Who is Whistling Vivaldi? How Black football players engage with stereotype threats in college

Abstract

Who is Whistling Vivaldi?: How Black Football Players Engage with Stereotype Threats in CollegeWhitney Nicole Griffin Chair of the Supervisory Committee:Professor Clayton Cook Educational PsychologyResearch has shown that the threat of negative stereotypes can have pernicious effects on the decision-making thoughts and behaviors for those who are targets (Steele, 2011). When college students and professors subscribe to stereotypes that student-athletes enter college based solely on their physical abilities rather than their academic and intellectual capabilities, targets of the stereotypes may experience identity dissonance that exacerbates their decisions, behaviors, and ultimately their academic performance. In light of the impact of negative stereotypes on student-athlete performance, the purpose of this dissertation was to conduct a phenomenological, qualitative study that examined how Black male football players engage and cope with negative stereotypes at a predominantly White institution (PWI). Data was collected and analyzed from semi-structured interviews with 10 Black male football student-athletes employing grounded theory methodology to examine how they experience, are affected by, and respond to negative stereotypes.Empirical results elucidate various strategies employed to engage with stereotype threat.Thematic categories include responses that exacerbated, habituated to, or mitigated the stereotype encounter. The current study investigates the successful coping strategies Black football players currently use. Emergent themes gained from this inquiry helped the researcher 4 identify specific harbingers for interventions that would inculcate Black male student-athletes with tools to mitigate negative stereotypes that may undermine their performance in college and all areas of life. Implications are further discussed for postulating an institutionalized workshop series designed to teach effective coping mechanisms for all Black athletes.

An examination of stereotypes toward varsity student-athletes based on student perceptions.

“…Previous literature has revealed several aversive consequences for student-athletes as a result of such stereotypes, including but not limited to student-athletes’ academic underperformance, negative self-concept, and social withdrawal (e.g., Fuller et al, 2016; Griffin, 2017; Stone et al, 1999). With regard to the reasons behind these stereotypes, participants emphasized the role of social media’s negative portrayal of student-athletes and lack of friendships and personal connections between the two groups of the general student body and student-athletes.…”

“…These numbers indicate that varsity student-athletes are a growing social group on college campuses. However, despite being a growing group, varsity student-athletes often experience negative stereotypes toward them, which separates them from the rest of the student body (Aries et al, 2004) and results in harmful effects on their personal wellbeing and success (e.g., Fuller et al, 2016; Griffin, 2017).…”

“…One of the most pervasive negative stereotypes that exist toward student-athletes is the dumb jock stereotype, in which the student-athlete is characterized by “low intelligence, little academic motivation, and receipt of undeserved benefits and privileges” (Simons et al, 2007, p. 251). The influence of the dumb jock stereotype held by nonathlete students and faculty can manifest as academic underperformance, low self-esteem, low sense of belonging, social withdrawal, and mental health concerns when athletes are subjected to stereotype threat (e.g., Fuller et al, 2016; Griffin, 2017; Jameson et al, 2007; Stone et al, 1999). Hence, it is critical to engage in efforts that can reduce the gap between student-athletes and nonathletes due to negative stereotypes.…”

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

“…Higher profiled sports (i.e., football and basketball), as well as higher levels of competition, carry an increased occurrence of stereotype threat (Feltz et al, 2013). Studies examining stereotype threat have illustrated the negative impact that athletic identity has on educational outcomes within student-athletes at the collegiate level (Griffin, 2017;Stone et al, 2012). The dumb jock stigma associated with student-athletes contributes to academic underperformance (Fuller, 2017;Stone et al, 2012).…”

“…Black male student-athletes also recognize that they are stereotyped for more than simply their athletic identity and react to these stereotypes in different manners. For example, in effort to not be categorized as the "angry Black kid," some Black male student-athletes rarely voiced their thoughts while in class (Griffin, 2017). Thus, Black male student-athletes confront stereotypes of being an athlete as well as identifying as Black.…”