African American Student Athletes at Predominately White Institutions and Motivational Factors That Influence Graduate and Professional Degrees
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This study highlights African American male student athletes at PWI’s, and their motivational factors that influenced persistence into graduate school. The following research questions guided this study: (a) How do African American male student athletes who participated at PWI’s describe their educational experiences?; (b) How does participation collegiate sport influence educational experiences of African American male student athletes?; and, (c) How do African American male student athletes describe the experiences that influenced them to attend graduate school? After the data for this study was analyzed, several themes emerged. Intrinsic motivation, which is defined as the willingness which comes within the individual, major themes of high academic expectations, high athletic expectations, and strong work ethic emerged. Within the theme of strong work ethic, discipline and competitiveness emerged as sub themes. Extrinsic motivation, which is defined as motivation that comes from an external force, major themes of family influence, community involvement/tradition, and social influence emerged. Within the theme of social influence, teamwork and code switching emerged as sub themes. This study utilizes Critical Race Theory (CRT) is used as a lens to thoroughly examine and explain the athletic and academic experiences of African American student athletes at PWI’s. The tenets necessary to explore this study are interest convergence and counter storytelling and were utilized in order to interpret African American athletes and their commitment to athletic superiority and academic achievement while at PWI’s.
Rutledge, Michael E (2014). African American Student Athletes at Predominately White Institutions and Motivational Factors That Influence Graduate and Professional Degrees. Doctoral dissertation, Texas A & M University. Available electronically from