Pub Date : 2021-02-26DOI: 10.17161/JIS.V14I1.11755
D. Springer, M. Dixon
Those providing and managing sport in primary, secondary and post-secondary educational settings must be cognizant of the need for sport programs to enhance, rather than detract from, the educational environment. American post-secondary education provides an important context for inquiry in sport for two primary reasons. First, college enrollment marks a significant period of transition for individuals who are at a developmentally impressionable stage of their lives. Second, roughly 80% of all college students participate in some form of physical activity during their time on a college or university campus, with roughly half of them participating in formal sport. Two bodies of literature provide guidance for sport managers in US higher education: 1) sport development theory and 2) student development theory. This paper aims to provide a road map to facilitate the conversation between these two bodies of theory to unpack the potential contribution of sport to the individual development of sport participants at American colleges and universities.
{"title":"College Student Development within the Context of Formalized Sport in American Higher Education","authors":"D. Springer, M. Dixon","doi":"10.17161/JIS.V14I1.11755","DOIUrl":"https://doi.org/10.17161/JIS.V14I1.11755","url":null,"abstract":"Those providing and managing sport in primary, secondary and post-secondary educational settings must be cognizant of the need for sport programs to enhance, rather than detract from, the educational environment. American post-secondary education provides an important context for inquiry in sport for two primary reasons. First, college enrollment marks a significant period of transition for individuals who are at a developmentally impressionable stage of their lives. Second, roughly 80% of all college students participate in some form of physical activity during their time on a college or university campus, with roughly half of them participating in formal sport. Two bodies of literature provide guidance for sport managers in US higher education: 1) sport development theory and 2) student development theory. This paper aims to provide a road map to facilitate the conversation between these two bodies of theory to unpack the potential contribution of sport to the individual development of sport participants at American colleges and universities.","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114659483","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-26DOI: 10.17161/JIS.V14I1.13750
Sloane Milstein, Zack J. Damon
Recent college sport headlines highlight the decision to cut teams during the COVID-19 pandemic. Citing the expected budgetary impact, Old Dominion announced it was cutting its wrestling program. St. Edward’s University is cutting the men and women’s tennis, men and women’s golf, and men’s soccer. The University of Cincinnati eliminated its men’s soccer program with more programs to follow. Yet, a number of institutions are charging forward and have announced the addition of a team(s) to their athletic offerings. Plymouth State will add men’s swimming, Indiana Tech is adding women’s ice hockey, and Augustana College just added men and women’s water polo. Such additions are somewhat surprising given the difficult economic climate currently facing higher education and intercollegiate athletics. This study sought to identify a structure that NCAA Division I decision-makers took part in when adding a team in previous years. Accordingly, the authors conducted expert-based, in-depth, semi-structured interviews with 15 Division I athletic administrators representing 23 sport teams. The following decision-making phases were identified: Identification, Justification, Evaluation, Acceptance (or Interruptions), and Authorization. Theoretical and practical implications for institutions seeking to grow their sport offerings are provided.
最近的大学体育头条强调了在COVID-19大流行期间削减球队的决定。考虑到预期的预算影响，Old Dominion宣布将削减摔跤项目。圣爱德华大学将取消男女网球、男女高尔夫和男子足球项目。辛辛那提大学(University of Cincinnati)取消了男子足球项目，并有更多项目跟进。然而，一些机构正在向前迈进，并宣布在他们的体育项目中增加一个(或多个)团队。普利茅斯州立大学将增加男子游泳项目，印第安纳理工大学将增加女子冰球项目，奥古斯塔纳学院刚刚增加了男女水球项目。考虑到目前高等教育和校际体育面临的困难经济环境，这样的增加多少有些令人惊讶。本研究试图确定前几年NCAA一级联赛决策者在增加球队时参与的结构。因此，作者对代表23个运动队的15名一级体育管理人员进行了基于专家的、深入的、半结构化的访谈。确定了以下决策阶段:识别、证明、评估、接受(或中断)和授权。为寻求发展体育产品的机构提供了理论和实践意义。
{"title":"Decision-Making Process Associated with Adding NCAA Division I Sports Programs","authors":"Sloane Milstein, Zack J. Damon","doi":"10.17161/JIS.V14I1.13750","DOIUrl":"https://doi.org/10.17161/JIS.V14I1.13750","url":null,"abstract":"Recent college sport headlines highlight the decision to cut teams during the COVID-19 pandemic. Citing the expected budgetary impact, Old Dominion announced it was cutting its wrestling program. St. Edward’s University is cutting the men and women’s tennis, men and women’s golf, and men’s soccer. The University of Cincinnati eliminated its men’s soccer program with more programs to follow. Yet, a number of institutions are charging forward and have announced the addition of a team(s) to their athletic offerings. Plymouth State will add men’s swimming, Indiana Tech is adding women’s ice hockey, and Augustana College just added men and women’s water polo. Such additions are somewhat surprising given the difficult economic climate currently facing higher education and intercollegiate athletics. This study sought to identify a structure that NCAA Division I decision-makers took part in when adding a team in previous years. Accordingly, the authors conducted expert-based, in-depth, semi-structured interviews with 15 Division I athletic administrators representing 23 sport teams. The following decision-making phases were identified: Identification, Justification, Evaluation, Acceptance (or Interruptions), and Authorization. Theoretical and practical implications for institutions seeking to grow their sport offerings are provided.","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"33 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115116273","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-02-26DOI: 10.17161/JIS.V14I1.13739
Molly P. Harry
Institutions are required to conduct exit interviews and surveys (EIS) with departing athletes, however, these instruments are currently an untapped data source for further understanding the college athlete experience. This study examined 17 FBS institutions’ exit interviews and surveys with 528 athletes, focusing on athletes’ academic experiences. Analyses revealed that EIS questions pertaining to educational experiences focused on the following areas: academic services, overall academic experiences, time demands, coach support of academics, and faculty support. Athletes in this sample expressed overall positive academic experiences and gratitude for the academic services provided. Additionally, the majority of athletes noted few issues with time demands, strong coach support for their academic progress, and positive faculty interactions. These findings challenge some of the current literature noting negative educational experiences and opportunities for college athletes. Implications and recommendations for the field are discussed.
{"title":"NCAA Exit Interviews and Surveys: Academic Experiences of College Athletes","authors":"Molly P. Harry","doi":"10.17161/JIS.V14I1.13739","DOIUrl":"https://doi.org/10.17161/JIS.V14I1.13739","url":null,"abstract":"Institutions are required to conduct exit interviews and surveys (EIS) with departing athletes, however, these instruments are currently an untapped data source for further understanding the college athlete experience. This study examined 17 FBS institutions’ exit interviews and surveys with 528 athletes, focusing on athletes’ academic experiences. Analyses revealed that EIS questions pertaining to educational experiences focused on the following areas: academic services, overall academic experiences, time demands, coach support of academics, and faculty support. Athletes in this sample expressed overall positive academic experiences and gratitude for the academic services provided. Additionally, the majority of athletes noted few issues with time demands, strong coach support for their academic progress, and positive faculty interactions. These findings challenge some of the current literature noting negative educational experiences and opportunities for college athletes. Implications and recommendations for the field are discussed.","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2021-02-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128938671","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-08DOI: 10.17161/jis.v13i1.11731
B. Crocker, L. Duncan
Collegiate student athletes are faced with unique challenges as they are often forced to negotiate between demanding social, athletic, and academic roles. These competing priorities can put student athletes at greater risk for experiencing physical and psychological health problems than their non-athlete peers. To better understand the underlying behaviours and lifestyle factors leading to these negative outcomes, we must consider how they think about health. The purpose of this study was to examine how student athletes conceptualize health in the Canadian context, and to examine how they formulate these understandings. Semi-structured interviews were conducted with 20 actively-competing collegiate student athletes from nine varsity sports at two academic institutions, and data were analysed using interpretative phenomenological analysis. Participants constructed health holistically, with particular emphasis on physical and mental domains over social well-being. The quality of one’s physical health was equated in many ways with athletic capacity, as was the quality of mental health to a lesser degree. Participants discussed a variety of sources from which they drew health ideas, but sport experiences were commonly cited as particularly significant and formative. Findings can inform future research into health conceptualizations of other university student populations, and may inform further inquiry into how health ideas manifest into behaviour. Recommendations are provided for collegiate sport administrators including placing heavier emphasis on mental health resources, and improving support while athletes are acclimating to the demanding lifestyle of varsity sport.
{"title":"Qualitative Exploration of Collegiate Student-Athletes’ Constructions of Health","authors":"B. Crocker, L. Duncan","doi":"10.17161/jis.v13i1.11731","DOIUrl":"https://doi.org/10.17161/jis.v13i1.11731","url":null,"abstract":"Collegiate student athletes are faced with unique challenges as they are often forced to negotiate between demanding social, athletic, and academic roles. These competing priorities can put student athletes at greater risk for experiencing physical and psychological health problems than their non-athlete peers. To better understand the underlying behaviours and lifestyle factors leading to these negative outcomes, we must consider how they think about health. The purpose of this study was to examine how student athletes conceptualize health in the Canadian context, and to examine how they formulate these understandings. Semi-structured interviews were conducted with 20 actively-competing collegiate student athletes from nine varsity sports at two academic institutions, and data were analysed using interpretative phenomenological analysis. Participants constructed health holistically, with particular emphasis on physical and mental domains over social well-being. The quality of one’s physical health was equated in many ways with athletic capacity, as was the quality of mental health to a lesser degree. Participants discussed a variety of sources from which they drew health ideas, but sport experiences were commonly cited as particularly significant and formative. Findings can inform future research into health conceptualizations of other university student populations, and may inform further inquiry into how health ideas manifest into behaviour. Recommendations are provided for collegiate sport administrators including placing heavier emphasis on mental health resources, and improving support while athletes are acclimating to the demanding lifestyle of varsity sport.","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126890717","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-08DOI: 10.17161/jis.v13i1.13304
Matt R. Huml, Katie M. Brown, Matt Bergman
This paper explores how Title IX effects college athletic fundraising, particularly how athletic fundraisers creates an unfair environment for non-football and basketball programs. Using distributive justice as a theoretical lens, we examine the perspective of athletic department fundraisers working at NCAA, Power Five athletic departments. Interviews from participants gleaned insights into only meeting the minimum legal requirements of Title IX, fighting between non-revenue programs for remaining resources, elevated requirements for program success for non-football and basketball programs, and more. This paper aims at providing insight into a distinct context of fundraising, which often avoids Title IX scrutiny, but is the primary outlet for athletic departments to raise additional funds for their sport programs.
{"title":"A Deficiency of Donors or an Abundance of Barriers? Title IX Fundraising Challenges from the Perspective of Athletic Department Fundraisers","authors":"Matt R. Huml, Katie M. Brown, Matt Bergman","doi":"10.17161/jis.v13i1.13304","DOIUrl":"https://doi.org/10.17161/jis.v13i1.13304","url":null,"abstract":"This paper explores how Title IX effects college athletic fundraising, particularly how athletic fundraisers creates an unfair environment for non-football and basketball programs. Using distributive justice as a theoretical lens, we examine the perspective of athletic department fundraisers working at NCAA, Power Five athletic departments. Interviews from participants gleaned insights into only meeting the minimum legal requirements of Title IX, fighting between non-revenue programs for remaining resources, elevated requirements for program success for non-football and basketball programs, and more. This paper aims at providing insight into a distinct context of fundraising, which often avoids Title IX scrutiny, but is the primary outlet for athletic departments to raise additional funds for their sport programs.","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114080851","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-08DOI: 10.17161/jis.v13i1.12048
J. Martyn, Brent D. Oja, A. Morse
The primary purpose of this study was to examine the perceptions of commuter student athletes who were hypothesized to experience a multiplicity of institutional logics while competing at the NCAA Division II level. Second, if multiple competing logics were present, the authors intended to test a theoretical model of logic multiplicity development. Utilizing a case study methodology, the authors collected data from commuter student athletes competing at the Division II level. The study’s findings indicated that commuter student athletes perceived the presence of multiple competing logics and that these logics indicated an aligned or minimally estranged organization. In particular, the high compatibility and high centrality of multiple competing logics signified an organization aligned between academic, athletic, and family values, whereas the low centrality and low compatibility of social identification and societal factors denoted an estranged organization for commuter student athletes. The implications of this research within sport management are presented herein.
{"title":"Investigating Multiplicity: Institutional Logics and Division II Commuter Student Athletes","authors":"J. Martyn, Brent D. Oja, A. Morse","doi":"10.17161/jis.v13i1.12048","DOIUrl":"https://doi.org/10.17161/jis.v13i1.12048","url":null,"abstract":"The primary purpose of this study was to examine the perceptions of commuter student athletes who were hypothesized to experience a multiplicity of institutional logics while competing at the NCAA Division II level. Second, if multiple competing logics were present, the authors intended to test a theoretical model of logic multiplicity development. Utilizing a case study methodology, the authors collected data from commuter student athletes competing at the Division II level. The study’s findings indicated that commuter student athletes perceived the presence of multiple competing logics and that these logics indicated an aligned or minimally estranged organization. In particular, the high compatibility and high centrality of multiple competing logics signified an organization aligned between academic, athletic, and family values, whereas the low centrality and low compatibility of social identification and societal factors denoted an estranged organization for commuter student athletes. The implications of this research within sport management are presented herein.","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"98 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124996563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-08DOI: 10.17161/jis.v13i1.11676
Jessica Siegele, R. Hardin, E. Taylor, Allison B. Smith
Sport participation for women and girls is at an all-time high in the United States, but women are still widely underrepresented in leadership positions and coaching (Acosta & Carpenter, 2014). Women hold approximately 50% of head coaching positions of women’s teams in the National Collegiate Athletic Association, and only 18% of the head coaching positions of women’s swimming and diving teams (LaVoi & Silva-Breen, 2018). Numerous barriers have been identified through previous research on the factors that inhibit upward career mobility for female coaches. Semi-structured interviews were used to examine the career experiences of 21 current or former female swimming coaches at the NCAA Division I level. The theme of sexism in coaching was pervasive and identified in five different categories: (a) misidentification, (b) differential treatment, (c) isolation, (d) tokenism, and (e) motherhood. The sexism that female coaches experience hinders upward career mobility which can lead to career dissatisfaction and early exits from the field, contributing to the underrepresentation of women in the profession.
{"title":"“She is the Best Female Coach”: Female Swimming Coaches’ Experiences of Sexism","authors":"Jessica Siegele, R. Hardin, E. Taylor, Allison B. Smith","doi":"10.17161/jis.v13i1.11676","DOIUrl":"https://doi.org/10.17161/jis.v13i1.11676","url":null,"abstract":"Sport participation for women and girls is at an all-time high in the United States, but women are still widely underrepresented in leadership positions and coaching (Acosta & Carpenter, 2014). Women hold approximately 50% of head coaching positions of women’s teams in the National Collegiate Athletic Association, and only 18% of the head coaching positions of women’s swimming and diving teams (LaVoi & Silva-Breen, 2018). Numerous barriers have been identified through previous research on the factors that inhibit upward career mobility for female coaches. Semi-structured interviews were used to examine the career experiences of 21 current or former female swimming coaches at the NCAA Division I level. The theme of sexism in coaching was pervasive and identified in five different categories: (a) misidentification, (b) differential treatment, (c) isolation, (d) tokenism, and (e) motherhood. The sexism that female coaches experience hinders upward career mobility which can lead to career dissatisfaction and early exits from the field, contributing to the underrepresentation of women in the profession.","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"178 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134217864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-08DOI: 10.17161/jis.v13i1.13502
A. Steele, F. V. van Rens, R. Ashley
Academic and athletic identities are related to performance and wellbeing indicators in both the educational and sport domains, respectively. This paper presents a systematic literature review examining empirical research into the academic and athletic identities of student-athletes in dual (education and sport) careers. The 42 records identified in this review suggest that research on the academic and athletic identities of student-athletes has focused on the themes of: identity development, role conflict, career development and motivation, and student-athlete stereotypes. Future research directions are considered, including the need for mixed-methods and longitudinal assessments of academic and athletic identities to assess to dynamic nature of identity development, and to ascertain how these relate to future performance and wellbeing outcomes.
{"title":"A Systematic Literature Review on the Academic and Athletic Identities of Student-Athletes","authors":"A. Steele, F. V. van Rens, R. Ashley","doi":"10.17161/jis.v13i1.13502","DOIUrl":"https://doi.org/10.17161/jis.v13i1.13502","url":null,"abstract":"Academic and athletic identities are related to performance and wellbeing indicators in both the educational and sport domains, respectively. This paper presents a systematic literature review examining empirical research into the academic and athletic identities of student-athletes in dual (education and sport) careers. The 42 records identified in this review suggest that research on the academic and athletic identities of student-athletes has focused on the themes of: identity development, role conflict, career development and motivation, and student-athlete stereotypes. Future research directions are considered, including the need for mixed-methods and longitudinal assessments of academic and athletic identities to assess to dynamic nature of identity development, and to ascertain how these relate to future performance and wellbeing outcomes.","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-09-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115232139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-09DOI: 10.17161/JIS.V12I1.11639
L. Burton, Jon Welty-Peachey
{"title":"Transition of the Journal of Intercollegiate Sport","authors":"L. Burton, Jon Welty-Peachey","doi":"10.17161/JIS.V12I1.11639","DOIUrl":"https://doi.org/10.17161/JIS.V12I1.11639","url":null,"abstract":"","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"103 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123037342","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-07-09DOI: 10.17161/JIS.V12I1.11561
Jeff Porter
The purpose of this study was to understand the experiences of Black college athletes that played football and graduated from a Division I Power 5 institution. It is well documented that Black football players graduate from Power 5 institutions lower rates than any other student or athlete group, due to a variety of obstacles they face on campus. Despite these obstacles, there are athletes in this group who do graduate from their institution and successfully transition into professional careers. The research conducted for this article is adapted from a dissertation that explores the campus environment that Black college football players must navigate. This article focuses on the impact the social support network has, helping these athletes maneuver through their organizational environment and prepare for life after athletics. Understanding the possible influences of a support network can be a critical strategy for the survival of this group of athletes.
{"title":"An Examination of the Experiences of Black Football Athletes","authors":"Jeff Porter","doi":"10.17161/JIS.V12I1.11561","DOIUrl":"https://doi.org/10.17161/JIS.V12I1.11561","url":null,"abstract":"The purpose of this study was to understand the experiences of Black college athletes that played football and graduated from a Division I Power 5 institution. It is well documented that Black football players graduate from Power 5 institutions lower rates than any other student or athlete group, due to a variety of obstacles they face on campus. Despite these obstacles, there are athletes in this group who do graduate from their institution and successfully transition into professional careers. The research conducted for this article is adapted from a dissertation that explores the campus environment that Black college football players must navigate. This article focuses on the impact the social support network has, helping these athletes maneuver through their organizational environment and prepare for life after athletics. Understanding the possible influences of a support network can be a critical strategy for the survival of this group of athletes.","PeriodicalId":354349,"journal":{"name":"Journal of Intercollegiate Sport","volume":"101 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-07-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127510041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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