Promoting the Academic Engagement and Success of Black Male Student-Athletes

Abstract

The goal of this study was to provide a qualitative look at the factors associated with the academic engagement and success of Black male student-athletes in high school. The research team employed a thematic analysis to examine semi-structured interviews conducted with two successful Black male student-athletes, along with their principal, teachers, parents, and coaches. The results suggest that a consistent, collaborative approach laden with cultural competence is necessary to facilitate such outcomes. The study is viewed through the lens of Bronfenbrenner’s ecological systems theory, and implications for the results are discussed for several education stakeholders. Suggestions for future research and practice are provided.

Unsettling Complex Inequities on School Climate for Males of Color: School Counseling Applications From an Intersectionality-Based Policy Analysis

“…Some students enjoy spending unstructured lunch and recess time, and others fret these experiences. Some students feel connected due to their experiences participating in extracurricular activities (Harris et al, 2014; Storlie et al, 2019) while others do not feel comfortable, nor do they desire to get involved (Minor & Benner, 2018). To this end, IBPA assists school counselors with identifying culturally insensitive gaps in activities, perceptions about the climate of safety for multiple marginalized communities, and exclusionary policies resulting in invisibility and marginalization for students.…”

Correlates of College Student Engagement: An Internal Replication

“…For the present study, active academic engagement is defined as the self-report of often speaking up in classasking questions, answering questions, and making comments (Harris, Hines, Kelly, Williams, & Bagley, 2014;Reason, Terenzini, & Domingo, 2006). Several putative correlates are explored in each of two waves of data collection, with the second wave treated as an internal replication.…”

Unpacking middle school achievement: how students perceive the effect of home, school, and community influences on their academic success

“…There is a plethora of studies concerning specific middle school achievement and reasons for under-achievement, including studies of students with special education diagnoses, gifted and talented status, or athletic ability (Ford, Grantham, & Whiting, 2008;Good, Masewicz, & Vogel, 2010;Harris, Hines, Kelly, Williams, & Bagley, 2014;. Likewise, research on middle school achievement is readily found in relation to parent, peer, and community influences and school outcomes (Durlak et al, 2010;Gordon & Cui, 2014;Jeynes, 2007Lam & Ducreux, 2013), as well as school climate, structure, and curriculum Carpenter, Ramirez, & Severn, 2006;Hopson & Lee, 2011;Mickelson & Greene, 2006;Wentzel, 1998;Wiggan, 2007.…”