1. The Relationship between the Critical Success Factors and Academic and Athletic Success: A Quantitative Case Study of Black Male Football Student-Athletes at a Major Division I Southeastern PWI Presented by: Joseph N. Cooper Thesis Committee: Dr. Edgar Shields (Advisor) Dr. Elizabeth Hedgpeth Dr. Deborah Stroman

2. Inspiration for Study Provide possible solutions to eliminate the academic achievement gap between Black and White male SAs Expand the body of research of Black male SAs Identify the critical success factors (CSFs) of Black male football SAs at a Division I Southeastern institution

3. Key Definitions Black or African-American Student-Athlete (SA) Critical Success Factors (CSFs) Predominately White Institutions (PWIs)

4. Literature Review Jacqueline Fleming (1984) Blacks in College William C. Rhoden (1989) The Experiences of Black Intercollegiate Student- Athletes at NCAA Division I Institutions Patricia Adler (1991) Backboards and Blackboards: College Athletics and Role Engulfment Billy Hawkins (2001) The New Plantation: The Internal Colonization of Black Student-Athletes

5. Issues facing Black male student-athletes at PWIs Poor Intellectual Development Social Isolation Athletic Exploitation First Generation College Students Institutional Discrimination Academic Negligence Emotional Instability Low Enrollment and Graduation Rates

6. Purpose of the Study The purpose of this study is to identify the critical success factors (CSFs) of current Black male football student-athletes (SAs) at a major Division I Southeastern public Predominantly White Institution (PWI) who exhibit high levels of success academically and athletically.

7. Limitations Due to the time constraints and resources, this study was limited to a sample of current Black male football SAs at the major Division I Southeastern public PWI. This study did not include all Black male football SAs. Specifically, it excludes all red shirt freshman and first year SAs. This study did not consider the quality of education attained prior to enrollment at the major Division I Southeastern public PWI.

8. Limitations (cont’d) This study did not include the parental status of the Black male football SAs participants. This study did not include the socio-economic status of the families of the Black male football SAs participants. This study does not provide an all inclusive solution to the obstacles facing all Black SAs.

9. Delimitations This study was exclusive to current Black male football SAs at the major Division I Southeastern public PWI and thus the findings cannot be generalized to all Black SAs. This study only included the current Black male football SAs with the exception of first year and redshirt freshman Black male football SAs.

10. Assumptions It is assumed that all SAs answered all questions honestly and completely. The completion of the survey and participation in the study is voluntary for all targeted SAs.

11. Data Reduction and Analysis Descriptive Statistics – 42 participants (100% response rate) 19 sophomores (45.2%) 18 juniors (42.9 %) 5 seniors (11.9%) – GPA Distribution (N=42) High Academic Success – 21 participants (50%)-->GPA < or = 2.4 Low Academic Success – 21 participants (50%)-->GPA > 2.4

12. Data Reduction and Analysis (cont’d) Descriptive Statistics – Athletic Participation Distribution (N=42) High Athletic Success – 21 participants (50%) participated and started in 0-11 games in the previous season Low Athletic Success – 21 participants (50%) participated and started in 12-24 games in the previous season – Racial Diversity of High Schools Attended (N=42) 54.7% (23) attended high schools that had at least 50% Black enrollment

13. Data Reduction and Analysis (cont’d) Chi-Square Test Results (N=42) – Academic Success and Athletic Success P-value=.355 (No significant relationship) – Personal Development and Academic Success P-value=1.000 (No significant relationship) – Personal Development and Athletic Success P-value=.513 (No significant relationship)

14. Data Reduction and Analysis (cont’d) Chi-Square Test Results – Social Harmony and Academic Success P-value=.513 (No significant relationship) – Social Harmony and Athletic Success P-value=.533 (No significant relationship) – Engagement with a Strong Support System and Academic Success P-value=.537 (No significant relationship)

15. Data Reduction and Analysis (cont’d) Chi-Square Test Results – Engagement with a Strong Support System and Athletic Success P-value=.537 (No significant relationship) – Career Aspirations and Academic Success P-value=.513 (No significant relationship) – Career Aspirations and Athletic Success P-value=.190 (No significant relationship)

16. Data Reduction and Analysis (cont’d) Chi-Square Test Results – Time Management Skills and Academic Success P-value=.204 (No significant relationship) – Time Management Skills and Athletic Success P-value=.525 (No significant relationship) – Organized Religion and Academic Success P-value=.495 (No significant relationship) – Organized Religion and Athletic Success P-value=.495 (No significant Relationship)

17. Conclusion There was no statistically significant relationship between academic success and athletic success.

18. Conclusion (cont’d) There was no statistically significant relationship between academic success and the CSFs of: – Personal Development – Social Harmony – Engagement with a Strong Support System – Career Aspirations – Time Management Skills – Organized Religion Results did not support the hypothesis

19. Conclusion (cont’d) There was no statistically significant relationship between athletic success and the CSFs of: – Personal Development – Social Harmony – Engagement with a Strong Support System – Career Aspirations – Time Management Skills – Organized Religion Results did not support the hypothesis

20. Conclusion (cont’d) There was no relationship found between academic success and athletic success. Out of the 21 participants who were categorized as high success athletically, 57.1% (12 out of 21) were also categorized as low success academically. – Supports the Role Theory (Adler & Adler, 1991)

21. Conclusion (cont’d) Those participants who were categorized as high academic success and high athletic success reported higher levels of the following CSFs: – Personal Development – Career Aspirations – Time Management Skills – Organized Religion

22. Conclusion (cont’d) Those participants who were categorized as high success academically and high success athletically reported lower levels of the following CSFs: – Social Harmony – Engagement with a Strong Support System

23. Conclusion (cont’d) Personal Development and Academic Success – Only 33.3% (7 out of 42) of both groups (high and low academic success) reported low levels of personal development. – Implications SAs invested a significant amount of their time managing their academic and athletic responsibilities. Minimal time for enhancing their personal development in the form of extracurricular activities.

24. Conclusion (cont’d) Social Harmony and Academic Success – From the 21 participants who reported a low level of academic success, 44.4% (10 out of 21) reported a high level of social harmony. – Implications Participants who experienced a lack of social inclusion were less likely to perform at a high level academically. 54.7% (23 out of 42) attended high schools that were at least 50% Black – Cultural Disconnect and Social Isolation

25. Conclusion (cont’d) Engagement with a Strong Support System and Academic Success – Out of the 22 participants who reported a high level of engagement with a strong support system, 45.5% (10 out of 22) were also categorized as high success academically. – Implication Participants who were academically prepared for college were less likely to have a high level of engagement of a strong support system.

26. Conclusion (cont’d) Career Aspirations and Academic Success – Out of the 21 participants who reported a high level of career aspirations, 61.9% (13 out of 21) were also categorized as high success academically. – Implication The participant’s perception of a viable career after college may have a positive impact on their academic performance.

27. Conclusion (cont’d) Time Management Skills and Academic Success – Out of the 16 participants who reported a high level of time management skills, 62.5% (10 out of 16) were also categorized as high success academically. – Implication Participants who possessed strong time management skills were more likely to perform at higher levels academically.

28. Conclusion (cont’d) Organized Religion and Academic Success – Out of the 21 participants who were categorized as high success academically, 76.2% (16 out of 21)reported a high level of organized religion. – Implication The presence of a strong belief and/or practice of a organized religion may have a positive impact on academic performance.

29. Conclusion (cont’d) Personal Development and Athletic Success – Out of the 21 participants who were categorized a high success academically, 38.1% (18 out of 21) reported a high level of personal development. – Implication Due to the time constraints from their athletic responsibilities, the time to pursue extracurricular activities that could enhance their personal development is limited.

30. Conclusion (cont’d) Social Harmony and Athletic Success – Out of the 21 participants who were categorized as high success athletically, 61.8% (13) reported low level of social harmony. – Implications Participants who experienced a high level of athletic success were more likely to possess feelings of social isolation. Coaches and administrators must be sensitive to the feelings and experiences of their student-athletes.

31. Conclusion (cont’d) Engagement with a Strong Support System and Athletic Success – Out of the 21 participants who were categorized as high success athletically, 52.4% (11 out of 21) reported low levels of engagement with a strong support system. – Implication Participants who experienced a high level of success athletically may have been reluctant to seek out support from others.

32. Conclusion (cont’d) Career Aspirations and Athletic Success – Out of the 21 participants who were categorized as high success athletically, 76.2% (16 out of 21) reported a high level of career aspirations. – Implications High athletic participation could have a positive impact on career aspirations. Many participants reported that becoming a professional athlete was their primary career goal, hence their high athletic participation.

33. Conclusion (cont’d) Time Management Skills and Athletic Success – Out of the 16 participants who reported a high level of time management skills, 56.2% (9 out of 16) were categorized as high success athletically. – Implications Athletic participation may have a positive impact on the development of effective time management skills. The rigid structure of college football participation requires strict time constraints, which promotes effective time management skills.

34. Conclusion (cont’d) Organized Religion and Athletic Participation – Out of 21 participants who categorized as high success athletically, 76.2% (16 out of 21) reported high levels of organized religion. – Implications Participants who performed at a high level athletically possessed strong belief and/or practice of an organized religion. The presence of organized religion can have a positive impact on a participant’s athletic performance.

35. Recommendations Stronger academic support systems Freshman ineligibility Stricter enforcement of the 20 hours per week student-athletes spend on sport Increased investment in the schooling of these student-athletes Sellers, et. al, 1991; Wiley, 1991; Lapchick, 1991; Harris, 1993; & Hawkins, 1999

36. Recommendations (cont’d) Lapchick (1984) – Institutional Accreditation based on SA graduation rate. Tinto (1987) – Systematic and system-wide in character – Merged and coordinated student activities – Integration of diverse institutional services – Consistent and continuous in character – Centrally located in organizational fabric of institution

37. Recommendations (cont’d) Carr (1992) – Effective Orientation – Consistent Communication between Instructors and Coaches – Regular Academic Progress Review – Tutoring for SAs within the Athletic Department Darling et. al (2007) – Assessment, Planning, Implementation, Evaluation and Reformation

38. Additional Research An increased sample size of Black student- athletes: – SAs from multiple sports – SAs from different institutions – Female SAs – Former SAs – First-year SAs – Black non-SAs

39. Significance of Study Opportunity for Black male football SAs at a major Division I Southeastern PWI. Expanded the body of research in the area of research on Black male SAs in college. Provided vital feedback for the coaches, athletic administrators, faculty and staff at the major Division I Southeastern PWI where the study was conducted. Established a sample study that can be expanded and modified for future studies in the area of Black SAs.

40. Questions? Thank You