Summary Of The Article 'Eagles Don' T Fly With Sparrows

In the book titled Race, Sports, and the American Dream, it discussed how sports helped change the place of African-American in society. “Sports was well segregated deep into the 20th century” (Smith 9). How college football looked in America in the 1950s was exactly how American society looked in the 1950s, segregated and racist. African-American athletes in college football helped fight and negate stereotypes because it showed that they are equally as good

Do student athletes make the most of their opportunity to obtain a post-secondary education? Do they have the same academic success as those students that are not athletes? Are student athletes just “dumb jocks?” The answers to these questions might surprise you. Much research has been done to dispel the myth that athletes going to college are only there to play sports with little regard to their education. Programs have been created to assure that colleges and universities hold athletes to the same standards as the everyday student. The National Collegiate Athletic Association (NCAA) has decided that the “magic number” to put the “student” back into “student-athlete” is 925 (Hamilton).

The role of the family value system in influencing Black male athletes appears to be less important than that of White male athletes. Although the Black community makes up 12% of the collegiate population, only 3% of those have a Ph.D. and only 6.7% have a Bachelors degree, (Hu, 2004:1). The value system in African American families appears to be focused more on immediate gratification, rather than education, which seems to be a bigger value in White families. Basketball players White vs. Black have some goals to meeting in order to become successful in the sport of basketball. There are some influences that make some of the White and Black

Literature surrounding athletic participation and its impact on the college experience is well documented (LaForge & Hodge, 2011). Many scholars purport that athletic participation enhances the academic experience, while others argue that it creates a divide between colleges’ missions and student-athletes lived campus experiences. To support this claim, Lawrence, Henedricks & Ott (2007) found in their study that nearly one-third of faculty who responded to their survey indicated that they believed that academic standards are lowered to achieve success in the sports of football and basketball. One question that is often posed by

When looking at the topic of academic success of African American student athletes you need to look at all the factors involved. The problems that African American student athletes face are much the same that all African American students at higher education institutions face but the student athletes have other stressors that the normal students do not have. Such as In addition to the daily student routine (attending classes, going to the cafeteria, and participating in social events), student athletes also have their sport-related activities (practicing every day, visiting the athletic trainer for injury treatment, traveling for away games, studying team plays) (Watt, Moore 2001).

The NCAA believes “that a student-athlete is a student first and athlete second.” Student-athletes benefit more than from playing a sport that they love. The graduation rate is higher among the student athletes than the general student body. “NCAA studies show that student-athletes enjoy high levels of engagement in academics, athletics and community: have positive feeling about their overall athletics and academic experiences: attribute invaluable life skills to being a student-athlete: and are more likely to earn similar or higher wages after college than non-student athletes.”

Black student-athletes are taught to value sports over academics at a young age because it is seen as the “only way out”. Black student-athletes are heralded for their athletic prowess from middle school up, so they begin to focus less on their education and more on their sport. Unfortunately, so do the teachers. Black student-athletes are more often than not just given passes, as schools value what their athletic abilities could do for them over the academic success of the athlete. Even normal black students can be seen the same way just because of the perception that they might be an athlete. The sad truth is that the athletes that don’t make it to the professional level are left without the education needed to be successful.

The history of sports goes back since ancient times. It has been a useful way for people to explore nature and their environment. Sports include different activities and games such as football, soccer, basketball, and etc. to express their skills and talents. Also, sports are a way to relax and have fun; but are sports all our African Americans rely on? The dream to become future sports stars. The reason why Gates begins his essay with an anecdote is to show and compare how many african-american athletes were at work today and how little the chances of African-Americans becoming athletes are compared to being a lawyer, dentist, or even a doctor. African-Americans assume that they are born athletes and it’s because the school system doesn’t

This study sought to support and add to the literature related to African American Male Theory (AAMT). I have a strong desire to see all students succeed, but I have an even greater desire

If it wasn’t for the passing of the Title IX Legislation, many women wouldn’t have the same opportunities as they have today. Males would usually play in sports, such as football, soccer, baseball etc. Now the participation of females have increased, and women are now given the opportunity to play sports in college. Times have definitely changed now because of the Title IX. If it wasn’t passed in 1972, there would be chaos. Mainly because the love for sports does not only imply toward men, but women too! Both of these quotes demonstrate the amount of women participating in sports and are entering college is highly increasing. Not only did the Title IX increase the opportunities that women had, but it also made women regain their confidence. The evidence that I used within my investigation is valuable because it highlights key point information and provides the reader with insight on the amount of women playing sports today. However, this evidence does have its limitations. The quote does provide the percentage of women that are athletes in college, but it also does not acknowledge the percentage of males, which of course is still dramatically higher than the women’s percentage. However, the quote should acknowledge the amount of men who play sports in college as well. Reason being is practically because men should be acknowledged just as much as

Jolley, D. (2009). Academic Achievement Is Improving for College Athletes. In C. Watkins, Sports and Athletes (pp. 71-78). Detroit: Greenhaven Press.

Unlike African-American athlete-students, the high-achieving African-American student-athletes are more capable of surviving the rigorous demands of college life and academics (Harper pp. 18 cited Martin et al pp. 277-295). As a result, some coaches may use student-athletes as role models for their scholarship athletes who are academically challenged. Moreover, these student-athletes are enrolled and accepted under the same enrollment requirements at the general student population and must maintain the same academic standards. As a result, high-achieving student-athletes tend to graduate within four years and continue their post-college in successful careers and living productive lives (Harper p. 18 cited Martin et al pp. 277-295). Despite all these facts, the stereotypical mindsets of college recruiters continue with the belief that African-American athlete-students from disadvantaged communities and less prestigious high schools are better recruits, and the remaining scholarships are for White athletes from advantaged communities and prestigious high school (Anderson 363-365). As a high-achieving African-American male athlete, I guess the old idiom applies in my case, “Damned if you do,

In studying the success factors of high achieving Black males in high school, Allen (2015) found that parents were proactive in teaching their sons to have racial pride and resilience while understanding the dynamics and barriers of racism. One father stated, “For some reason, because of the color of our skin, we’re looked down upon as being nothing and if we don’t do something supernatural and achieve way beyond everybody else then you’re never going to get out of that box” (Allen, 2015, p. 221). Therefore, it became essential for the fathers to teach their children to “achieve way beyond everybody else” (Allen, 2015, p. 221) in order to achieve racial justice. The idea of racial justice as a motivator is significant in giving the Black male students agency to be Black academically talented men.

Deci and Ryan (1985) developed the self-determination theory to examine the social, psychological, and environmental conditions that are necessary to produce self-motivated behaviors and enhanced performance. The theory has undergone multiple refinements over the years (i.e., Deci, 1975, 1980; Deci & Ryan, 1980, 1985, 1991, 2000, 2008; Ryan & Deci, 2017), but the theory’s central position on the significance of the interaction between the individual

Success comes easier to a student’s if they are in their comfort zone. students who feel at ease with their environment, have a higher tendency to achieve success in college, for example studies have shown that African American students that attend predominantly white universities are more likely to either have lower grade point averages or drop out at higher rates than their white counterparts and African Americans at historically black colleges. (Allen, Epps & Hanuf, 1991; Braddock & Dawkins 1981) This is a common example of how change could affect a student’s ambition unconsciously. Studies have shown that students who attend Historically Black Colleges and Universities are more likely to have higher self worth, positive self images, strong racial pride, and higher aspirations, opposite of black students on white campuses. This is true for almost all commonalities: race, gender, age, and even backgrounds. Students that feel more “at home” will more than likely receive higher grade point averages.