Files
Abstract
This qualitative phenomenological study investigated the academic experience of African American (AA) male student athletes based on the recollected narratives of nine former student athletes who had played sports at a National Collegiate Athletic Association (NCAA) Division-I predominantly White institution. In particular, this study examined the role of two critical axes, the student athletes’ prior academic preparation in K-12 schools and university faculty/staff’s expectations of their academic experience and success. This study also explored how the African American student athletes navigated through the university’s infrastructure, resources, and relationships to accomplish their own academic goals. Data were collected through semi-structured interviews, which were transcribed verbatim, and analyzed following the guidelines of interpretive phenomenological analysis. Five themes central to the individual and collective lived experiences of the student athletes emerged as the results of the analysis. These five themes are: (a) academic dispositions and experiences, (b) facing a new world, (c) I am only of value on the field of play, (d) I am just as valuable in the classroom as I am on the field of play, and (e) taking the initiative.While the study results revealed that African American male student athletes are significantly affected by racial stereotypes about their coursework at NCAA Division-I predominantly White institutions, many of the participants still found success in the classroom. The AA male student athletes K-12 schooling experiences and academic experiences varied greatly, leading to two contrasting groups: one academically well prepared and the other without proper academic preparation entering college. The two groups had contrasting goals about their lives and the role of college education. The AA male student athlete’s academic experiences were characterized by the faculty’s low academic expectations (e.g. push through programs) and racial prejudices, yet the student athletes found it essential to take charge of academic decisions and to build a team that could support their academic success. This study provides several important implications for both K-12 schools and higher education. The academic success of AA male student athletes must first start with K-12 school districts hiring qualified teachers who are capable of preparing AA male student athletes for college. In higher education, college coaches, in particular, must play an active role in ensuring that AA male student athletes are inspired and supported to thrive academically. It is their job to advocate on behalf of AA male student athletes so that the university community will gain an appreciation for what they have to offer beyond the field of play. In doing so, it will prompt institutions to put systems in place that will position AA male student athletes to excel in the classroom.