Perceptions of Black Male Student-Athletes on Predominantly White Campuses
(Photo Credit: sportsillustrated.cnn.com)
In “‘Athleticated’ Versus Educated: A Qualitative Investigation of Campus Perceptions, Recruiting and African American Male Student-Athletes,” C. Keith Harrison (2008) conducted a study to explore students’ narratives about the college recruitment of high-profile Black male high school student-athletes. Harrison had participants to watch a scene about college athletic recruiting from The Program (1994). The research questions posed in this study are as follows: (1) Are the recruiting visit perceptions by students about student-athletes based on stereotypes and athlete biases? (2) How will students respond to images that represent the intercollegiate athletic ritual(s) to sign major recruits in revenue sports (i.e. football and/or basketball)? (3) What type of discussion and dialogue about academics and athletics does the qualitative data (narratives) reveal?
A mixed-method research design was used. 202 students at a highly selective Midwestern university participated in this study. 73.6% of the participants are White, 13.4% Asian, and 9% Black, 3% Hispanic, and 1% identified as “Other.” Visual elicitation was employed to stimulate a discourse between the interviewer and the interviewees. A survey questionnaire was used. Hierarchical content analysis and inductive analysis were employed to analyze open-ended responses to questions posed on the survey questionnaire given to each participant after viewing only one scene from The Program. Participants’ responses emerge from viewing this one scene.
The findings of the study indicated that both Black and White students identified Black male student-athletes in the film to be more athletic or “athleticated” than educated. Both Black and White students viewed the Black male student-athletes on the film as sex objects. For Black participants, two dominant themes were found: “athleticated” and “sex object.” For White participants, four major themes were determined: “athleticated,” “sex object,” “media stereotypes,” and “unrealistic depiction.” The most prominent themes for both Blacks and Whites were “athleticated” and “sex object.”
Harrison (2008) found important gaps in the professional literature about their being limited empirical investigations of the recruiting inventory of the student-athlete and how the general student body views the student-athlete’s recruitment process. Since this study extended knowledge about the two aforementioned gaps in the literature, it helps to give some understanding of them.
Harrison (2008) does not offer the reader an understanding of whether this was each participant’s first time viewing the film, which is crucial to understanding potential influences on their responses to questions posed. One significant weakness of the study is the scholar did not allow the participants to view the entire film, which impacts their ability to properly contextualize the scene the study engaged. The study does not offer specific details about the responses Hispanic, Asian, and “Other” participants divulged.
Future research needs to resolve how the views of the recruitment of Black male student-athletes of the general student population impact their educational experiences at predominantly white higher education institutions. Additionally, future research should be devoted to understanding how the perceptions of the recruitment of Black male student-athletes impact their interactions with faculty at predominantly white higher education institutions. Finally, future research needs to replicate this study and allow students to watch the entire film and then ask them questions about the particular scene used by this study.
Reference
Harrison, C.K. (2008). “Athleticated” versus educated: A qualitative investigation of campus perceptions, recruiting and African American male student-athletes. Challenge: A Journal of Research on African American Men, 14(1), 39-60.
Antonio Maurice Daniels
University of Wisconsin-Madison
Professional Athletes Are Worthy of Their Pay
Although many people think professional athletes make too much money, they deserve the money they earn. Professional athletes provide professional team owners with the highest quality talent and skills available in the world for the positions they fill. When you’re hiring the best available people in the world for the positions you have, those individuals are worthy of earning lucrative salaries. Professional sports team owners are multi-billionaires who make billions more off of the athletes they employ. Unfortunately, the significant income disparities between professional athletes and professional team owners are overlooked. Many people see athletes making millions and fail to realize the owners are raking in billions by giving what’s pocket change to them to the athletes responsible for their continual prosperity. Yes, many professional athletes are rich, especially baseball, basketball, and football players. In comparison to money their team owners receive, these professional athletes are making minimum wages or less.
Deeply underlying many people’s arguments against professional athletes earning the lucrative salaries they collect is a racist critique of the perceived realities of the professional sports economy. One of those racist critiques of the perceived realities of the professional sports economy is it’s leading to too many black male millionaires. While black men are becoming millionaires in the professional sports economy, it does not compare to the way white men become millionaires in the larger national economy. Many racists contend that the professional sports economy threatens to upset white economic dominance. This is such a ridiculous racist postmodern anxiety. The number of black males receiving million dollar salaries in the professional sports economy is analogous to throwing pebbles in a pond—the number is insignificant in comparison to the number of whites who are millionaires. Many racists are simply uncomfortable with seeing a black millionaire, especially a black male millionaire. They try to camouflage their racial hatred for black people by asserting that making millions for playing sports is unjustified.
Last month, Lebron James defended the many millions he makes as a professional basketball player. Although he’s right in explaining why he deserves to be paid such a significant amount of money, it’s time to expose the racism, prejudice and unsubstantiated arguments offered by many who question the legitimacy of professional athletes earning multi-million dollar salaries. One has to wonder would this be such a highly discussed topic if there weren’t a conspicuous number of black men getting multi-million dollar salaries to play professional sports.
Professional athletes have elected to devote themselves to careers in sports and their career choices should be respected as you desire to have your career choices respected.
Do you believe professional athletes make too much money? Why or why not?
Antonio Maurice Daniels
University of Wisconsin-Madison
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Define Yourself, Redefine the World: A Guided Journal for Black Boys and Men: A Review
Define Yourself, Redefine the World: A Guided Journal for Black Boys and Men (2012), penned by Brandon Frame of The Black Man Can, is a powerful journal specifically designed for Black boys and men to engage in critical thought and reflection. In the 284 pages of the journal, Black boys and men have an opportunity to create a vision and plan for ameliorating their own lives in their own language. Never has there been a personal journal produced solely for Black boys and men. Through this journal, they are provided with space to express their thoughts on a range of issues and respond to essential questions. Powerful quotations from accomplished Black men have been carefully selected and masterfully deployed by Brandon Frame to inspire critical thought.
An extensive body of empirical research has evinced that Black male students throughout the educational pipeline academically underperform all students. In the face of this reality, tools must be available to militate against the factors that contribute to Black male academic underachievement. Define Yourself, Redefine the World: A Guided Journal for Black Boys and Men is one of those innovative and valuable resources we need to help Black boys and men to progress academically, professionally, socially and personally. The issues and questions they will confront in the journal offer them opportunities to face what they must do to make a significant change in their lives.
Too many Black boys and men are allowed to read and internalize negative narratives about themselves—primarily verbal and written narratives from Whites who do not wish them well. Harper (2009) contends that Black males must have the opportunity to tell their own narratives in their own voices to offer meaningful and necessary counternarratives to the dominant extant narratives about them—the dominant narratives about them are mostly untrue, demeaning, and racist. Through this journal, Frame empowers Black males with opportunities to write their counternarratives.
A growing body of professional literature demonstrates that mentoring Black male students leads to higher academic achievement and motivation. Frame’s journal equips those who mentor with a resource that can be used to aid them in the process of transforming the lives of Black male students. For those who mentor Black men, it gives them a tool to facilitate proper guidance and support.
Black fathers and sons now have a serious means through which to share and learn from one another. I envision this journal helping to form Black male virtual and non-virtual communities and spaces where important ideas, challenges, problems, and solutions are discussed, shared, envisaged and implemented. Additionally, I can see multifarious conferences and think tanks developing from those who read and use this journal.
I highly recommend this journal. It can be purchased here: Purchase the Journal Here. For only $15.00, you could save your own life and/or the life of a Black boy or man by buying this journal.
Antonio Maurice Daniels
University of Wisconsin-Madison
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Antwone Fisher (2002) and Black Male Mentorship
Image courtesy of tvlistings.zap2it.com
Antwone Fisher (2002) offers one powerful example of how effective Black male mentorship looks in praxis. This film marks the debut of Denzel Washington as a director. Washington also stars in the film as psychiatrist Dr. Jerome Davenport. Derek Luke (Antwone “Fish” Fisher) begins his Hollywood debut in this film. The inspiration for the film emerges from the true story of Antwone Fisher (the screenwriter) and is based on his autobiographical work Finding Fish. The film is produced by Denzel Washington, Nancy Paloian and Todd Black.
The story centers on Antwone “Fish” Fisher (Derek Luke), a young man in the Navy with a deeply complex and troubling past. His father was murdered before he was born and his mother was incarcerated soon after his father’s death. Fish’s teenage mother, Eva Mae Fisher (Viola Davis), gave birth to him while she was incarcerated. While she was in jail, Antwone was put in an orphanage until his mother was released. Unfortunately, she never claimed him when she was released from jail and he was placed in foster care at the age of two. His foster parents, who claimed to be Christians, were Mr. and Mrs. Tate (Ellis Williams and Novella Nelson). Mrs. Tate’s claim to be a Christian was exposed by her many years of mental and physical abuse of Fisher until he departed from her home at 14 years old. Antwone also experienced sexual abuse and molestation by an African American woman who Mrs. Tate left him in her care when she had to leave for work. Mr. Tate is oddly absent from the home while all of the dominant action takes place. Presumably, he’s out working long hours. Antwone leaves his foster home in search of freedom from mental, physical and sexual abuse.
Fish lives on the street for a few years before he resolves to join the United States Navy to chart a new course in his life. As is understandable, his turbulent childhood causes him to struggle with an unbecoming temper. He gets into fights with a few sailors and is demoted, fined and restricted to the ship for 45 days. As a part of his punishment, his commanding officer mandates that he receives physiatrist treatment from Dr. Jerome Davenport (Denzel Washington). Through Dr. Davenport’s work with Fisher, he’s able to achieve success and liberation from his oppressive past, and is able to enjoy a relationship with a woman—despite how his childhood sexual abuse and molestation complicate having a relationship with a woman and her touch.
Dr. Davenport is depicted as a strong leader, smart, disciplined, and compassionate. He’s willing to move from just doing his professional work to using that professional work for charitable service. Davenport sees a need in ameliorating the life of this young brother who is vexed by his childhood. While it may be easy for some people who have never had similar childhood experiences as Fisher to say he simply needed to get over his past, it’s far more complicated than that and this type of thinking lacks sophistication and compassion.
We need more black men to assume a real life mentorship role as Dr. Davenport does in the film. Davenport did not have to go beyond his professional sessions with Fisher, but he understood his linked fate to Antwone. He understood that when young black men like Fish are struggling, he’s struggling too. Dr. Davenport reflects a potent sense of community and he uses mentorship as a vehicle for promoting community improvement.
Although the film ends with your typical happy ending, its exploration of the life of Antwone Fisher brings to the national scene many of the experiences young black males confront. Unfortunately, many young black males resort to negative means of coping with these experiences. Too many black men are neglecting an opportunity to improve the plight of underprivileged young black males.
Dr. Davenport was instrumental in helping Fisher to become a reflective thinker and learner. He taught Fisher how to think about his past experiences in empowering ways rather than in depressing ways. Although Dr. Davenport is a psychiatrist, black men don’t need to be one to have an auspicious impact on the behavior and educational experiences of black males. It was not so much Davenport’s educational background that enabled him to instigate a change in the life of Fisher; it was more about his will to answer the call of leadership and responsibility of mentorship. Asa Grant Hillard, III always reminded black people about the importance of having the will to make change happen, and how vital having this will is to ameliorating black male academic achievement.
When one situates Fisher’s entrance into the Navy in our present moment, he would be required to complete his high school diploma. Joining the Navy in any period in American history promotes learning and positive progression. While we certainly want to increase the number of African American men who enroll in higher education institutions, there are other successful paths for them to select, which, of course, include military service. What’s important is for more black males to be redirected from being ravished by nihilism to paths of advancement, which learning—both formal and informal—must be central to those paths.
More committed African-American male mentors, such as Dr. Davenport, can aid in more black males moving from embracing nihilism and replacing it with achievement. Antwone Fisher provides one valuable example of positive and effective black male mentorship and the redeeming value of mentorship at its best.
Antonio Maurice Daniels
University of Wisconsin-Madison
You Cannot Lead Anyone When You Need to Be Led
While there is a need for more non-profit organizations, everyone is not qualified to start and lead a non-profit organization. Too many people are talking about starting a non-profit organization for the wrong reasons. The people who are talking about forming non-profit organizations for the wrong reasons need to be led. They don’t need to be presiding over anyone. Some of the erroneous reasons people are talking about developing non-profit organizations are as follows: (1) simply because they are unemployed; (2) they are using discourse about starting a non-profit organization for self-aggrandizement; (3) starting a non-profit organization is the only thing they can think of to do; and (4) they need something to boost their self-esteem and this augmenting of their self-esteem has nothing to do with helping the people the organization is supposed to be founded to serve.
You have to have some qualifications, experience, skills, and accomplishments to lead people. Traditional qualifications, experience, skills, and accomplishments are not always requisite to being able to lead people effectively, but your qualifications, experience, skills, and accomplishments must be genuine. You cannot be an effective leader of an organization by just randomly thinking you are qualified to be a leader of an organization. Leading, starting, and managing an effective non-profit organization is not easy. In fact, it’s quite challenging. If you don’t have a true love for helping people, then don’t talk about starting a non-profit organization. Starting an effective non-profit organization is not something you can just jump up and do. It’s also deeply offensive to the strenuous and thorough work that leaders of effective non-profit organizations do to pretend like you are serious about starting a non-profit organization when you know that you are going to do it.
For those Black men who don’t have a true commitment to launching non-profit ventures that focus on mentoring young Black males, don’t play with the serious need of mentoring young Black males simply for the vain purposes you are toying with starting a non-profit undertaking supposedly for them. The need to ameliorate the lives of disadvantaged Black males is far too important for people to be playing around with. For those who are attention hungry and simply see talking about starting a non-profit organization for Black males or youth in general, you need to understand that our children are too precious and important for you to attempt to use them for your own selfish gains.
We all need good people in our lives to provide us with support. Many authentic leaders are among us. It is vital, however, for those who are not leaders to understand that they are not leaders. You know when you are not a leader and you know when you’re not willing to lead or don’t have what it takes to lead. Everyone was not created to be a leader—face it! Just as we need leaders to be great leaders, we need followers to be great followers. The work of great leaders is significantly buttressed when they are able to benefit from great followers.
When you find yourself experiencing daily bouts with self-doubt and self-pity, the harsh reality is you are not ready and fit to lead. There’s nothing wrong with knowing when you need to be led and when you are not ready and/or capable of leading. It’s always critical for human beings to seek and embrace the truth, for this is the essence of what “being real” is. Sorry to break the much needed news to you, but you don’t become a leader just by calling yourself one and pretending like you are one.
Antonio Maurice Daniels
University of Wisconsin-Madison
The Key to Black Male Academic Success: Mentorship
A significant body of empirical research has demonstrated that Black male students academically underperform all students throughout the educational pipeline (Hawkins, 2010; Jackson, 2003). One has to wonder how this can be a reality when there are so many successful Black men in America. Unfortunately, many Black men are not taking Black male academic underachievement as serious as they need to take it. Imagine if White male students academically lagged behind all students throughout the educational pipeline—it would be declared a national emergency. Why will we not declare Black male academic underachievement in the Black community to be a national emergency? Do Black people not really care about Black male academic underachievement? Of course, we do! The challenge for members in the Black community is to resolve the best way to lead a coordinated national effort to begin to tackle this critical problem. This article contends that mentorship is crucial to dramatically ameliorating Black male academic achievement.
Mentorship is the most immediate, practical, and effective tool that we have in the Black community to tremendously improve Black male academic achievement. Yes, there are many important factors that contribute to the national academic underachievement of Black males, but we, Black men, have the power to address this problem ourselves. We cannot depend on others outside of the Black community to educate our children—we have to do it ourselves!
When we are discussing community development and building, we need to include improving Black male academic achievement as a part of this conversation. Community organizers need to organize Black men and women around helping Black male students to experience higher academic achievement. Those discourses about Black male students do not have to be inundated with examples about Black male students who are academically underperforming. Harper (2005) offers us an opportunity to focus on those factors that contribute to high-achieving Black male students. Instead of us always concentrating on what is not working for Black male students, let’s start devoting more of our attention to what is working for Black male students who are experiencing academic success. Harper’s study provides us with critical insights into what factors have enabled high-achieving Black male students to be academically successful.
Discourses about Black male students that only involve the negative dimensions about them ultimately lead to them being viewed as “problems.” When one perceives Black males as “problems,” he or she reifies them. Black male students are human beings—don’t treat them like objects. Let’s work to engender the factors that have contributed to the academic success of the Black male students that Harper’s (2005) work promulgates.
I mentor 50 students across the United States, mostly Black males. For most of them, I only need to send them an email, text, or call them once a month just to make sure that everything is going okay. They may ask me for advice about certain problems they are confronting, to look over a paper for them, pen a recommendation, and/or etc. This does not take much of my time. Some of my mentees, however, consume much more of my time and this is quite fine. I may have to tutor them weekly, heavily critique their papers often, give them lengthy advice frequently, and/or etc. Now, I’m just one person and I’m mentoring 50 students. If I could only get every capable Black man to mentor just one Black male, then we would not have to witness so many of our Black males dropping out of school, experiencing academic failure, and/or being incarcerated or put in juvenile detention centers.
At “The Think Tank for African American Progress” in 2008, a scholarly national conference held in Memphis, Tennessee, I served as a panelist and presenter of a scholarly paper about ameliorating Black male academic achievement. As both a panelist and scholarly paper presenter, I posited that one of the most important reasons why Black male academic achievement is not being improved is we don’t have enough Black people evincing the will to aid with bolstering their academic achievement. At first, many people at the conference thought my argument about not enough people in the Black people having the will to assist Black male students with improving their academic performances was too simplistic. However, as they begin to offer their solutions and positions about Black male academic achievement, they were able to see that everything they were saying came back to my argument about the importance of having more people exhibiting the will to augment Black male academic achievement.
We don’t have to wait for a government program to help Black male students to ameliorate their academic achievement. Capable Black men need to start mentoring Black male students so that they can be on a path for academic success. Even if mentoring a Black male student does not amplify his academic achievement, you will have given him a true chance to improve his academic performance. You probably will help in many other ways. The key thing is to act. Act now!
References
Harper, S.R. (2005). Leading the way: Inside the experiences of high-achieving African American students. About Campus, 10(1), 8-15.
Hawkins, B. (2010). The new plantation: Black athletes, college sports, and predominantly White NCAA institutions. New York: Palgrave MacMillan.
Jackson, J.F.L. (2003). Toward administrative diversity: An analysis of the African-American male educational pipeline. The Journal of Men’s Studies, 12(1), 43-60.
Antonio Maurice Daniels
University of Wisconsin-Madison
