Strategic Navigation: A Comparative Study of Black Male Scholar Athletes' Experiences at a Historically Black College/University (HBCU) and Historically White University (HWU)

Autor/in	Cooper, Joseph N.
Titel	Strategic Navigation: A Comparative Study of Black Male Scholar Athletes' Experiences at a Historically Black College/University (HBCU) and Historically White University (HWU)
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 31 (2018) 4, S.235-256 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cooper, Joseph N.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2017.1379617
Schlagwörter	Comparative Analysis; College Athletics; Athletes; Interviews; African American Students; Black Colleges; Institutional Characteristics; Whites; Critical Theory; Race; Outcomes of Education; Educational Experience; Educational Policy; Focus Groups; Student Attitudes; Academic Achievement; Universities; Questionnaires; Semi Structured Interviews; Qualitative Research; Content Analysis + Suchen Sie Ihr Suchwort? College athletes; Collegesport; Hochschulsport; Athlet; Interviewing; Interviewtechnik; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; White; Weißer; Kritische Theorie; Rasse; Abstammung; Lernleistung; Schulerfolg; Bildungserfahrung; Politics of education; Bildungspolitik; Schülerverhalten; Schulleistung; University; Universität; Fragebogen; Qualitative Forschung; Inhaltsanalyse
Abstract	The purpose of this study was to examine and contrast the experiences of Black male scholar athletes at a Division I historically Black college/university (HBCU) and historically White university (HWU) and identify key contributors to their positive transitional experiences (academic, athletic, and social) in college. Two focus groups, 8 individual interviews, and an eight-item demographic questionnaire were conducted with 12 Black male scholar athletes. An anti-deficit achievement framework and critical race methodology were incorporated to better understand the processes by which participants' experienced positive transitional outcomes in two distinct racial, sociocultural, and educational milieus. Findings revealed key similarities as well as distinct differences in the navigational strategies and institutional influences that facilitated each group's positive experiences. Implications for policy and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01