A Conceptual Model of Division I Student-Athletes' Career Construction Processes

Throughout the late 1900s and early 21st century, National Collegiate Athletic Association (NCAA) Division I intercollegiate athletic departments have emerged as multimillion dollar operations nested within institutions of higher education (Lapchick, 2006). In turn, this emergence of Division I athletic departments as a big-business entities poses challenges for contemporary student-athletes. Today the Division I student-athlete is placed in challenging position as he/she must balance dual roles as both a student and athlete (Adler & Adler, 1987; Brewer, Van Raalte, & Linder, 1993; Harrison et al., 2009; Snyder, 1985). Tension between athletic and academic systems varies across institutions and divisions. However, the experiences of Division I student-athletes collectively are of heightened interest in 21st century students affairs literature (Bowen & Levin, 2003; Croissant, 2001). Power dynamics that continue to exist between coaches and student-athletes at the Division I level also prompt contemporary student affairs researchers to further explore how student-athletes navigate complex systems and prepare for life after sport in career fields. Croissant (2001) argues contemporary Division I coaches and athletics administrators face enhanced pressure to produce winning teams in a highly commercialized Division I athletics system. In turn, student-athletes are required to develop not only as high functioning athletes in winning athletics programs, but prepare to be future contributors to society in roles outside of athletics (Comeaux & Harrison, 2011; Danish et al., 1993; Miller & Kerr, 2003; Harrison et al., 2009). In sum, today tension exists not only at a macrolevel as the missions of higher education institutions and Division I intercollegiate athletics systems often collide, but also at a micro level as Division I studentathletes must balance student and athlete roles. This heightened tension surrounding the Division I athletics system presents an opportunity for student affairs researchers to further understand the student-athlete experience. Subsequently, this study explores just how Division student-athletes engage in processes of career exploration, choice, and preparation as they not only navigate personal and systemic tensions, but prepare for life after sport in career fields.REVIEW OF LITERATUREThroughout college, undergraduate students experience intense, multifaceted psychosocial and personal development processes as they not only adjust to a new environment, but establish an enhanced sense of personal identity (Keup, 2007; Kidwell, 2005; Reason, Domingo, & Terenzini, 2008). Gaston-Gayles and Hu (2009) suggest purposeful college experiences not only shape students' personal identities, but prepare students for positive outcomes in life after graduation. While current literature posits the college experience is crucial for students to prepare to become future contributors to society in career fields, there has been little exploration of how the undergraduate student-athlete experience differs from that of non- athletes. In turn, contemporary student affairs scholars and practitioners must consider the unique needs and experiences of student-athletes at the Division I level. Continued discussion and research is necessary to further identify how student affairs professionals can best assist Division I student-athletes as they explore career alternatives, craft career plans, and prepare for life after college.Academic Clustering and Power Dynamics in Division I AthleticsRenick (1974) first highlighted how certain academic support practices at large, Division I institutions present specific barriers to career planning and decision making for studentathletes. Academic clustering, a practice in which athletic department support staff and/or coaches advise student-athletes to pursue specific majors that ensure eligibility rather than purposeful career development, is widely discussed in the current student-athlete development literature base. …