Purpose
Today's college student-athlete exists in a world of athletics and higher education unlike ever before (Sperber, 2000). In fact, many of the benefits of the collegiate experience now subsist in uncertainty for student-athletes, mostly at the highest levels of athletic competition. Research has shown little, to no significant influences of collegiate athletic participation upon cognitive development (Terenzini, Pascarella, & Blimling, 1996) or time spent studying or even attending class (Richard & Aries, 1999). However, differences remain between student-athletes and the general student body with student-athletes displaying greater levels of academic engagement (Umbach, Palmer, Kuh, & Hannah, 2006) and graduation rates (Ferris, Finster, & McDonald, 2004). Recently, student-athletes were found to possess higher levels of sense of community (Clopton, 2008). This finding, in particular, lends credence to the notion of social capital, an embodiment of community, social networks, and trust (Putnam, 2000). Social capital arises through the integration of members into a community fabric, and provides for a strengthening of both the community and the community member (Coclough & Sitaraman, 2005).
Methods
According to Social Capital Theory, then, student-athletes would be expected to derive a unique presence of social capital based upon their unique experiences (Coleman, 1988).
The current research examines this experience amongst NCAA Division I student-athletes to see if any unique differences existed across gender in the creation of social capital. Student-athletes (N=1600) were randomly selected online from 23 institutions across three BCS conferences. A total of 548 student-athletes responded for a response rate of 34.3%. To examine social capital differences across male and female respondents, the Social Capital Assessment Tool (Krishna & Shrader, 1999) was adapted to assess both the overall social capital in the collegiate experience and the social capital within the team setting. Each measure was constructed upon two elements: trust and social networks.
Analysis/Results
Notably, independent sample t-tests revealed significant differences, with female student-athletes recording higher social network totals in both the overall university setting (t[546]=-3.63, p<.001) and team setting (t[494]=-2.66, p<.01); while registering higher overall social capital, again in both the overall university (t[546]=-2.91, p<.01) and team settings (t[494]=-2.04, p<.05). No significant differences existed between male and female student-athletes in perceived levels of trust in either the university or team settings.
Conclusions
Data suggest that a potential differential existence is selected, created, or maintained for, or by, today's college student athletes. Future research is imperative to examine this relationship with the creation of social capital amongst student-athletes.