Athletes and academics: the experiences of African American student-athletes at a predominantly White institution of higher education

Abstract

The purpose of this study was to examine the experiences of African American student-athletes at a predominantly white institution of higher education. The major questions to be answered by this study were related to the experiences of those African American student-athletes who graduated, those who left the institution without graduating, and the differences in experiences and background between those graduates and non-graduates. The study utilized a qualitative, phenomenological research design. In-depth interviews were conducted with a sample of twelve male African American former student-athletes, six graduates and six non-graduates, who attended a moderately sized predominantly white Carnegie I research institution. Data collection involved retrospective interviews to examine the participants' perceptions of what it took for them to be academically successful. The interview instrument included questions related to demographics, defining academic success, obstacles to academic success, reasons for leaving the university, personal support systems and role models. Three major themes emerged from the study: a) Relationships with coaches, teachers, parents and others were paramount for the academic success of African American student-athletes. b) The attitude of both the coach and the athlete himself was an important factor in determining academic success. c) The ability and determination of the African American student-athletes to deal with negative aspects of the school climate was key regarding persistence to graduation. From these themes both general and specific recommendations are suggested for institutions of higher education to increase the graduation rates of African American student-athletes who attend predominantly white universities.