graduation rates of the black male athletes and theoretical explanations for these gaps

graduation rates of the black male athletes and theoretical explanations for these gaps

The African American male athletes encounter numerous different experiences which usually leave them overwhelmed, thereby challenging them in both academic and social manner.  For many years, the unilateral academic progress of the sports athletes has raised many questions concerning the discrepancies in black male graduation at the institutions. Numerous gaps identified in NCCA and federal graduation rates on the male athletes based on sport participation.  The exploratory research explains the degree to which the graduation rates reduce drastically at the state flagship institutions. NCCA student-athlete graduation rate involves the evaluation and comparison of the general standard of the student body. Therefore more emphasis is put on the graduation rates of the black male athletes and theoretical explanations for these gaps are illustrated as follows.

Black males have been examined, and the report shows that they socialize to have valued academics less as compared to sports at a younger age which later changes their attitude towards sports at the higher learning stage. There are disparities in the academic preparation of Black and White student-athletes. Specifically, Blacks were recruited from less prestigious high schools with insufficient resources, which likely underprepared them for the rigours of college, thereby losing interest. The necessary resources should, therefore, be dedicated to improving the performance of the black male athlete. The room for improvement is always mandated in every program in academic measures which are undertaken.

Secondly, the institutions which prioritize sports tends to use most of their resources in the athletes’ departments with the primary purpose of recruiting black male athletes from high schools. The black athletes admitted at these colleges may have come from schools with poor records academically and might not get necessary academic support when they enter such universities. The transition reduces the rate of the black male graduates in such learning institutions which are also affected further by the stereotype the black male athletes have more athlete prowess as compared to the academic abilities.

Student-athletes are not counted among the university graduates because of the transfer to other institutions to play in professional games. They usually leave early for those colleges or universities and stay there for long; hence they do not come on time for the completion of their degree programmes they had started in the previous institutions. They are therefore dismissed from learning even though they do complete their athlete eligibility and make some progress in their talents. The black male athletes are thereafter left with little hopes on graduating after six years have elapsed, and the situation forces them to depart from schooling because of social or personal reasons.

The diminishing graduation rates can also be determined by the fact that most of the athlete students who get scholarships to other institutions abroad. The transfer leads increases the period a student should take in a higher learning institution hence affects the graduation rate for a particular year. Such students will not count towards the number of graduates whether they will graduate or not due to their scholarship status and the time stipulated for his cohorts have expired. In the effort to mitigate, scholarship should be awarded only to those who are going to pursue a degree. I believe universities mostly exist with the primary purpose of educating people. Still, if the male athlete has got no interest in obtaining such education, then the athlete should be supported in achieving the athletic dream.

The professional ranks of the male athlete students bear some reasons for the reduced graduation rate. The increase in the more lucrative contacts or competitions tends to lure athletes out of the colleges and universities before completion of the degree course. The lottery rewards they get from such contracts make them feel relaxed because they can satisfy their basic needs and wants. The NCAA, therefore, proposes that a directive should be issued to ensure that the male university athletes complete their degree courses before moving on to join professional ranks. The distance learning programmes should also be put in place to ensure that the players are involved in the combination of the online studies on the courses and even combinations of the degree courses to enhance the delivery of the corresponding program in other universities. The athlete should also be advised on the risks which are associated with leaving the University Early for becoming a professional player.

Furthermore, student-athletes always face demands on their time frame on their unusual activities. Some institutions also admit the male athletes who are not qualified for some academic programmes, which makes them have complexities while learning hence unable to complete their degree courses. It is therefore essential for the universities to admit the male athletes who qualify academically and have the intentions of graduating. The athletes should also be provided with the conducive environment, which can encourage learning and tutoring services. The classroom attendance should also be monitored and the assessment of their performance progress; provision of the encouragement and the support for the athletes as outlined by NCAA rules.

As in the case of many students, male student-athletes might find it challenging to fit in their classes, doing their homework assignments and internships into their university lives. They may also face additional activities like regular practice and team commitments as they try to meet their academic goals towards graduation. The students must also contend with the rules of the NCAA for their eligibility for their sports. Student-athletes also have the responsibility of competing in both class and field. Balancing the two activities becomes difficult for the student; hence a student may end up putting more effort into the ground, thereby affecting the academic performance leading to failure in achieving degree awards.

Arguably, many people present their opinions regarding how male athletes in college are catered to in various ways. It is with no reasonable doubt that services are readily available for the athlete students who are not rendered to other black students, for example, academic advisers and computer labs which are private for their extensive research. But due to stress and more demands, the athletes still finds it impossible to graduate within a stipulated timeframe.

Academic conflicts bring contention on the daily life activities of the black male student-athlete. Conflicts with regards to scheduling for sports and education always occur among them, thereby making them miss certain classes. An athlete student may be forced to delay his degree program for at least one year to fit in the class offered twice a year. The conflicts in scheduling may also deter a student-athlete from educational experience and explorations or in the identification of the relevant curriculum paths. The athletes also have got the potential of failing in school work. NCAA has, therefore, made an establishment on the maximum number of duration for participation in sports in a week. However, the obligations of the teams must also be met, for example, moving away from the college, which brings time conflict between sports and academics.

Another factor affecting the student-athletes in achieving their academic needs is health conflicts. Several students always experience challenges with their health at a given point in their university careers. Health complications vary from stress to chronic illness, as most athletes experience poor health conditions as eneral disease and allergies have been reported by most of the male black athlete students. They may experience fatigue and injuries as a result of trying to be more competitive. The illness might see the athlete for treatment or rehabilitation, thereby consuming time the athlete would have spent in academic activities. The problem can affect the athlete in many ways as the injury may be seasonal or forever; which can causes depression, anger and frustration. The conditions may drive away focus for studying or reduced motivation to attend lessons leading to academic problems.

To conclude, NCAA consistently strives for academics integrity and the black male athletes’ participation in sports. Therefore the NCAA upholds research on the concerned areas like academics and the cost involved in the athletic programs. The incorporations of the regulations which aims at aiding the male athlete student to a professional career. The NCAA puts more emphasis on improving academic success through increasing the eligibility requirement and increases the rates of graduation for the black male athlete population.

Southall, Richard M. “NCAA Graduation Rates.” Journal of Intercollegiate Sport 7.2 (2014): 120-133.

Harper, Shaun R., Collin D. Williams, and Horatio W. Blackman. “Black male student-athletes and racial inequities in NCAA Division I college sports.” Center for the Study of Race & Equity in Education 41 (2013).