Perceptions and Performance of African American Male Student-Athletes at a Historically Black University and a Predominantly White University

Abstract

The current study examined the self-perceptions of African American male student-athletes in regards to academic abilities, athletic role, and ethnicity. More specifically, this investigation explored how academic self-concept, athletic identity, and racial identity are related to the academic performance of 101 African American male student-athletes. In addition, differences in institutional affiliation (i.e., Historically Black University and Predominantly White University) and academic level (i.e., underclassmen and upperclassmen) were examined. The participants were administered four instruments: (a) the Academic Self-Concept (ASCS), (b) the Athletic Identity Measurement Scale (AIMS), (c) the Multidimensional Inventory of Black Identity (MIBI), and (d) the Student-Athlete Questionnaire. Results of this investigation revealed that African American male student-athletes with higher levels of athletic identity had more confidence about their academic abilities and had significantly higher cumulative grade point averages. The more African American male student-athletes identified strongly and exclusively with the athlete role the less likely they were to commitment to an ideology that emphasizes commonalities of all human beings (i.e., humanist). In addition, African American male student-athletes who had higher academic self-concept scores had significantly higher cumulative grade point averages. As for Racial Ideology, African American male student-athletes attending the Predominantly White University reported significantly higher Assimilation, Humanist, Oppressed Minority, and Nationalist subscale scores. Finally, the results for athletic identity showed a three-way interaction among university affiliation, academic level, and sport participation. Given the unique educational experience of African American male student-athletes, it is imperative for academic advisors and other counseling professionals to apply the information obtained from this study to developing policies and designing and implementing programs that enhance these student-athletes' development and learning.