"You Have to Be Above and Beyond": Playing While Black

• In Event: School Counseling to Promote the Success of Black Youth: Critical Reflections on Theory and Praxis

Abstract

1. Objectives: The purpose of this study is to explore Black male student athletes’ sense of self and the contributing factors.

2. Perspective(s) or Theoretical Framework: This study is primarily guided by Critical
Race Theory (CRT). CRT compels us to explore how Black male student athletes define
their own purpose as athletes and make meaning of their experiences, centering their
personal narratives as invaluable data (Armstrong & Jennings, 2018; Dixson & Rousseau,
2005; Parker & Villalpando, 2007). Of particular importance to the current study are the
concepts of intersectionality, and the value of experiential knowledge to juxtapose white-
dominated narratives.

3. Methods, techniques, or modes of inquiry: After snowball sampling, 9 participants engaged in a 60 minute semi-structured interview about their schooling experiences as a Black male student athletes. Qualitatively inquiry allowed for historically marginalized voices to be privileged in a way that informs research, practice, and policy. The team then inductively coded for as many emergent themes as possible, such as mental health stigma, village of support, school climate, high athletic expectation, and perception of school counselors. For this study, the research team decided that a theme would be anything that captured something important about the data in relation to the primary research question, representing some patterned response within the overall data set (Braun & Clarke, 2006).

4. Data sources, evidence, objects, or materials: The participants ranged in age from 23 to 57, and each identified as a Black male and a former or current student athlete at the high school or Division I level in college. Each participant played high school and college basketball or football, the two highest revenue producing sports in college athletics. Pseudonyms are utilized to maintain the confidentiality of each participant’s identity.

5. Results and/or substantiated conclusions or warrants for arguments/points of view: In this study, we sought to better understand how Black males ascribed meaning to their athletic experiences. Two significant themes emerged: 1) Black male identity and 2) Academic vs athletic expectations. The narratives associated with these themes can greatly inform the research, practice, and policy of all education stakeholders, and school counselors in particular.

6. Scientific or scholarly significance of the study or work: Playing a sport adds an unexpectedly complex layer to developmental stage-related tasks (Watt & Moore, 2001). Broughton and Neyer (2001) suggest that there is a unique set of circumstances that student-athletes must balance. Black male students, in particular, are more likely to be so focused on their athletic talent that it detracts from their academic identity and success (Harris, 2014). Zaglebaum (2014) argues that athletics presents a double bind for Black males: many believe it is the only way they can get to college, but if and when they do get there, they are considered a commodity. If Black male student athletes do not perceive that they are capable of thriving out of their sport, then they will likely avoid related tasks or downplay the importance of such tasks.

Author

• Paul C. Harris, The Pennsylvania State University