EDUC 124 Lecture 3: College Climate, College Athletes, and Academic Success
Guest Speaker: Oseguera
•
Overview
○
Question posed to class
○
Background and Interest in this Work
○
Literature Guiding this Work
○
Purpose of Current Study
○
Guiding Conceptual Framework
○
Research Questions
○
Analytic Procedures
○
Findings and Conclusions
•
Question: What is your understanding on campus climate?
○
This notion of how do we create spaces and environments
where people feel safe and welcome
○
How the student body perceives things and how they are
accepting to it
○
It also is extended to how faculty and staff members feel on
campus
○
Generally the idea of attitudes, behaviors, beliefs of people
that make up organization and how individuals that make up
this organization perceive/experience this climate
•
Background
○
Try to understand climate in relation to college student
athletes
○
Dumb jock stereotypes persist
§
They're only here because they play sports
§
They get a lot of benefits in housing and stuff because
they're athletes
§
Don't have to talk about academics with them
§
But actually they graduate at higher rates than others
§
They also go on to end up in a lot of successful academic
careers outside of sports
○Responses from National Collegiate Athletic Association
(NCAA)
§Academic Progress Rate (APR)
§Growth, Opportunities, Aspirations and learnings of
students in college (COALS) Study
○College athletes and Academic Performance Mixed and
limited to black/white differences
§There's also gender differences as well as individual
sports too
§But most of the work today is still black/white difference
□Much less around Asian/Pacific Islander and
Latino/a populations
□Even though there's increasing proportions of
people of all ethnic groups participating in sports
around US
•Literature
○Positive Campus Climate Contributes to:
§Students' Academic Performance
§Social adjustment
□Tend to report better friendships across groups
§Interpersonal Skill Development
□Ability to interact across differences too
§Not just structural diversity but if people feel integrated
into college climate
○Different social groups experience campus climate differently
§There has to be some real engagement w/ differences for
any positive changes to occur
○Negative campus climate linked to depression and lower
engagement in the classroom
○Specific to College Athletes: Positive Experiences with
Faculty; Active and Collaborative Learning
§This leads to more positive academic outcomes
§Majority of college athletes don't fit into the dumb jock
stereotype but a lot of staff try to push athletes into easier
classes and stuff
•Purpose of study
○Examining the relationship between student athletes and
campus climate
•Guiding Conceptual Framework
○Student athlete climate framework
§Traditional demographic information (e.g. race, gender,
SES background)
§Individual characteristics unique to college athletes (e.g.,
sport affiliation, participation in sports' related
organizations)
§Climate constructs measuring college athletes'
Experiences, attitudes, and perceptions
§Reports of institutional actions relevant to campus,
athletic department, and team climates
§Outcomes: Academic success, athletic identity, and
athletic success
•Research Questions
○What is the relationship between college athletes' perceptions
of campus climate and their academic success?
•Analytic Procedures
○Student Athlete Climate Study (SACS) survey
§Most of athletes self-identified white, then black, then
multi-racial then Latino/a, then Asian/pacific islander,
§Even though most of the perceptions about athletes are
that they're black
•Variables in the Analyses
○Outcome: academic success
§Perception of academic growth using Academic and
intellectual development scale
§Actual grade point average
□variable—their actual performance
○Control variables: gender identity; division; featured sport;
religious identification; organizational involvement
○Climate variables
§Perceptions of personal and institutional climate
§Perceptions of respect
○Tried to make everything equal
○Trying to combat negative perceptions and add more to the
conversation
•Descriptive highlights
○Academic success scale: highest for white college athletes,
followed by API college athletes, Latinx students, lowest black
college athletes, then multi-racial college athletes
§But lots of multi-racial groups lumped together
•Results: higher academic success
○White college athletes
§Class standing (+)
§Family income (+)
§Higher grade averages (+)
§Perceptions of personal and institutional climate (+)
§Perceptions of respect (+)
§They were more integrated into the campus community
too
○Black college athletes
§Family income (-)
§Higher grade averages (+)
□Than other black students
§Perceptions of personal and institutional climate (+)
□Connection between their perception of climate and
their academic success
§Perceptions of respect (+)
○Latinx college athletes
§Higher grade averages (+)
§Involvement in student organizations (not SAAC or
academic) (-)
§Perceptions of personal and institutional climate (+)
§Perceptions of respect (+)
○Asian/Pacific Islander Identified College Athletes
§Perceptions of respect (+)
○Multi racial identified college athletes
§Men (+)
§Division III (+)
§Higher grade averages (+)
•Conclusions
○Findings support SACS framework which foregrounds climate
as critical to understanding the college athlete experience
§The students receiving the more positive
messages/climates then there's a positive relationship to
the campus
○Generally positive perceptions of climate were related to
reported gains in academic and intellectual development yet
this was distinct for the API identified group + multi-racial
identified groups
○Non-findings: Parental education and parent income didn't
enter as positive predictors nor did gender differences or
featured sports for non-white identified athletes
§There must be some buffering effect for these groups of
students where the traditional aspect doesn't apply
○Involvement variables: only positive relationship was among
white identified college athletes + for some type of non-
academic involvement it was actually negative for the Latinx
identified groups
○But a variable they didn't control for: parental involvement in
the student's education
§But this is a more recent notion: that parents are more
involved with their child's academics
Complicating Urban School Success among Black and Latino Youth
•Black bruins spoken word video
○Taught to be a star in athletics and not in school
Perceptions of Opportunity in 1999 and 2009
○When Conchas did this research in 1999 and he interviewed
high achieving students
§Oakland, California
○Did similar study in 2009 for boys in special program
○More blacks represented in sports than educational routes
○Poor neighborhoods have fewer academic resources so they
tend to invest more in sports
○In movies and social media, hardly ever see African American
businessmen, doctors, lawyers, etc.—media creates these
images of what groups are involved in these types of things
○Example of last year's NBA top pick: African American
freshman who dropped out of school to do NBA but then he
injured himself and can't play or go back to school
§All of his opportunities had been structured and focused
around sports
•
•Sociocultural experiences in 1999
○Family ethos
○College-going culture
○Students actively engaged in schooling and focused on
working towards careers
○Peer and teacher support—social capital
○Teamwork, healthy competition, racial/ethnic inter-group
contact debunked preconceived notions about one another
○Critically conscious of challenges due of race/ethnic
hierarchies, but determined to beat the odds
○Positive structures + student perceptions of opportunities +
student optimism
•Two distinct expectations in 1999
○Most black males placed high value on athletic fame +
perceived college as pathway to achieving it
○If sports failed, they'd use skills they acquired in school to
pursue professional careers
Day 3: College Climate, College Athletes, and
Academic Success
Tuesday, July 3, 2018
9:06 AM
Guest Speaker: Oseguera
•Overview
○Question posed to class
○Background and Interest in this Work
○Literature Guiding this Work
○Purpose of Current Study
○Guiding Conceptual Framework
○Research Questions
○Analytic Procedures
○Findings and Conclusions
•Question: What is your understanding on campus climate?
○This notion of how do we create spaces and environments
where people feel safe and welcome
○How the student body perceives things and how they are
accepting to it
○It also is extended to how faculty and staff members feel on
campus
○Generally the idea of attitudes, behaviors, beliefs of people
that make up organization and how individuals that make up
this organization perceive/experience this climate
•Background
○Try to understand climate in relation to college student
athletes
○Dumb jock stereotypes persist
§They're only here because they play sports
§They get a lot of benefits in housing and stuff because
they're athletes
§Don't have to talk about academics with them
§But actually they graduate at higher rates than others
§They also go on to end up in a lot of successful academic
careers outside of sports
○Responses from National Collegiate Athletic Association
(NCAA)
§Academic Progress Rate (APR)
§Growth, Opportunities, Aspirations and learnings of
students in college (COALS) Study
○College athletes and Academic Performance Mixed and
limited to black/white differences
§There's also gender differences as well as individual
sports too
§But most of the work today is still black/white difference
□Much less around Asian/Pacific Islander and
Latino/a populations
□Even though there's increasing proportions of
people of all ethnic groups participating in sports
around US
•Literature
○Positive Campus Climate Contributes to:
§Students' Academic Performance
§Social adjustment
□Tend to report better friendships across groups
§Interpersonal Skill Development
□Ability to interact across differences too
§Not just structural diversity but if people feel integrated
into college climate
○Different social groups experience campus climate differently
§There has to be some real engagement w/ differences for
any positive changes to occur
○Negative campus climate linked to depression and lower
engagement in the classroom
○Specific to College Athletes: Positive Experiences with
Faculty; Active and Collaborative Learning
§This leads to more positive academic outcomes
§Majority of college athletes don't fit into the dumb jock
stereotype but a lot of staff try to push athletes into easier
classes and stuff
•Purpose of study
○Examining the relationship between student athletes and
campus climate
•Guiding Conceptual Framework
○Student athlete climate framework
§Traditional demographic information (e.g. race, gender,
SES background)
§Individual characteristics unique to college athletes (e.g.,
sport affiliation, participation in sports' related
organizations)
§Climate constructs measuring college athletes'
Experiences, attitudes, and perceptions
§Reports of institutional actions relevant to campus,
athletic department, and team climates
§Outcomes: Academic success, athletic identity, and
athletic success
•Research Questions
○What is the relationship between college athletes' perceptions
of campus climate and their academic success?
•Analytic Procedures
○Student Athlete Climate Study (SACS) survey
§Most of athletes self-identified white, then black, then
multi-racial then Latino/a, then Asian/pacific islander,
§Even though most of the perceptions about athletes are
that they're black
•Variables in the Analyses
○Outcome: academic success
§Perception of academic growth using Academic and
intellectual development scale
§Actual grade point average
□variable—their actual performance
○Control variables: gender identity; division; featured sport;
religious identification; organizational involvement
○Climate variables
§Perceptions of personal and institutional climate
§Perceptions of respect
○Tried to make everything equal
○Trying to combat negative perceptions and add more to the
conversation
•Descriptive highlights
○Academic success scale: highest for white college athletes,
followed by API college athletes, Latinx students, lowest black
college athletes, then multi-racial college athletes
§But lots of multi-racial groups lumped together
•Results: higher academic success
○White college athletes
§Class standing (+)
§Family income (+)
§Higher grade averages (+)
§Perceptions of personal and institutional climate (+)
§Perceptions of respect (+)
§They were more integrated into the campus community
too
○Black college athletes
§Family income (-)
§Higher grade averages (+)
□Than other black students
§Perceptions of personal and institutional climate (+)
□Connection between their perception of climate and
their academic success
§Perceptions of respect (+)
○Latinx college athletes
§Higher grade averages (+)
§Involvement in student organizations (not SAAC or
academic) (-)
§Perceptions of personal and institutional climate (+)
§Perceptions of respect (+)
○Asian/Pacific Islander Identified College Athletes
§Perceptions of respect (+)
○Multi racial identified college athletes
§Men (+)
§Division III (+)
§Higher grade averages (+)
•Conclusions
○Findings support SACS framework which foregrounds climate
as critical to understanding the college athlete experience
§The students receiving the more positive
messages/climates then there's a positive relationship to
the campus
○Generally positive perceptions of climate were related to
reported gains in academic and intellectual development yet
this was distinct for the API identified group + multi-racial
identified groups
○Non-findings: Parental education and parent income didn't
enter as positive predictors nor did gender differences or
featured sports for non-white identified athletes
§There must be some buffering effect for these groups of
students where the traditional aspect doesn't apply
○Involvement variables: only positive relationship was among
white identified college athletes + for some type of non-
academic involvement it was actually negative for the Latinx
identified groups
○But a variable they didn't control for: parental involvement in
the student's education
§But this is a more recent notion: that parents are more
involved with their child's academics
Complicating Urban School Success among Black and Latino Youth
•Black bruins spoken word video
○Taught to be a star in athletics and not in school
Perceptions of Opportunity in 1999 and 2009
○When Conchas did this research in 1999 and he interviewed
high achieving students
§Oakland, California
○Did similar study in 2009 for boys in special program
○More blacks represented in sports than educational routes
○Poor neighborhoods have fewer academic resources so they
tend to invest more in sports
○In movies and social media, hardly ever see African American
businessmen, doctors, lawyers, etc.—media creates these
images of what groups are involved in these types of things
○Example of last year's NBA top pick: African American
freshman who dropped out of school to do NBA but then he
injured himself and can't play or go back to school
§All of his opportunities had been structured and focused
around sports
•
•Sociocultural experiences in 1999
○Family ethos
○College-going culture
○Students actively engaged in schooling and focused on
working towards careers
○Peer and teacher support—social capital
○Teamwork, healthy competition, racial/ethnic inter-group
contact debunked preconceived notions about one another
○Critically conscious of challenges due of race/ethnic
hierarchies, but determined to beat the odds
○Positive structures + student perceptions of opportunities +
student optimism
•Two distinct expectations in 1999
○Most black males placed high value on athletic fame +
perceived college as pathway to achieving it
○If sports failed, they'd use skills they acquired in school to
pursue professional careers
Day 3: College Climate, College Athletes, and
Academic Success
Tuesday, July 3, 2018
9:06 AM
Document Summary
This notion of how do we create spaces and environments where people feel safe and welcome. How the student body perceives things and how they are accepting to it. It also is extended to how faculty and staff members feel on campus. Generally the idea of attitudes, behaviors, beliefs of people that make up organization and how individuals that make up this organization perceive/experience this climate: background. Try to understand climate in relation to college student athletes. They"re only here because they play sports. They get a lot of benefits in housing and stuff because they"re athletes. Don"t have to talk about academics with them. But actually they graduate at higher rates than others. They also go on to end up in a lot of successful academic. They also go on to end up in a lot of successful academic careers outside of sports. Responses from national collegiate athletic association (ncaa)
