“Don't Call Me a Student-Athlete”: The Effect of Identity Priming on Stereotype Threat for Academically Engaged African American College Athletes

2012 ◽  
Vol 34 (2) ◽  
pp. 99-106 ◽  
Author(s):  
Jeff Stone ◽  
C. Keith Harrison ◽  
JaVonte Mottley
Keyword(s):  
African American ◽  
Stereotype Threat ◽  
College Athletes ◽  
Student Athlete ◽  
Identity Priming

The Influence of HeartMath® on Resilience and Empowerment in Female College Athletes

2020 ◽  
pp. 089801012098117
Author(s):  
Alexandra Miller ◽  
Nancey E. M. France
Keyword(s):  
College Athletes ◽  
National Collegiate Athletic Association ◽  
Statistical Significance ◽  
Female College Student ◽  
Student Athlete ◽  
Female College ◽  
Playing Field ◽  
Institutional Review ◽  
Resilience Scale ◽  
Female College Athletes

Purpose: The purpose of this pilot study was to examine the influence of HeartMath® on female college athletes’ abilities to holistically care for self as assessed through resiliency and power. Design: The descriptive design used mixed methods and was approved by the university’s institutional review board. The purposive sample was female college student athletes who were currently enrolled in a university program of study and played in a National Collegiate Athletic Association sanctioned sport. Method: There were eight weekly sessions where the holistic intervention HeartMath® was taught and reinforced. Participants completed two tools to measure resilience and power Weeks 1, 4, and 8: the Connor–Davidson Resilience Scale and the Power as Knowing Participation in Change Tool. At Session 8, a focus group interview was conducted to explore perception of how HeartMath® influenced caring for self as a student athlete. Findings: Although no statistical significance, emergent themes support that with HeartMath®, participants experienced an increase in resilience and power influencing their holistic caring for self. Conclusions: Findings support the need for additional research on the influence of HeartMath® on student athlete resilience and power in any team on and off the playing field.

scholarly journals Artifacts and the Academic Motivation of African American Male Athletes

2019 ◽  
pp. 1-14
Author(s):  
Eric Bailey ◽  
Rhema Fuller
Keyword(s):  
African American ◽  
African American Male ◽  
Academic Motivation ◽  
College Athletes ◽  
The United States ◽  
Black College ◽  
Male Athletes ◽  
Historically Black College ◽  
College And University ◽  
Male College

This study sought to examine to examine the academic motivations of African American male college athletes at a historically Black college and university (HBCU). Self-determination theory (SDT) was incorporated as the theoretical framework. Data were collected via artifacts from seven African American male college athletes at a HBCU in the mid-southern region of the United States. Explanation of the artifacts by the participants revealed that they were motivated by their family, their faith, and their resiliency. Findings, and their implications for research and practice, are discussed and presented.

Beyond the Black/White Binary: A Multi-Institutional Study of Campus Climate and the Academic Success of College Athletes of Different Racial Backgrounds

2018 ◽  
Vol 35 (2) ◽  
pp. 119-131 ◽  
Author(s):  
Leticia Oseguera ◽  
Dan Merson ◽  
C. Keith Harrison ◽  
Sue Rankin
Keyword(s):  
Academic Success ◽  
Campus Climate ◽  
Quantitative Research ◽  
College Athletes ◽  
Student Organizations ◽  
Student Athlete ◽  
College Athlete ◽  
High Profile ◽  
Conceptual Frame ◽  
Asian And Pacific Islander

This work contributes to an understanding of college athletes’ experiences with campus climate and its relationship to perceptions of their academic success. This work extends race work to include Latina/o and Asian and Pacific Islander college athlete populations across multiple divisions and sports as the literature is scarce on college athletes of color beyond the Black/White binary and high profile sports. The current paper fills a gap in the literature by applying the Student-Athlete Climate Conceptual Frame and quantitative research on college athletes of color, women college athletes and perceptions of campus climate and academic success. Our findings highlight a relationship between positive perceptions of campus climate and academic success. Participation in academic student organizations is also related to academic success.

Athletic Voices and Academic Victories: African American Male Student-Athlete Experiences in the Pac-Ten

2010 ◽  
Vol 34 (2) ◽  
pp. 131-153 ◽  
Author(s):  
Brandon E. Martin ◽  
C. Keith Harrison ◽  
Jeffrey Stone ◽  
Suzanne Malia Lawrence
Keyword(s):  
African American ◽  
African American Male ◽  
Male Student ◽  
Student Athlete

The Mis-Education of the African American Student-Athlete

2017 ◽  
Vol 6 (1) ◽  
pp. 60-69 ◽  
Author(s):  
Louis Harrison ◽  
Albert Y. Bimper ◽  
Martin P. Smith ◽  
Alvin D. Logan
Keyword(s):  
African American ◽  
Critical Race Theory ◽  
Student Athletes ◽  
Male Student ◽  
Sport Performance ◽  
African American Student ◽  
Alternative View ◽  
Student Athlete ◽  
American Student ◽  
Alternative Pedagogy

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

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