Academics Versus Athletics: An Examination Of The Effects Of Background And Socialization On African-American Male Student-Athletes

Several studies have examined the socialization process of AfricanAmerican children, including the educational and cognitive socialization processes. Also, many researchers have been concerned with the socialization into sports. Likewise, recent studies have distinguished the socialization of African-Americans into sports as separate phenomena from the socialization of other groups into sports. However, there remains a need for research to examine the sports and education socialization processes of African-Americans as it relates to the achievement and/or success of Black student-athletes in several arenas (including but not limited to the academic, social, and behavioral realms of college life). This study addresses a gap in the literature. by concentrating on background and the socialization process and the extent to which it effect the overall success or failure of collegiate student-athletes, and their beliefs concerning professional sports careers. The socialization of AfricanAmerican males will be viewed as an indicator of academic success, professional sports aspirations, and social and behavioral adaptations of student-athletes at predominately white, Division I Universities

League or the grind: A sociological examination of the post-collegiate experience of African-American male athletes

Scope and Method of Study: As an institution, sport holds an integral and prominent position as a component of our culture that is connected to the economy, educational institutions, family and many other spheres of social life in America. Accordingly, this institution has generated several areas of interest in the study of society and human behavior. Although participation in collegiate athletics is often considered a golden opportunity for African-Americans, compelling evidence to the contrary has been presented for decades. In fact, serious involvement in athletics has been associated with the hindrance of other areas of development amongst African-Americans, including educational and occupational achievement. This study examines the post-collegiate experiences of African-American male athletes from a sociological perspective by emphasizing the societal processes and pressures that make this issue a purely social phenomenon. It builds on a previous quantitative study of the career aspirations of collegiate student-athletes. This group has been proven to overemphasize sport as a possible career and face a special set of circumstances concerning the importance of athletics in their lives from early childhood socialization into adulthood. The post-collegiate experience of African-American athletes may mean an end to the athletic role that has encompassed his social identity and expose a lack of career maturation. Also, continuance of athletic competition as a profession may reveal that the expectations associated with "going pro" differs from the actualities. This study utilizes in depth interviews with African-American student-athletes who have moved on to the occupational sector as professional athletes well as those who have left the athletic realm altogether. The data will aid in understanding the social circumstances and processes associated with the inevitable transition from student-athlete to the occupational sector.Findings and Conclusions: The data suggests that the respondents were subjected to socialization processes inundated with an overemphasis of athletics by family, community, and the mass media. It is also evident that the respondents were aware of the intense socialization toward sports that African-American men are subjected to. This data suggests that among these respondents, career maturity and the transition process are impeded by an unwillingness to transform the athletic identity, negative college experience, and unrealistically high expectations to play sports

Voices from the Field: A Qualitative Exploration of Community Partners’ Definitions of Service-Learning

During the last two decades, the knowledge base regarding the benefits and burdens for all stakeholders in service learning has expanded. However, service-learning research has neglected to address the foundation of the pedagogy, its definition, and stakeholders’ perspectives on the meaning of service learning. The current research addresses this deficiency through the use of focus group methodology to explore how community partners, specifically, define service learning. By recognizing the community voice, we hope to empower all those engaged in service-learning pedagogy to communicate understandings, experiences, and expectations to develop beneficial service-learning partnerships