“As Falcons, We Are One Team!” Launching a Grassroots Institutional Change Initiative to Promote Diversity and Inclusion Through Sport at an NCAA Division I Institution

2021 ◽  
pp. 1-10
Author(s):  
Yannick Kluch ◽  
Terry L. Rentner
Keyword(s):  
Intercollegiate Athletics ◽  
Ncaa Division I ◽  
Institutional Culture ◽  
College Campuses ◽  
Division I ◽  
Student Perspective ◽  
Diversity And Inclusion ◽  
Inclusive Excellence ◽  
Voice Students

Colleges and universities across the nation are grappling with issues related to diversity and inclusion on their campuses. This case study approaches diversity and inclusion efforts on college campuses from a student perspective. It outlines a grassroots initiative, developed by students and supported by student-athletes, that illustrates the powerful voice students can have in shaping institutional culture. This case study describes the success of We Are One Team, the 2017 recipient of the NCAA’s Award for Diversity and Inclusion, the Association’s highest award for institutional efforts for diversity and inclusion in intercollegiate athletics. Informed by institutional theory, the case study provides students with action steps toward promoting diversity and inclusion through sport and explains how We Are One Team succeeded at driving inclusive excellence on campus.

U.S. NCAA Division I Female Student-Athletes’ Perceptions of an Empowerment and Social Responsibility Program

2016 ◽  
Vol 30 (1) ◽  
pp. 40-54
Author(s):  
Alicia H. Malnati ◽  
Leslee A. Fisher ◽  
Rebecca A. Zakrajsek ◽  
Leslie K. Larsen ◽  
Matthew P. Bejar ◽  
...  
Keyword(s):  
Qualitative Research ◽  
Intercollegiate Athletics ◽  
Ncaa Division I ◽  
Student Athletes ◽  
Female Student ◽  
Psychological Empowerment ◽  
College Campuses ◽  
Division I ◽  
Consensual Qualitative Research ◽  
Social Empowerment

Because alcohol abuse and sexual violence are particularly prevalent on college campuses (Coker et al., 2011), empowering female student-athletes is a vital pursuit for intercollegiate athletics (Gill, 2008; Cattaneo & Chapman, 2010). Using consensual qualitative research (Hill et al., 1997, 2005), we interviewed eight Division I female student-athletes who participated in an empowerment program about their experiences. Five domains were revealed: (a) perception of psychological empowerment, (b) perception of social empowerment, (c) perception of physical empowerment, (d) perception of biggest “takeaways,” and (e) experience of program. Findings illustrated the importance of empowering female student-athletes to believe in themselves, to act upon those beliefs, and to build community around those beliefs.

#NCAAInclusion: Using Social Media to Engage NCAA Student-Athletes in Strategic Efforts to Promote Diversity and Inclusion

2020 ◽  
Vol 9 (S1) ◽  
pp. S35-S43 ◽  
Author(s):  
Yannick Kluch ◽  
Amy S. Wilson
Keyword(s):  
Social Media ◽  
Student Athletes ◽  
Planning Process ◽  
Student Athlete ◽  
Media Campaign ◽  
Sports Industry ◽  
Diversity And Inclusion ◽  
Starting Point ◽  
Inclusive Excellence

In an increasingly diverse sports industry, inclusive excellence becomes an important axiom to engage a variety of stakeholders. This case study outlines the development of the National Collegiate Athletic Association’s (NCAA) inaugural Diversity and Inclusion Social Media Campaign launched by the NCAA’s Minority Opportunities and Interest Committee in partnership with the national Student-Athlete Advisory Committees. The goals of this campaign were to provide the more than 500,000 student-athletes in the NCAA with a platform to create a dialogue on diversity and inclusion on their campuses as well as to communicate the benefit of inclusive environments to the student-athlete experience. By outlining the steps from the campaign idea to its implementation, this case study provides students with the ability to (a) understand a major sport organization’s planning process for a national social media campaign focused on diversity and inclusion, (b) analyze current diversity trends in the sports industry using the NCAA as an example, (c) trace the NCAA membership’s engagement with the campaign, and (d) determine to which extent a campaign such as this one can serve as a starting point for anchoring inclusive excellence in the fabric of intercollegiate athletics departments.

Applications: Rating College Passers

1981 ◽  
Vol 74 (6) ◽  
pp. 451-452
Author(s):  
William D. Jamski
Keyword(s):  
Intercollegiate Athletics ◽  
Ncaa Division I ◽  
National Collegiate Athletic Association ◽  
Statistical Data ◽  
College Football ◽  
Division I ◽  
Governing Body

In 1980 there were many good passers in college football, but how would you rate them? The National Collegiate Athletic Association (NCAA), the major governing body for intercollegiate athletics, proceeds by maintaining statistical data on the performance of the passers in a number of categories. This information provides the bases for making objective comparisons among the passers. For example, in table 1, the four leading passers for NCAA Division I (major college football) in 1980 are listed alphabetically with their respective passing statistics. From these data, differences in the performance of the passers can be noted.

An Assessment of the Perception of Management and Leadership Skills by Intercollegiate Athletics Conference Commissioners

1998 ◽  
Vol 12 (2) ◽  
pp. 146-164 ◽  
Author(s):  
Jerome Quarterman
Keyword(s):  
Intercollegiate Athletics ◽  
Ncaa Division I ◽  
Survey Design ◽  
Leadership Skills ◽  
Division I ◽  
Athletic Administrators ◽  
Intercollegiate Athletic ◽  
Brain Hemisphere ◽  
Descriptive Survey ◽  
Management And Leadership

The purpose of this investigation was to assess the perceptions of intercollegiate athletics conference commissioners regarding skills associated with management and leadership. A descriptive survey design was used to collect the data. The study showed that commissioners (N = 75) of NCAA Division I, II, and III conferences rated skills associated with management higher than those associated with leadership (f[l,69] = 5.109, p = .0001). Based on a 5-point Likert scale, the survey concluded: (a) Overall mean rates for management (M = 3.61, SD = .680) were higher than for leadership (M = 3.28, SD = .636), and (b) mean rates for both management and leadership were above average (M = 3.00). Serendipitously, the skills of management and leadership were discovered to be associated with brain hemisphere and whole brain thinking. The investigation's findings may serve as a guide for further research on management and leadership of intercollegiate athletic administrators.

Snakes in Sneakers: A Case Study of Organizational Politics in a NCAA Division I Athletics Program

2013 ◽  
Author(s):  
Marshall Magnusen ◽  
Andrew Gallucci ◽  
Stephen Kelly ◽  
Josh Brown
Keyword(s):  
Ncaa Division I ◽  
Organizational Politics ◽  
Division I

Competition, Legitimation, and the Regulation of Intercollegiate Athletics

1996 ◽  
Vol 13 (1) ◽  
pp. 51-64 ◽  
Author(s):  
Vern Baxter ◽  
Anthony V. Margavio ◽  
Charles Lambert
Keyword(s):  
Intercollegiate Athletics ◽  
Ncaa Division I ◽  
National Collegiate Athletic Association ◽  
Division I ◽  
Stable Population ◽  
Athletic Competition ◽  
Competitive Environments ◽  
Regulatory Dynamics ◽  
Different Cultures ◽  
To Receive

This article uses data on sanctions against member schools of the National Collegiate Athletic Association (NCAA) from 1952 to 1990 to examine density of competition and legitimacy of rules as regulatory dynamics in a relatively stable population of organizations. The NCAA regulates athletic competition through enforcement of rules that mediate between various definitions of legitimate conduct. Schools in less densely competitive environments are more likely to receive penalties for rules violations than are schools in more densely competitive environments. It is also found that NCAA Division I schools in the South, Southwest, and Midwest are significantly more likely to receive penalties than are schools in the Mideast and East. The article concludes that the legitimacy of rules varies across schools and across regions, creating different cultures of competition that affect the likelihood of deviance and sanction.

Intersection Syndrome in an NCAA Division I Women’s Softball Player: A Case Study

2017 ◽  
Vol 22 (3) ◽  
pp. 44-51
Author(s):  
Jennifer Burt ◽  
Mary Beth Zwart ◽  
Trevor C. Roiger
Keyword(s):  
Ncaa Division I ◽  
Sudden Onset ◽  
Division I ◽  
Therapeutic Exercise ◽  
Initial Examination ◽  
Strength And Conditioning ◽  
Left Wrist ◽  
Intersection Syndrome ◽  
Corticosteroid Injections

An 18-year-old NCAA Division I women’s softball player presented with a sudden onset of pain in her left wrist during a strength and conditioning workout. Initial examination revealed pain, loss of AROM, decreased muscle strength, and paresthesia. The patient experienced symptomology for 12+ weeks. Corticosteroid injections were administered which finally confirmed diagnosis, reduced pain, and paresthesia. Intersection syndrome is generally an overuse condition which resolves within approximately 2 weeks. This case demonstrates that examination findings, imaging, immobilization, and a therapeutic exercise plan may not be sufficient to decrease patient symptomology.

Distributive Justice in Intercollegiate Athletics: Perceptions of Athletic Directors and Athletic Board Chairs

2002 ◽  
Vol 16 (4) ◽  
pp. 331-356 ◽  
Author(s):  
Daniel F. Mahony ◽  
Mary A. Hums ◽  
Harold A. Riemer
Keyword(s):  
Distributive Justice ◽  
Intercollegiate Athletics ◽  
Ncaa Division I ◽  
Athletic Directors ◽  
Division I ◽  
Division Iii

Hums and Chelladurai (1994b) found NCAA coaches and administrators believed distributing resources based on equality and need was more just than distributing them based on equity (i.e., contribution). However, Mahony and Pastore (1998) found actual distributions, particularly at the NCAA Division I level, appear to be based on equity over equality and need. The main purpose of the current study was to determine why the findings in these studies differed. The authors of the current study reexamined the principles from Hums and Chelladurai's (1994b) study, while making significant changes in the sample examined, asking new questions, and adding more distribution options. The results indicated that need based principles were considered to be the most fair, but there was less support for equality than in prior research. In addition, the current study found differences between Division I and Division III administrators with regards to some equality and equity based principles.

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