A Current Analysis of Black Head Football Coaches and Offensive Coordinators at the NCAA DI-FBS Level

At the start of the 2015 college football season, 15 of the 128 NCAA DI-FBS programs took the field with a new head coach. Of note, is that none of the newly hired head coaches were Black, and 11 of the 15 hires climbed the coaching ranks on the offensive side of the ball. Given that 11.7% of the head coaching jobs in the league were available this offseason and none were filled by a Black coaching candidate could signify that the positive trends found after the 2010 season regarding the hiring of Black head football coaches (Bopp & Sagas, 2012) may have plateaued, or even worse, declined. The purpose of this study was to ascertain if significant strides are being made in the promotion of Black coaches to head coach and offensive coordinator positions in college football, and evaluate how successful they have been in those positions. The findings of our study, which were interpreted using racial tasking (Bopp & Sagas, 2014) as our theoretical lens, found that a) Black representation at the head coach and offensive coordinator position has plateaued, b) White head coaches statistically have higher winning percentages than their Black counterparts, c) White head coaches are afforded nearly a year more on average than Black head coaches to lead their programs, and d) that White offensive coordinators tend to manage more prolific passing teams (e.g., attempts, yards, and touchdowns) than their Black counterparts. The performance of Black coaches compared with their White counterparts has not favored Black coaches which may create prejudice in the mind of athletic administrators. Implications and suggestions for change are discussed

Welcome to America! How can athletic departments better assist international student-athletes with their transition into the American university setting?

The current study examined how athletic stakeholders (e.g., coaches and support staff) at a NCAA Division I mid-major university attempt to assist international student-athletes (ISAs) with their transition into the American university setting. Semi-structured interviews with 10 athletic administrators and coaches discussed common transition issues ISAs typically encounter (e.g., cultural changes, dietary/nutritional adjustments, financial misunderstandings, homesickness, etc.), as well as resources (e.g., consistent on-boarding checklists) and a training (e.g., cultural competency training) that should be provided to practitioners that assist/coach ISAs. Additionally, programmatic offerings that might provide support systems and improve the student-athlete experience for ISAs were discussed. Our findings highlight the considerations that athletic administrators and coaches should know when attempting to support ISAs during the beginning stages of their transition to America. Due to the growing number of ISAs competing in college sport, understanding how best to support this population is crucial for athletic departments that are hoping to attract and retain ISAs

Navigating the Intersection of COVID-19 and (Re)new(ed) Calls for Racial Justice: A Qualitative Examination of the Experiences of Diversity, Equity, and Inclusion Professionals in College Athletics During A Year of “Social Justice Awakening”

The purpose of this qualitative study was to examine the experiences of diversity, equity, and inclusion (DEI) professionals in the NCAA athletics governance structure. The specific focus was centered on the multiple crises of summer 2020, including both the COVID-19 pandemic and calls for social injustices and its effects on DEI work and the impacts on DEI professionals within college athletics. In total, 23 semi-structured interviews were completed with the DEI professionals, with five major themes emerging from the results, including: (1) Reorganization of Priorities, (2) Reactive vs. Proactive Work, (3) Challenges of Virtual DEI Engagement, (4) Emotional Fatigue, and (5) Validation of DEI work. The implications for future research and practitioners will be further explored

Are You Welcomed? A Racial and Ethnic Comparison of Perceived Welcomeness in Sport Participation

International Journal of Exercise Science 10(6): 833-844, 2017. Sport has become racialized such that minority youth accrue limited health and academic benefits from participation, compared to their White counterparts. Understanding the welcomeness that minorities feel in sport, leisure and physical activities plays an important role in breaking down barriers to participation. Thus, the overall aim of this study is to further examine the determinants of sport participation, particularly as it relates to race, socialization and perceived welcomeness. College students (N = 451) scored their perceived level of welcomeness for Whites, African Americans and Hispanic/Latinos in 14 sports. Results reveal significant differences in the perceived welcomeness felt by Whites, African Americans and Hispanic/Latinos in most of the sports analyzed. The discussion focuses on the socialization agents that facilitate such racialized perceptions and hinder access and opportunities for racial and ethnic minority youth to experience the health, academic and social benefits of sport participation

The Role of Coach’s Gender on Coaching Self-Efficacy for Division III Female Student-Athletes

The landscape of women in college sports has improved dramatically since the enactment of Title IX in 1972. Participation rates and funding have increased, providing a more inclusive environment for female student-athletes to compete. However, females ascending to leadership positions within the NCAA has experienced a downward trend. Currently, males hold the majority of athletic director positions and serve as head coaches on over half of female varsity sport teams. This may be detrimental to female student-athletes as women in leadership positions provide same-gender role models and mentors relationships for female student-athletes. The purpose of this study is to examine the relationship between coaching gender and perceived self-efficacy of female student-athletes to pursue coaching as a profession, while also investigating the impact of perceived barriers (discrimination and working hours) to entering the field. The sample population, Division III female student-athletes (n=192), regardless of their coach’s gender, indicated having high coaching self-efficacy. Additional findings found that coaching self-efficacy had a statically significant relationship with gender (p=.48), desire to coach (

Welcome to America! How can athletic departments better assist international student-athletes with their transition into the American university setting?

The current study examined how athletic stakeholders (e.g., coaches and support staff) at a NCAA Division I mid-major university attempt to assist international student-athletes (ISAs) with their transition into the American university setting. Semi-structured interviews with 10 athletic administrators and coaches discussed common transition issues ISAs typically encounter (e.g., cultural changes, dietary/nutritional adjustments, financial misunderstandings, homesickness, etc.), as well as resources (e.g., consistent on-boarding checklists) and a training (e.g., cultural competency training) that should be provided to practitioners that assist/coach ISAs. Additionally, programmatic offerings that might provide support systems and improve the student-athlete experience for ISAs were discussed. Our findings highlight the considerations that athletic administrators and coaches should know when attempting to support ISAs during the beginning stages of their transition to America. Due to the growing number of ISAs competing in college sport, understanding how best to support this population is crucial for athletic departments that are hoping to attract and retain ISAs