| Abstrakt: |
Many research studies have reported on scholastic inconsistencies in graduation rates and academic achievement in higher education among Black male student athletes. Studies focusing on the lived experiences of these student athletes are limited. This qualitative exploration focused on the perceived effects of institutional practices among Black male student athletes within a private Hispanic Serving Institution (HSI) and sought to answer the following research questions: "How can institutional policy address the academic inadequacy concerns that Black male student athletes face in a small Hispanic Serving Institution?" and "How can Black male student athletes be provided with the academic and social support necessary to be successful?" Critical Race Theory was used as an analytical framework to query, examine, and challenge university practices that affect educational attainment of minority groups. A focus group consisting of eight Black male student athletes, and a phone interview with a campus administrator yielded four themes: Interpersonal and Intrapersonal Foundations, Building Affiliations, Mentoring, and Academic Success. Policy implications for institutional members and recommendations for campus officials are discussed. [ABSTRACT FROM AUTHOR] |
