data from African American male student-athletes in order to examine the above relationships. Participants were 168 African American male student-athletes at Division 1 predominately White institutions (PWIs). Data analyses consisted of 1-sample t-tests and moderated hierarchical regression analyses, with analyses being conducted in two parts. Part I found that African American male student-athletes report experiencing racial discrimination in an academic setting. Moreover, Part I found that the racial identity variables of centrality and the public regard racial were significant predictors of athletic and academic racial discrimination. Athletic identity variables were not significant predictors of racial discrimination. Part II found that racial discrimination was a significant predictor of academic achievement as measured by GPA. Athletic discrimination and differential academic treatment positively influenced academic achievement but academic differential effect negatively influenced academic achievement. Finally, the racial identity variable of private regard moderated the relationship between academic racial discrimination and GPA. The results of the study are discussed and contextualized with the larger body of literature examining the academic achievement of African American male student-athletes.
Download or read book The New Plantation written by B. Hawkins and published by Springer. This book was released on 2010-02-15 with total page 238 pages. Available in PDF, EPUB and Kindle. Book excerpt: The New Plantation examines the controversial relationship between predominantly White NCAA Division I Institutions (PWI s) and black athletes, utilizing an internal colonial model. It provides a much-needed in-depth analysis to fully comprehend the magnitude of the forces at work that impact black athletes experiences at PWI s. Hawkins provides a conceptual framework for understanding the structural arrangements of PWI s and how they present challenges to Black athletes academic success; yet, challenges some have overcome and gone on to successful careers, while many have succumbed to these prevailing structural arrangements and have not benefited accordingly. The work is a call for academic reform, collective accountability from the communities that bear the burden of nurturing this athletic talent and the institutions that benefit from it, and collective consciousness to the Black male athletes that make of the largest percentage of athletes who generate the most revenue for the NCAA and its member institutions. Its hope is to promote a balanced exchange in the athletic services rendered and the educational services received.
Download or read book Somebody to Lean On written by Nana Dawson-andoh and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Racial factors have been shown to play a role in the adjustment of African American college students attending predominantly White institutions (Ancis, Sedlacek, & Mohr, 2000; Davis et al., 2004; Jones, 2004; Solórzano, Ceja, & Yosso, 2000; Swim, Hyers, Cohen, Fitzgerald, & Bylsma, 2003). Social support also appears to be an important factor in the successful adjustment of African American students at PWIs (Bean, Bush, et al., 2003; Cohen & Wills, 1985; Guiffrida, 2003, 2004, 2005; Harris & Molock, 2000; Hinderlie & Kenny, 2002; Kimbrough et al., 1996; Lin, Dean, & Ensel, 1986; Mallinckrodt, 1988; Utsey et al., 2000). Utilizing a longitudinal design, the present study investigated how race-related factors such as racial identity, racial socialization, and racial climate influenced the college adjustment experience of African American students as well as how these factors influenced the size and racial composition of the social support networks. It was hypothesized that social support may play a mediating role in the relationship between these racial factors and college adjustment and that these relationships would vary by class status (freshman vs junior transfer students). Results were mixed and indicated that current racial climate and private regard were concurrently, but not prospectively, associated with overall college and institutional adjustment. This effect was moderated by class status. However, the size and racial composition of social support providers was not predicted by any racial factors nor did it predict college adjustment. Limitations and broad implications of findings are discussed.
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 An Exploration of the Black Student athlete Experience at Predominantly White Institutions and Its Potential Impact on Performance written by Mikaili Robertson and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The present study explores the Black student-athlete experience at Predominantly White Institutions (PWIs) and its potential impact on performance. There primary research question was twofold: (a) what is the academic, social, and athletic experience of Black student-athletes at PWIs (b) examine how their experiences may influence their athletic performance. Both male and female Black student-athletes (N= 4; N = 6) were recruited to participate in semi-structured interviews via Zoom. An interview guide and probing questions were used to examine the racial experiences of the participants in an academic, social, and athletic setting. Additionally, potential links to performance were explored through the interview guide. The interviews revealed four main themes: Microaggressions and Perceived Discrimination, Role Models and Social Support, Awareness of Identity, and Emotional Reaction and Management. Subthemes were also identified for each of the main themes. The findings of the study did not directly connect specific aspects of their experience to an improved or worsened performance. However, several of the themes presented by the participants have been seen to have an impact on performance in prior literature. These include belonging, team cohesion, support, amongst a variety of others. Coaches, athletic trainers, athletic departments, and professors should consider using these findings to inform their influence on Black student-athletes at PWIs. Future research is needed to explore the differences between the experiences of Black student-athletes participating in majority White sports at PWIs, as opposed to sports that heavily consist of other Black student-athletes. Keywords: Black student-athlete, Predominantly White Institution, experience, performance.
Download or read book Choose Two written by Dorcas Akinniyi Jansen and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student-athletes live such demanding lives navigating life as a student and athlete. This can at times place their identities at odds exhibiting differing levels of motivation depending on the behavioral domain. For student-athletes of color, the balance can be even more challenging given the additional role of a marginalized identity. The current study aims to explore academic achievement motivation as it pertains to the experiences of the student-athlete of color. A Grounded Theory qualitative method is also employed in order to disentangle the narratives of student-athletes of color attending a Predominantly White Institution (PWI). 13 student-athletes of color were interviewed for the purposes of the current investigation allowing several themes to emerge that shed light on student-athlete lives. The current study found that student-athlete participants seemed to apply skills learned within an athletic domain to their academic success. Participants also tended to neglect their social lives in order to better accommodate academic and athletic values. Finally, participants in this study appeared to derive academic motivation from a future orientation that encouraged achievement in order to access personal and professional success. From this, it could be that providing an environment where student-athletes of color feel safe to express themselves and their identities in order to build connection to the university at large, could be supportive of academic motivation. Also, sharing academic resources and content in connection to its influence on future goals could represent a more intentional and culturally aligned student-athlete of color perspective. Research placing the current findings in context with the extant literature is provided along with study limitations, implications, recommendations, and concluding remarks.
Download or read book Faculty and Male Student Athletes written by Keith Harrison and published by . This book was released on 2010 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Studies have examined the impact of environmental variables on academic achievement among student athletes in the revenue-generating sports of men's basketball and football. However, while evidence concerning the positive impact of male student athlete and faculty interaction is virtually unequivocal, we are not certain whether the benefits accruing from particular types of interaction vary across different racial/ethnic groups. This study explores the relationship between male Black and White student athletes and faculty as well as the impact of specific forms of student athlete-faculty interaction on academic achievement. Data are drawn from the Cooperative Institutional Research Program's 2000 Freshman Survey and 2004 Follow-Up Survey. The sample includes 1031 White and 739 Black football and basketball players attending predominantly White institutions. Regression results indicate that the impact of the contact or interaction is to some extent contingent upon the specific nature of the interaction for Black and White male student athletes. The findings also suggest that Black and White male student athletes did not benefit equally from their interactions with faculty. Finally, the implications of these findings are discussed among student athletes, faculty and student affairs leaders in order to improve male Black and White student athlete-faculty communication, as well as enrich their overall college experience.
Download or read book Linking Perceptions of School Belonging to Academic Motivation and Academic Achievement Amongst Student Athletes written by Christine Marie Anderson and published by . This book was released on 2010 with total page 122 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this study, I examined the relationship that exists among school belonging, achievement motivation, and academic achievement in a sample of student-athletes at UC Berkeley. The goal of the study was to achieve a deeper understanding of how and why achievement motivation and academic achievement is often discrepant between revenue and non-revenue athletes (Howard-Hamilton & Sina, 2001; Simons, Covington, & Van Rheenen, 1999). By examining the relationship between sense of school belonging and achievement motivation, I aimed to identify an additional factor that may contribute to motivation and achievement differences observed between subgroups in my sample. I also investigated differing motivation profiles in a representative sample of student-athletes. The current study used a 2 x 2 goal achievement framework established by Elliot and McGregor (2001) to provide a deeper understanding of motivation by fusing approach-avoidance and mastery-performance perspectives (Elliot & McGregor, 2001). Data for this study were collected from 143 college student-athletes at a large public university in the western United States. Respondents were from 17 to 24 years of age and were diverse in regard to gender, ethnicity, class year, sport, and socioeconomic status. Students who agreed to participate completed a brief questionnaire and submitted their responses anonymously. Motivation profiles were established by clustering scores from four variables: mastery-approach, performance-approach, mastery-avoidance, and performance-avoidance. Four meaningful clusters were identified among the student-athlete sample. A series of multivariate analyses of variance (MANOVAs) and univariate ANOVAs were then used to examine cluster group differences on the variables of perceived school belonging (instructor support, peer support, and general sense of belonging), achievement data, and each motivation cluster. Group differences amongst high-revenue and non-revenue student-athletes in regard to the dimension of school belonging, goal orientation, and achievement level were assessed using multivariate analysis of variance. Overall the results of the study reveal that four motivational profiles were identified within the student-athlete population using a 2 x 2 approach-avoidance and mastery-performance model. These clusters can be described as High Mastery, Moderate Motivation, High Approach, and High Motivation profiles. Student-athletes rarely reported low levels of motivation on the scale. The differences that were found between clusters were based on students feeling strongly or moderately in regard to motivation. Overall, subscales associated with a sense of school belonging did vary significantly across the four motivational clusters. Student-athletes identified as having a Moderate motivation profile had a weaker sense of support from peers, instructors, and the overall academic community in comparison to students found in the High Motivation and High Approach clusters. Students identified as having a High Approach profile felt the highest level of belonging across measures. No significant difference was found between revenue and non-revenue athletes in regard to distribution among cluster profiles; however, revenue athletes reported significantly lower levels of belonging across subscales and had a lower mean grade point average.
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 The Intersection of Athletic and Racial Identity of Black Student athletes at Predominantly White Institutions written by and published by . This book was released on 2007 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: The intersection of athletic and racial identity of Black student-athletes at predominantly-White institutions.
Download or read book A Sense of Belonging in Predominately White Institutions of Higher Education written by Robert Thomas Jones and published by . This book was released on 2022 with total page 190 pages. Available in PDF, EPUB and Kindle. Book excerpt: Colleges and universities are struggling to retain domestic students of color according to the National Center for Educational Statistics (2017) and with the population increase among diverse populations retaining students of color has become a priority for institutions of higher education (Cardenas et al. 2011). The struggle for institutions is the inability for colleges and university to create an environment that encourages the development of sense of belonging. One of the struggles institutions have created is a culture that is rooted in the idea of assimilating students rather than considering way to integrate and understand. The purpose of this research was to understand the beliefs, values, and expectation of domestic students of color at predominantly White institutions of higher education in order to create an environment that is conducive to the students establishing a sense of belonging. The research consisted of two phases, first was a survey that was sent to all individuals at Minnesota State University Moorhead who identified as a student of color and either graduated from high school in the United States or was a naturalized citizen of the United States. The survey utilized a Likert scale approach as was used to measure the attitudes and experiences of students of color around the basic framework for sense of belong outlined by Strayhorn (2012). The second phase of the research was a qualitative approach where the researcher convened a focus group of domestic students of color. The purpose of the focus group was to gain a deeper understanding of what might have impeded their ability to develop a sense of belonging based on their experience. The group consisted of six students of varying ages, gender, racial and cultural background. Based on the research four themes emerged that would help domestic students of color develop a sense of belonging at a college of university. First is the need to create an environment in which students of color do not feel the need to code-switch or hide who they truly are. Second is the need to develop a greater sense of understanding of who these students are and that they may not fit into the dominant culture. Third is the development of empathetic communication. The only way for faculty, staff, and other White students to develop a greater understanding is to listen with the purpose of wanting to understand. The last theme encompasses the lack of empathetic communication and understanding because students are not finding a connection. It is this connection that is not bringing about a sense of belonging because it is not engendering feelings of acceptance, value, and respect. If institutions of higher education are going to create an environment that encourages the establishment of a sense of belonging among domestic students of color, faculty and staff are going to have to find ways to connect as well as take the time to learn from these students. This demonstration of support and understanding will create a community that is based on trust and a willingness to have an open dialogue. It is when this happens that a domestic student of color will begin to feel a level of safety as part of a campus community. Once a student feels as though they can share their true self without having to code-switch they will begin to develop that sense of belonging.
Download or read book The Relationship of Student Involvement Institutional Engagement and Sense of Belonging Among Students of Color at a Predominantly White Institution written by Kitchen Joseph Allen and published by . This book was released on 2014 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study aims to provide useful information to institutions, educators, and students that can influence policy, theory, and practical decisions alike in an effort to address outcomes like sense of belonging and larger issues that face higher education such as disparate retention rates across race and ethnicity.
