A Study of the Experiences of Black College Female Student Athletes at a Predominantly White Institution

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Autor/in	Harmon, Noel Suzanne
Titel	A Study of the Experiences of Black College Female Student Athletes at a Predominantly White Institution
Quelle	(2009), (163 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, The University of Iowa
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1095-8250-5
Schlagwörter	Hochschulschrift; Dissertation; Role Models; Team Sports; Females; Black Colleges; Athletes; College Athletics; Student Experience; African American Students; Womens Education; Decision Making; Disproportionate Representation; Whites; Qualitative Research; Interviews; Expectation; Interpersonal Relationship; Resistance (Psychology); Student Personnel Services; Cultural Pluralism; Racial Bias; Cooperation; Educational Environment; Cultural Relevance; Afrocentrism; Gender Issues + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Identifikationsfigur; Mannschaftssport; Weibliches Geschlecht; Athlet; College athletes; Collegesport; Hochschulsport; Studienerfahrung; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; 'Women''s education'; Frauenbildung; Decision-making; Entscheidungsfindung; White; Weißer; Qualitative Forschung; Interviewing; Interviewtechnik; Expectancy; Erwartung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Resistenz; Kulturpluralismus; Racial discrimination; Rassismus; Co-operation; Kooperation; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Afro-centrisme; Afrozentrismus; Geschlechterfrage
Abstract	The purpose of this study was to gather descriptive data on the experiences of Black female student athletes. A better understanding of the experiences of Black female student athletes as students, as athletes, and as developing young women may help student affairs practitioners better understand their collegiate experience; provide them with information to make decisions about student affairs programs, policies, services, and practices; and offer a subgroup of students who have historically been underrepresented in research an opportunity to share their stories. The study addressed the following research question: What are the college experiences of Black female student athletes during athletic eligibility at a large, predominantly White, Division I, Midwestern, public university? Eight Black female eligible college student athletes were purposefully selected to participate in the qualitative study. Participants' ages ranged from 18-23 years and they self-identified as Black (n = 3), Caribbean (n = 3), and West Indian (n = 2). The women participated in both individual and team sports. Participants participated in two hour-long interviews. Data were coded and analyzed into categories. A process analysis enabled the key themes from the findings to be identified. Credibility and dependability were accounted through member checks and the use of three outside auditors. Four major themes emerged: unfulfilled expectations during the college experience as an athlete, student, and developing young person; perceptions of being treated differently than her White female peers; complex relationships that deeply impacted participants' experiences in college both positively and negatively; and positive and negative forms of resistance in which participants' engaged in response to experiences during college. Five implications for student affairs practiced were introduced: cultural competence, validating experiences of racism, collaboration with athletics, climate issues at PWIs, and Black female role models. Four programming considerations were also discussed: Afrocentric models of development, race- and gender-specific programming, cross-racial and intra-relationship building, and broadened involvement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10