Who Is Whistling Vivaldi? How Black Football Players Engage with Stereotype Threats in College

Autor/in	Griffin, Whitney
Titel	Who Is Whistling Vivaldi? How Black Football Players Engage with Stereotype Threats in College
Quelle	In: International Journal of Qualitative Studies in Education (QSE), 30 (2017) 4, S.354-369 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0951-8398
DOI	10.1080/09518398.2016.1250174
Schlagwörter	College Students; College Athletics; Athletes; Team Sports; African American Students; Stereotypes; Males; Qualitative Research; Coping; Social Attitudes; Negative Attitudes; Whites; Racial Bias; Semi Structured Interviews; Student Experience; Grounded Theory + Suchen Sie Ihr Suchwort? Collegestudent; College athletes; Collegesport; Hochschulsport; Athlet; Mannschaftssport; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Klischee; Male; Männliches Geschlecht; Qualitative Forschung; Bewältigung; Social attidude; Soziale Einstellung; Negative Fixierung; White; Weißer; Racial discrimination; Rassismus; Studienerfahrung
Abstract	In light of the impact of negative stereotypes on student-athlete academic performance, the purpose of this paper was to conduct a qualitative study that examined how Black American male football players engage and cope with negative stereotypes at a predominantly White institution. Data were collected and analyzed from semi-structured interviews with 10 Division I Black male football student-athletes employing grounded theory methodology to examine how they experience and respond to negative stereotypes. Empirical results elucidate various strategies employed to engage with stereotype threat. These findings have implications for students, faculty, student affairs professionals in athletics, and others who frequently interact with student-athletes and are committed to reducing pernicious stigmas in higher education environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01