Background/Purpose In recent years, the amount of attention and media coverage given to high school student-athletes has increased exponentially. Consequently, the level and type of athletic privilege at high schools around the United States has increased as well. Athletic privilege is an under-researched area (Harrison et al., 2009; Lawrence et al., 2009) on all competition levels. The purpose of this study was to qualitatively investigate high school teachers' (N = 40) perceptions of athletic privilege, types of privileges, and the groups of student-athletes who receive privileges.
Method The Athletic Privilege Survey (APS) was administered to the teaching staff at a large high school in Southern California. The APS is a qualitative survey specifically designed for this study.
Analysis/Results Four major themes emerged from the data: Grade Inflation, Work Extensions, Missing Class, and Extra Tutoring & Help.
Conclusions There is abuse of privileges by some student-athletes, which leads to resentment among both staff and the general student body. Athletic privilege is a reality on high school campuses, the same as college campuses. To properly support the student-athlete, the administration, faculty, and coaches must educate the athletes the responsibility involved with athletic privilege and to have the integrity not to abuse such privileges.