UNVEILING THE MULTIFACETED IDENTITY OF BLACK STUDENT ATHLETES: IMPLICATIONS FOR COACHING AND SPORT LEADERSHIP

Abstract

This qualitative study explores the multifaceted experiences of Black student-athletes in higher education. The landscape of higher education leadership is predominantly white, with a significant majority being white men. Over 80% of chancellors, presidents, athletic directors, faculty athletic representatives, and conference commissioners are white (Lapchick, 2023); meanwhile, Black student-athletes constitute 55% of the NCAA's highest revenue sports—men’s basketball and football (Achieving (Racial Equality, 2021; Harper, 2018). This disparity is particularly striking given the significant presence and contributions of Black student-athletes to college sports. It highlights the impact of external and internal factors, such as the lack of adequate support systems, that shape the identity and experiences of student-athletes, especially those from marginalized backgrounds.Utilizing Critical Race Theory (CRT) and Community Cultural Wealth (CCW) frameworks as analytical tools, this study highlights the importance of counter-storytelling to empower Black student-athletes and challenge dominant cultural narratives. Interviews were conducted with 10 student-athletes from both Historically Black Colleges and Universities (HBCUs) and predominantly white institutions (PWIs). Adapting tools from Strauss and Goldberg (1999) and Cowan et al. (1978), this study focuses on student-athletes, and explores how racial, athletic, and academic identities intersect among Black student-athletes, illuminating their perceptions of past, present, and future selves. Findings reveal that HBCUs cultivate social capital opportunities, while PWI student-athletes need stronger navigational capital to maneuver through less supportive environments. Both institutions provide familial, aspirational, and resistance capital, but PWI student-athletes struggle more with discovering their true identities due to societal pressures and an overemphasis on athletic performance. Participant counter-stories emphasized the importance of holistic identity development, particularly regarding 'invisible identities,' where dominant athletic roles limit full identity exploration. Black student-athletes often navigate between Goffman’s (1959) concept of the frontstage and backstage self. Their frontstage self is the persona they present to society, shaped by impression management to counter stereotypes and biases, while the backstage self represents their true identity, which they struggle to develop due to the constant demands of frontstage performance. This performance aims to project an idealized version of self, challenging negative assumptions. Findings highlight how experiences at PWIs and HBCUs shape the identity development of Black student-athletes, emphasizing the need for comprehensive support systems encompassing social integration, leadership representation, and identity development programming beyond sports. As student-athletes navigate the transition out of college, the study emphasizes the importance of holistic identity development, especially in acknowledging unexplored facets of identity. Ultimately, this research fills a gap in understanding the role of CCW in navigating the complex landscape of athletic, academic, and racial experiences in higher education, offering insights for coaches and sport leaders on how to foster more inclusive and supportive environments.