Perception of College Adjustment and Institutional Attachment Among Student-athletes of Color at a Predominantly White Institution and Its Relation to Academic Motivation PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download Perception of College Adjustment and Institutional Attachment Among Student-athletes of Color at a Predominantly White Institution and Its Relation to Academic Motivation PDF full book. Access full book title Perception of College Adjustment and Institutional Attachment Among Student-athletes of Color at a Predominantly White Institution and Its Relation to Academic Motivation by Clewiston Challenger. Download full books in PDF and EPUB format.
Author: Clewiston Challenger
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
The purpose of this study was to investigate the relation between college adjustment, self-efficacy, academic buoyancy and academic motivation among student-athletes of color at a predominantly White institution (PWI) that participate in Division I sports. Historically, institutions of higher education, founded by White male educators and businessmen, designed their schools primarily for White students. Students of color where not permitted to attend such institutions nor compete against them athletically. After the integration of schools, college administrators and coaches saw the opportunity to recruit student-athletes of color in an effort to create winning teams, fill stadium seats, and to generate revenue. Some PWI campuses were not as welcoming to student-athletes of color because they lacked diversity, some did not foster a welcoming racial or cultural atmosphere, and many were not as inclusive. Some athletes faced discrimination and racism on campus which may have been a factor in their academic motivation. This study examined the perception student-athletes of color have of their non-cognitive factors (i.e. college adjustment, self-efficacy, and academic buoyancy), athletic status, and race and how it influenced their motivation (i.e. intrinsic or extrinsic) toward academics. Twenty-eight Division I student-athletes of color at a large PWI public university participated in the study. Each athlete completed a 20-minute Likert-type survey that asked questions about their college experience, perception of adjustment, self-efficacy, academic buoyancy, and motivation toward academics. The results of the study found college adjustment, intrinsic motivation, and extrinsic motivation toward academics to relate among student-athletes of color. No significant relation was found between the three variables of self-efficacy, academic buoyancy and overall academic motivation as hypothesized by the researcher.
Author: Clewiston Challenger
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
The purpose of this study was to investigate the relation between college adjustment, self-efficacy, academic buoyancy and academic motivation among student-athletes of color at a predominantly White institution (PWI) that participate in Division I sports. Historically, institutions of higher education, founded by White male educators and businessmen, designed their schools primarily for White students. Students of color where not permitted to attend such institutions nor compete against them athletically. After the integration of schools, college administrators and coaches saw the opportunity to recruit student-athletes of color in an effort to create winning teams, fill stadium seats, and to generate revenue. Some PWI campuses were not as welcoming to student-athletes of color because they lacked diversity, some did not foster a welcoming racial or cultural atmosphere, and many were not as inclusive. Some athletes faced discrimination and racism on campus which may have been a factor in their academic motivation. This study examined the perception student-athletes of color have of their non-cognitive factors (i.e. college adjustment, self-efficacy, and academic buoyancy), athletic status, and race and how it influenced their motivation (i.e. intrinsic or extrinsic) toward academics. Twenty-eight Division I student-athletes of color at a large PWI public university participated in the study. Each athlete completed a 20-minute Likert-type survey that asked questions about their college experience, perception of adjustment, self-efficacy, academic buoyancy, and motivation toward academics. The results of the study found college adjustment, intrinsic motivation, and extrinsic motivation toward academics to relate among student-athletes of color. No significant relation was found between the three variables of self-efficacy, academic buoyancy and overall academic motivation as hypothesized by the researcher.
Author: Sheriece Sadberry
Publisher:
ISBN:
Category : African American athletes
Languages : en
Pages : 96
Get Book Here
Book Description
A dearth of research studies has examined the psychosocial experiences of African American college student-athletes. By comparison, numerous studies have examined the adjustment process of African American students at predominately White institutions (PWIs). The literature shows African Americans have a difficult time adjusting at PWIs due to numerous factors, including general stressors (e.g. financial concerns) and race-related stressors (e.g. racial insensitivity by professors) (2004; Prillerman, Myers, & Smedley, 1989; Sedlacek, 1999). In regards to college athletes, research indicates that the structure of the campus environment challenges student-athletes' capacity to fit in and adhere to expectations regardless of their racial background (Cogan & Petrie, 1996; Ridinger & Pastore, 2000). Nonetheless, it is critical to understand how the campus environment at-large and within the sports context influence African American student-athletes' adjustment. In the current study latent profile analysis (LPA) was employed to better understand the adjustment of African American student-athletes based on perceived social support, perceived campus racial climate, team cohesion, and life events. Results indicated three profile groups of African American student-athletes emerged and can be used to predict college adjustment concerns and campus setting (predominately White institutions and Historically Black Colleges and Universities). Implications are discussed to offer athletic directors, coaches, and practitioners a means to capitalize on identifying facilitators of healthy adjustment, ensuring that the overall campus, and more specifically the sport environment, provides a safe, encouraging place for the success of African American student-athletes.
Author: Mariana Dora Stavig
Publisher:
ISBN:
Category :
Languages : en
Pages : 74
Get Book Here
Book Description
This study examines the psychological dynamics of self-esteem and belonging among undergraduate students of color at a private, Division 1 (D1), predominantly white institution (PWI) located in the South. Specifically, the study ascertains whether and how (among students of color) athletic status procures particular social and esteem advantages not extended to non-athletes by virtue of social support. Hypothesis 1 stipulates that student athletes of color will report greater well-being (e.g., self-esteem, belonging) than non-athlete students of color. Hypothesis 2 takes gender into consideration, stating that male athletes of color will report greater self-esteem and belonging than female athletes of color, who will still report higher levels of positive outcomes than female non-athletes of color. The gender discrepancy is predicated on the notion that male athletes are adhering to a positive stereotype, whereas female athletes may be labeled un-feminine due to their physicality. Hypothesis 3 investigates the specific mechanisms that underlie possible group differences in self-esteem and belonging, purporting social support from team members and staff -- above and beyond the support proffered by the university at large -- as the chief mediator. Results are presented in group comparisons highlighting mechanisms that explain possible disparities in self-esteem, belonging, college persistence and social support between male and female athletes and non-athletes of color. This research presents a unique angle on college adjustment for minority students at predominantly white institutions.
Author: Daniela Andrea Recabarren
Publisher:
ISBN:
Category : College dropouts
Languages : en
Pages : 77
Get Book Here
Book Description
Despite efforts to increase underrepresented student enrollment, Students of Color continue to have significantly lower college retention rates compared to their White counterparts on many U.S. college campuses. This study investigated associations between general ethnic discrimination, emotional adjustment to college, and attachment to college in Students of Color at one predominantly White public institution in the Southeastern U.S. Students who were the first in their immediate family to attend college were compared to those with a parent who attended college. Social support from family and friends at home, as well as social integration in school were investigated as buffers of the impact of perceived discrimination. General ethnic discrimination stress was found to be a predictor of personal emotional adjustment. Social support and social integration were both predictors of personal emotional adjustment and institutional attachment. There were no significant buffering effects either for social support from home or from college. First-generation Students of Color were found to be at higher risk of experiencing lower levels of adjustment to college and higher frequency and stress of general ethnic discrimination.
Author: Nels Popp
Publisher:
ISBN:
Category : College athletes
Languages : en
Pages : 472
Get Book Here
Book Description
During the 2004-05 school year, over 10,000 international student-athletes competed for National Collegiate Athletic Association schools (NCAA, 2006b). Few researchers have examined how international student-athletes' college experiences compare to domestic student-athletes. The purpose of this study was threefold: (a) to detect differences between international and domestic student-athletes in regards to adaptation to college, (b) to detect differences between international and domestic student-athletes in regards to their view of the purpose of college sports, and (c) to determine whether student-athletes' views on the purpose of college sport help predict social adjustment to college or institutional attachment. A national sample of international and domestic student-athletes from 11 NCAA Division I institutions completed an instrument comprised of the social adjustment and institutional attachment scales from the Student Adaptation to College Questionnaire (Baker and Siryk, 1989) and the seven factor scales from a modified version of the Purpose of Sport Questionnaire developed by Duda (1989). A total of 288 student-athletes completed the instrument, 174 of whom were international student-athletes representing 49 different countries. Results showed international student-athletes scored significantly lower on the social adjustment and institutional attachment scales compared to domestic studentathletes. Among the seven purpose of sport factors, only the factor of competitiveness revealed a statistically significant difference between the two groups, with international student-athletes ranking the factor lower than domestic student-athletes. None of the purpose of sport factors significantly predicted social adjustment to college for either domestic or international student-athletes. Several purpose of sport factors significantly predicted institutional attachment, however. A discussion of results and their implications are outlined.
Author: Rhema Daniel Fuller
Publisher:
ISBN:
Category : Electronic dissertations
Languages : en
Pages :
Get Book Here
Book Description
Research on the graduation rates of specific demographic groups indicates that African American male student-athletes are not graduating at the same rate as their peers (Institute for Diversity and Ethics in Sports, 2009). In addressing the issue of graduation rates, scholars cite that attendance at predominantly white institutions (PWIs) is influential to the academic achievement of African American male student-athletes because they are subject to racial discrimination on college campuses (Hyatt, 2003) and racial discrimination has negative effects on academic achievement (Thomas, Caldwell, Faison, & Jackson, 2009). Given that research has linked academic self-concept and academic achievement for African American male college students (Spurgeon & Meyers, 2003) but a racially discriminatory college environment is damaging to academic achievement and identity variables influence perceptions of discrimination (Sellers & Shelton, 2003), the purpose of this study was to investigate the relationships between identity variables (i.e. racial and athletic identity), environmental factors (i.e. racial discrimination) and academic outcomes (i.e. academic self-concept and GPAs). To this end, online survey research was used to gather data from African American male student-athletes in order to examine the above relationships. Participants were 168 African American male student-athletes at Division 1 predominately White institutions (PWIs). Data analyses consisted of 1-sample t-tests and moderated hierarchical regression analyses, with analyses being conducted in two parts. Part I found that African American male student-athletes report experiencing racial discrimination in an academic setting. Moreover, Part I found that the racial identity variables of centrality and the public regard racial were significant predictors of athletic and academic racial discrimination. Athletic identity variables were not significant predictors of racial discrimination. Part II found that racial discrimination was a significant predictor of academic achievement as measured by GPA. Athletic discrimination and differential academic treatment positively influenced academic achievement but academic differential effect negatively influenced academic achievement. Finally, the racial identity variable of private regard moderated the relationship between academic racial discrimination and GPA. The results of the study are discussed and contextualized with the larger body of literature examining the academic achievement of African American male student-athletes.
Author: B. Hawkins
Publisher: Springer
ISBN: 023010553X
Category : Education
Languages : en
Pages : 238
Get Book Here
Book Description
The New Plantation examines the controversial relationship between predominantly White NCAA Division I Institutions (PWI s) and black athletes, utilizing an internal colonial model. It provides a much-needed in-depth analysis to fully comprehend the magnitude of the forces at work that impact black athletes experiences at PWI s. Hawkins provides a conceptual framework for understanding the structural arrangements of PWI s and how they present challenges to Black athletes academic success; yet, challenges some have overcome and gone on to successful careers, while many have succumbed to these prevailing structural arrangements and have not benefited accordingly. The work is a call for academic reform, collective accountability from the communities that bear the burden of nurturing this athletic talent and the institutions that benefit from it, and collective consciousness to the Black male athletes that make of the largest percentage of athletes who generate the most revenue for the NCAA and its member institutions. Its hope is to promote a balanced exchange in the athletic services rendered and the educational services received.
Author: Nana Dawson-andoh
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
Racial factors have been shown to play a role in the adjustment of African American college students attending predominantly White institutions (Ancis, Sedlacek, & Mohr, 2000; Davis et al., 2004; Jones, 2004; Solórzano, Ceja, & Yosso, 2000; Swim, Hyers, Cohen, Fitzgerald, & Bylsma, 2003). Social support also appears to be an important factor in the successful adjustment of African American students at PWIs (Bean, Bush, et al., 2003; Cohen & Wills, 1985; Guiffrida, 2003, 2004, 2005; Harris & Molock, 2000; Hinderlie & Kenny, 2002; Kimbrough et al., 1996; Lin, Dean, & Ensel, 1986; Mallinckrodt, 1988; Utsey et al., 2000). Utilizing a longitudinal design, the present study investigated how race-related factors such as racial identity, racial socialization, and racial climate influenced the college adjustment experience of African American students as well as how these factors influenced the size and racial composition of the social support networks. It was hypothesized that social support may play a mediating role in the relationship between these racial factors and college adjustment and that these relationships would vary by class status (freshman vs junior transfer students). Results were mixed and indicated that current racial climate and private regard were concurrently, but not prospectively, associated with overall college and institutional adjustment. This effect was moderated by class status. However, the size and racial composition of social support providers was not predicted by any racial factors nor did it predict college adjustment. Limitations and broad implications of findings are discussed.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages :
Get Book Here
Book Description
The current study examined the self-perceptions of African American male student-athletes in regards to academic abilities, athletic role, and ethnicity. More specifically, this investigation explored how academic self-concept, athletic identity, and racial identity are related to the academic performance of 101 African American male student-athletes. In addition, differences in institutional affiliation (i.e., Historically Black University and Predominantly White University) and academic level (i.e., underclassmen and upperclassmen) were examined. The participants were administered four instruments: (a) the Academic Self-Concept (ASCS), (b) the Athletic Identity Measurement Scale (AIMS), (c) the Multidimensional Inventory of Black Identity (MIBI), and (d) the Student-Athlete Questionnaire. Results of this investigation revealed that African American male student-athletes with higher levels of athletic identity had more confidence about their academic abilities and had significantly higher cumulative grade point averages. The more African American male student-athletes identified strongly and exclusively with the athlete role the less likely they were to commitment to an ideology that emphasizes commonalities of all human beings (i.e., humanist). In addition, African American male student-athletes who had higher academic self-concept scores had significantly higher cumulative grade point averages. As for Racial Ideology, African American male student-athletes attending the Predominantly White University reported significantly higher Assimilation, Humanist, Oppressed Minority, and Nationalist subscale scores. Finally, the results for athletic identity showed a three-way interaction among university affiliation, academic level, and sport participation. Given the unique educational experience of African American male student-athletes, it is imperative for academic advisors and other counseling professionals to apply the information obtained from this study to developin.
Author: Mikaili Robertson
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Get Book Here
Book Description
The present study explores the Black student-athlete experience at Predominantly White Institutions (PWIs) and its potential impact on performance. There primary research question was twofold: (a) what is the academic, social, and athletic experience of Black student-athletes at PWIs (b) examine how their experiences may influence their athletic performance. Both male and female Black student-athletes (N= 4; N = 6) were recruited to participate in semi-structured interviews via Zoom. An interview guide and probing questions were used to examine the racial experiences of the participants in an academic, social, and athletic setting. Additionally, potential links to performance were explored through the interview guide. The interviews revealed four main themes: Microaggressions and Perceived Discrimination, Role Models and Social Support, Awareness of Identity, and Emotional Reaction and Management. Subthemes were also identified for each of the main themes. The findings of the study did not directly connect specific aspects of their experience to an improved or worsened performance. However, several of the themes presented by the participants have been seen to have an impact on performance in prior literature. These include belonging, team cohesion, support, amongst a variety of others. Coaches, athletic trainers, athletic departments, and professors should consider using these findings to inform their influence on Black student-athletes at PWIs. Future research is needed to explore the differences between the experiences of Black student-athletes participating in majority White sports at PWIs, as opposed to sports that heavily consist of other Black student-athletes. Keywords: Black student-athlete, Predominantly White Institution, experience, performance.
