Factors Influencing the Academic Performance of African American Student-Athletes in Historically Black Colleges and Universities

Authors: Ian DeVol Scott

Corresponding Authors:
Ian DeVol Scott
921 S. Cortez Street
New Orleans, LA 70125
ian_devol9@yahoo.com
(731) 444-0356

Ian Scott is a doctoral degree candidate in higher education leadership at Union University in Jackson, Tennessee. He has served in many capacities of intercollegiate athletics in higher education such as Associate Athletic Director, Director of Compliance, and Head Athletic Academic Advisor. He has over 10+ years working for historically black colleges and universities.

ABSTRACT
Based on previous research, it is evident that college students benefit significantly when they are integrated into the social and academic components of higher education institutions, especially historically black colleges and universities (HBCUs). Student-athletes are often isolated from the traditional student population of the institution, mainly due to increased involvement in a sport. Nonetheless, there are few studies that have researched the impact of class preparedness and readiness, cocurricular activities, and type of current living arrangements on academic performance of student-athletes at HBCUs. Historically black colleges and universities are often regarded, as a group, as low-performing institutions and much of this perception stems from comparisons of graduation rates between HBCUs and non-HBCUs. Therefore, the purpose of this study was to address student-athlete academic performance at the selected HBCUs, and determine strategies and programs for improved student-athlete academic performance at these institutions. The dependent variable was self-reported academic performance of student-athletes. The independent variables included hours of preparation for class, participation in cocurricular activities, and current living arrangements. Data from the National Survey for Student Engagement was used to answer the questions for the study. The sample consisted of 223 student-athletes at HBCUs. There was a significant relationship between academic performance and current living arrangements. Participants that lived on campus performed better academically than those that lived in other housing arrangements. The findings indicate the need for student-athletes to live on campus with all options of campus involvement available and reevaluate the importance of campus living communities and access to academic success programs and offices for student-athletes.
Continue reading

An Investigation of the Role Communication Privacy Management Theory has in the Development of Social Media Policies

Author: Heath Wesley Hooper, Shorter University
232 Shorter Avenue
Rome, GA 30165
(706) 781-5974
hhooper@shorter.edu

ABSTRACT
The increasing social media use by student-athletes has created risks for multiple intercollegiate athletic stakeholders. Consequently, many athletic departments have turned to social media policies to reduce risk in this area. Through the lens of Communication Privacy Management Theory (CPM), the purpose of this study was to examine the relationship between social media policy implementation and student-athlete social media usage, and how the size of the NCAA Division I institution moderates relationships between social media policy implementation and student-athlete privacy rights. A random sample of 59 compliance directors in the Southeastern United States was surveyed. The results indicate moderate support for the relationship between NCAA Division I social media policy implementation and privacy rights, boundary turbulence, monitoring of social media accounts, and banning of student-athlete social media use. Practical implications for athletics department compliance directors are discussed.
Continue reading

Coaching environments and student-athletes: Perceptions of support, climate and autonomy

Authors: Jeff Noble, Mark Vermillion*, and Kewa Foster

*Corresponding Author:
Mark Vermillion, PhD
Wichita State University
Department of Sport Management
Wichita, KS 67260-0127
Mark.vermillion@wichita.edu
316-978-5444

ABSTRACT
Understanding how athletes interact with coaches is an important topic for not only increasing performance, but also for managing developmental dynamics so often associated with coaching. As a result, the purpose of the research is to examine student-athletes’ perceptions of coaching environments as related to autonomy-supportive motivational climates. Division I (formerly known as Division I AAA) student-athletes were surveyed (n=143) as part of a larger data collection process by the athletic department. Self-determination theory is applied to examine motivation, autonomy, and support, while psychosocial student development theory is used to influence variable selection relating to the student-athlete population. Statistical results indicate an overall positive perception of coaching environments by student-athletes and no differences based upon gender. Regression analyses indicate only 28% of the variance is explained by current variables/questions on athletic department survey instrument with variables of gender, type of sport played, and student classification having little to no statistically significant impact. In accordance with previous research, coaches have the ability to create a positive atmosphere and in this study student-athletes had an overall positive view of their coaches’ ability to develop autonomy-supportive team climates. However, many personal-level factors could account for the large percent of variance not explained by statistical analyses in the current study.

Keywords: student-athletes, motivation, coaching climate, self-determination

Continue reading