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My name is London Thompson. I support a K-12 substitute pool of 130 teachers and serve as a Teacher/Coach at Punahou School in Honolulu, Hi. I am a former college athlete, the father of athletes, and hope to one day serve as athletic director or lead student athlete academic services at the college level.

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Contrasting Dimensions of Prescriptive and Developmental Approaches to Advising

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Contrasting Dimensions of Prescriptive and Developmental Approaches to Advising

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Kramer,G.L.(1999). Developmental academic advising. In Session Guide, Academic  Advising Summer Institute, pp. 198-216. Manhattan,KS: National Academic  Advising Association.

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London Thompson
Doctoral Student, Drexel University, School of Education

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Literature relevant to the topic of advising Black male student-athletes is organized according to major themes related to advising student-athletes. These themes include (a) college student development theory, (b) advising frameworks and, (c) and best practices for advising black male student athletes

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The purpose of this research is to provide advisors insight into the lived experience of Black male student-athletes, their perceptions of advising, and sources of resistance. Combined with best practices, this research can be leveraged by advisors to inform their daily practice to support Black male student-athlete persistence and graduation.

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Principles of Good Practice in Student Affairs

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Principles of Good Practice in Student Affairs

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The athlete advisor relationship is an important factor in the lived experience of Black male student-athletes. In a perfect world, athlete advisors act as the hands and feet of Student Athlete Academic Services. Ideally, they move out into the campus community, supporting program goals, and developing pathways for student-athlete persistence and graduation. However, this is not always the case. Recent research has shed new light on major issues in advising including tendencies to solely focus on class selection and registration with students (Moore, Schrager, & Jaeger, 2019). This review will expose educational leaders to foundational theories surrounding college student development and advising Black male athletes. This review can be used by advisors to inform administrative and instructional programming at higher education institutions.

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The Culturally Engaging Campus Environments Model of College Success

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The Culturally Engaging Campus Environments Model of College Success

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Black male student-athletes are graduating at lower rates than White male counterparts, while revenues from college sports have exponentially increased. Traditions of amateurism no longer apply, as what was once an extracurricular activity now occupies 20 or even 40 hours of the average student-athletes time per week (Bertolas, et al., 2018). What once was a local endeavor is now a global phenomenon bringing in millions from merchandising and tv rights (Huma & Staurowsky, 2012). During a game week, a college athlete can log thousands of miles of travel while simultaneously being expected to maintain the same academic progress as their non-athlete counterparts. In the late 1950’s, the University of Texas, ushered in a new way to look at the student-athlete. Athletic departments began to accept “their obligation to prepare student-athletes for their lives that will follow their athletic careers (Sloan, 2005, pg. 79)”. Today, virtually all NCAA Division I Athletic programs provide Student Athlete Academic Services (SAAS). SAAS generally provide advising, academic monitoring, and support services and are indispensable in support of student-athlete personal and academic development, retention, and graduation. Athlete advisors are often the first and most consistent contact for Black male student athletes.

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There is a need for athlete advisors to not only understand the various identities that Black male athletes bring to college campuses, but also engage in reflexivity to support athlete engagement with advisors, persistence, and degree completion.  More research needs to be done on how athlete and advisors perceptions about advising serve as barriers to meaningful advising relationships.

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1. What is the lived experience of Black male student-athletes on college campuses?

2. What are best practices in advising Black male student-athletes?

3. What are potential barriers to student-athlete engagement with advisors?

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Today, our nation’s college campuses are more segregated than ever. Black males make up just 2.4% of the undergraduate students at Power 5 schools. Of this 2.4%, 45% of Black males do not graduate within 6 years (Harper, 2018). Black male student athletes, need enhanced academic support services to increase the likelihood of degree completion (Gerdy, 1997). It is imperative that athlete advisors understand the unique circumstances Black male athletes often find themselves in. Unwelcoming campus environments, inadequate academic supports, and an overemphasis on athletics have created the perfect conditions for academic underperformance (Cooper 2016, Beamon, 2008; Melendez, 2008; Singer, 2005).  The purpose of this literature review is to present recent knowledge of college student development, advising, and Black male student-athletes. This literature review will explore college student development theory, advising models,  and frameworks and programs related to advising Black male student-athletes.

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Next Steps/Future Direction of the Research

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Next Steps/Future Direction of the Research

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The NCAA, college coaches, and athletic programs recruit Black male athletes offering the promise of personal development and a college degree. Unfortunately, research has shown that even at our most prestigious Power 5 universities, Black male student-athlete graduation rates have been on a steady decline (Harper, 2018).

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Advising: Advising is concerned not only with a specific personal or vocational decision but also with facilitating the student’s rational processes, environmental and interpersonal interactions, behavioral awareness, and problem-solving, decision-making, and evaluation skills.

College readiness. College readiness is the degree to which students are prepared for college and academic life (DeAngelo & Franke, 2016).

Developmental advising: Developmental advising is the collaboration between the advisor and advisee (Grites, 2013).

Framework: A basic structure underlying a system, concept, or text. Frameworks can be employed to leverage multiple theories.

High-risk students:  High-risk students may have insufficient grades and may not be prepared for college-level work (Espinoza & Genna, 2018; Sriram, 2014).

Intrusive advising: Intrusive advising, also called proactive advising, is a direct relationship between advisor and advisee. Intrusive advising involves consistent communication and engagement beyond course selection (Donaldson et al., 2016; Rodgers et al., 2014).

Persistence. Persistence is the successful completion of each semester with a 2.0-grade point average or higher (Hatch & Garcia, 2017). Persistence also measures those students who enrolled in the fall and return in the spring semester.

Prescriptive advising: Prescriptive advising is an authoritative approach whereby the advisor instructs the student on what to do  (Donaldson, McKinney, Lee & Pino, 2016).

Retention: Retention measures students’ consecutive enrollment from fall to fall (Cole, 2017; Collier, Griffin & Wei, 2017; Gale & Parker, 2014).

Theory: A system of ideas intended to explain something, especially one based on general principles independent of the thing to be explained. Theories can be utilized as part of a framework.

Sense of belonging: The sense of belonging is a student’s connection to the overall institution or a sense of comfort to the institution (Karp, Hughes & O’Gara, 2010).

Social integration: Social integration refers to a students’ motivation to join an organization or club. Also, social integration addresses the relationship between students and other peers (Bitew, 2016; Davidson & Wilson, 2013; Lancaster & Xu, 2017).

Student Athlete: A student athlete is a participant in an organized competitive sport sponsored by the educational institution in which the student is enrolled. Student-athletes are full-time students and athletes at the same time. Colleges offer athletic scholarships in many sports.

Student Retention: Sometimes referred to as persistence, is of increasing importance to college administrators as they try to improve graduation rates and decrease a loss of tuition revenue from students that either drop out or transfer to another school.