“Of Course I Was the Only Black Girl”: Unpacking the Academic Experiences of Black Women Student-Athletes at PWIs

“Aren't you here to help me?”: Examining the role of identity as Black women athletes navigate relationships and create community at predominantly White institutions.

“…For participants of this study, coach–athlete and academic staff–athlete relationships served “the policing functions of surveillance, and the economic functions of control and checking (Foster, 2003, p. 307).” The present study and prior research affirm that Black women athletes are surveilled and controlled through regimented schedules, having their academic progress closely monitored, being given uninspired academic guidance, and having to meet coaches unspoken expectations (Bruening, 2004; Foster, 2003; Ofoegbu, 2022). Refusal or resistance to these control and surveillance practices could result in being perceived as “difficult” and putting their scholarship in jeopardy (Foster, 2003), as was Melanie’s experience with her coach.…”

“…You don’t talk to the [white athletes] like that.Although Melanie was the only one to explicitly state that race informed how academic support staff treated Black athletes, her reflection is significant as it speaks to the hypersurveillance of Black athletes. Athletic advisors closely monitoring and prioritizing academic eligibility speak to what the surveillance of Black athletes looks like in the athletic space (Comeaux, 2018, Foster, 2003; Ofoegbu, 2022).…”

“…Black women professionals who supported participants in various ways were also sites of belonging. Prior research demonstrates how the lack of Black women professors, coaches, and staff contributes to Black women athletes’ isolation on their campuses, lack of mentorship opportunities, and made them feel as though decisions were made without their best interests in mind (Bernhard, 2014; Bruening et al, 2005; Carter-Francique et al, 2011; Ofoegbu, 2022). Participants in this study, however, did have access to Black women professionals who supported them in several ways.…”

“…Black women college athletes experience racial microaggressions and stereotypes at the hands of their non-Black teammates and other athletes within (Carter-Francique et al, 2011; Ferguson, 2016; Raphael, 2016). This racism negatively impacts Black women athlete’s sense of belonging (Francique, 2018; Schwabe, 2022) and ultimately their abilities to perform academically and athletically (Francique, 2018; Ofoegbu, 2022). The potential harm inflicted in these social relationships is problematic given that college athletes often have no choice but to be in the constant presence of and interact with potentially antagonistic peers.…”

“…Furthermore, some athletic advisors described in this study engaged in deficit-minded and anti-Black methods of serving Black college athletes. These methods are deficit-minded because they do not recognize what cultural wealth influences Black students academic and professional aspirations (Ofoegbu et al, 2021; Yosso, 2005), and they are anti-Black because practices such as academic clustering disproportionately affect Black athletes (Comeaux & Grummert, 2020; Ofoegbu, 2022). Advisors must be intentional about uncovering athletes’ interests, present them with curriculum options which align with these interests and will support progress to degree completion, and ultimately allow students the agency to make well-informed academic decisions.…”