Rhema D. Fuller

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.

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.

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.

Perception or Reality: The Relationship Between Stereotypes, Discrimination, and the Academic Outcomes of African American Male College Athletes:

The current study examined the degree to which stereotypes and racial discrimination affected the academic outcomes of African American male college athletes. Furthermore, the ability of athletic identity and racial identity to moderate this relationship was examined. Participants (N = 168) were recruited from 13 predominately White institutions across the United States. Results indicated a “tipping point” by which negative stereotypes and discrimination moved from having a positive effect to a negative effect on the academic achievement. In addition, certain dimensions of athletic and racial discrimination were found to moderate the relationship between stereotypes and discrimination and academic outcomes. Findings are discussed in relation to theoretical and practical significance.