Twelfth International Conference on Sport & Society

Abstract

Research on Black Male Student-Athletes [hereafter BMS-A] in higher education concentrates on primarily two perspectives: 1- academic deficiency of BMS-A when compared to other groups (Clark et. al., 2015, Dowling, 2000; Harper & Davis, 2010; Irvine, 1990; Payne, 1989; Rowley, 2001); 2- the underachievement of BMS-A may be caused in part by the way the Predominantly White Institutions of Higher Learning [hereafter PWIHL] are structured to maintain the prevailing and social academic order (Beckman & Cherwitz, 2009, Brooks et. al., 2013; Edwards, 1980; 1984; 2000; Eitzen and Purdy, 1986; Funk; 1991; Harrison et. al., 2011; Howard et. al., 2012; Jackson & Moore, 2012). The purpose of this research is to attempt to answer what are the main perceived factors that contribute to the social and academic success of BMS-A at PWIHL. Relevant literature and qualitative data collected at four PWIH in three regions in the U.S. in 2008 & 2018 guide claims made throughout this research. The findings clearly reinforce that proper academic advising and quality/quantity of involvement in the academic and social factors of success by the university community is crucial to the success and retention of BMS-A in PWIH. Agents at all levels of the PWIHL must be pro-active in fostering the academic and social inclusion of the BMS-A.