Leaders Yearning For Excellence: How Motivation and Self-Determination Benefits a Diverse Group of Student Athletes

Many athletic departments within Predominately White Institutions (PWI’s) have a culmination of competition, academic support, and an abundance of campus support. With this, comes an expected tradition of athletic prestige. Winning athletic contests is culturally derived attitude. At the same time, improving academic motivation and success of student athletes should be an equally important, culturally derived attitude as well. Given the need to improve academic outcomes of diverse student athletes, the emphasis to improve holistic development is imperative in encouraging academic growth while leading student athletes to recognize, understand, and analyze social situations. This study highlights a diverse group of student athletes at PWI’s, and their motivational factors that influenced academic and athletic outcomes. This study also utilizes Critical Race Theory (CRT) as a lens to thoroughly examine and explain the athletic and academic experiences of diverse student athletes at PWI’s. The necessary tenet within CRT in order to explore this study is the interest convergence principle. Introduction Athletics, coupled with academic preparedness and growth, has the potential to benefit student athletes in areas far beyond their respective playing careers. The visibility of not only these student athletes, but their collegiate institutions as well, increases the drive and motivation to succeed in athletic endeavors as well as attend these prestigious institutions. As the visibility and exposure of the athletic world continues to grow, the relationship between athletic prowess and academic excellence has caused the National Collegiate Athletic Association (NCAA) to modify numerous academic requirements for institutions accountability. Although many institutions, athletic personnel, and student athletes adhere to many academic requirements, there are still institutions that continue to perpetuate systematic and institutional practices that produce to low academic performance outcomes from Black/diverse student athletes. There is a vast amount of literature highlighting the relationship between athletics and academics. However, the unequal representation of the two within athletic departments at highly visible collegiate institutions, demands immediate analysis, considering that both play a critical role in the lives of student athletes beyond their careers. Much of the research in regards to connecting athletics and academics revolves around Black and diverse, revenue producing (i.e. football, men’s and women’s basketball) student athletes. However, at many institutions, a diverse student athlete population dominates athletic departments. In order to enhance the holistic development of the total student athlete population, the constant critique of these individuals must be analyzed consistently. Edwards (1986), and many scholars since, have enlightened and informed the public on the mobility aspirations of Black athletes and other racially diverse athletes as well. The emphasis of winning in athletic departments is seemingly far ahead that of academics importance, which in turn causes discourse in the total YEARNING FOR EXCELLENCE Journal of Research Initiatives 2 measurement of success. As collegiate athletic programs generate revenue, increase visibility, recruit students, and receive alumni support-to-support athletic departments (Beamon, 2008; Donnor, 2005; Upthegrove, Roscigno, & Charles, 1999), these athletic departments turn into progressive, professional plantations with an expected outcome of athletic success and prestige. Winning numerous games and leading athletes to and through their lifelong goals of being a professional athlete is indeed great for athletic departments and the student athletes they service, however, in order to improve academic success rates within a diverse student athlete population, institutions should work to prepare these individuals for their futures after expired eligibility. If athletic departments are to change the academic outcomes of Black/diverse student athletes, then they must be able to recruit and obtain academically motivated student athletes as well as employees that understand the goal of a meaningful education. Although there is literature in regards to Black and diverse athletes, the research that specifically concentrates on the motivations of this population and how it relates to academic performance has received little attention. Critics have argued that revenue generating sport within the NCAA serve as training and recruiting agencies for professional sports organizations. Therefore, these institutions encourage student athletes to direct their primary attention to performing well at their sports in deference to doing well academically (Snyder, 1996). This perceived lack of motivation; often reflected in a general “misidentification” with school and reduces academic performance (Snyder, 1996; Snyder & Spreitzer, 1992). In other words, Black and diverse student athletes seem less willing to become motivated to transfer their athletic motivation into academic motivation (Simons, Van Rheenen, & Covington, 1999). However, after processing their college careers after their eligibility expires, African American student athletes have to face reality and conclude that competitive athletics will no longer be a part of who they are or what they do. Motivation has the ability to influence specific goals of students, more specifically, Black and diverse student athletes; it helps them acquire knowledge, develop social qualities, increase initiation, improve performance and develop a sense of discipline. Furthermore, motivation and its usefulness in predicting athletic and academic success for African American student athletes continues to generate thought provoking discussions as well (Sellers, Chavous, & Brown, 2002). Specifically, motivation can be a useful predictor in both athletic and academic success. Nonetheless, several student athletes are committed and motivated to succeed athletically and academically. These students do not have the fear of failure and are persistent through hard times (Snyder, 1996). They have a strong sense of self-worth and believe they have the ability to compete physically and intellectually, and expect to succeed and take pride in their academic achievements (Snyder, 1996). These students have a history of strong academic performance which reinforces their feelings of self-worth and gives them confidence in their ability to succeed academically (Snyder, 1996). Motivation A continuous and consistent question arises when analyzing the Black/diverse individual within the United States of America; this question is “Are they motivated to succeed? ” This question arises even more so when it comes to the Black/diverse student athlete. Although the literature in regards to how Black and diverse student athletes are motivated is growing, the existing literature in regards to these students primarily focuses on their perceived deficits. For instance, the literature in regards to this population often references a lack of willingness to participate in academics, intellectual inferiority, or the lack of interest (Simons, Van Rheenen, & Covington, 1999; Snyder, 1996; Snyder & Spreitzer, 1992). Coupled with this, YEARNING FOR EXCELLENCE Journal of Research Initiatives 3 there also is not much literature that highlights the motivations of Black/diverse student athletes; only generalities and of course, low expectations. Therefore, the only belief that people in positions of power tend to rely on is what is commonly written about them; along with the perceived notions of these individuals, which further leads to low expectations. Therefore, organizing literature that highlights the positive motivational factors of student athletes is necessary, but at the same time, a challenge due to the stigma, status, and partially due to the topics motivation researchers have chosen to pursue in regards to these individuals. In other words, the willingness on behalf of scholars and educators to critically observe, focus, and disseminate information on the positive motivation factors as it represents this population, is indeed minimal. It is apparent that the literature highlights many perceived negatives from Black/diverse students and student athletes. Additionally, the existing literature also lacks the need to address the common practices that lead to low expectations and expected outcomes of this population. The common result of low academic standards and results from certain individuals is not due to intellectual incompetence or deficient learning skills, but rather the low expectations that are placed on them by either themselves, their surrounding network, or society itself. Accordingly, within American society, Black and diverse people are deemed and recognized primarily as athletes and entertainers, but rarely as academicians or scholars. Furthermore, these same individuals generate millions of dollars for their respective institutions, only to recognize that their academic achievements is with doubt, hesitation, and resentment. These student athletes are questioned for their academic ability, whereas they are seen as individuals who would not have been admitted into college without physical giftedness (Solórzano, Allen, & Carroll, 2002). As a result, the academic expectations for these students are relatively low from peers and others surrounding them in a campus environment (Steel, 1997). With these statements and expectations comes belief, and ultimately the focus on positive motivation deteriorates over time. However, many student athletes combat these stereotypes and beliefs by exemplifying high levels of motivation, high standards, and are highly motivated to succeed academically. Although sparse, disproving intellectual stereotypes has surfaced throughout the literature and research for Black/diverse student athletes as well. For that matter, the majori