The emergence of diversity, equity, and inclusion (DEI) professionals (i.e., staff with DEI-specific responsibilities) is a fairly recent phenomenon, and research to date has rarely examined the experiences of these DEI administrators despite the fact they are often solely charged with driving DEI within and beyond their department. Utilizing Ahmed’s diversity work framework, this study draws from semistructured interviews with 23 athletic administrators to identify barriers to efforts for driving DEI action in the context of intercollegiate athletics. Five higher-order themes were identified in the data, representing barriers to effective DEI work: (a) structural barriers, (b) cultural barriers, (c) conceptual barriers, (d) emotional barriers, and (e) social/relational barriers. Findings indicate that DEI athletics professionals perceive barriers on multiple levels, from personal levels (emotional and social/relational barriers) to those of a systemic nature (structural, cultural, and conceptual barriers). Limitations, directions for future research, and implications for praxis are discussed.
Yannick Kluch, Raquel Wright-Mair, Nicholas Swim, and Robert Turick
Robert Turick, Anthony Weems, Nicholas Swim, Trevor Bopp, and John N. Singer
One prominent, well-debated issue in the American higher education system is whether university officials should remove the names of individuals with racist pasts from campus buildings/structures that bear their namesake. The purpose of this study was to analyze basketball and football facilities at Division I Football Bowl Subdivision institutions to explore the racialized history of the people whom these facilities are named after. Utilizing a collective case study approach, the authors identified 18 facilities that were named after athletic administrators, coaches, and philanthropists who engaged in racist activities or harbored racist views. The authors argue, using critical race theory and systemic racism theory as interpretative lenses, that naming buildings after racist persons legitimizes their legacies, rationalizes systemic racism, and continues to unjustly enrich this particular group.
James E. Johnson, Robert M. Turick, Michael F. Dalgety, Khirey B. Walker, Eric L. Klosterman, and Anya T. Eicher
Higher education in the United States, and sport management in particular, has faced contemporary attacks for its perceived lack of academic rigor. To investigate these criticisms, this study examined 830 students enrolled in 69 semester-long courses across four consecutive years in a single sport management program to measure perceived course rigor and its relationship to overall course ratings, course grades, and course level. Seven rigor questions were added to existing student ratings and distributed at the end of each semester. A factor analysis strongly supported the conceptualization of rigor utilized in the study. Pearson correlations indicated that student ratings and rigor were positively related. An ordinary least squares multiple regression also revealed that overall student ratings and course grades significantly aid in predicting course rigor. Pragmatically, the results suggest that sport management students appreciate rigorous courses and that faculty should strive to include elements of rigor into their courses without fear of retributional bias on student ratings.