The Career Transitions of High-Profile Student-Athletes: Identity, Role Engulfment, and Psychological Well-Being

Zvosec, Claire C.; Baer, Nathan; Hughes, Maya; Oja, Brent D.; Kim, Minjung; Dahlin, Sean; Howell, Steve B.

doi:10.25035/jade.05.01.04

Cited by 1 publication

(2 citation statements)

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“…This includes limiting opportunities to do internships or practicum-based learning, which may be effective for career placement. These time constraints on student-athletes can negatively impact their personal life balance and can result in high levels of athlete identity and/or role engulfment (Zvosec et al, 2023). In other words, student-athletes have a difficult time seeing themselves as anything other than an athlete, which makes career transition even more difficult due to the uncertainty of what is next (Linnemeyer & Brown, 2010;Moiseichik et al, 2019;Smith & Hardin, 2020).…”

Section: Challenges To Student-athlete Career Developmentmentioning

confidence: 99%

“…In addition to this issue, multiple researchers note that many student-athletes' graduate unaware of the many student-athlete support services that are offered (Davis, 2022;Dietsch, 2012;Fouad et al, 2009). This outcome may naturally lead to an unpleasant career transition following college sport due to lack of preparedness (Zvosec et al, 2023).…”

Section: Academic Support Service Centers and Career Developmentmentioning

confidence: 99%

See 1 more Smart Citation

"From Sweats to Suits": Administrators' Recommendations For Student-Athlete Career Development Services.

Sears,

Bunch,

Williams

et al. 2024

JIS

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Division I college athletes are faced with numerous academic challenges during their time in school, including conflicts of interest between the university (e.g., academic success), athletic department (e.g., athletic success), and their own priorities (e.g., quality of life, balancing academic and athletic success). These growing demands may impact student-athletes’ ability to prepare for a career after sport. Thus, there is a need for high-quality student-athlete career development programming and services in student-athlete support centers. The purpose of this study was to gain senior administrators’ perspectives of student-athlete support services to determine best practices of career development programming. Division I administrators (N = 10), who oversee student-athlete support centers, provided insight and feedback via semi-structured interviews. A directed qualitative content analysis was conducted to discern best practices, levels of student-athlete engagement, and preferred attributes of career development personnel. The findings provide specific recommendations, which can help other student-athlete career development personnel improve their programs and adds to the holistic care literature.

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