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Currently, college athletics are an integral part of most higher edu-cation environments. According to the National Collegiate Athletic Association (2014), over a half million students participate in inter-collegiate sports in Division I, II, and III programs each year. Stu-dent-athletes contribute to the vibrancy of campus communities. The
and approaches used by administrations and teachers toward student-athletes. High school students share their experiences of how their school supported or did not support them to evaluate the strategies they employed while trying to create a balance between athletic and academic performance (Grandy, et al. 2016).
Based on 73 studies using 79 unique samples of US collegiate student-athletes (N = 43,617), our meta-analytic findings indicated several factors were positive correlates (academic identity, academic motivation, role negotiation, and self-regulation) and negative correlates (athletic identity and athletic motivation) to grade point averages.
applies to schools’ athletic programs, including club, intramural, and intercollegiate teams. Equal opportunity in college and university athletic programs is measured by: 1. The benefits, opportunities, and treatment given to men’s and women’s teams; 3. 2. How a school is awarding athletic scholarships and financial assistance; 4. and 3.
The United States is a nation where organized sports are part of the formal higher education system (Coakley, 2014). Student-athletes—a term used interchangeably with athletes—are a special subset of the college student population that experiences challenges stemming from the dual roles of athletes and students.
With the rise in prominence of intercollegiate athletics, there has been an increase in interest in the success of student athletes. This interest has become common across all levels of intercollegiate athletic competition, and has increased dramatically in recent years to focus on the 75,000 community college student athletes who participate in approximately 500 community and junior college ...
According to Ishler and Upcraft (2005), the 2001 persistence rate from the freshman year to the. sophomore year in four-year colleges was 73.9 percent, and 54.1 percent in two-year colleges. This means there was a dropout rate of 26.1 percent in four-year colleges and 45.9 percent in. two-year colleges.
Most of the internal and public scrutiny of college sports involves high profile athletes in sports such as football and men's basketball; yet, recent research on the impact of sport participation on student learning and development has largely focused on comparing all athletes to their non-athlete peers across institutional types.