The Relationship Between Athletic Identity and Academic Major Chosen by Student-Athletes

International Journal of Exercise Science 10(6): 915-925, 2017. This study examines the correlation between athletic identity and academic major selection among intercollegiate student-athletes. A thorough review of literature focusing on academic clustering, athletic identity, and academic development leads to the development of two hypotheses – 1) student-athletes with stronger athletic identity will have a declared major of decreased academic rigor; and 2) student-athletes with stronger athletic identity will be more likely to be undecided on their major. Data were collected through a survey administered to Division I, II, and III student-athletes recording academic major and their Athletic Identity Measurement Scale (AIMS). After analyzing the student responses, Hypothesis I is supported, while Hypothesis II is met with some limitation that leads to a lack of statistical significance. Overall, this study sheds light on a connection between academic choice and athletic identit

Division I College Athletes’ Self-Perception: Investigating the Impact of Race and Discrimination

Self-perception is the level of competency at which individuals evaluate themselves in certain areas or domains (Marsh & Shavelson, 1985). An individual’s self-perceptions contribute to their global self-worth and even predicts performance (Cuellar, 2014; Harter & Neemann, 2012). This study measures self-perception scores, as well as experiences with racial discrimination, of 306 NCAA Division I college athletes using the Self-Perception Profile for College Students (Harter & Neemann, 2012). Scores are compared across race. Findings suggest that White college athletes have significantly higher self-perception scores than college athletes of color - with recent discrimination (within the last year) as a significant predictor of multiple areas of self-perception. The implications of this study suggest that faculty and other campus stakeholders should pursue positive relationships with the college athletes they encounter. Positive relationships between college athletes and faculty may help raise college athlete self-perceptions, and in turn, performance in a variety of areas

Bridging the Gap: Using College Athlete Support Services as Justification for Human Development in a Commercialized Sport Management

International Journal of Exercise Science 15(6): 934-947, 2022. This study investigates the presence of competing educational foundations within college athlete support service units across the 65 ‘Power Five’ conferences to call for more human development elements within sport management education and training. To determine the orientation of professionals within these units, educational foundation is used as the measure given the role education holds in establishing and communicating norms, values, and rules of practice for professionals within the discipline. Information was gathered through staff biographies and triangulated through secondary sources (university archives and social media accounts – LinkedIn and Twitter). Of the total population of professionals (n = 1095), 910 professionals were verified through the data search. The distribution of educational foundations shows an approximate distribution of 51%, 41%, and 8% distribution of human development, commercially-centric, and specialized educational foundations – respectively. Discussion and implications highlight the growing presence of (non-sport management) human development professionals within college athlete support services and calls for more human development orientation within the field of sport management