scholarly journals They’re Just Here for Ball: Proposing a Multi-Level Analysis on the Impact of Collegiate Athletics at Historically White Institutions on Black Male Collegiate Athlete Holistic Identity

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Trajuan Briggs ◽  
Allison Smith ◽  
Joseph Cooper
Keyword(s):  
Identity Development ◽  
Black Male ◽  
Collegiate Athletes ◽  
Sport Performance ◽  
Historically White ◽  
White Institutions ◽  
Multi Level ◽  
The Impact ◽  
Historically White Institutions ◽  
Holistic Identity

As the overrepresentation of Black male collegiate athletes (BMCA) increases in National Collegiate Athletic Association (NCAA) Division I (DI) revenue-generating sports, coaches and athletic staff continue to overemphasize sport performance, while graduation rates for BMCA remain persistently lower than their peers and research continues to document transition out of sport concerns for this population. Proposing a multi-level approach, we explore the collegiate athletic factors that influence the holistic identity development of DI revenue generating BMCA at historically White institutions (HWIs) leading to difficulty transitioning out of sport. At the macro-level, the NCAA and its policies on eligibility are analyzed. At the meso-level, HWIs collegiate athletic departments and the impact of organizational practices are examined in regards to their impact on BMCA’s identity development, overall experiences and transition out of sport. Lastly, at the micro-level, we explore research focused on BMCAs’ experiences, expectations, and issues at HWIs. By identifying salient factors influencing BMCAs’ identity development and experiences, collegiate athletic stakeholders can use this information to create more effective programming and improve campus cultures that foster BMCAs’ holistic development on a systematized basis creating an environment where BMCAs are prepared to move into the next stage of life after sport ends.

The Importance of Black Male Collegians' Conceptualizing Student Success at Historically White Institutions

2019 ◽  
pp. 172-189
Author(s):  
Rodney Bates
Keyword(s):  
College Students ◽  
Student Success ◽  
Black Males ◽  
Black Male ◽  
College Enrollment ◽  
Historically White ◽  
White Institutions ◽  
Historically White Institutions

This chapter looks at how Black male collegians define success during their college enrollment. However, a relatively small amount of literature addresses how Black males' experiences are related to conceptions of collegiate success. Definitions of “success” vary by institution, but regardless of definition, most institutions neglect to include Black male collegians in defining, creating, or collaborating in the development of collegiate conceptions of success. Their ideas have the potential to nuance institutional assumptions and/or expand institutional frames of student success. By understanding Black males' conceptions of success, institutions can (re-)evaluate strategies that contribute to the overall success of Black male collegians and potentially all college students.

Foreword: The Impact of Media on Black Male Scholar Identity Development

2014 ◽  
Vol 77 (1) ◽  
pp. 4-9
Author(s):  
Alicia L. Moore ◽  
La Vonne I. Neal
Keyword(s):  
Identity Development ◽  
Black Male ◽  
Scholar Identity ◽  
The Impact

Transforming Higher Education in South Africa: A New Approach to Governance

1996 ◽  
Vol 24 (1) ◽  
pp. 10-16
Author(s):  
Teboho Moja ◽  
Nico Cloete
Keyword(s):  
Higher Education ◽  
South African ◽  
Political Legitimacy ◽  
Historically White ◽  
New Approach ◽  
White Institutions ◽  
Resource Needs ◽  
South African Universities ◽  
Black Institutions ◽  
Historically White Institutions

A recent review of South African universities concluded that higher education institutions have “in place considerable facilities and a substantial capacity to respond to the reshaping of post-apartheid education. However, in general the historically white institutions (and a number of black institutions) have little moral and political legitimacy. In contrast, the majority of black institutions (and a few white institutions) have little or no academic credibility. Overall, the ‘system’ is seen as one that perpetuates inequality, is hugely wasteful and is not serving the human resource needs of the country. These problems have led to numerous demands for reforms in order to redress inequalities, and to ensure greater relevance, accountability and democracy.”

Transforming Higher Education in South Africa: A New Approach to Governance

1996 ◽  
Vol 24 (1) ◽  
pp. 10-16 ◽  
Author(s):  
Teboho Moja ◽  
Nico Cloete
Keyword(s):  
Higher Education ◽  
South African ◽  
Political Legitimacy ◽  
Historically White ◽  
New Approach ◽  
White Institutions ◽  
Resource Needs ◽  
South African Universities ◽  
Black Institutions ◽  
Historically White Institutions

A recent review of South African universities concluded that higher education institutions have “in place considerable facilities and a substantial capacity to respond to the reshaping of post-apartheid education. However, in general the historically white institutions (and a number of black institutions) have little moral and political legitimacy. In contrast, the majority of black institutions (and a few white institutions) have little or no academic credibility. Overall, the ‘system’ is seen as one that perpetuates inequality, is hugely wasteful and is not serving the human resource needs of the country. These problems have led to numerous demands for reforms in order to redress inequalities, and to ensure greater relevance, accountability and democracy.”

scholarly journals Studying Black Student Life on Campus: Toward a Theory of Black Placemaking in Higher Education

2020 ◽  
pp. 004208592097135
Author(s):  
Antar A. Tichavakunda
Keyword(s):  
Higher Education ◽  
Black Students ◽  
Black Student ◽  
Student Life ◽  
Historically White ◽  
Structure And Agency ◽  
White Institutions ◽  
Black Residents ◽  
Urban Contexts ◽  
Historically White Institutions

This essay outlines how Black placemaking, a sociological framework used to study Black residents in urban contexts, might be used to study Black students’ experiences at historically White institutions (HWIs) of higher education. Black placemaking engages with the intersection of Blackness, place, structure, and agency. The author argues that this framework has the potential to more expansively study Black students’ lives, experiences, and mechanisms of engagement without discounting realities of oppression. Drawing from research on Black students attending HWIs and data from an ethnography conducted by the author, this essay conceptualizes a Black placemaking approach for higher education.

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