Black Males in the College Classroom: A Quantitative Analysis of Student Athlete-Faculty Interactions

Abstract

Few scholars have examined the social and academic environmental influence on college student-athletes. This study explored the relationship between Black male student-athletes and faculty and the impact of specific forms of student athlete-faculty interaction on academic achievement. Data are drawn from the Cooperative Institutional Research Program’s 2000 Freshman Survey and 2004 Follow-Up Survey. The sample includes 739 Black football and basketball players attending predominantly White institutions. The findings provided evidence that the impact of the contact is to some extent contingent upon the specific nature of the interaction for Black male student-athletes. For example, faculty who provided encouragement for graduate school had a significant influence on Black student-athletes’ college GPA whereas all other faculty interaction measures were not significant in this study. The implications of these findings are discussed among faculty, student affairs leaders, and others who are committed to improving male Black male student athlete-faculty communication, as well as enrich their overall college experience.