NCAA

Why Arkansas Lost to Auburn in the Second Half in Week One
Arkansas Razorback Football 2014

(Photo Credit: Bleacher Report)

Although several of the Arkansas coaches, including offensive coordinator Jim Chaney, got stuck in the elevator during the entire halftime period and didn’t have a chance to meet with the players, it was the failure of Jim Chaney to stay committed to the running game that resulted in Arkansas losing in the second half of the game.  Chaney had to send text messages with his instructions for players to the coaches who were present with them during halftime.  As a coach, I understand how important it is to be physically present with your team during halftime, considering you have a chance to make key adjustments.  Chaney foolishly decided to abandon the power running game, featuring Arkansas’ huge offensive line, and a power running game that Auburn couldn’t handle in the first half, for a greater focus on passing.  While Arkansas quarterback Brandon Allen had a good game, the strength of the team lies in its great stable of running backs, led by Jonathan Williams, Alex Collins and Korliss Marshall.

Arkansas has one of the biggest and most athletic offensive lines in the nation.  For Jim Chaney to fail to remain committed to the running game in the second half defies all logic.  Yes, Arkansas did run the ball in the second half, but passing the ball so much in the second half resulted in Arkansas not being able to wear down the Auburn defense as it did in the first half.  When Jim Chaney decides to neglect the power running game, which made Arkansas head coach Bret Bielema one of the winningest active coaches and such a success at Wisconsin, Bielema must step in and refocus Chaney on the running game.

Without question, Arkansas is a much improved team than last year, and the team is going to surprise some teams this year.  Arkansas’ coaches, however, must stay true to who the team is, a power running football team; a team designed to play physical on both sides of the ball.  The NCAA has determined that Arkansas has the toughest schedule in the country.  It will, therefore, be essential for the Arkansas coaching staff to make wise decisions throughout this season.  Arkansas has some really great coaches, including Bret Bielema and Randy Shannon, and those coaches will need to evince their great coaching prowess this season to maximize the team’s success and make it to a bowl game.

Dr. Antonio Maurice Daniels

University of Wisconsin-Madison

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Examining Self-perceptions and Behaviors of Successful Black Male College Student-Athletes

Black Male College Student Athletes(Photo Credit: Black Entertainment Television)

In “Diamonds in the Rough: Examining a Case of Successful Black Male Student Athletes in College Sport,” Bimper, Jr., Harrison, Jr. and Clark (2012) investigated the self-perceptions and behaviors that enabled 7 Black male student-athletes to experience academic and athletic success.  A case study was used as the research method, and Critical Race Theory (CRT) was employed as the theoretical framework.  From the findings in the study, the researchers concluded that helping Black male college student-athletes to evolve positive identities as student-athletes and the ability to experience rewarding academic achievement are crucial to their academic success.  The findings of this study revolved around three core themes: complex identities, community, and liberation.

Bimper, Jr. et al. (2012) express that Black male student-athletes are being recruited to predominantly White institutions (PWIs) for their athletic abilities, but many of these student-athletes are experiencing tremendous difficulty with meeting their academic challenges.  They note that recent graduation reports promulgated by the National Collegiate Athletic Association (NCAA) about 70 bowl-bound NCAA Division I football teams and NCAA Division I tournament-bound basketball teams reveal that the graduation rate of Black male student-athletes is significantly lower than their White counterparts.  In conducting this study, the authors explain that they want to improve knowledge about the distinctive experiences of Black male student-athletes who have been both academically and athletically successful in high-profile revenue-generations sports at PWIs of higher education.  The researchers also disclose that they concentrate their research on “the role in which race unfolds in the experiences and identity of Black male student athletes in this collegiate setting” (p. 108-109).  They assert that great differences in academic achievement between Black male student-athletes and their White counterparts indicate that issues associated with culture, identity, and social relationships could be important to the academic achievement of student-athletes.

Moreover, Bimper, Jr. et al. (2012) explain how pernicious racial stereotypes lead to decreases in Black male college student-athletes’ academic achievement.  Although all student-athletes have to combat “the dumb jock” stereotype, this stereotype becomes even more problematic for Black male student-athletes, considering they academically underperform all of their peers.  The researchers inform the reader that Black male student-athletes have to fight serious pressure to construct a strong athletic identity before they are given the proper space to develop a constructive academic identity.  The authors discussed how Black male student-athletes who participate in high-profile sports experience a level of alienation far greater than that of the general Black student population.

The lead researcher in this study is a Black male and former student-athlete who participated in multiple revenue-generating college sports.  The lead researcher also has experience working with diverse student-athletes.  To ensure trustworthiness, the lead researcher maintained “transparent memos and notes throughout the data collection and analysis, member checked data transcriptions, and collaborated in a peer review process to check biases and discern the accuracy of findings” (Bimper, Jr., et al., 2012, p. 112).

The participants in this study are 7 Black male student-athletes who attend a southwestern PWI on a full athletic scholarship.  The classification of these student-athletes range from sophomore to graduate student: 1 sophomore, 3 juniors, 2 seniors, and 1 graduate student.  The graduate student finished his undergraduate degree in 3 years and had completed work toward a master’s degree when the study was conducted.  Only one of the participants came from a two-parent home.  All of these Black male student-athletes came from low-income homes, and they all attended public K-12 schools prior to enrolling in college.  A purposeful sampling strategy was employed to recruit them for this study.  Specifically, criterion sampling was used to recruit them.  Bimper, Jr. and colleagues (2012) make clear that the reason why Black male college student-athletes at PWIs were sought after is these institutions have proved in the professional literature to be sites where Black male student-athletes experience the lowest academic achievement.  To be selected to participate in this study, the student-athlete would have to have made valuable athletic contributions to the team and be first or second on the depth chart.  Additionally, the student-athlete had to have at least a 3.0 GPA or received some academic award by the institution, NCAA or the athletic department.

The main method of data collection was semi-structured individual and focus group interviews.  The initial questions asked during the individual and focus group interviews are as follows: “(a) ‘Will you describe your experience as a student athlete at your university?’ (b) ‘How have your experiences as a student athlete influenced your perception of self?’ (c) ‘What do you think contributes to your success as a student athlete?’” (Bimper, Jr., 2012, p. 114).

As mentioned previously, three dominant themes emerged from the data collected: complex identities, community and liberation.  The dominant finding that pertains to the complex identities theme is the student-athletes contended that their identity as Black male student-athletes played an instrumental role in their lives, and they provided a counter-narrative to the prevalent thought of them being only athletes.  All participants were proud to identify themselves as being Black and were conscious of their peers and instructors’ perceptions of their racial identity.  Most of the student-athletes posited that toxic stereotypes about being Black and being an athlete are concatenated.  All participants articulated that Black male student-athletes have to confront challenges associated with their athletic and racial identity.

The community theme refers to the participants communicating their ability to “engage a supportive community” that is critical to their academic and athletic success.  One of the participants explained that too many of his teammates attempt to perform well academically on their own, but they struggle mightily.  For this participant, he did not find the language of the recruiters that he would be coming to a “family” environment to be true.  These student-athletes contend that it was their ability to find a supportive community within the institution and use the available resources offered by the institution and athletic department, especially the academic center in the athletic department, that greatly contributed to their academic success.  Some participants felt that the athletic department created a culture where they expected their student-athletes to graduate, but others believed that there was not a true commitment to their degree completion.  All, save one, participants were linked with tutors to work with outside of the athletic department.  The student-athletes found that networking was essential to their academic success, especially networking with Black professors on campus.  In their opinion, one of the fundamental reasons why many Black male student-athletes struggle academically is they fail to network with others on campus, especially Black professors.  These student-athletes communicated that they were able to overcome the pre-college expectations for them to come to college to simply try to become professional athletes.

Moreover, the theme of liberation that surfaced throughout the study refers to the participants becoming “self-empowered through education” (Bimper, Jr., 2012, p. 122).  The participants believe that it’s more important for them to be successful academically than athletically.  It is there hope that they can change perceptions about Black male student-athletes’ intellect by excelling academically.  They were deeply bothered about the negative perceptions on campus about their intellectual capabilities as student-athletes, especially as Black male student-athletes.

One disappointing aspect of this study is it does not offer any understanding of the academic preparation the student-athletes had prior to coming to college.  This study did not provide any understanding about where the participants’ strong self-determination emerged, and what helped them to not fall prey to simply coming to college to try to become professional athletes.  While this study has great potential for helping scholars to understand how to ameliorate the academic achievement of Black male student-athletes at PWIs, its failure to give insights into the pre-college academic and social preparation of the participants leaves many issues and questions unresolved.  Although it does explain that all of the student-athletes come from low-income homes, the reader is left without any understanding of how well the students performed academically in their K-12 experience.  It would have been helpful to learn more about their pre-college social lives and experiences.  Simply learning that the student-athletes come from low-income homes is not sufficient enough to provide essential background information about the pre-college factors that facilitate and militate against their college academic achievement.

The Black male student-athletes provided valuable insights about how important networking, especially with Black professors, was to their academic success.  It would have been helpful to learn specifically what those Black professors provided for them.  Future research should devote critical attention to how networking can aid in the academic success of Black male student-athletes and what can be done to mitigate barriers to Black male student-athletes being able to engage in networking.  Scholars need to investigate why many Black male student-athletes are not currently engaging in networking on-campus and off-campus.  The study offers promising insights about how academic support centers in athletic departments should adopt a culturally relevant pedagogical framework.  The study does not, however, give specific recommendations for accomplishing this.  Future research should provide specific recommendations for establishing a culturally relevant pedagogical framework in academic support centers in athletic departments, and examine the specific academic and social outcomes that result from implementing a culturally relevant pedagogical framework in these academic support centers in athletic departments.

Reference

Bimper, Jr. A.Y., Harrison, Jr., L., & Clark, L. (2012). Diamonds in the rough: Examining a case of successful Black male student athletes in college sport. Journal of Black Psychology, 39(2), 107-130.

Antonio Maurice Daniels

University of Wisconsin-Madison 

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Reduce the NCAA’s Power

Northern Iowa v Michigan State

(Photo by Dilip Vishwanat/Getty Images)

The National Collegiate Athletic Association (NCAA) functions as a cartel.  One of the most significant ways to check the powers of the NCAA is to form a body of composed university presidents from each conference and division, former college student-athletes, and professional coaches to vote to approve, modify, and/or reject rules and decisions rendered by the NCAA.  Essentially, this new body would have line-item veto power over the NCAA.  For rules and decisions of the NCAA to be vetoed, this new body would have to arrive at a two-thirds majority agreement.  By creating this new governing body, the NCAA’s current absolute power would be eliminated.  Although this is not a panacea to the problems in intercollegiate athletics, it does provide critical oversight for the NCAA.

A governing body with real oversight powers over the NCAA is needed.  When the NCAA recently evinced that it cannot abide by its own rules during the investigation of the University of Miami, no substantive consequences ensued.  The reason why no consequences followed for the organization is there’s no oversight body in place to address the NCAA.

The NCAA constantly produces rules and decisions that aren’t beneficial to student-athletes and the schools they attend.  Although the NCAA markets itself as a zealous advocate for student-athletes, the organization’s marketing is completely phony.  If the NCAA was serious about being an advocate for student-athletes, then it would supply student-athletes with all the resources they need to be successful academically and would allow student-athletes to receive stipends.

Higher education administrators, students, student-athletes, fans, alumni, and policymakers must federate to call for an oversight body for the NCAA.  An oversight body for the NCAA would help to improve phenomena in intercollegiate athletics and significantly benefit student-athletes and the schools they attend.

If you care about student-athletes and reforming intercollegiate athletics, then you will join the effort to institute a new oversight body for the NCAA.

Antonio Maurice Daniels

University of Wisconsin-Madison

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Perceptions of Black Male Student-Athletes on Predominantly White Campuses

Black Athlete

(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

Cam Newton Will Inevitably Return the Heisman Trophy

Auburn University quarterback Cameron Newton has had unquestionably one of the most phenomenal seasons in college football history. Without a doubt, Cam Newton has been the best player on the field this year. Unfortunately, the Heisman Trophy is about more than just being the best player on the field. You also have to demonstrate integrity off the field. Cam simply has not evinced integrity off the field. The NCAA has stated that Cecil Newton, Cam’s father, was found guilty of seeking out money in exchange for Cam’s signing with the team willing to offer the most money. He wanted this money to go into his pocket—not for his son’s education. Cam has repeatedly denied knowing that his father was seeking money in exchange for his attendance at the institution willing to give the most money. Please! He has repeatedly expressed how close he is with his father. Cam said that he was not disappointed with what his father did. What? Are you kidding me? The Heisman Trophy Trust still gave Cameron Newton the Heisman Trophy.

The Heisman Trophy Trust should have given the Heisman Trophy to another student-athlete who would have represented it with decency and integrity. Because of the evidence against Cam and more evidence potentially coming forth, the Heisman Trophy Trust should have learned from the Reggie Bush example that Cam should not be awarded the trophy. With all of the attention on Cam, the evidence that links him to knowledge about his father seeking money from schools on his behalf will come forth and other evidence too. Cam will be declared ineligible!

As a serious supporter of Black male college student-athletes, I would have loved to cherish the moment of him winning the Heisman Trophy, but I am not able to do this. The NCAA should have declared Cam ineligible to play and forfeited all of Auburn’s games this season. I have a history of supporting Black male college student-athletes, and have devoted my life to ameliorating the educational experiences and outcomes of Black male student-athletes. I cannot support Cam’s dishonesty and his off the field actions that dishonor the prestige and integrity of the Heisman Trophy. While people, including my mother, love Cam’s disarming smile and his consistent references to God, I can only wish that his smile and references to God would have been thought of when he was off the field engaging in all kinds of illegal actions.

Cecil Newton, you should be ashamed of yourself! You are supposed to be a man of God. You were not an example for your son.

The Heisman Trophy Trust needs to reform its eligibility rules for a student-athlete to be considered for the Heisman Trophy. The Heisman Trophy Trust cannot simply depend on rulings from the NCAA. With Cam Newton receiving the Heisman trophy on yesterday, the honor and prestige that the trophy symbolizes has been significantly diminished. Cam get ready to return the Heisman Trophy in the days to come!

Antonio Maurice Daniels

University of Wisconsin-Madison