Impact of Demographic Variables on African-American Student Athletes' Academic Performance.

Since the passage of Proposition 48 (NCAA, 1984, African-American student-athletes entering National Collegiate Athletic Association (NCAA) major colleges and universities have meet new challenges in their future as student-athletes. This major change altered the landscape of the future of college athletics particularly for students of color. Proposition 48 mandates minimum scores from the ACT (17), SAT (700), and a 2.0 high school grade point average (GPA). The scores are used as predictors to increase graduation rates for NCAA student-athletes. Needless to say, the new ruling was met with controversy from the African-American community with assertions that the policy was biased to a select certain group of athletes. Before the enactment of Proposition 48, many historically Black colleges and universities (HBCUs) were operating with an open admissions enrollment policy. Since 1994, they have utilized an admission criterion for incoming students similar to other NCAA schools. Research conducted by the Knight Commission on Intercollegiate Athletics (2001) acknowledged, Athletes are often admitted to institutions where they do not have a reasonable chance to graduate. They are athlete-students, brought into the collegiate mix more as performers than aspiring undergraduates. Their ambiguous academic credentials lead to chronic classroom failures or chronic cover-ups of their academic deficiencies. As soon as they arrive on campus, they are immersed in the demands of their sports. (p. 16) Two former HBCU presidents argued that historically Black schools would be disproportionately harmed in recruiting qualified student-athletes with the implementation of these standards (Covell & Barr, 2001). Early studies of high school sports provide a focus on the need for high school athletes to meet academic standards in order to participate in college sports. Thus, increased academic outcomes were an indirect effect of high school sports (Lapchick, 1995). In contrast, the NCAA believes that by putting a criterion on student-athletes, it will improve the graduation success rate and it will allow colleges and universities to be more selective of the students they admit through their doors on athletic scholarships. There are other factors that affect the academic achievement of student-athletes at the college level. For example, the demographic variables of gender, family structure, and socioeconomic status have a significant impact on the academic performance of African-American student athletes. These variables have accounted for some successes and failures of student-athletes. NCAA (2005) reports indicate that female student-athletes have a higher graduation rate than their male counterparts. Socioeconomic Status (SES) has been perceived by both genders as a major concern in pursuing funding for entering college without scholarships. Research has shown that family structure influences the educational success of children. Assumptions While this study is quantitative, the researchers want to offer some assumptions related to student athletes based on experiences of working with and teaching students enrolled at a HBCU in a metropolitan city in Texas. Every student can learn, including athletes. Athletes have proven this assertion with their efforts, work habits, dedication and practice schedules. Research by Cox (2007) indicates that athletes are high achievers. As former student-athletes and current teachers and coaches, the researchers have had experiences in making quick decisions during intense games within minutes of the closing of the game. Decisions must be made quickly in game situations. Athletes such as point guards in basketball, quarterbacks in football, and setters in volleyball are highly skilled and knowledgeable and leaders in their respected sports. Their decisions make a great impact on the outcomes of an athletic contest (Cox, 2007). …