An Examination of the Role of Gender in Understanding Faculty Perceptions of Student-athletes at NCAA Division I Institutions 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 An Examination of the Role of Gender in Understanding Faculty Perceptions of Student-athletes at NCAA Division I Institutions PDF full book. Access full book title An Examination of the Role of Gender in Understanding Faculty Perceptions of Student-athletes at NCAA Division I Institutions by Jana Thomas Spitzer. Download full books in PDF and EPUB format.
Author: Jana Thomas Spitzer
Publisher:
ISBN:
Category : College athletes
Languages : en
Pages : 139
Get Book Here
Book Description
Previous research has indicated that faculty hold negative perceptions toward male student-athletes. Studies have shown that faculty perceptions are most negative when the student-athlete competed at an NCAA Division I institution, in a high-profile sport, and was non-White. What remained unknown was the role of gender in understanding faculty perceptions of student-athletes. The current study considered this gap in the literature and determined if the gender of the student-athlete, the gender of the faculty member, or other characteristics of the faculty member influenced perceptions of male or female student-athletes. The study utilized the Situational Attitudes Scale (SAS) to compare faculty reactions to ten different scenarios involving male student-athletes, female student-athletes, and students from the general student population. The responses from 282 faculty at one NCAA Division I institution were analyzed. Faculty were found to hold more negative perceptions of male student-athletes than either female student-athletes or students in the general population in nine of the ten scenarios posed, although the difference in perception was only found to be statistically significant in eight of the ten situations. Whereas faculty perceptions of male student-athletes were always the most negative of the three groups, faculty perceptions of female student-athletes differed depending on context. Faculty were found to hold more negative perceptions of female student-athletes than students in the general population in certain situations, primarily situations that involved preferential financial or admissions decisions by the institution which targeted female student-athletes. However, faculty were found to hold more favorable perceptions of female student-athletes than students in the general population in other situations, particularly situations related to academics such as when the student has a lower semester GPA or misses a class. The gender of the faculty member was not found to have a significant impact on faculty perceptions of student-athletes. While some other characteristics of the faculty member, specifically academic rank, field of instruction, previous participation in collegiate athletics, and previous experience teaching male student-athletes, were found to be significant in a few specific scenarios, the faculty member’s race, and previous experience teaching female student-athletes were found to have no significant impact of faculty perceptions.
Author: Jana Thomas Spitzer
Publisher:
ISBN:
Category : College athletes
Languages : en
Pages : 139
Get Book Here
Book Description
Previous research has indicated that faculty hold negative perceptions toward male student-athletes. Studies have shown that faculty perceptions are most negative when the student-athlete competed at an NCAA Division I institution, in a high-profile sport, and was non-White. What remained unknown was the role of gender in understanding faculty perceptions of student-athletes. The current study considered this gap in the literature and determined if the gender of the student-athlete, the gender of the faculty member, or other characteristics of the faculty member influenced perceptions of male or female student-athletes. The study utilized the Situational Attitudes Scale (SAS) to compare faculty reactions to ten different scenarios involving male student-athletes, female student-athletes, and students from the general student population. The responses from 282 faculty at one NCAA Division I institution were analyzed. Faculty were found to hold more negative perceptions of male student-athletes than either female student-athletes or students in the general population in nine of the ten scenarios posed, although the difference in perception was only found to be statistically significant in eight of the ten situations. Whereas faculty perceptions of male student-athletes were always the most negative of the three groups, faculty perceptions of female student-athletes differed depending on context. Faculty were found to hold more negative perceptions of female student-athletes than students in the general population in certain situations, primarily situations that involved preferential financial or admissions decisions by the institution which targeted female student-athletes. However, faculty were found to hold more favorable perceptions of female student-athletes than students in the general population in other situations, particularly situations related to academics such as when the student has a lower semester GPA or misses a class. The gender of the faculty member was not found to have a significant impact on faculty perceptions of student-athletes. While some other characteristics of the faculty member, specifically academic rank, field of instruction, previous participation in collegiate athletics, and previous experience teaching male student-athletes, were found to be significant in a few specific scenarios, the faculty member’s race, and previous experience teaching female student-athletes were found to have no significant impact of faculty perceptions.
Author: Sara L. Anderson
Publisher:
ISBN:
Category : College athletes
Languages : en
Pages : 120
Get Book Here
Book Description
Introduction. Intercollegiate athletics in the United States has provided students with the opportunity to combine sports participation with academic goals as part of the overall campus experience. Previous research indicated university faculty members and students have less positive perceptions of student-athletes in situations related to education. Purpose. The purpose of this study was to examine faculty perceptions of male and female students and male and female students-athletes at an NCAA Division II institution. Results.There was no significant interaction between gender and athletics participation in each of the 10 situational scales. A significant main effect of gender was found in the situation of receiving a full scholarship to attend the university, F (1,41)=0.955,p
Author: Michael Brent Kondritz
Publisher:
ISBN:
Category : Characters and characteristics
Languages : en
Pages : 279
Get Book Here
Book Description
The purpose of this study was to examine the relationship and difference between how NCAA Division I, team sport student-athletes perceive their own leadership behaviors and how their head coaches perceive the same student-athletes' leadership behaviors. In addition, further analysis examined perceptions between student-athletes and head coaches based on the student-athletes' gender and academic year in school. The study included 121 NCAA Division I, team sport student-athletes and their respective head coaches from two institutions in the Midwest. One of the institutions was a medium sized, four-year, co-educational private university and the second was a large sized, four-year, coeducational public university. The first research question examined the demographic profile of the collegiate student-athletes participating in this study. The second research question studied the relationship between how NCAA Division I student-athletes perceived themselves demonstrating the Five Practices of Exemplary Student Leadership (Kouzes & Posner, 2008; Kouzes & Posner, 2013; Kouzes & Posner, 2014) and their respective head coaches' perceptions of these behaviors. Using Pearson product-moment correlation, three significant relationships existed between student-athletes and their head coaches for Model the Way, Inspire a Shared Vision, and Enable Others to Act. The third research question undertook paired samples t-tests to investigate the difference between how NCAA Division I student-athletes perceived themselves as demonstrating the Five Practices of Exemplary Student Leadership (Kouzes & Posner, 2008; Kouzes & Posner, 2013; Kouzes & Posner, 2014) and how their respective head coaches perceived them demonstrating these behaviors. Paired samples t-tests revealed significant differences between student-athletes and head coaches for each practice, Model the Way, Inspire a Shared Vision, Challenge the Process, Enable Others to Act, and Encourage the Heart. The fourth research question explored the difference between how NCAA Division I female and NCAA Division I male student-athletes perceived themselves as demonstrating the Five Practices of Exemplary Student Leadership (Kouzes & Posner, 2008; Kouzes & Posner, 2013; Kouzes & Posner, 2014) and how their respective head coaches perceived them demonstrating these behaviors. The researcher used ANOVAs and paired samples t-tests to analyze the question. ANOVAs revealed statistically significant differences for the practices of Challenge the Process, Enable Others to Act, and Encourage the Heart. Paired samples t-tests revealed statistically significant differences for both genders with all Five Practices of Exemplary Student Leadership. The final question studied the difference between how NCAA Division I student athletes, by academic year in school, perceived themselves as demonstrating the Five Practices of Exemplary Student Leadership (Kouzes & Posner, 2008; Kouzes & Posner, 2013; Kouzes & Posner, 2014) and how their respective head coaches perceived them demonstrating these behaviors. Similar to the fourth question, the researcher used ANOVAs and paired samples t-tests to analyze the data. ANOVAs revealed seven significant differences for four of the practices, Model the Way, Challenge the Process, Enable Others to Act, and Encourage the Heart. In addition, paired samples t-tests showed differences in 18 out of a possible 20 cases involving academic year in school and The Five Practices of Exemplary Student Leadership. In conclusion, scores between student-athletes and coaches for Model the Way, Inspire a Shared Vision, and Enable Others to Act showed a small, positive relationship; therefore, as student-athletes' scores increased so did their head coaches' scores. ANOVAs revealed significant mean differences in scores between female student athletes and their respective head coaches to male student-athletes and their head coaches. For all five practices, paired samples t-tests showed that the difference between mean student-athletes scores and mean head coaches scores were significant and that gender was not a differentiator when comparing scores for the practices. The independent variable with the most influence was academic year in school. Six-of-the-seven significant findings revealed smaller mean differences in scores between the upper-level student-athletes and coaches compared to lower-level student-athletes and coaches. Finally, significant differences existed in 18 of 20 possible cases comparing the mean scores of student-athletes to their head coaches for the Five Practices of Exemplary Student Leadership when examining student-athlete academic year in school.
Author: Earnest Marcellus Fingers
Publisher:
ISBN:
Category : Athletics
Languages : en
Pages : 388
Get Book Here
Book Description
Author: Nathan Durdella
Publisher: SAGE Publications
ISBN: 1506345182
Category : Education
Languages : en
Pages : 591
Get Book Here
Book Description
Designing and writing a qualitative dissertation methodology chapter can be done! Qualitative Dissertation Methodology: A Guide for Research Design and Methods functions as a dissertation advisor to help students construct and write a qualitative methodological framework for their research. Drawing from the challenges author Nathan Durdella has experienced while supervising students, the book breaks down producing the dissertation chapter into smaller pieces and goes through each portion of the methodology process step by step. With a warm and supportive tone, he walks students through the process from the very start, from choosing chairs and developing qualitative support networks to outlining the qualitative chapter and delving into the writing. By the end of the book, students will have completed the most challenging chapter of a qualitative dissertation and laid a strong foundation for the rest of their dissertation work.
Author: Janet H. Lawrence
Publisher:
ISBN:
Category :
Languages : en
Pages : 172
Get Book Here
Book Description
The main goal of the Faculty Perceptions of Intercollegiate Athletics Survey is to examine professors' beliefs about and satisfaction with intercollegiate athletics. The investigation also identifies faculty members' primary concerns about intercollegiate athletics and gathers preliminary data on whether they would join campus-based initiatives aimed at ameliorating these concerns. Further, the survey assesses whether professors think such activities would lead to meaningful change on their campus. The first part of this Report provides background information on the development and administration of the Faculty Survey. The second part explains the data analyses and highlights key findings. Three appendixes are included: (1) Survey Instrument; (2) Tables; and (3) Figures. (Contains 5 footnotes, 8 figures, and 48 tables.) [This report was prepared for the Knight Commission on Intercollegiate Athletics by the Center for the Study of Higher and Postsecondary Education, The University of Michigan.].
Author: Gilbert Quinton Norman
Publisher:
ISBN:
Category : College sports
Languages : en
Pages : 820
Get Book Here
Book Description
The purpose of this study was to compare the attitudes of faculty at: (1) Division I NCAA and NAIA institutions, (2) Division I and II NAIA institutions on selected issues related to intercollegiate athletics, and (3) Division I NCAA and NAIA institutions toward selected issues related to intercollegiate athletics when demographics variables are considered. The survey instrument included forty statements and used a five-point Likert scale with possible responses of strongly agree, agree, undecided, disagree and strongly disagree. The population was resident, full-time faculty members. The sample was selected from the population using random techniques. The survey instrument which included demographic information, was sent to the selected faculty from the NCAA Division I (N = 656) and the NAIA (N = 632). The problem was to determine if there were significant differences between the attitudes of the faculties. Hypothesis I stated there was a significant difference between the NCAA Division I and NAIA faculty in their attitudes toward intercollegiate athletics. Hypothesis II stated there was a significant difference between the NAIA Division I and II faculty members in their attitudes toward intercollegiate athletics. Hypothesis III stated there was a significant difference between NCAA Division I and NAIA faculty in their attitudes toward intercollegiate athletics when demographic information is concerned. The statistical test used was Chi-Square with a.05 alpha level. NCAA Division I faculty were more critical of intercollegiate athletics than NAIA faculty on most issues. They were more suspicious about the academic integrity of student athletes and the progress of gender equity. Both NCAA Division I and NAIA faculties were in agreement that intercollegiate athletics is valuable to student athletes and their institutions. There was little difference between the attitude of NAIA Division I and NAIA Division II faculty members. The main conclusion was that there is a significant difference between NCAA Division I and NAIA faculty attitudes. The faculty at NCAA institutions tended to be more critical of intercollegiate athletics.
Author: Patrick Leary
Publisher:
ISBN:
Category : College sports
Languages : en
Pages : 105
Get Book Here
Book Description
The National Collegiate Athletic Association (NCAA) requires all member institutions to appoint a faculty athletics representative (FAR) to guard academic integrity and ensure institutional control, yet despite the appointment of the FAR it is difficult to define the role of the FAR in decisions regarding both academics and athletics at the institutions where they work. The purpose of this study was to investigate the current role of the FAR in the governance of athletics at NCAA Division I Football Bow Subdivision (FBS) member institutions where intercollegiate athletics are an integral part of campus life. Five current FARs at Division I FBS institutions participated in this study. The researcher used a phenomenological analysis to examine their experiences. The participants revealed it takes a significant amount of time to fully comprehend the role and responsibilities of the FAR. The participants perceived the ambiguous nature of the FAR position as a primary factor in the long adjustment period. In addition, the demands of serving as full-time faculty members prevented the participants from dedicated as much time as they would like to their FAR responsibilities. Although the participants enjoyed developing relationships with student-athletes, most of participants found it frustrating they were not consulted on athletics-related decisions that could impact the academic integrity and institutional control of the athletics program. The findings are relevant for higher education administrators who appoint FARs, as they are in a position to remove some of the institutional barriers that prevent FARs from being effective in the role. Additional research is needed to investigate FAR involvement in the student-athlete admissions process as a means of understanding how they can strengthen their oversight of academic integrity.
Author: Joanna Line
Publisher:
ISBN:
Category : Feminism and sports
Languages : en
Pages :
Get Book Here
Book Description
Leadership discourse in U.S. sport tends to privilege White, masculine, heterosexual, individual, men (Anderson, 2009; Chin, 2007; Liu, 2019; Suyemoto & Ballou, 2007). The persistent lack of representation of women administrators and coaches in collegiate sport is demonstrative of this exclusionary discourse (Acosta & Carpenter, 2014; Burton, 2015). Student-athletes are emerging leaders in the field of sport and therefore how they develop an understanding of leadership and their leadership capacity should be considered. This ethnographic study explores the perceptions NCAA Division I women student-athletes of how leaders develop, who can lead, and which values and behaviors are characteristic of leadership. My exploration was guided by Batliwala's (2011) feminist leadership diamond which includes five components: the self, power, principles and values, purpose, and practices. I also applied Foucault (1995), VeneKlasen and Miller (2007), and Batliwala's (2011) conceptualizations of power to examine how power operates in interactions among people within an organization to influence who is perceived as a leader and how leadership is enacted. Crenshaw's (1989) concept of intersectionality provided an analytical lens (Bowleg, 2008) to examine how inequitable distribution of power functions along multiple, intersecting axes of oppression (Collins & Bilge, 2016) and shapes the experiences of student-athletes with multiple minoritized identities. The results offered four major findings. First, the student-athletes' definition of leadership offers an alternative to the traditional conceptualization of leadership in sport. According to these student-athletes, leaders are invested in the ongoing process of supporting team members' personal and athletic growth. However, they negotiate this understanding of leadership with dominant cultural ideology within NCAA Division I athletics. This negotiation is also shaped by their postfeminist (Gill, 2007) and post-Title IX (Barak et al., 2018) cultural context. Second, the student-athletes' discussion about their role models affirms the importance seeing people they can relate to in leadership roles. Third, the feminist leadership diamond provides a framework to integrate examination of power and the self into how leadership is defined in an organization. Fourth, the student-athletes' insights offer the opportunity to reimagine coaching practices to cultivate an inclusive and collaborative understanding of leadership in sport.
Author: Christopher Atwater
Publisher:
ISBN:
Category : College athletes
Languages : en
Pages :
Get Book Here
Book Description
The purpose of this investigation was to examine faculty attitudes towards the role of college athletics and the academic competency of student-athletes at a NCAA Division-I Institution. By analyzing faculty attitudes, this study contributes to a better understanding of factors associated with how educators view athletics in higher education and how they develop their attitudes towards student-athletes from an academic perspective. Though prior research indicates quantitatively that faculty possess distinct views of these concepts, there was a gap between measured attitudes and known factors that contribute to these attitudes. By analyzing both quantitative and qualitative results, this investigation advanced the knowledge base of what factors, themes and trends exist in relation to faculty attitudes towards college athletics and the academic competency of student-athletes. Furthermore, by identifying relevant factors, this study may serve future practitioners by helping them hone techniques for successful and perceived change of the college experience for student-athletes in higher education.
