Female Student Athletes and Student Athletes of Color

Abstract

Like all other student athletes, women and students of color have the challenges and rewards that come with the dual roles and identity of student and athlete. Yet neither can escape the limitations that come with so-called minority status. This chapter addresses the experiences of these growing populations in higher education.Athletes who are women or students of color-or both-like other college athletes, play the dual role of student and athlete. However, these two groups also share the distinction of being two of the most visible of historically underrepresented groups in higher education. As a result, they inherit the status of minority, which can affect their perceptions of themselves and the perceptions of others. For example, in a recent study at Brown University, black student athletes reported being stereotyped and prejudged due to their skin color and their student athlete role (Silverman, 1997). These students perceived that professors and peers assumed that they were at Brown only because of their athletic talents, not their academic abilities.Student athletes of color and female athletes are breaking ground in American higher education. It was not until the mid-1960s that students of color began to enroll in larger numbers at colleges and universities, and student athletes of color began to become more visible in sports. Before the 1970s less than 40 percent of girls participated in high school athletics; more recently, over 50 percent of high school girls participate in sports (Duquin, 1995). The NCAA reported that in 1999, 145,832 women participated in NEW DIRECTIONS FOR STUDENT SERVICES, no. 93,

“Nowhere for me to go:” Black Female Student-Athlete Experiences on a Predominantly White Campus

“…Over twenty years later that statement still rings true as there continues to be a dearth of work on the lived experiences of Black female student-athletes on college campuses. While there is a growing body of research on Black male student-athletes (e.g., Hodge, Burden, Robinson & Bennett;2008;Singer, 2005) and female student-athletes in general (e.g., Person, Benson-Quaziena, & Rogers, 2001;Petrie & Stover, 1997), there is little acknowledgement of individuals at the intersection of these two identities-student-athletes who are both Black and female (Bower & Martin, 1999;Howard-Hamilton, 2003). Yet what is clear from the research is that the experiences of Black women are different from those of both White women and Black men (Bruening, Armstrong, & Pastore, 2005;Etzel, Ferrante, & Pickney, 2002).…”

Successfully Navigating Life Transitions Among African American Male Student-Athletes: A Review and Examination of Constellation Mentoring as a Promising Strategy

“…Although their prominence is already high because they are one of the most visible historically underrepresented groups on campus, they are also frequently featured on television, radio, internet, and other media outlets, making them stand out even more (Person, Benson-Quaziena, & Rogers, 2001). Despite accounting for only 9% of the total men enrolled in NCAA Division I colleges and universities, AAMSAs make up 30% of the male student-athletes on athletic scholarship (National Collegiate Athletic Association, 2014a).…”

NCAA Division I student athlete characteristics as indicators of academic achievement and graduation from college

“…African-Americans constitute the largest proportion of student athletes on athletic scholarships in Division I ("Vital Signs," 1993-1994. There is little literature available on other student athletes of minority races concerning graduation rates, (Person, Benson-Quaziena & Rogers, 2001). In every student athlete sub-group, African-American males lag far behind in student athlete graduation rates ("The Academic Performance," 2000).…”