Academic programs for student athletes are an integral part of collegiate athletic programs across the country. The Summer Bridge Program at Texas A&M University is a transition program for student athletes that are beginning their first year of college. The program allows student athletes to begin their college career in the summer immediately following graduation and take a few courses and learn study and time management skills. The purpose of this study was to determine if transition programs were effective in helping student athletes succeed academically while in college. Chickering’s Theory of Identity Development and literature on learning communities formed the framework of the study. Learning communities and transition programs are becoming popular programs at colleges and universities to help all student transition to college and succeed academically. Also, there was much literature regarding the Academic Progress Rate and the 40/60/80 rule which determines the amount of degree plan that must be completed at the end of the sophomore, junior and senior year of college created by the NCAA. These rules are a driving force for academic centers to provide services for the academic success of student athletes. Data were collected both quantitatively and qualitatively with cumulative grade point ratios (GPR’s) of the student athletes and interviews were conducted with a small number of student athletes in select sports. After the GPR data was analyzed, the student athletes that participated in the program had lower GPR’s than those that did not participate. The qualitative data from the interviews provided positive statements and feelings toward the Summer Bridge Program. Additional research is needed since the area of transition programs for collegiate athletics has not been extensively investigated.

Academic programs for student athletes are an integral part of collegiate athletic programs across the country. The Summer Bridge Program at Texas A&M University is a transition program for student athletes that are beginning their first year of college. The program allows student athletes to begin their college career in the summer immediately following graduation and take a few courses and learn study and time management skills. The purpose of this study was to determine if transition programs were effective in helping student athletes succeed academically while in college. Chickering’s Theory of Identity Development and literature on learning communities formed the framework of the study. Learning communities and transition programs are becoming popular programs at colleges and universities to help all student transition to college and succeed academically. Also, there was much literature regarding the Academic Progress Rate and the 40/60/80 rule which determines the amount of degree plan that must be completed at the end of the sophomore, junior and senior year of college created by the NCAA. These rules are a driving force for academic centers to provide services for the academic success of student athletes. Data were collected both quantitatively and qualitatively with cumulative grade point ratios (GPR’s) of the student athletes and interviews were conducted with a small number of student athletes in select sports. After the GPR data was analyzed, the student athletes that participated in the program had lower GPR’s than those that did not participate. The qualitative data from the interviews provided positive statements and feelings toward the Summer Bridge Program. Additional research is needed since the area of transition programs for collegiate athletics has not been extensively investigated.

The transition from high school to college can be a difficult and stressful experience for a student-athlete. University athletic departments across the country, in conjunction with the office of student life, implement transition programs in an attempt to assist freshmen with their new environment. The purpose of this study was to determine a head coach's role in the transition process between high school and college of a freshman student-athlete. Furthermore, the study sought to address to what extent a student-athlete could benefit from evaluating the effectiveness of the transition process. Fifteen participants from a large NCAA Division I swim program took part in this study in the fall of 2003. Each participant was officially recruited to attend the institution and was entering college for the first time. A two phase approach was utilized to obtain data on the swimmers' first three weeks in college and also their first semester in college. Each swimmer was interviewed after his or her first three weeks in school in a semi-structured environment. Each participant was asked the same series of questions. Each participant was also interviewed near the conclusion of his or her first semester and was asked a series of follow up questions. The data was analyzed utilizing qualitative methods. The results of the study indicated that a head coach has a critical role in assisting freshmen student-athletes in their program with the transition from high school to college. Student-athletes look to their head coach as a mentor who can affect the new environment, and thus the head coach is a significant factor in their transition experience. Further, a head coach should know the components of the transition programs offered by both the university and athletic department, and develop his or her own transition model to increase the chances of a well adjusted freshman student-athlete. The results of the study also indicated that a student-athlete can benefit from evaluating the effectiveness of a transition program annually. Universities, athletic departments, and coaches should make needed changes each year to address the specific needs of freshmen student-athletes entering college for the first time. / Ph. D.

The purpose of this investigation was to examine faculty attitudes towards the role of college athletics and the academic competency of student-athletes at a NCAA Division-I Institution. By analyzing faculty attitudes, this study contributes to a better understanding of factors associated with how educators view athletics in higher education and how they develop their attitudes towards student-athletes from an academic perspective. Though prior research indicates quantitatively that faculty possess distinct views of these concepts, there was a gap between measured attitudes and known factors that contribute to these attitudes. By analyzing both quantitative and qualitative results, this investigation advanced the knowledge base of what factors, themes and trends exist in relation to faculty attitudes towards college athletics and the academic competency of student-athletes. Furthermore, by identifying relevant factors, this study may serve future practitioners by helping them hone techniques for successful and perceived change of the college experience for student-athletes in higher education.

The study explored the perceptions of thirteen, female student-athletes who chose to participate in intercollegiate athletics, specifically basketball. Each of the participants was enrolled at a Division I institution in the same athletic conference. Both institutions are nationally ranked institutions in their primary (revenue generating) sport (NCAA, 2004). All of the participants were offered full athletic scholarships to other institutions, yet they made their college choice decision based on multiple factors. The data revealed that although student-athletes undergo a similar process as non-athletes, their experience in many ways was different due to the additional factors they have to consider. As indicated by the findings of this study, the process to choose a college was a challenge for student-athletes as they considered the opinions of others, the prestige of the coach and the collegiate athletic program and their commitment to academic performance. Overall, participants were satisfied with their college choice process and felt they identified the institution that fit their personal and academic goals.

The goals of this study were to centralize the voices of Black Canadian male student-athletes by investigating their experiences as students, athletes, Black males and children of immigrant parents, and examining how these experiences might contextualize their transition out of university sport. Qualitative interviews with 20 former and current Black Canadian student-athletes were conducted using Critical Race Theory (CRT) as a methodological framework. Several of the participants described the racial, athletic and academic stereotypes that shaped their experiences, illustrating, in some cases, the influence of the Black American culture on Black Canadians. The analysis focused on how the interview participants interpreted their experiences and how stereotypes were used to make sense of their university and transition experiences. Some participants rejected the stereotypes evoked, some challenged them in an attempt to prove them wrong, while others used them to “act more Black”. Furthermore, the degree to which these stereotypes interacted with their transition experiences centered around autonomy, the emulation of role models and of developing career opportunities highlighted the initiative displayed by most of these student-athletes. The intersection of these factors, combined with their immigrant parents’ inexperience navigating the Canadian university system, forced most of these young men to transition out of university and varsity athletics on their own.

Despite the documented history of women's athletics and minority students' participation in Canadian postsecondary institutions, little is known about Black female student athletes and their experiences within Canadian higher education. This dearth of information is paradoxical considering the academic and athletic legacy of this subgroup, as well as the noted importance of the student experience and athletic participation within Canadian universities. The aim of the study was to gather data on the experiences of Black female undergraduate students involved in varsity athletics. The goal was to gain an understanding of their experiences as students, as athletes, and as Black women. Additionally, the study intended to help fill a gap in the existing literature on race, sport, and the student experience in the Canadian context. The study employed an intersectional framework to examine how race, gender, athleticism and the student role intersect to shape the student experience. The investigation utilized a mixed method approach consisting of an online survey and in-depth interviews. This national study included participants from each of the four Canadian Interuniversity Sport (CIS) regions. Twenty-eight Black female student athletes completed the online survey, while an additional thirty-two Black female student athletes were interviewed. The findings were divided into seven major themes: University Expectations versus Reality, Pressure and Positivity, Complex Relationships, Unique Experiences, Negotiating and Navigating, Hiding and Highlighting and Levels of Blackness. In a number of ways, the Black Canadian female student athlete's experience is similar to that of other student athletes. However, it also was found that Black female student athletes have a unique experience due to the intersection of their race, gender and athleticism. Thus, Black female student athletes have a distinct experience as they deal with racial, gender, and athletic stereotypes; the underrepresentation of Black females and Black female athletes in higher education; the intricacies of Black dating and intimate relationships; and the complex interactions within the Black communities on campus.

Despite the documented history of women's athletics and minority students' participation in Canadian postsecondary institutions, little is known about Black female student athletes and their experiences within Canadian higher education. This dearth of information is paradoxical considering the academic and athletic legacy of this subgroup, as well as the noted importance of the student experience and athletic participation within Canadian universities. The aim of the study was to gather data on the experiences of Black female undergraduate students involved in varsity athletics. The goal was to gain an understanding of their experiences as students, as athletes, and as Black women. Additionally, the study intended to help fill a gap in the existing literature on race, sport, and the student experience in the Canadian context. The study employed an intersectional framework to examine how race, gender, athleticism and the student role intersect to shape the student experience. The investigation utilized a mixed method approach consisting of an online survey and in-depth interviews. This national study included participants from each of the four Canadian Interuniversity Sport (CIS) regions. Twenty-eight Black female student athletes completed the online survey, while an additional thirty-two Black female student athletes were interviewed. The findings were divided into seven major themes: University Expectations versus Reality, Pressure and Positivity, Complex Relationships, Unique Experiences, Negotiating and Navigating, Hiding and Highlighting and Levels of Blackness. In a number of ways, the Black Canadian female student athlete's experience is similar to that of other student athletes. However, it also was found that Black female student athletes have a unique experience due to the intersection of their race, gender and athleticism. Thus, Black female student athletes have a distinct experience as they deal with racial, gender, and athletic stereotypes; the underrepresentation of Black females and Black female athletes in higher education; the intricacies of Black dating and intimate relationships; and the complex interactions within the Black communities on campus.

The incidence of mental health problems in student-athletes has garnered an increased interest and concern among researchers and university administrators; however, limited literature is available on Canadian student-athletes. The purpose of this study was to explore whether role conflict and passion were predictive of mental health constructs, (i.e., depression, anxiety, stress, and satisfaction with life) in a sample of Canadian student-athletes. The final sample consisted of 148 participants (105 females and 43 males) from five universities belonging to the Canada West Universities Athletic Association. Participants completed an online survey comprised of DASS (Depression, Anxiety and Stress Scale), SWLS (Satisfaction with Life), DMP (Dualistic Model of Passion Scale) and sets of questions about personal characteristics and self-perceived conflict between their academic and athletic roles. Conflict was reported by 70% of males and 55% of females.In addition, 99.32% of surveyed student-athletes were passionate about sport, while 73.65% were passionate about school. Passion for sport and conflict were found to be correlated with mental health variables and statistically significant predictors of depression, anxiety and stress explaining 16%, 14.8% and 21.8% of variance in scores, while passion for school and conflict were significant predictors of satisfaction with life explaining 16.5% of score variance (p<0.05). Finally, males reported higher rate of “severe” depression (17% vs. 10%), anxiety (24% vs. 13%), and stress (17% vs. 15%) than females. These findings reveal relationships between investigated mental health constructs and passion and role conflict in student-athletes while adding to the limited research in a Canadian setting. / Graduate

abstract: The purpose of this study was to identify, describe, and analyze Navajo female participation in high school volleyball and its affects on success in higher education. The research was an opportunity to gain an in-depth understanding of the impact athletics, namely volleyball, has within the Diné culture; and how the impact of those role models who provided leadership through athletic instruction had on the lives of Navajo female student athletes in their postsecondary experiences. The qualitative research was an opportunity to recognize that the interviewing process is synonymous and conducive to oral traditions told by Indigenous people. The population consisted of 11 Navajo female student athletes who were alumna of Monument Valley High School in Kayenta, Arizona, located on the Navajo Nation and who had participated in four years of Mustang volleyball from 2000-2010, either currently attending or graduated from a postsecondary institution, and although not a set criterion, played collegiate volleyball. Results indicated that participation in high school volleyball provided the necessary support and overarching influence that increased self-esteem or self-efficacy that led toward college enrollment, maintaining retention, and long-term academic success. Diné teachings of Aszdáá Nádleehé (Changing Woman) through the age old practice of the Kinaaldá ceremony for young Navajo pubescent girls marking their transition into womanhood, the practice of K'é, and Sa'ah naagháí bi'keeh hózhóón were all prominent Diné principles that resonated with the Navajo female student athletes. The leadership skills that the Navajo female student athletes acquired occurred based on the modification and adaptation of two cultures of two given societies: mainstream non-Native, Euro-centric society, and Diné society. The lifestyle, cultural beliefs, and teachings define the identity of female student athletes and the essence of their being. &#8195; / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2012