A Gateway to Learning: Exploring the Role of Campus Recreation and Leisure Experiences in Developing a Sense of Purpose in African American Males at a PWI

Abstract

Personal, social, and cultural issues influence any student’s ability to succeed in college, but these issues are more pronounced for African American males from low socioeconomic status (SES) backgrounds attending predominantly White institutions (PWIs). Since campus engagement, recreation, and leisure can play pivotal roles in a student’s experience, investigating their influence relative to social integration might facilitate better understanding of the contemporary issues these students face. The purpose of this study was to explore how African American male undergraduates from low SES backgrounds perceived leisure and the role that campus engagement played in their social integration at a PWI. Seventeen African American male undergraduates from low SES backgrounds were interviewed. While several themes emerged, this article focuses on discovering a sense of self and navigating campus cultures. This research demonstrated that recreation and leisure spaces were instrumental in developing a sense of purpose for the young men at this PWI.

A Review of Campus Recreation and Sport-Based Experience Literature in Higher Education Contexts

“…The sociodemographic/participation trends theme included studies that focused on the sociodemographic characteristics of participants and the various activities that subpopulation groups do or do not participate in. For example, studies examined participation among various ethnic groups, that included broadly defined international students (e.g., Allen & Lyons, 2019; Buzzelli, 2016, Guo & Ross, 2014) and more specific groups like African American students (e.g., Barney et al, 2019; Patterson & Dorwart, 2019), international Asian students (e.g., Malette & Ismailzai, 2020). Studies also examined complexities related to gender such participation differences between man and woman (e.g., Chu & Zhang, 2018; Cooper et al, 2012; Guan et al, 2020), the LGTBQ community (e.g., Anderson et al, 2020; Patchett & Foster, 2015; Phipps, 2021) and the relationship between gender and the provision of programing (e.g., McDowell et al, 2016; Schneider et al, 2014; Soler et al, 2017).…”

Student Stories of Campus Sport Experiences

“…Sports play an integral role in promoting engagement, developing a sense of belonging, well-being, retention, and success for students. Intramural sports, club sports, recreational activities, and access to recreational facilities play a role in engaging and retaining students (Eubank & DeVita, 2023;McElveen & Ibele, 2019;Milton et al, 2020;Wilson & Millar, 2021), improving academic grades (Vasold et al, 2019), and conceptualizing how universities can support student engagement for the support and retention of minoritized students (Dyk & Weese, 2019;Patterson & Dorwart, 2019).…”

Promoting Recreational Interests of Black Undergraduate Students Attending Historically White Institutions

“…Lindsey et al (2009), in an examination of the importance of recreational sports to undergraduate students at a historically Black college in the Southeast, found that fifty percent of the students surveyed believed that the availability of campus recreational facilities positively influenced their decision to remain at the college. A more recent qualitative study found that engaging Black male students through campus recreation helped to create and develop a sense of purpose, resulting in greater levels of confidence in navigating the campus environment (Patterson & Dorwart, 2019). These studies suggest that correlations exist between recreational sport involvement and student success, but more research is needed to confirm these beliefs.…”