An Anti-deficit Perspective on Black Female Scholar-Athletes' Achievement Experiences at a Division I Historically White Institution (HWI)

The purpose of this study was to explore the experiences of Black female scholar-athletes at a Division I historically White institution (HWI) and identify key influences they attributed to their academic achievement and positive transitional experiences in college. A single focus group and five ind...

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Bibliographic Details
Published in:Journal for the study of sports and athletes in education 2016-05, Vol.10 (2), p.109-131
Main Authors: Cooper, Joseph N., Cooper, Jewell E., Baker, Ashley R.
Format: Article
Language:English
Subjects:
academic achievement
anti-deficit achievement framework
attribution theory
black female scholar-athletes
intercollegiate athletics
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Summary:The purpose of this study was to explore the experiences of Black female scholar-athletes at a Division I historically White institution (HWI) and identify key influences they attributed to their academic achievement and positive transitional experiences in college. A single focus group and five individual interviews were conducted with five Black female scholar-athletes enrolled at a Division I HWI. An anti-deficit achievement framework and attribution theory were incorporated to highlight key facilitators for their achievement experiences. Findings revealed participants attributed their achievement outcomes and positive college experiences to their educationally-focused family members, intrinsic motivation, academic self-efficacy, positive relationships with teammates, and unique benefits associated with being a Division I student-athlete. Implications for policy and practice are discussed.
ISSN:1935-7397
1935-7400
DOI:10.1080/19357397.2016.1218647