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The purpose of this study was to explore the academic, athletic, and social experiences of White college athletes at a Division I historically Black college/university (HBCU). Previous research has documented how White college athletes experience positive educational and developmental outcomes at historically White institutions (HWIs). However, there is a dearth of research on White college athletes' experiences where they are the demographic minority within collegiate institutions like HBCUs. Three focus groups and four individual interviews were conducted and the data from four White college athletes at a HBCU were examined for the current study. Using symbolic interactionism and interpretive interactionism as theoretical lenses, key findings revealed participants largely expressed satisfaction with their academic, athletic, and social experiences. Implications for policy and practice are discussed.

The purpose of this study was to examine the college experiences (academic, athletic, and social) of two groups of Black female college athletes at a Division I historically Black college and /university (HBCU). Utilizing sense of belonging theory, the current study explored how Black female college athletes navigate their experiences and manage their multiple identities (race, gender, athletic status, etc.) at a Division I HBCU. Two focus groups, seven individual interviews, and an eight-item demographic questionnaire were administered to ten participants (n = 10). Key findings highlighted participants' diverse college experiences. Implications for policy and practice are discussed.

The purpose of this manuscript is to examine the implications of the current ideological underpinnings of sport education programs (SEPs) in the United States (U.S.) and present a new equity-minded and anti-ism sport education (EASE) framework that reflects a paradigm shift towards equity-mindedness, anti-ism, cultural responsiveness, inclusive excellence, and transformational leadership. The sport industry has transformed from modest recreational activities for leisure entertainment at the local levels into a multi-billion-dollar global corporatized industry with far-reaching economic, political and sociocultural impacts. Despite the growth in popularity of SEPs, a major area of concern is the lack of critical reflection on their sociopolitical and cultural origins of the curriculum and corresponding metrics of success. Thus, we argue current SEPs (e.g. sport management, sport administration, sport leadership, sport business, parks and recreation, and sport entertainment, hospitality, and tourism) perpetuate colorblind racism, sexism, and classism based on their philosophical foundations. In an effort to reflect a responsiveness to an increasingly global and multicultural sport industry, we present a new EASE framework for preparing professionals to ignite transformational change in and through sport in the twenty-first century. [ABSTRACT FROM AUTHOR]

Historically Black Colleges and Universities (HBCUs) have made notable social, cultural, and economic contributions to the African Diaspora, particularly since their inception in the United States. Being that HBCU athletic programs account for a small proportion of the intercollegiate athletic industry, these unique entities are often examined in the same vein as their Historically White Institution counterparts without a full account of the intergenerational adverse impacts of systemic racism. Since HBCUs are situated within the distinct context of Blackness, the researchers offer a reconceptualization through the theoretical lens of Black Critical Theory. This manuscript illuminates linkages across extant literature, while also presenting a budding theoretical framework in the study of sport, and sport organizations, that have deeply embedded relationships with communities, for example, HBCUs and the Black community, stickball and lacrosse within Indigenous communities, and the relationship between women and womens' sports leagues. Implications of this work are centered on promoting more critical reconceptualizations of sporting spaces that reflect the full diversity of the societies in which they exist. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the perceptions and experiences of Black women college athletes at a Division I historically White institution (HWI) to understand their role negotiation processes. There is a need to explore the experiences of Black women college athletes in Olympic sports along with their same race peers in high-profile sports to ensure the professed National Collegiate Athletic Association (NCAA) mission is being fulfilled for all college athletes regardless of their race, gender, and sport and specifically related to their academic experiences and outcomes. The current study fills this gap. Data collection methods included a focus group interview with four participants, two individual interviews, and an 8-item demographic questionnaire. Priori intersectionality, psychological identity, and college student development theories were incorporated to highlight key aspects of participants' lived experiences in college. Findings revealed participants' experiences with role conflict, athletic identity foreclosure, and social isolation. Implications for policy and practice are discussed.

The purpose of this study was to examine the impact of a holistic development support program at Division I historically White institution (HWI) on Black male former college athletes' pre- and post-graduation experiences and outcomes. Previous research has documented the myriad of challenges facing Black male college athletes at Division I HWIs including exposure to exploitive athletic sub-cultures, stigmatizing campus climates, and a general lack of support for their psychosocial, personal, and professional development. In response to these disconcerting trends, culturally relevant support programs have been created to address the unique needs of this sub-group. This qualitative case study involved 14 semi-structured individual interviews with seven Black male former college athletes who participated in a culturally relevant holistic development (CRHD) support program. Using the strategic responsiveness to interest convergence (SRIC) theory and the excellence beyond athletics (EBA) framework, key findings revealed participants' involvement resulted in a range of personal and professional benefits both during and after college. Implications for policies and practices are discussed.

Purpose: Black and Latino males face challenges to college-going that may alter their decision to attend college. However, many Black and Latino males have successfully enrolled and matriculated through college. This study aims to explore the precollege factors that influenced the college enrollment and persistence for first generation Black and Latino male collegians (N = 5) at a predominantly white institution located in the Northeastern area of the USA. Two major themes (i.e., pre-college barriers and pre-college facilitators) along with several subthemes emerged from the data. The authors discuss recommendations for teachers, school counselors, and administrators in assisting Black and Latino males prepare for enrollment and persistence in college. Design/methodology/approach: A qualitative approached was used for this research study. A focus group was incorporated because it enabled participants to discuss their experiences in a single setting with other participants with similar backgrounds and thus through contrast and group dialogue vital insights related the phenomena of interest can be identified (Kitzinger, 1995). Individual interviews were conducted to engage in a more in-depth data collection process with the participants in a one-one-setting. Findings: Pre-college barriers and pre-college facilitators were the major themes of this research study. The subthemes originated from the frameworks of Community Cultural Wealth (Yosso, 2005) and Constellation Mentoring (Kelly and Dixon, 2014). Originality/value: The paper will contribute to the research literature, as the authors are exploring the experiences of Black male collegians from a Northeastern PWI. There is a dearth of literature in this area of research.

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.

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 .

Postsecondary institutions in the United States, including member institutions of the National Collegiate Athletic Association (NCAA), are charged with the responsibility of cultivating positive learning environments where all students have an opportunity to excel regardless of their demographic backgrounds (e.g., race, socioeconomic status, etc.). However, one subgroup of students these institutions have persistently been unable to retain and graduate at rates comparable to their peers is Black male student athletes. Previous research has cited unwelcoming campus climates, inadequate academic support, and an overemphasis on athletics as key factors that contribute to Black male student athletes' academic underperformance and negative psychosocial experiences at these institutions. The purpose of this article is to present a series of strategies and recommendations for enhancing Black male student athletes' educational experiences and holistic development at postsecondary institutions in the U.S. A review of scholarly literature on Black male student athletes, college student development theories, and student athlete support programs was conducted to identify best practices related to the phenomena. An analysis of the literature led to the creation of the Excellence Beyond Athletics (EBA) approach. The EBA approach consists of the following six holistic development principles (HDPs): (1) self-identity awareness, (2) positive social engagement, (3) active mentorship, (4) academic achievement, (5) career aspirations, and (6) balanced time management.

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.

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 purpose of this study was to examine the impact of baseball participation on the educational experiences of black student-athletes at two Historically Black Colleges and Universities (HBCUs) in the southeastern United States (US). HBCUs were selected for this study because of the limited amount of research on student-athletes at these institutions. Two separate focus group interviews were conducted for data collection. Data was retrieved from student-athletes who participated in baseball at two selected HBCUs in the southeastern US. A grounded theoretical approach was employed to examine the relationship between intercollegiate athletic participation and the educational experiences of black baseball student-athletes at HBCUs. The findings from this study revealed that the current structure of intercollegiate baseball created both positive and negative impacts on the overall educational experiences of black baseball student-athletes at HBCUs. However, when there is a healthy balance between academics and athletics, positive outcomes for students can be achieved. With the grounded theoretical approach to analysis, the researchers developed the Education-Sports Symbiosis (ESS) hypothesis to explain the phenomenon in this study. These findings support previous research that suggested the current structure of intercollegiate athletics requires immediate reform in order to enhance educational experiences and developmental outcomes for black student-athletes. These general findings will be discussed in terms of their implications for policy, practice, and future research.

The article provides an introduction to a special issue on activism in college sport, the editors, representing different universities, highlight their role in compiling and curating the collection of articles that explore various aspects of activism within the context of collegiate sports.

The purpose of this manuscript is to examine the influence of activism in and through college sport during two prominent eras of Black social movements, the Civil Rights movement (CRM) and Black Power movement (BPM) of 1950s-1970s and the Black Lives Matter movement (BLMM) of 2010s-2020s. Using a race- and sport-based analytic framework, distinctive forms of activism are examined to highlight similarities and differences in strategies, focal areas, and outcomes across time, space, and context. College sport is a highly visible feature of the United States (U.S.) and thus has served as an influential space for championing equity and racial justice within and beyond athletic milieu. Yet, there is a dearth of scholarship focusing on the role of activism in and through college sport in redressing anti-Black racism at the institutional and societal levels. The critical examination of intergenerational activism in and through college sport revealed the power and limitations of efforts within this distinctive socio-political space. Recommendations for future efforts are presented. [ABSTRACT FROM AUTHOR]

The purpose of this study was to explore the experiences of Black female college athletes at a Division I historically Black college/university (HBCU) and historically White institution (HWI) and identify key influences that facilitated their academic achievement and positive educational experiences. Two focus groups and eight individual interviews were conducted with three Black female college athletes at a HBCU and five Black female college athletes at a HWI. An 8-item demographic questionnaire was administered to obtain information related to the participants' personal backgrounds. Yosso's (2005) community cultural wealth framework was incorporated to highlight individual and environmental influences that contributed to participants' positive educational and developmental outcomes. Findings revealed participants accessed and leveraged various forms of familial, resistant, aspirational, social, and navigational capital to overcome challenges and excel in college. Implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the nature and quality of National Collegiate Athletic Association (NCAA) male student-athletes' college experiences across race, sport, and divisional classifications. In recent years, the NCAA and its member institutions have faced intense scrutiny regarding the purpose of intercollegiate athletics within their educational missions. Additional concerns have been levied at the NCAA for persistent academic performance gaps along gender and racial lines across all divisions. However, limited research has engaged in multidivisional analyses of male student-athletes across racial groups and sport types. Using data from the 2006 NCAA GOALS study viewed through the lens of Bronfenbrenner's ecological systems theory, the current study examined differences in male student-athletes' experiences across racial groups, type of sport involvement, and divisional classifications. Key findings indicated salient differences between the social experiences across divisional and sport type classifications as well as significant differences between the academic experiences of Black and non-Black male student-athletes. Implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR]

During the summer of 2020, NCAA athletic departments, conferences, and leaders felt compelled to address racial inequity in the broader United States. Interestingly, there was a wave of excitement for racial equity, as Black lives "appeared" to matter to the NCAA institutional field (NIF) (e.g., athletic departments, conferences, leaders, etc.), as anti-racist initiatives, racespecific hiring tactics, and inaugural diversity, equity, and inclusion committees were formed and celebrated. Additionally, many Athletic Diversity and Inclusion Officer (ADIO) positions were adopted following this fervor. To support NIF leaders in their espoused aims, we argue that the NIF is a racialized organization (Ray, 2019), to more fully depict the pervasiveness of racial inequity that marginalizes Black athletes and Black administrators. In this paper we highlight for NIF leaders, specifically ADIOs and senior-level administration, that their novel DEI measures can easily be argued as symbolic given the history of racial exclusion in Division I athletics. Consequently, arguments presented in this paper will illuminate to NIF leaders that race is not an issue in athletic departments because racial marginalization is of or how the NIF operates. We hope this shift in perspective will lead to DEI efforts that address institutional and organizational dynamics that marginalize Black athlete's and administrator's agentic capabilities. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the experiences of two groups of Black male college athletes at a Division I historically White institution (HWI) to better understand the key contributors that influenced their academic performance levels, academic engagement, and the quality of their overall college experiences. Twofocus groups were conducted with 10 Black male college athletes enrolled at a Division I HWI and a demographic questionnaire was administered to ascertain a better understanding of their personal backgrounds, college academic experiences, and college athletic experiences. Role theory was incorporated as a theoretical lens to investigate the participants' identity salience, role commitments, and overall college experiences. Findings revealed participants from each group shared common experiences encountering role conflict. However, the coping strategies and academic performance outcomes varied between each group. Implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the experiences of Black male student athletes who transferred from predominantly White institutions (PWls) to a Historically Black College/University (HBCU) in the southeastern United States (U.S.). This qualitative case study involved a single focus group interview and two individual interviews with Black male transfer student athletes who were enrolled at a HBCU. Critical race theory (CRT) was applied as a theoretical framework to examine the impact of race and racism on the participants' experiences within different educational and sociocultural environments. The key research topics of interest included identifying the participants' reasons for transferring from a PWI to a HBCU and understanding their college experiences at the HBCU. Findings revealed participants' encounters with various forms of covert and overt racism at PWls resulted in negative college experiences, which motivated them to transfer to a HBCU. Using tenets of CRT and a thematic analysis procedure, the following two emergent themes were identified: "We Were the Outcasts" and "They Want to See You Succeed." Implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR]

The purpose of this study was to identify key factors associated with the academic achievement and positive college experiences among Black male student athletes at a Historically Black University (HBU) in the Southeastern United States (U.S.). A concurrent triangulation exploratory design allowed both qualitative and quantitative data to be collected simultaneously and converged during the analysis phase (Creswell, 2009). Participants in this study included current Black male student athletes who participated in football and men's basketball at a HBU in the Southeastern U.S. Using aspects of the grounded theoretical approach for analysis (Glaser & Strauss, 1967), the following emergent themes were identified: "You Got a Chance," "An Opportunity," "Not Just a Number," "It's Hard, But It's Not Impossible" and "As An Athlete It Makes Your Social Life a Little Easier." Implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR]

There are significant gaps in positive educational outcomes of Black student-athletes when compared to their peers. These gaps reflect deficits in culturally responsive support for the academic success and holistic development of Black student-athletes at historically White institutions (HWIs). While research has examined athletic academic support programs, there is limited attention towards programming efforts that consider the unique experiences and needs of Black student-athletes at HWIs. Discrepancies in Black student-athletes' academic performance and graduation rates at Division I HWIs question the effectiveness of athletic academic support programs. The purpose of this manuscript is to examine literature on culturally responsive programming efforts at Division I HWIs. Utilizing the theoretical frameworks of critical race theory (CRT) (Bell, 1992; Crenshaw et al., 1995; Ladson-Billings & Tate, 1995) and student involvement theory (Astin, 1984, 1999), a content analysis of publicly accessible information on support programs were analyzed to identify themes in programming efforts. Key findings revealed that while programs supported by the NCAA or athletic departments support Black student-athletes broadly, faculty-led programs are more likely to incorporate culturally responsive programming that stimulates positive educational outcomes and holistic development for this population of students. Implications for athletic departments and higher education professionals are discussed. [ABSTRACT FROM AUTHOR]

The purpose of the current study was to examine the nature and quality of Black female athletes' college experiences across race, sport, and National Collegiate Athletic Association (NCAA) divisional classifications. Female athletes constitute nearly half of all NCAA participants and yet their experiences are often only highlighted in comparison to male peers (NCAA, 2018) and more specifically the racialized experiences of female athletes are conspicuously under researched. Given that female athletes graduate at higher rates than their male counterparts, make decisions about their academic pursuits differently, and are generally more engaged in university life (Kulics, Kornspan, & Kretovics, 2015), it is critical for leaders to better understand how they experience college. In this study, we analyzed data from an NCAA Growth, Opportunities, Aspirations, and Learning of Students (GOALS) survey to explore the college experiences of Black female athletes compared to their female athlete counterparts. Comeaux and Harrison's (2011) conceptual model for student-athlete academic success was incorporated to explore the relationships between Black female athletes' interactions with institutional systems, levels of integration (academic and social), and educational outcomes. Key findings provided insight into the unique experiences of Black female athletes as a result of their race, gender, sport, and divisional classification. Implications from this study highlight the need to engage culturally responsive strategies for academic and social integration of Black female athletes across all divisional classifications. [ABSTRACT FROM AUTHOR]

The purpose of this study was to examine the elite youth and high school baseball socialization process as a whole and the role of professionalization and corporatization in this process. The unique nature of baseball's development model in the United States (U.S.) through a dual-track feeder system (college or minor leagues) allows for a wide range of challenges and sociological factors to influence elite youth and high school prospects. Understanding players' experiences exposes these challenges and sociological factors. Semi-structured interviews were conducted with four former elite youth and high school baseball players, one parent of a player, two coaches, and two media members. Using Bronfenbrenner's (1977) ecological systems theory, the authors examined multi-level sociological factors contributing to participants' socialization experiences. Key findings revealed corporate-level factors including National Collegiate Athletic Association (NCAA) bylaws, Major League Baseball's (MLB) collective bargaining agreement (CBA), and related commercialized changes in elite youth and high school baseball all had a pronounced influence on baseball players' socialization processes. Implications for policy and practice are discussed. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The growing commercialization of major intercollegiate athletics in the United States (U.S.) has created a values paradox between the rhetoric purported by the National Collegiate Athletic Association (NCAA) and its member institutions and the realities of their practices. Similar to the broader U.S., the structure of the NCAA often reinforces widespread racial hierarchies and inequities. Racial disparities are reflected in graduation rate gaps among and between college athletes and non-athlete college students, disproportionate representations on high revenuegenerating teams and concurrent underrepresentation in athletic leadership positions, and numerous adverse impacts associated with economically exploitative policies. The aforementioned trends are a few of the many problematic outcomes that are a byproduct of institutional arrangements rooted in color-blind racism. Using critical race theory (CRT), this manuscript examines how de facto race neutral policies, practices, and enforcements create and perpetuate disparate racial outcomes. In particular, the following five NCAA policies and practices are analyzed: 1) amateurism, 2) initial eligibility standards, 3) graduation success rates (GSRs) and academic progress rates (APRs), 4) lack of racial diversity in leadership positions, and 5) lack of required cultural competency trainings for athletic leadership and staff. Implications for culturally responsive and race-conscious sport leadership are presented and discussed. [ABSTRACT FROM AUTHOR]