Background/Purpose Recent reports and past research generally indicate a substantial difference of Black student athletes in revenue producing sports lagging behind their White counterparts in academic performance and graduation rates. Despite frequent reports of Black student athlete academic underperformance and obstacles that hinder them, less is known about Black student athletes that are successful in both the athletic and academic arenas. Thus, the purpose of this qualitative case study was to explore the perceptions and strategies employed by seven athletically and academically successful Black student athletes as they navigate their unique student athlete collegiate experience.
Method The theoretical framework of Critical Race Theory (CRT) grounded this instrumental case study. Participants participated in both a focus group and individual interviews. Data triangulation was conducted to ensure study trustworthiness.
Analysis/Results Inductive analyses using the lens of CRT revealed three interesting emergent themes described as: complicated identities, communalism, and liberating effects. The participants grappled with developing an elevated athletic identity that potentially encroached their racial identity development and perceptions. Additionally, they embraced a collaborative atmosphere and perceived their education as a liberating tool more so than their athletic performances.
Conclusions The findings of this study suggest that there may be many opportunities for sport stakeholders and educators to foster healthy identity development and advantageous learning environments that are relevant to the needs and experiences of Black student athletes if they are aware. Findings from the present study support implications for future research with Black student athletes examining self-perceptions and identity development.