A Phenomenological Study on Improving the Athletic Eligibility and Retention of African American Student-Athletes at Community Colleges

Abstract

Student-athletes experience demanding athletic and academic responsibilities while participating in varsity sports at community colleges. The purpose of this study was to explore the lived experiences of African American student-athletes at Midwest community colleges, specifically exploring the academic challenges and how their athletic eligibility is impacted by academic probation. This research is needed because it helps two-year colleges develop strategies to retain African American student-athletes. The Socio-Ecological Outcomes (SEO) theory guided this research in that it can help community college educators understand the barriers and needs of African American students-athletes. A phenomenological approach was used as a research design to learn about the lived experiences of this population of students. My work with African American student-athletes has motivated me to conduct qualitative research to gauge the “how” and “why” as it relates to student-athletes experience and academic challenges while playing sports at community colleges. The findings revealed that the participants were unsupported in these community college spaces, endured challenges balancing both academics and sports, their athletic status was demoted, and they experienced implicit bias. The study provides implications to support and develop initiatives to improve African American student-athlete’s academic outcomes. The results highlight the importance of new athletic programing and practices by community college leadership.