Dissertation/Thesis Abstract

Exploration of academic engagement & college preparation of high performing urban high school athletes: A retrospective study
by Burnside, Andrea, Ed.D., California State University, Long Beach, 2013, 159; 3586055
Abstract (Summary)

Black student-athletes have been criticized for lacking appropriate study and social skills to be successful in a rigorous collegiate environment. At the secondary school level, it is not uncommon for college-bound high performing Black male athletes to lose out on National Collegiate Athletic Association (NCAA) Division I scholarship opportunities due to incomplete fulfillment of NCAA Clearinghouse A thru G required college courses and standardized test score requirements. Elevated performances and accomplishments in athletics confirm that Black male student-athletes are fully capable of maintaining high levels of intrinsic and external motivation, exhibited through their willingness to work long hours, commitment, and drive to succeed in athletics. Thus, Black male student-athletes' intrinsic and external zeal for athletics is not commonly mirrored in their academic achievement.

Guided by Critical Race Theory framework, this retrospective qualitative study employed 20 open-ended interviews to gain understanding of possible systemic educational barriers "NCAA college-bound" athletes may face at the secondary school level.

Findings concluded high school student-athletes possess minimal understanding of NCAA Eligibility Clearinghouse academic expectations and/or standardized test requirements. Counselors were named as most common school representative responsible for high school student-athletes' college counseling and academic advisement. Coaches were named as the school representative most trusted for student-athlete academic decisions.

Recommendations to implement effective and organized high school student-athlete college preparation programs which should include: (a) organized, mandatory study hall for high school student-athletes, (b) assignment of an academic counselor to specifically work with the student-athlete population, and (c) implementation of mandatory student-athlete bi-weekly progress reports requested by athletic leadership from student-athletes teachers.

Indexing (document details)
Advisor: Ortiz, Anna
Commitee: Gamble, Brandon, Robinson, Douglas
School: California State University, Long Beach
Department: Educational Leadership
School Location: United States -- California
Source: DAI-A 75/06(E), Dissertation Abstracts International
Subjects: African American Studies, Black studies, Educational leadership, Secondary education
Keywords: Athletic administration, Black athletes, College preparation, Student-athletes
Publication Number: 3586055
ISBN: 978-1-303-79631-9
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