C. Keith Harrison

The Role of Gender Identities and Stereotype Salience With the Academic Performance of Male and Female College Athletes

An experiment was conducted to examine factors that moderate the experience of academic identity threat among college athletes who represent a stigmatized group on most college campuses (Yopyk & Prentice, 2005). It was hypothesized that because they are more engaged in academics, female college athletes would be especially threatened by the prospect of confirming the “dumb-jock” stereotype. As predicted, female college athletes performed more poorly when their athletic and academic identities were explicitly linked, but only on moderately difficult test items. The results also revealed that male college athletes performed significantly better (see stereotype reactance and self-affirmation) on more difficult test items when only their athletic identity was primed prior to the test. This is an important finding as there is little research on the impact of positive stereotypes on performance. The discussion focuses on the different motivational processes (i.e. self-affirmation) that impact the academic performance of male and female college athletes when aspects of their campus identity are primed within a classroom context.

Athletic Voices and Academic Victories: African American Male Student-Athlete Experiences in the Pac-Ten

The purpose of this study was to explore participants’ academic experiences and confidence about their academic achievement. Participants (N = 27) consisted of high-achieving African American male student—athletes from four academically rigorous American universities in the Pac-Ten conference. Most of the participants competed in revenue-generating sports and were interviewed to obtain a deeper understanding of their successful academic experiences. Utilizing a phenomenological approach four major themes emerged: “I Had to Prove I’m Worthy,” “I’m a Perceived Threat to Society,” “It’s About Time Management,” and “It’s About Pride and Hard Work.” Stereotype threat and stereotype reactance are investigated in relation to findings. Recommendations for scholars and practitioners that work with student-athletes are also articulated.

“Don't Call Me a Student-Athlete”: The Effect of Identity Priming on Stereotype Threat for Academically Engaged African American College Athletes

Academically engaged African American college athletes are most susceptible to stereotype threat in the classroom when the context links their unique status as both scholar and athlete. After completing a measure of academic engagement, African American and White college athletes completed a test of verbal reasoning. To vary stereotype threat, they first indicated their status as a scholar-athlete, an athlete, or as a research participant on the cover page. Compared to the other groups, academically engaged African American college athletes performed poorly on the difficult test items when primed for their athletic identity, but they performed worse on both the difficult and easy test items when primed for their identity as a scholar-athlete. The unique stereotype threat processes that affect the academic performance of minority college athletes are discussed.

A study of significance of racial and athletic identification on educational perceptions among African American male college athletes

Abstract The purpose of this study was to analyze the racial and athletic identities of African American male college athletes to determine how the identities might impact the athletic and educational potential and performance of this specific group of college athletes. The study revealed that participants who responded negatively to a poor athletic performance were more likely to have lower levels of academic self-concept. In contrast, college athletes who highly identified with their racial group were more likely to have higher levels of academic self-concept. Overall, the findings reveal the intricacies and complexities of being an African American college student and athlete at predominantly white institutions (PWIs) in the US. As such, the article details the implications of the findings as they relate to African American culture, American sports culture, and higher education realities.

Academic Advising, Time Management and the African American Male Scholar-Athlete

Every human being faces the realities of 24 hours in one day, 7 days a week, and 365 days in a given year. For the modern day student-athlete this day is filled with the endless “juggling act” of academics, athletics and the social life of a college student. Since 1906, various National Collegiate Athletic Association( NCAA) and higher education leaders have debated the issues and problems that impact the experiences of student-athletes (Smith, 1988). Managing academic and athletic time commitments are challenging for any studentathlete.

That Smart Dude A Qualitative Investigation of the African American Male Scholar-Baller Identity

The intersection of education, sport, and identity are important topics for urban education and educators. Using data collected from interviews with 27 African American male college athletes, the current study investigated the lived experiences of this demographic group as they formed ideas about “self” within the realm of higher education. Our findings revealed that their definition of masculinity was at the core of their identities. In addition, participants saw themselves as more than athletes—They were scholars and productive members of surrounding communities. Furthermore, interactions with women, teammates, and non-athletic peers influenced participants’ self-perceptions. Theoretical and practical implications are discussed.

Female spectators as customers at National Football League games

Purpose – The purpose of this paper is to investigate female National Football League (NFL) spectators’ preferences and feedback in regard to various customer service components of the NFL game day experience. The primary components with respect to female spectators’ choices, preferences, and feedback are as follows: apparel and other merchandise; food and beverage; restrooms and facility cleanliness; tailgating and parking; participants’ decision to attend an NFL game; and participants’ perceptions of the NFL. A core objective was to learn more about the female decision-making process and overall experience at NFL games. Design/methodology/approach – All data were collected during the 2012-2013 NFL regular season. Four different data collections were conducted at two NFL stadiums to investigate the game day experiences of women at NFL games. Previous research was used as a basis for creating survey questions about the female game day experience. In this study, an open-ended questionnaire contained both q...

I am what I am? The Baller Identity Measurement Scale (BIMS) with a Division I football team in American higher education

The purpose of this paper is to examine the impact of culture and socio-cultural contexts on academic and athletic motivation of American male college football student-athletes. This study measured perceptions of student-athletes’ athletic and academic identities tied to motivation for performance using a culturally relevant assessment tool, the Baller Identity Measurement Scale.

The Impact of High School on the Leadership Development of African American Male Scholar-Athletes

The purpose of this article is to examine how the high school setting assisted the leadership development of African American males. Additionally, we explored how the leadership developed in high school was applied in the post-high school setting. We utilized purposeful sampling to identify and recruit African American male scholar-athletes (N=27) who were perceived as leaders by their campus constituents at four academically rigorous universities in the western region of the United States. A phenomenological approach was employed to conduct two semi-structured interviews with participants to obtain a deeper understanding of their high school experiences as they related to leadership (as defined by the participants). Data were analyzed to generate textural and structural descriptions about how participants experienced leadership in high school and beyond (Moustakas, 1994). In doing so, three major themes emerged: My Leadership and Involvement Started in High School, My Leadership Has Evolved Since High School, and High School Taught Me to Bond With Others. Findings reveal that the high school setting impacted and informed the future leadership engagement of the participants. Moreover, participants cited an evolution of their leadership post-high school to include involvement in activities that made a positive impact on their respective campuses and local communities. Furthermore, participants noted the influence of group affiliation on their development as leaders. These findings were interpreted within the Social Change Model of Leadership (Higher Research Education Institute, 1996). Practical implications and strategies for high school administrators and educators are discussed.