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ERIC Number: ED553982
Record Type: Non-Journal
Publication Date: 2013
Pages: 158
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3031-3747-1
ISSN: N/A
College Athletic Participation and Academic Success: How Student-Athletes Compete for Graduation
Gilmour, Heather B.
ProQuest LLC, Ed.D. Dissertation, University of Massachusetts Boston
NCAA data indicates that Division III student-athletes are graduating at higher rates than their non-athlete peers. Graduation rate data alone do not provide a full understanding of student-athletes' academic success. The data thus far simply show empirically that student-athletes have a higher federal six-year graduation rate, but quantitative data do not provide an understanding of the student-athlete experience. To better understand the results of the graduation rate data, there first needs to be a greater understanding of the athletic subculture that permeates the student-athlete experience. The educational problem that this study addresses is how the athletic subculture within the student-athlete experience affects students' academic success. The purpose of this study was to identify the ways that athletic participation positively affects the college experience of student-athletes, particularly in regards to academic success. To better understand the effects of athletic subculture on academic success, this study surveyed Division III student-athletes at four institutions and examined the formal and informal social and academic structures within the athletic subculture that holistically support student-athletes towards academic success and degree completion. The study found a significant level of engagement with the athletic subculture, with teammates and coaches as individuals for academic support. The student-athletes within the study also identified both formal and informal athletic subculture structures as figuring into educational decisions, including institutional selection and a desire to transfer. Student-athletes within the study experienced the athletic subculture differently based on their year in school and gender, and also based on their self-identified grade-point average. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A