Joseph N. Cooper

Understanding Black Male Student Athletes' Experiences at a Historically Black College/University: A Mixed Methods Approach.

The purpose of this article is to describe how a mixed methods approach was employed to acquire a better understanding of Black male student athletes’ experiences at a historically Black college/university in the southeastern United States. A concurrent triangulation design was incorporated to allow different data sources to be collected and analyzed simultaneously to identify areas of convergence. Quantitative findings served as complementary data to corroborate the emergent qualitative themes. Legitimation strategies were applied in identifying meta-inferences from the analysis of findings, which enabled a more comprehensive understanding of key institutional characteristics that contributed to Black male student athletes’ academic achievement and positive college experiences at a historically Black college/university.

Racial Perceptions of Baseball at Historically Black Colleges and Universities

The purpose of this study is to identify demographic backgrounds, participation patterns, and racial perceptions of baseball student-athletes at Historically Black Colleges and Universities (HBCUs) in the Southeastern United States. HBCUs were selected for this study because of the dearth of research on student-athletes at these institutions. An 11-item questionnaire and a focus group interview were used for data collection. Data were retrieved from student-athletes who participate in baseball at two selected HBCUs in the Southeastern United States. A grounded theoretical approach was used to examine demographic backgrounds, participation patterns, and racial perceptions of baseball student-athletes at HBCUs. The findings from this study revealed that increasing opportunities at all levels for Blacks to succeed in baseball is the most important way to increase Black participation in baseball.

An anti-deficit perspective on black male student athletes’ educational experiences at a historically black college/university

The purpose of this study was to identify key institutional characteristics and practices at a historically black college/university (HBCU) that contributed to positive educational experiences for black male student athletes. This mixed methods exploratory study involved the use of a 79-item Student Athlete College Experiences Questionnaire (SACEQ), three focus group interviews, and four individual interviews. Participants in this study included 57 black male football and men’s basketball student athletes at an HBCU in the southeastern US. Institutional theory and the anti-deficit achievement framework were incorporated to highlight effective institutional practices at an HBCU. Findings revealed the presence of a nurturing familial campus climate and purposefully designed institutional programs enhanced black male student athletes’ educational experiences. Implications for policy and practice are discussed.

The value of qualitative approaches in the examination of Black male student athletes

The purpose of this paper is to describe the value added by qualitative research methods in the examination of Black male student athletes’ experiences and campus climates at National Collegiate Athletic Association Division I predominantly White institutions (PWIs) in the United States. A comprehensive review of the sport and higher education literature was conducted to identify exemplar qualitative studies. In an effort to address epistemological racism in the sport education literature, these race-based studies incorporated qualitative approaches to better understand the unique challenges facing Black male student athletes at Division I PWIs. Specifically, these studies examined the impact of the campus climates on Black male student athletes’ holistic experiences, perceptions and attitudes. Qualitative approaches such as focus groups, individual interviews, photo/visual elicitation, participant observations and narrative inquiries are highlighted. The quality of each study was analysed using the following eight criteria for quality in qualitative research: (1) worthy topic, (2) rich rigour, (3) sincerity, (4) credibility, (5) resonance, (6) significant contribution, (7) ethics and (8) meaningful coherence. Collectively, these qualitative studies provide vital insight into Black male student athletes’ socialisation experiences at Division I PWIs. Key findings from these studies are discussed and recommendations for policy and practice are presented.

Critical Race Theory: Black Athletic Sporting Experiences in the United States

This book examines the role of race in athletic programs in the United States. Intercollegiate athletics remains a contested terrain where race and racism are critical issues often absent in the public discourse.

Race and resistance: A typology of African American sport activism

Historically, sport has been viewed as an apolitical space where organizers, managers, coaches, spectators, and sponsors expected athletes to focus solely on their performance and adhere to functionalist origins of the activity, including physical fitness benefits, character building, teamwork, and social entertainment. Despite these various positive attributes, the institution of sport does not operate in isolation from broader society. Instead, sport serves as a site where societal inequalities such as racism, sexism, economic stratification, and other forms of oppression are reproduced, exacerbated, and/or ignored. Throughout history, several African American athletes, sport scholar activists, sport institutions, and entrepreneurs have critically reflected upon this arrangement and courageously engaged in actions to promote social justice within and beyond sporting spaces. Recent actions by African American athletes across participation levels have raised questions about the term activism and how it is applied to certain actions. In an effort to foster a deeper understanding of this phenomenon, the purpose of this article is to present a typology that delineates different forms of African American sport activism. The proposed typology outlines five categories: (1) symbolic activism; (2) scholarly activism; (3) grassroots activism; (4) sport-based activism; and (5) economic activism. Implications for future engagement and research are discussed.

An Anti-deficit Perspective on Black Female Scholar-Athletes’ Achievement Experiences at a Division I Historically White Institution (HWI)

The purpose of this study was to explore the experiences of Black female scholar-athletes at a Division I historically White institution (HWI) and identify key influences they attributed to their academic achievement and positive transitional experiences in college. A single focus group and five individual interviews were conducted with five Black female scholar-athletes enrolled at a Division I HWI. An anti-deficit achievement framework and attribution theory were incorporated to highlight key facilitators for their achievement experiences. Findings revealed participants attributed their achievement outcomes and positive college experiences to their educationally-focused family members, intrinsic motivation, academic self-efficacy, positive relationships with teammates, and unique benefits associated with being a Division I student-athlete. Implications for policy and practice are discussed.

Strategic Navigation: A Comparative Study of Black Male Scholar Athletes' Experiences at a Historically Black College/University (HBCU) and Historically White University (HWU).

Abstract The purpose of this study was to examine and contrast the experiences of Black male scholar athletes at a Division I historically Black college/university (HBCU) and historically White university (HWU) and identify key contributors to their positive transitional experiences (academic, athletic, and social) in college. Two focus groups, 8 individual interviews, and an eight-item demographic questionnaire were conducted with 12 Black male scholar athletes. An anti-deficit achievement framework and critical race methodology were incorporated to better understand the processes by which participants’ experienced positive transitional outcomes in two distinct racial, sociocultural, and educational milieus. Findings revealed key similarities as well as distinct differences in the navigational strategies and institutional influences that facilitated each group’s positive experiences. Implications for policy and practice are discussed.

Critical Race Theory and Intercollegiate Athletics at Historically Black Colleges and Universities

Prior to the 1960s, the sustainability of HBCU athletic programs was rooted in their unifying missions and interdependent relationships. However, following widespread assimilation efforts in the post-Civil Rights era, HBCU athletic programs suffered from the pillaging of Black athletic talent from the Black community to major Division I Historically White Colleges and Universities (HWCUs). Previous historical assessments of HBCUs’ athletic programs have confined their analysis to major historical events, the evolution of conference affiliations, and the attendance at various HBCU classic games. In this chapter, the authors utilized critical race theory (CRT) as an analytic tool to outline the multilevel challenges facing HBCU athletic programs within the structural arrangements of the USA and the National Collegiate Athletic Association (NCAA). In an effort to improve the plight of HBCU athletic programs, the authors offer Ten Pillars for Active Engagement for Sport Leadership and Administration in Creating Athletic Organizational Success and Sustainability for autonomy governance as well as a secession plan as a pathway for success.

‘Focus on the bigger picture:’ an anti-deficit achievement examination of black male scholar athletes in science and engineering at a historically white university (HWU)

Abstract The purpose of this study was to examine the experiences of black male scholar athletes in science and engineering majors at a Division I research-intensive historically white university (HWU) and identify key influences that facilitated their academic achievement. Participants included three black male scholar athletes in science and/or engineering majors at a Division I research-intensive HWU. A single focus group, three in-depth individual interviews and an eight-item demographic questionnaire were employed to investigate the phenomenon of interest. The prove them wrong syndrome and an anti-deficit achievement framework were incorporated to explore the pre-college and college influences that contributed to the participants’ educational outcomes. Emergent themes highlighted the pivotal role of strong familial support, academic self-efficacy, strategic responsiveness to negative stereotypes and select benefits from athletic participation resulted in the participants’ academic achievement. Implications for policy and practice are discussed .