The Impact of Title IX on Career Opportunities in Intercollegiate Athletic Administration

The purpose of this study was to examine the impact of Title IX on the careers of men and women working in intercollegiate athletic administration. The participants (N = 1275) for this study were women (n = 497) and men (n = 778) working in intercollegiate athletic administration at NCAA Divisions I, II, II, as well as at NAIA schools and junior colleges. The participants completed the Female Sport Manager Career Survey and provided demographic and qualitative data. The primary impacts on careers described by the women in the study were (a) increased job opportunities for women, (b) no impact, and (c) increased opportunities for participation. The men, on the other hand, indicated the greatest impacts on careers as (a) no impact, (b) discrimination against qualified men, and (c) increased job opportunities for women. More research is needed to further examine these perceived impacts and how they affect the culture of an intercollegiate athletic department

Coaches’ Perceptions of the Reduction of Athletic Commitment for Division II Student-Athletes: Development and Validation of a Measure of Athletic/Academic Balance

Growing concerns exist regarding the amount of time student-athletes spend honing their athletic craft at the potential expense of their academic pursuits. Recently, the National Collegiate Athletic Association (NCAA) Division II Management Council approved the Life in the Balance (LITB) initiative to allow student-athletes more time for academics and other extracurricular activities beyond their sport(s). The purpose of this study was to develop a reliable and valid measurement scale assessing coaches’ perceptions of balancing athletics and academics for studentathletes. Results of this study indicated three factors comprise the Athletic Academic Balance Scale (AABS): (a) policy impact, (b) contest reductions, and (c) midyear break. The AABS represents a reliable and valid scale to measure policy effectiveness for balancing athletics and academics for student-athletes. The scale extends role theory into student-athlete literature and helps assess the perception of internal stakeholders regarding future NCAA policies

Infusing disability sport into the sport management curriculum

Disability sport is growing around the world with momentum and is described as a “movement” (Bailey, 2008; De- Pauw & Gavron, 2005). While there are more similarities than differences with sport management for able-bodied athletes and those with disabilities, there are additional needs and considerations for persons with disabilities (DePauw & Gavron, 2005). The noticeable visibility of individuals with disabilities in society, including sport, raises concerns about the degree to which sport management academic programs have modified their curricula to ensure that individuals working in the sport management field are prepared to deal with the uniqueness of disability sport. This paper (a) discusses theoretical perspectives toward understanding and thinking about disability, (b) explores ways to enhance sport management curricula through infusion of disability sport, (c) reflects upon current social practices for curriculum integration of athletes with disabilities in sport, and (d) acknowledges infusion of disability sport businesses, organizations and events

Cross-Cultural Adjustments and International Collegiate Athletes

Ridinger and Pastore (2000a) proposed a theoretical model to measure international student-athlete adjustment to college consisting of: (a) adjustment factors, (b) antecedent dimensions to those factors, and (c) outcomes. The purpose of this study was to examine whether the antecedent factors listed by Ridinger and Pastore were indeed the best indicators of successful adjustment to college for international migrant athletes and to determine if other antecedent factors were also relevant to adjustment. Multiple qualitative interviews with 13 international athletes from four NCAA Division I institutions were conducted. Data collected through those interviews supported all of the antecedent dimensions of the Ridinger and Pastore (2000a) model with the exception of the perception dimension subheading of faculty/staff. New dimension subheadings (a) sense of adventure, (b) previous international travel experience, and (c) family infuence emerged from the data and were added to a revised model of international athlete adjustment

Is Same-Gender Mentorship Important for Division III Female College Athletes?: An Application of the Mentor Role Theory

In the last twenty years, opportunities for women in intercollegiate athletics have grown exponentially. Unfortunately, women still represent a small number of head coaches in intercollegiate athletics, creating a disparity in numbers between female college athletes and female head coaches. This disparity has led to an imbalance for female college athletes searching for female role models and mentors. This study investigated the mentoring experiences of NCAA Division III female college athletes based on their lived experiences with both male and female head coaches. Using Mentor Role Theory (MRT), a set of qualitative responses were collected and analyzed. The participants highlighted career and psychosocial functions of MRT, with responses emphasizing positive and negative experiences with their past and present head coaches. Overall, female college athletes noted the importance of both career and psychosocial functions in their experiences with both male and female coaches. However, the college athletes’ experiences with their female head coaches were predominately positive, whereas, the participants were found to hold mixed experiences (both positive and negative) with their male coaches. The authors discuss the implications of these findings for Division III athletics, mentor role theory, and the importance of the coach/athlete relationship

Factors Influencing the Willingness to Mentor Females in Leadership Positions within Campus Recreation: A Historical Perspective

The purpose of this study was to examine how mentoring played a role in advancing women in leadershippositions within campus recreation from a historical perspective. The present study investigated two areasof inquiry within campus recreation: (a) what were the individual reasons for mentoring women withincampus recreation? and (b) what organizational factors inhibited or facilitated mentoring women

Factors Influencing the Willingness to Mentor Females in Leadership Positions within Campus Recreation: A Historical Perspective

The purpose of this study was to examine how mentoring played a role in advancing women in leadershippositions within campus recreation from a historical perspective. The present study investigated two areas ofinquiry within campus recreation: (a) what were the individual reasons for mentoring women within campusrecreation? and (b) what organizational factors inhibited or facilitated mentoring wome