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Factors that positively contribute t...

Smith, Brian Christopher.

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Factors that positively contribute to and factors that hinder the academic achievement of Division-one African American male basketball players.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Factors that positively contribute to and factors that hinder the academic achievement of Division-one African American male basketball players./
作者:	Smith, Brian Christopher.
面頁冊數:	223 p.
附註:	Adviser: Joy Griffin.
Contained By:	Dissertation Abstracts International68-07A.
標題:	Black Studies. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3268742
ISBN:	9780549087632

Factors that positively contribute to and factors that hinder the academic achievement of Division-one African American male basketball players.
Smith, Brian Christopher.

Factors that positively contribute to and factors that hinder the academic achievement of Division-one African American male basketball players. - 223 p.

Adviser: Joy Griffin.

Thesis (Ph.D.)--The University of New Mexico, 2007.

There are significant differences between NCAA Division I African American male basketball players' graduation rates and those of the majority culture. Research questions for this study focused on gaining an understanding of the factors that help academic achievement for some Division I African American male basketball players as well as the factors that hinder academic achievement of these same student-athletes. Participants were asked for their recommendations to help improve their educational experiences.

ISBN: 9780549087632Subjects--Topical Terms:

1017673
Black Studies.

Factors that positively contribute to and factors that hinder the academic achievement of Division-one African American male basketball players.
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520 $a There are significant differences between NCAA Division I African American male basketball players' graduation rates and those of the majority culture. Research questions for this study focused on gaining an understanding of the factors that help academic achievement for some Division I African American male basketball players as well as the factors that hinder academic achievement of these same student-athletes. Participants were asked for their recommendations to help improve their educational experiences.
520 $a Chapter II was divided into three main sections: African American students in general, African American athletes, and college athletes. This literature review suggests the following: (1) there is an achievement gap between African American students and White students across all levels of education; (2) history, both past and present, has negatively affected African Americans' educational achievement; (3) it is no coincidence that African Americans participate and excel in sport; (4) playing big-time sport at a major Division I institution makes academic achievement difficult; and (5) Black male basketball players face many academic challenges.
520 $a This dissertation was a qualitative interview study. All ten participants were former Division I African American male basketball players that had successfully graduated from an accredited four-year institution. The primary data sources were a demographic survey, document analysis (mind maps), college transcript, and three ninety-minute semi-structured transcribed interviews for each participant. Each interview was tape-recorded and later transcribed.
520 $a Participants identified several factors that helped their academic achievement: quality advisement, significant other, individual desire, supportive faculty, spirituality, eligibility rules, and other considerations (music, using stereotypes as motivation, scholarship/financial aid). Factors that hindered academic achievement were: basketball being the priority (by players and coaches), home environments, culture shock, time commitment and physical/mental demands of college basketball, faculty and classmates, eligibility rules, and other considerations (views regarding American government, pride). Participants recommended the following: advisors and faculty must get to know the individual, coaches must shift to student-development model, pay student-athletes, more former student-athletes serving as mentors, and assistance with transition after college basketball.
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