Mi Segundo Hogar: Discerning the College Choice Process of Latinx Student Athletes Using College-Conocimiento Framework

• In Event: El Juego de la Vida: Understanding Latinx College Athletes in the NCAA

Abstract

Purpose:
The pursuit of a college education for Latinx students can be a complex, demanding, and non-linear process (Solórzano et al., 2013; Acevedo-Gil, 2017). This is especially true for first generation limited income background Latinx students (Nuñez & Cuccaro-Alamin, 1998; Muñoz & Rincon 2015) who are often subject to deficit narratives about their ability to successfully attend college (Gibson & Hidalgo, 2009). This qualitative study contributes to research the college choice process of Latinx student athletes at two Division II institutions.

Conceptual Framework:
Anzaldua’s (2002) theory of conocimiento and Acevedo-Gil’s (2017) college-conocimiento framework guide this study. College conocimiento is the reflexive wisdom and knowledge that Latinx students gain and leverage during their college choice process. The college-conocimiento framework highlights the nonlinear college choices and centers the intersectional experiences of Latinx students (p.830), which parallels the lived experiences of college student athletes. For this study, the researcher adapts the college-conocimiento framework to examine and highlight the college choice process of Latinx college athletes as well as all the influencers who played a role in their preparation to attend college.

Research Design:
Constructivist grounded theory methodology (Charmaz, 2006) guided this qualitative inquiry. Seven Latinx college athletes in good academic standing at two four-year, private, liberal arts, NCAA Division II institutions in the Northeastern region of the U.S. participated in this study. Data were collected through two one-on-one, semi-structured interviews. The open-ended questions invited participants to share their intersectional pre- and during college experiences that influenced their racial-ethnic development, athletic aspirations, and academic success. All interviews were transcribed verbatim. Data was analyzed using transcripts in conjunction with copious field note observations and member checking (Patton, 2014). Researcher used initial and focused coding (Saldaña, 2015) to identify emergent themes.

Findings:
Student athlete participants discussed the intricacies of their college-choice process. Relying on their college-conocimiento facilitated achieving their academic and athletic aspirations. Participants shared that their coaches' acted as validating agents guiding them to expand their college-conocimiento. Securing athletic and academic financial aid awards made college an affordable option/reality. Familial sacrifice and encouragement served as motivators for pursuing their collegiate dreams and cultivated their ethnic consciousness - a sense of giving back to their families and communities. Being offered a roster spot, increased the students’ sense of belonging to their institution.

Scholarly Significance:
This study explored the college-choice process of Latinx student athletes and adds to the limited body of literature devoted to Latinx student athletes. Findings from the qualitative inquiry inform the development of a college-athlete-conocimiento framework. As the NCAA Latinx student athlete population continues to increase, this study adds to our understanding of how Latinx student athletes' make college going choices and the role college athletics plays in influencing their college choice process. Such an understanding is key for validating agents such as college coaches, admissions officers, guidance counselors, and athletic administrators who are in positions of power and authority to assist students navigate their college-choice process.

Author

• Carlos E Vega, Massachusetts Institute of Technology