{"id":{"repo_id":"ohiolink","oai_identifier":"oai:etd.ohiolink.edu:osu1364221049"},"canonical_url":"https://search.dev.ndltd.org/etd/ohiolink/oai:etd.ohiolink.edu:osu1364221049","repository":{"repo_id":"ohiolink","name":"OhioLINK","base_url":"https://etd.ohiolink.edu/acprod/odb_etd/ws/oai/oai"},"display":{"title":"\"Let Us Make Man\": The Development of Black Male (Student)-Athletes in a Big-Time College Sport Program","abstract":"Black athletes in big-time college sport programs at predominately White institutions (PWIs) are faced with many developmental challenges. This study attempted to collaborate with Black male sport participants in efforts to understand their perspectives on factors posited to impact their development. Additionally, the goal was to generate some strategies for change that could enhance the developmental experiencesof Black male sport participants in particular.With social reproduction theory and critical race theory serving as the theoretical lenses, and an Afrocentic Emancipatory Methodology as the epistemological base, the researcher sought a departure from the traditional ways of conceptualizing and addressing research problems in sport and education. A qualitative case study research design, which included a focus group and individual interviews with four Black male football players from a large Mid-western university, was used to address this research problem.Throughout the research process, the goal was to challenge the research participants to \"think out the box\" and for them to challenge their own understandings of their current state of development.Data analysis indicated: (1) while sport participation does allow these participants to transfer things learned in sport to life off the field, the demands associated with participation in big-time college sport suppresses other non-athletic developmental initiatives, (2) relationships with college coaches and female peers were two of the most important aspects of student-athletes' developmental experiences, (3) racism has limitedthe leadership opportunities of Black male student-athletes, coaches, and administrators, and has led to the unequal treatment and the labeling of Black male student-athletes, and (4) the most effective strategies for change to improve the developmental experiences of Black male sport participants include increasing the presence of Black leaders and support personnel in key positions within the athletic department, providing greater financial assistance, and giving Black males a safe haven for voicing their major developmental concerns.The findings of this study provided insight into the social reproduction theory and critical race theory. These findings also have implications for collegiate coaches, athletic administrators, academic support personnel, and sport researchers. Finally, the outcomes of this research process signify the need for sustained research efforts that focus on the development of student-athletes in general, and Black student-athletes in particular.","abstract_html":"Black athletes in big-time college sport programs at predominately White institutions (PWIs) are faced with many developmental challenges. This study attempted to collaborate with Black male sport participants in efforts to understand their perspectives on factors posited to impact their development. Additionally, the goal was to generate some strategies for change that could enhance the developmental experiencesof Black male sport participants in particular.With social reproduction theory and critical race theory serving as the theoretical lenses, and an Afrocentic Emancipatory Methodology as the epistemological base, the researcher sought a departure from the traditional ways of conceptualizing and addressing research problems in sport and education. A qualitative case study research design, which included a focus group and individual interviews with four Black male football players from a large Mid-western university, was used to address this research problem.Throughout the research process, the goal was to challenge the research participants to "think out the box" and for them to challenge their own understandings of their current state of development.Data analysis indicated: (1) while sport participation does allow these participants to transfer things learned in sport to life off the field, the demands associated with participation in big-time college sport suppresses other non-athletic developmental initiatives, (2) relationships with college coaches and female peers were two of the most important aspects of student-athletes' developmental experiences, (3) racism has limitedthe leadership opportunities of Black male student-athletes, coaches, and administrators, and has led to the unequal treatment and the labeling of Black male student-athletes, and (4) the most effective strategies for change to improve the developmental experiences of Black male sport participants include increasing the presence of Black leaders and support personnel in key positions within the athletic department, providing greater financial assistance, and giving Black males a safe haven for voicing their major developmental concerns.The findings of this study provided insight into the social reproduction theory and critical race theory. These findings also have implications for collegiate coaches, athletic administrators, academic support personnel, and sport researchers. Finally, the outcomes of this research process signify the need for sustained research efforts that focus on the development of student-athletes in general, and Black student-athletes in particular.","abstract_has_math":false,"creators":["Singer, John Nathaniel"],"institution":"The Ohio State University","degree_name":"Doctor of Philosophy","degree_level":"doctoral","degree_discipline":"EDU Physical Activity and Educational Services","degree_department":null,"school":null,"contributors":["Armstrong, Ketra"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2002,"date_issued":"2002","date_published":"2002","updated_at":"2026-07-24T03:37:01Z","subjects":["Physical Education"],"languages":["English"],"rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. 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Additionally, the goal was to generate some strategies for change that could enhance the developmental experiencesof Black male sport participants in particular.With social reproduction theory and critical race theory serving as the theoretical lenses, and an Afrocentic Emancipatory Methodology as the epistemological base, the researcher sought a departure from the traditional ways of conceptualizing and addressing research problems in sport and education. A qualitative case study research design, which included a focus group and individual interviews with four Black male football players from a large Mid-western university, was used to address this research problem.Throughout the research process, the goal was to challenge the research participants to \"think out the box\" and for them to challenge their own understandings of their current state of development.Data analysis indicated: (1) while sport participation does allow these participants to transfer things learned in sport to life off the field, the demands associated with participation in big-time college sport suppresses other non-athletic developmental initiatives, (2) relationships with college coaches and female peers were two of the most important aspects of student-athletes' developmental experiences, (3) racism has limitedthe leadership opportunities of Black male student-athletes, coaches, and administrators, and has led to the unequal treatment and the labeling of Black male student-athletes, and (4) the most effective strategies for change to improve the developmental experiences of Black male sport participants include increasing the presence of Black leaders and support personnel in key positions within the athletic department, providing greater financial assistance, and giving Black males a safe haven for voicing their major developmental concerns.The findings of this study provided insight into the social reproduction theory and critical race theory. These findings also have implications for collegiate coaches, athletic administrators, academic support personnel, and sport researchers. Finally, the outcomes of this research process signify the need for sustained research efforts that focus on the development of student-athletes in general, and Black student-athletes in particular."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf","p.229","1.76 MB"]},{"key":"dc:title","label":"Title","values":["\"Let Us Make Man\": The Development of Black Male (Student)-Athletes in a Big-Time College Sport Program"]}]}],"canonical_facts":{"dc:contributor":["Armstrong, Ketra"],"dc:creator":["Singer, John Nathaniel"],"dc:date":["2002"],"dc:description":["Black athletes in big-time college sport programs at predominately White institutions (PWIs) are faced with many developmental challenges. This study attempted to collaborate with Black male sport participants in efforts to understand their perspectives on factors posited to impact their development. Additionally, the goal was to generate some strategies for change that could enhance the developmental experiencesof Black male sport participants in particular.With social reproduction theory and critical race theory serving as the theoretical lenses, and an Afrocentic Emancipatory Methodology as the epistemological base, the researcher sought a departure from the traditional ways of conceptualizing and addressing research problems in sport and education. A qualitative case study research design, which included a focus group and individual interviews with four Black male football players from a large Mid-western university, was used to address this research problem.Throughout the research process, the goal was to challenge the research participants to \"think out the box\" and for them to challenge their own understandings of their current state of development.Data analysis indicated: (1) while sport participation does allow these participants to transfer things learned in sport to life off the field, the demands associated with participation in big-time college sport suppresses other non-athletic developmental initiatives, (2) relationships with college coaches and female peers were two of the most important aspects of student-athletes' developmental experiences, (3) racism has limitedthe leadership opportunities of Black male student-athletes, coaches, and administrators, and has led to the unequal treatment and the labeling of Black male student-athletes, and (4) the most effective strategies for change to improve the developmental experiences of Black male sport participants include increasing the presence of Black leaders and support personnel in key positions within the athletic department, providing greater financial assistance, and giving Black males a safe haven for voicing their major developmental concerns.The findings of this study provided insight into the social reproduction theory and critical race theory. 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