The academic success of Division I student-athletes remains a critical issue for National Collegiate Athletic Association (NCAA) institutions, since institutions who fall below the minimum academic progress rate are being sanctioned. The two groups or “cells” continually not meeting these requirements are black male student-athletes (BMSAs) participating in revenue-generating sports and athletes attending historically black colleges and universities (HBCUs). Researchers synthesized student academic success and Division I student theories to create a conceptual model of academic success for Division I student-athletes. Former research indicates that commitments, both precollege and during college, delimited to institutional, goal, and sport affect academic research and are in need of further research. Using the model as a conceptual framework, a descriptive, multiple-case study was conducted. Nine purposefully selected BMSAs at a HBCU were interviewed to gain their perspectives of the three types of commitments before attending and after interacting with academic and social systems. Secondly, they gave their perspectives on any influences of their commitments. Data were collected using semi-structured, open-ended interview protocols, a background survey, and grade transcripts. Transcripts were coded and a cross-case and within case analysis conducted. When it comes to how BMSAs develop their precollege commitments, the following themes emerged: family, the school, academics, the team, and self. In regard to their precollege commitments, the themes were the following: expectations of the institution, expectations as a student, and expectations as an athlete. The participants had no commitment changes after interacting with the academic and social systems for a semester; however, built relationships, impact of academic advisors, intrinsic motivation, and realistic identity were themes regarding how their commitments are being maintained. In the future, researchers should conduct more studies that focus on the aspects of commitments and commitment development among BMSAs at HBCUs.
|Commitee:||Griffiths-Prince, Marcia, Pucci, Thomas|
|School Location:||United States -- Arizona|
|Source:||DAI-A 77/11(E), Dissertation Abstracts International|
|Subjects:||Higher Education Administration|
|Keywords:||Academic progress rates, Black athletes, Commitments, Graduation success rates, HBCUs, Male athletes|
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