Black Female College Athletes’ Sense of Belonging at a Historically Black College and University (HBCU)

The purpose of this study was to examine the college experiences (academic, athletic, and social) of two groups of Black female college athletes at a Division I historically Black college and /university (HBCU). Utilizing sense of belonging theory, the current study explored how Black female college...

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Bibliographic Details
Published in:The Journal of Negro education 2021-01, Vol.90 (1), p.71-83
Main Authors: Cooper, Joseph N., Newton, Ajhanai
Format: Article
Language:English
Subjects:
Academic Persistence
African American Students
African Americans
Alienation
Athletes
Athletic Coaches
Beliefs
Black college students
Black Colleges
Coaches & managers
College Athletics
College campuses
College Choice
College Environment
College Faculty
Community Relations
Cultural Centers
Cultural Influences
Culture
Engineering Education
Females
Focus Groups
Gender
Gender Discrimination
Higher education
Historically Black Colleges & Universities
Identification (Psychology)
Ideology
Intercollegiate Cooperation
Interpersonal Relationship
Literature Reviews
Litigation
Mass Media
Media coverage
News Reporting
Opportunities
Patriarchy
Race
Racism
Scholarships
School Culture
Self concept
Sex Fairness
Sex Role
Social Environment
Stereotypes
Student athletes
Student Attitudes
Student Experience
Student School Relationship
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Summary:The purpose of this study was to examine the college experiences (academic, athletic, and social) of two groups of Black female college athletes at a Division I historically Black college and /university (HBCU). Utilizing sense of belonging theory, the current study explored how Black female college athletes navigate their experiences and manage their multiple identities (race, gender, athletic status, etc.) at a Division I HBCU. Two focus groups, seven individual interviews, and an eight-item demographic questionnaire were administered to ten participants (n = 10). Key findings highlighted participants’ diverse college experiences. Implications for policy and practice are discussed.
ISSN:0022-2984
2167-6437