The Enduring Color Line in U.S. Athletics by Krystal Beamon Chris M. Messer

Author:Krystal Beamon, Chris M. Messer [Krystal Beamon, Chris M. Messer]
Language: eng
Format: epub
Tags: Social Science, Ethnic Studies, General, Sociology
ISBN: 9781134756728
Google: Vj0VAgAAQBAJ
Publisher: Routledge
Published: 2013-11-12T05:54:43+00:00

Dilemmas in Collegiate Athletics

Academic Difficulties

Over time, the relationship between sports and education has become less than symbiotic. Universities commercialize their sports programs for revenue, increased visibility, recruitment of students, and increased alumni support. These goals put tremendous pressure to win on student-athletes (Donnor 2005; Upthegrove, Roscigno, and Charles 1999). Due to their ability to raise a university's profile and add to the profitability of athletic programs, exceptional athletes are highly valued by universities. As a result of overrepresentation among Blacks in revenue-generating sports, it has been estimated that Black student-athletes competing for universities have earned more than a quarter of a trillion dollars for their universities over a 40-year period; some argue that this money has been effectively transferred out of the Black community (NCAA 2006b; Salome 2005). The exploitation of student-athletes for their athletic abilities is a possible consequence of revenue-generating expectations placed on universities. The demand for top-quality athletes to elevate team performance and produce revenue may cause universities to neglect their educational responsibilities to the student-athletes. Contradictory pressures are placed on student-athletes in their role as students. There is a clear emphasis placed upon the physical capabilities of student-athletes, and consequently their academic abilities and roles as students are often overlooked and underemphasized (Hawkins 1999; Litsky 2003; Maloney and McCormick 1993; Eitzen 2000, 2003). Sack and Staurowsky (1998) discuss the exploitation of studentathletes, stating, “Universities are far more concerned with exploiting the athletic talent [of student-athletes] than with nurturing academic potential” (p. 104).

Although Black student-athletes graduate at a higher rate than non-athlete Black students, the disparity between White and Black athletes' graduation rates is considerable. In Division I football, White players graduate at a 20 percent higher rate than Black players; in Division I basketball, the gap is widening and is now at 32 percent (Lapchick 2011). Black male student-athletes at Division I-A universities have the lowest graduation rate of all racial, ethnic, and gender classifications (Smith 2004). Ironically, some of the most successful athletic programs in the country have the lowest levels of academic success among Black student-athletes. In a national study, student-athletes reported feeling that athletic departments were more concerned with maintaining their eligibility than promoting the pursuit of a meaningful education (Sailes 1998). It is common for any reference to education by coaches or counselors to be made in terms of eligibility. One athlete from an elite football program said:

…the name of the game is to stay eligible, ya know what I'm saying. I guess in the recruitment process, when a coach or whoever is representing that university is sitting in front of your parents uh, academics is stressed highly. However when you get there, that is not the case.

(Beamon 2008: 356)

Many athletes report that the term “student-athlete” is not descriptive of the demands placed on them. A student-athlete stated:

I mean, they drill on you going to class and making the grade, but that's only because if you don't go to class and make the grade, then you can't be on the field. … Student-athlete, that's not how it is, it's athletic-student.

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