This study employed critical race theory (CRT) as an interpretive framework to explore faculty members’ perceptions about Black and White U.S. college student-athletes’ academic and post-undergraduate accomplishments. Using photo elicitation method, randomly assigned faculty participants responded to a photo and vignette of a student-athlete by race. Results indicated that some faculty held differential feelings toward Black and White student-athletes with respect to their academic and post-undergraduate accomplishments. Such feelings were less favorable for Black male and female student-athletes as compared with their White counterparts. The implications of these findings should be discussed among faculty, student affairs leaders, coaches, and others who frequently interact with student-athletes and are committed to creating more equitable educational environments for all students.
Racial Differences in Faculty Perceptions of Collegiate Student-Athletes’ Academic and Post-Undergraduate Achievements
Exploring NCAA Division I Athletic Administrator Perceptions of Male and Female Athletic Directors’ Achievements: A Photo Elicitation Study
Eddie Comeaux and Adam Martin
This study employed the concept of hegemonic masculinity as an interpretive framework to explore NCAA Division I athletic administrator perceptions regarding the professional accomplishments of male and female athletic directors. Using photo elicitation methodology, athletic administrators (e.g., athletic directors, academic advisors/counselors for athletes, and coaches) responded to a photograph of and vignette about either a male or female athletic director. This study found that while some athletic administrators were supportive of the achievements of both male and female athletic directors, some subscribed to hegemonic masculinity, gendered stereotypes, and homologous reproduction. These findings have implications for stakeholders in the affairs of athletics who are committed to creating more equitable athletic environments.