Scott Bukstein

It Takes a Village for African American Male Scholar-Athletes

Abstract The purpose of this study was to explore the influences of mentors on African American male scholar-athlete success. Participants (N=27) consisted of high achieving African American male student-athletes from four academically rigorous American universities. Participants competed primarily in revenue-generating sports (i.e., mens basketball and football) and were interviewed to obtain a deeper understanding of the role various mentors play in relation to their academic success. By utilizing a phenomenological approach, three major themes emerged: My Parents Always Had High Expectations, I Have Healthy Relationships With My Professors, and No Support From Coaches. Mentorship theories and relevant literature are examined through the African American family influences on sport mobility (Oliver, 1980; Harris, 1994), faculty interaction with African American male student-athletes (Harrison, Comeaux & Plecha, 2006; Comeaux, & Harrison, 2007) and coaching role strain (Edwards, 1973; Coakley, 1994) and interpreted with the findings. Recommendations for faculty, student affairs professionals, athletic administrators and other stake-holders are suggested.

Diggin' Deeper into the Culture of Revenue Sports

Abstract Athletic identity measurement scales have been addressed in the sport psychology (Brewer, Van Raalte, & Linder, 1993) and to a lesser degree in higher education sport research areas (Gaston-Gayles, 2004; Harrison & Lawrence, 2004). The purpose of this research note is to build on the work of the Athletic Identity Measurement Scale (AIMS) and Student Athlete Motivation Survey and Questionnaire (SAMSAQ) by examining theories of expectancy-value and self-affirmation with the development and refinement of the Baller Identity Measurement Scale (BIMS) (Rasmussen, 2009). Future research directions and implications with the BIMS are sketched via theoretical and practical synergy for scholars and practitioners that have interest in pre-college, college and professional athlete population.

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.

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.