The Effect of Faculty Diversity on Black Student-Athlete Graduation Rates at Division I Institutions

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Autor/in	Poliakoff, Parker
Titel	The Effect of Faculty Diversity on Black Student-Athlete Graduation Rates at Division I Institutions
Quelle	(2022), (76 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Miami
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	979-8-4387-5406-0
Schlagwörter	Hochschulschrift; Dissertation; College Students; College Athletics; Student Athletes; African American Students; Males; Graduation Rate; College Faculty; Teacher Student Relationship; Diversity (Faculty); African American Teachers + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Collegestudent; College athletes; Collegesport; Hochschulsport; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Fakultät; Teacher student relationships; Lehrer-Schüler-Beziehung; Teacher; Teachers; Lehrer; Lehrerin; Lehrende
Abstract	Over the past 10 years, Black student-athletes at Division I institutions have seen their graduation rates grow from 52% in 2010 to 59% in 2020 (NCAA, 2020b). However, even with this growth, Black student-athletes still fall behind their non-Black peers and below the average student-athlete graduation rate of 69% (NCAA, 2020b), with some schools having a gap in graduation rates between Black student-athletes and the average student-athlete of more than 30 percentage points (Harper, 2016). Institutions are attempting to address this gap in graduation rates through providing academic support, broadening the overall student-athlete support system, and prioritizing Black student-athlete off-field academic goals. Research by Comeaux (2008) and Harrison et al. (2006) has shown the positive impact of student-athlete--faculty interactions on student-athlete academic success. Furthermore, Stout et al. (2018) and Llamas et al. (2019) showed the positive impact that increased faculty diversity has on student academic success generally. However, there is a lack of research on the impact faculty diversity has on Black student-athlete graduation rates. The purpose of this study is to see if there is a correlation between the percentage of Black faculty and Black student-athlete graduation success metrics at Division I institutions. For the study, 351 Division I colleges and universities were analyzed to see how the percentage of Black faculty impacted Black student-athlete graduation metrics. Results indicated that an increase in the percent of Black faculty was not correlated with a significant impact on Black student-athlete graduation success. However, when looking at these same schools, there was a significant positive impact on Black student graduation rates with an increase in the percentage of Black faculty. Comparing the impact that the percentage of Black faculty has on Black students versus Black student-athletes could suggest Black student-athletes are not able to engage with faculty as much as non-student-athletes are able to engage due to the additional time demands from their athletic activities. Implications and recommendations are presented, including the need to foster further engagement between Black student-athletes and Black faculty on campus. Encouraging this further engagement between student-athletes and faculty is one strategy, in conjunction with others, that can help athletic departments and institutions address the racial gap in student-athlete graduation metrics. Athletic administrators are uniquely positioned to help improve the graduation rates of Black student-athletes. This study fills a gap in literature and sets up future research that will help equip institutions with information to address the current racial gap in student-athlete graduation rates. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01