Between a Ball and a Harsh Place: A Study of Black Male Community College Student-Athletes and Academic Progress

Autor/in	Horton, David, Jr.
Titel	Between a Ball and a Harsh Place: A Study of Black Male Community College Student-Athletes and Academic Progress
Quelle	In: Community College Review, 43 (2015) 3, S.287-305 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0091-5521
DOI	10.1177/0091552115578168
Schlagwörter	Student Characteristics; African American Students; Males; Athletes; Gender Differences; Racial Differences; White Students; Statistical Analysis; Grade Point Average; Credits; Socioeconomic Status; Two Year College Students; College Credits; Community Colleges; Postsecondary Education; Participation; College Preparation; College Readiness; Graduation; Academic Degrees; Florida + Suchen Sie Ihr Suchwort? African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Athlet; Geschlechterkonflikt; Rassenunterschied; Statistische Analyse; Socio-economic status; Sozioökonomischer Status; College; Colleges; Achievement; Performance; Anrechnung; Hochschule; Fachhochschule; Leistung; Community college; Community College; Post-secondary education; Tertiäre Bildung; Teilnahme; Abschluss; Graduierung; Degree; Degrees; Academic level graduation; Akademischer Grad; Hochschulabschluss
Abstract	Objective: This study examined to what extent differences exist in pre-college characteristics and academic performance between Black male student-athletes and their student-athlete peers. Method: Data provided by the Florida Department of Education's PK-20 Education Data Warehouse (EDW) were analyzed as a function of group membership (gender and race), using descriptive analysis, cross-tabulations, and a one-way ANOVA. The sample included 513 cases, with White females comprising 36.3% of the sample, White males 24.3%, Black females 15.5%, and Black males 14.3%. Student-athletes' academic performance was operationalized using four continuous variables (grade point average [GPA], course credit hours enrolled, course credit hours earned, and credit hours enrolled/earned ratio) and one dichotomous variable (degree completion). Results: Findings suggest that Black males earned 72% of the credit hours they attempted, which was less than all other examined groups. Within Black males, differences between socio-economic groups were also found. Individuals identified as high socio-economic status (SES) earned approximately 82% of credit hours enrolled, compared with those identified as low SES, which earned 67% of credit hours attempted. Between-group differences were also found when examining college readiness and percentage of degrees completed. Contributions: This study contributes to the extant literature on student-athletes at community and 2-year colleges by providing insight into the potential impact individual characteristics have on academic performance outcomes for Black male student-athletes. The author also provides thoughtful consideration concerning how institutions and policy changes can positively affect these outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01