Faculty and Male Student Athletes: Racial Differences in the Environmental Predictors of Academic Achievement

Autor/inn/en	Comeaux, Eddie; Harrison, C. Keith
Titel	Faculty and Male Student Athletes: Racial Differences in the Environmental Predictors of Academic Achievement
Quelle	In: Race, Ethnicity and Education, 10 (2007) 2, S.199-214 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-3324
Schlagwörter	Team Sports; Racial Differences; Interaction; Whites; Teacher Student Relationship; Academic Achievement; Athletes; Males; Predictor Variables; Environmental Influences; African American Students; White Students; African American Teachers; Socioeconomic Status; High Schools; California + Suchen Sie Ihr Suchwort? Mannschaftssport; Rassenunterschied; Interaktion; White; Weißer; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulleistung; Athlet; Male; Männliches Geschlecht; Prädiktor; Environmental influence; Umwelteinfluss; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Teacher; Teachers; Lehrer; Lehrerin; Lehrende; Socio-economic status; Sozioökonomischer Status; High school; Oberschule; Kalifornien
Abstract	Studies have examined the impact of environmental variables on academic achievement among student athletes in the revenue-generating sports of men's basketball and football. However, while evidence concerning the positive impact of male student athlete and faculty interaction is virtually unequivocal, we are not certain whether the benefits accruing from particular types of interaction vary across different racial/ethnic groups. This study explores the relationship between male Black and White student athletes and faculty as well as the impact of specific forms of student athlete-faculty interaction on academic achievement. Data are drawn from the Cooperative Institutional Research Program's 2000 Freshman Survey and 2004 Follow-Up Survey. The sample includes 1031 White and 739 Black football and basketball players attending predominantly White institutions. Regression results indicate that the impact of the contact or interaction is to some extent contingent upon the specific nature of the interaction for Black and White male student athletes. The findings also suggest that Black and White male student athletes did not benefit equally from their interactions with faculty. Finally, the implications of these findings are discussed among student athletes, faculty and student affairs leaders in order to improve male Black and White student athlete-faculty communication, as well as enrich their overall college experience. (Contains 1 figure and 2 tables.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10