Capital Matters: Social Sustaining Capital and the Development of Black Student-Athletes

Abstract

How is social capital nurtured and made meaningful in the development of black student-athletes in historically white institutional (HWI) settings? Research explicitly exploring an understanding of nurturing social capital related to the development of black student-athletes is scarce. This collective case study investigates black student-athletes' accrual and meaning-making of social capital in historically white settings of higher education and intercollegiate athletics. The data analysis, guided by conceptual frames of social capital theory and critical race theory, revealed two emergent themes identified as 1) Connected with and through community and 2) Cultivating cross-cultural ties. Findings revealed similarities and nuanced differences in social capital realized by participants across two student-athlete development programs at different HWIs of higher education. Implications for intercollegiate student-athlete program designs and pedagogical implementations are discussed. Further implications from this research contribute to scholars' deeper understandings of the contextualized sociocultural development of black intercollegiate student-athletes.

Crossing Goal Lines and Borders

“…Consistent in the literature about student-athletes and athletic identity foreclosure is the need for student-athletes to find spaces that encourage the development of their multidimensional selves (Beamon, 2010;Bimper, 2016;. Time abroad could be especially impactful for student-athletes because it would provide them a space where they are no longer different because they are Black male student-athletes, they are different or 'othered' because they are American students, a much bigger world where they can explore who they really are.…”

Manifestations of Athletic Identity in Black Male Collegiate Student-Athletes: Introduction of a Model

“…Their high-profile status creates an understanding of self that protects them from racism that nonathlete Black students may experience at PWIHEs (Henry & Closson, 2012). With increased awareness, identity as an athlete also creates social capital that allows Black males to interact in predominantly white spaces and have relationships with people outside of their race (Armstrong & Jennings, 2018;Bimper, 2016). Additionally, developmental programs explicitly designed for Black student-athletes have been found to increase the positive experiences through empowerment and helping this population understand how to navigate predominantly white spaces (Bimper, 2017;Cooper et al, 2019).…”

Success Through Community Cultural Wealth: Reflections From Black Female College Athletes at a Historically Black College/University (HBCU) and a Historically White Institution (HWI)

“…Related to culturally relevant and responsive supports, several researchers have incorporated critical race theory (CRT), community cultural wealth (CCW; discussed in greater detail in the subsequent section), and social capital theories to explore how Black college athletes overcome challenges at HWIs (Bimper, 2015(Bimper, , 2016Carter & Hart, 2010;Carter-Francique, Hart, & Cheeks, 2015;Carter-Francique, Hart, & Steward, 2013). For example, Carter-Francique, Hart, and Cheeks (2015) used the social capital aspect of CCW to highlight how Black college athletes at a HWI relied on their parents and extended family members to provide support they were lacking at their institution (e.g., appraisal, emotional, and instrumental).…”

“…Comeaux and Harrison (2007) documented the importance of faculty-student athlete interactions and suggested intentional engagement opportunities should be organized by athletic and academic departments. Thus, formalizing consistent support (i.e., prioritizing time for college athletes to meet with professors and engaged in study groups beyond mandatory study hours) for their academic engagement is recommended (see Bimper, 2015Bimper, , 2016Cooper, 2013Cooper, , 2016 for examples of institutions where this practice has been established). This idea is particularly important for implementation during the first and second academic year as these times have been identified as challenging transitional periods for college athletes.…”