Crossing Goal Lines and Borders

Many Black male student-athletes suffer from identity foreclosure at rates higher than their white peers as they fail to develop salient aspects of their identity outside of the athlete role (Murphy, Petitpas, & Brewer, 1996; Beamon, 2012). Education abroad offers the opportunity to take advantage of a holistic collegiate experience, which impedes the detrimental effects of the athletic identity foreclosure process. International educational opportunities can positively influence Black male student-athletes’ personal, academic, and professional development as they come to see the world beyond the gym and campus. This article examines the significance and value of creating education abroad opportunities for Black male student-athletes as a means of providing meaningful educational opportunities in the realm of higher education.

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Race, Sport, and Sociocognitive “Place” in Higher Education: Black Male Student-Athletes as Critical Theorists

Journal of Black Studies ◽

10.1177/0021934718760721 ◽

2018 ◽

Vol 49 (4) ◽

pp. 349-369 ◽

Cited By ~ 2

Author(s):

Ketra L. Armstrong ◽

Michael A. Jennings

Keyword(s):

Higher Education ◽

Critical Race Theory ◽

Black Male ◽

Student Athletes ◽

Cognitive Theory ◽

National Collegiate Athletic Association ◽

Male Student ◽

Phenomenological Approach ◽

Black Male Student ◽

The Impact

The purpose of this research was to further examine the juxtaposition of race, sport, and higher education. It utilized an existential-phenomenological approach to obtain data from a purposeful case selection of three Black male student-athletes enrolled in a National Collegiate Athletic Association (NCAA) Division 1 collegiate football program. Through the lenses of social-cognitive theory and critical race theory, the results elucidated (a) the impact of race as a psychological, cultural, and social anchor of “place” for Black male student-athletes on a predominantly White college/university campus, and (b) race intersectionality with age, gender, social class, and environment to influence their educational experience. The contributions of Black male student-athletes as critical theorists are highlighted, and a model depicting the relationships between race, sport, and the sociocognitive “place” of Black males in higher education as articulated by the participants is presented.

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“We Got to Do Better”: Interactions Between School Counselors and Black Male Student-Athletes

Professional School Counseling ◽

10.1177/2156759x211040037 ◽

2021 ◽

Vol 25 (1_part_4) ◽

pp. 2156759X2110400

Author(s):

Paul C. Harris ◽

Miray D. Seward ◽

Renae D. Mayes ◽

Liana Elopre ◽

Ellie Wengert

Keyword(s):

Critical Race Theory ◽

School Counselors ◽

Black Male ◽

School Counselor ◽

Student Athletes ◽

Male Student ◽

Semistructured Interview ◽

Snowball Sampling ◽

Black Male Student ◽

Prior Experiences

This qualitative study explores the perspectives and experiences of Black male student-athletes with particular focus on their interactions with school counselors. It draws on nine participants selected through purposive and snowball sampling techniques. The Black male participants were current or former student-athletes at the high school and Division I levels. We developed and analyzed the semistructured interview questions through the lens of critical race theory. Using deductive data analysis techniques, we identified key factors that appear to shape interactions between Black male student-athletes and school counselors, including the perception of the school counselor role, a village of support, and prior experiences with school counselors. The results of this study have implications for school counselor practice, policy, and research.

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