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The reason athletes should not be paid a salary because it discourages them from an academic future.

Title IX Compliance

Alright, let’s dive into the nitty-gritty of Title IX and its role in the debate about whether college athletes should be paid. Title IX is a federal law that prohibits discrimination on the basis of sex in any federally funded education program or activity. In the context of college sports, this means universities must provide equal opportunities and support for male and female athletes.

Now, if we start paying college athletes, the challenge of maintaining Title IX compliance becomes a whole new ball game. How do you ensure that male and female athletes are paid fairly and equitably? It’s not just about the money; it’s about avoiding legal implications and preserving the hard-fought progress made in the fight for gender equity in sports.

Think about it. Paying college athletes would likely mean a greater emphasis on revenue-generating sports, which are predominantly male-dominated, like football and basketball. This shift could lead to a widening gap in resources and opportunities for female athletes, ultimately undermining the spirit and intent of Title IX.

Moreover, the legal challenges that universities could face in balancing the distribution of funds between male and female athletes would be immense. Schools would have to navigate a complex web of regulations and requirements to ensure compliance, all while trying to maintain the quality of their sports programs and student-athletes experiences.

In a nutshell, paying college athletes might appear to be a move towards fairness and equality. Still, it could inadvertently introduce a whole new set of challenges in terms of gender equity and Title IX compliance. By preserving the current structure, which advocates that college athletes should not be paid, we can maintain the delicate balance achieved in college sports and continue to promote equal opportunities for all athletes, regardless of gender.

https://blog.jobsinsports.com/2023/05/29/college-athletes-should-not-be-paid/

The person who made it was Liam Wood

The date it was made was March 9, 2022

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Students attend college to get a better education. If money was involved, many of them could lose track of that goal and be consumed with the sport, not developing their education. Student-athletes could make their decision on how much money they are getting and make the wrong decision for their future. Many colleges wouldn't have the money to pay all of their players. This would result in them having to make budgeting decisions and maybe cutting minor sports out of extracurricular activities. This would not only affect those clubs but the campus life as well.

Students are already getting a full scholarship to go to school. To most families, it is a blessing and joyous thing. Paying them as well as a full-ride is a drastic amount that could be going to other departments of the school. That is what students are going to college for - to learn and figure out their passion, not pay the students to better their university. It's selfish and only looking out for one part of the school, not the majority. https://www.masconomet.org/site/default.aspx?PageType=3&DomainID=182&ModuleInstanceID=2437&ViewID=6446EE88-D30C-497E-9316-3F8874B3E108&RenderLoc=0&FlexDataID=5212&PageID=862#:~:text=Students%20attend%20college%20to%20get,wrong%20decision%20for%20their%20future.
Masconomet Regional High School

Serving Boxford, Middleton and Topsfield

Thinking Critically in a Global Environment

they would lose there goals and just do it for money and the would not care about there school work

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PAYING COLLEGE ATHLETES WILL RUIN THE GAME

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Dr. Sarah Jerstad, the clinical director of psychological services at Children's Minnesota, said 14 years old is a healthy age to start social media. She got that age recommendation from a study on social media and youth mental health done by the U.S. Surgeon General. That is credible bc it is a person who has a lot of experience with this topic.

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all

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Volunteering is a great way to meet new people acording to Western Connecticute University. this fits whith the clame because evrae one neds frends

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Because volunteering engages students directly with a community, it allows for a special bond with those people or organizations being served. Community service for students increases social awareness and responsibility as well. By committing to a project or activity with others, college volunteering helps to build and strengthen relationships and make new friendships. Your social, professional, and support network is bound to grow, introducing you to so many new people who care about the same things as you!

Habitat for humanity

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Opportunities to not only contribute, but to reflect on the meaning of our contributions and to have our contributions recognized, are important to healthy development during our adolescent years.

This means that contributing makes a healthy impact on your life

https://developingadolescent.semel.ucla.edu/core-science-of-adolescence/meaning-purpose-through-contribution

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What the research says about developing a sense of meaning and purpose through contribution during adolescence:

Cognitive and social changes in adolescence increase both our ability to contribute to others and the positive feelings we get from kind and helpful behaviors toward others.

Contributing can help us earn the respect and appreciation of our peers, and can help us develop a sense of meaning and purpose in our own lives.

Opportunities to make meaningful contributions support our own positive development as adolescents while helping our friends, family members, social groups, or communities.

Cognitive and social changes in adolescence increase our ability and our willingness to contribute to others. The network of areas in our brain that activates in social interactions matures rapidly during our adolescent years, deepening our understanding of the complex feelings, perspectives, and needs of other people. We become better able to determine who needs our help and what kind of help they might need.

In addition, brain regions associated with our sensitivity to rewards become more reactive during and after puberty, increasing the positive feelings we get from novel experiences as well as kind and helpful behaviors such as contributing to others. Connections between these regions also improve during adolescence.

Socially, we become more motivated to find a respected place and role among our peers. Contributing is one way to earn that respect: studies have shown that students who are helpful, cooperative, and sharing tend to be more appreciated and liked than those who use fear or intimidation to gain status.

Our social environments also play a role in encouraging contribution. For example, some ethnic and immigrant communities emphasize the role of adolescents to contribute in large and small ways to their families. Young people from families where contributing is a particular value seem to feel more of a sense of reward when helping.

Being marginalized as a result of our race, ethnicity, gender, sexual orientation, or religion can also motivate us toward a sense of purpose to help others in our families, schools, or communities through activism or civic engagement.

We can make different types of contributions in the different contexts of our lives. For example, we can provide emotional support to peers by making them laugh or being a shoulder to cry on. In our families, we can do household chores, help our siblings, and participate in family decision making. At school, we can be active in student government, clubs, or sports teams. We can work with organizations like 4-H or Boys and Girls Clubs of America that guide activities that make a real difference in our communities.

Opportunities to make meaningful contributions and to have those contributions recognized support positive development for us as adolescents and also benefit our friends, family members, social groups, or communities. As adults, we need to make sure those opportunities are available to all young people.

What the research tells us about programs to support a sense of meaning and purpose through contribution:

Programs that give young people a chance to make meaningful contributions can have positive effects on their mental and even physical health.

The chance to reflect on their service-such as through journaling, art, essay writing, or group discussion-can help adolescents build a sense of meaning from the experience.

Programs that encourage youth to consider their sense of purpose in academic pursuits have been shown to support persistence through difficult tasks and improve grade point averages.

Researchers and educators have created and studied programs that provide opportunities for youth to contribute. One of these programs, the school-based volunteering intervention Try Volunteering, focused on developing new skills and existing talents, boosting self-worth, and connecting youth with volunteer opportunities in their community. After completing the program, youth participants showed greater competence, confidence, and feelings of social connection.

Other school-based programs have focused on promoting adolescents' prosocial behavior (that is, behavior intended to help others). These programs often include activities like writing a letter to a friend in need, performing an act of kindness, or roleplaying a scenario with a peer. Research suggests that these kinds of prosocial interventions can be effective in promoting helping behavior in adolescents. However, they tend to be most effective when the focus is on building adolescents' skills and social competence, instead of attempting to prevent problem behaviors.

Health & Wellbeing

Programs that give adolescents a chance to make meaningful contributions can also have positive effects on youths' mental and even physical health.

Sports-based community service and mentorship programs can strengthen adolescents' prosocial values, such as social responsibility, and promote their mental wellbeing while increasing physical activity.

Even volunteer activities that don't involve physical activity may have physical health benefits. For example, a Canadian high school program found that students who were assigned to volunteer had subsequently lower levels of risk markers for cardiovascular disease compared to youth who did not volunteer.

Research suggests that the opportunity to reflect on the experience of volunteering might be essential to ensuring positive developmental impacts from the activity. Reflecting on their service-which can take place through journaling, art, essay writing, or group discussion-can help adolescents consider the broader impacts of their contribution and attach meaning to the experience.

Learning & Education

Feelings of purpose can also promote other positive developmental outcomes, such as academic achievement.

For example, one school-based intervention asked students to write about how learning the class material could help them make a contribution to the world. Youth who participated in this program were better able to persist through difficult tasks and were less likely to drop out. Additional academic interventions have found that students who feel a strong sense of purpose and view school as a means of achieving long-term goals have higher grade point averages.

Other researchers have looked at the combination of purpose-based interventions and academic mindset interventions. Mindset interventions teach students that intelligence grows when they persevere through difficult tasks. Interventions that focus on both mindset and purpose have been shown to help students who are at risk for dropping out persevere through academic challenges.

Conclusions

When adolescents are able to make meaningful contributions to their community they feel more purpose and hope for their future. And these experiences likely come with mental and physical health benefits that continue into adulthood.

Current programs that promote prosocial behavior and purposeful contributions during adolescence are promising; however, there is still much to be understood on how to make these programs most effective. Many interventions aimed at facilitating positive youth development are not rigorously evaluated or adequately reported, which can make it challenging to identify which specific parts of a program make it effective.

Future research assessing the effectiveness of these kinds of interventions can help communities build evidence-based programs that support adolescents' developmental need to contribute.

Following are examples of studies that have examined adolescents' need to contribute, that demonstrate the kind of programs that promote meaning through contribution.

Providing Volunteer Activities to Promote Adolescent Health Outcomes

Dr. Hannah Schreier and colleagues designed a volunteering program for tenth-grade students at a Canadian public high school. The research team's main question was whether providing opportunities for adolescents to contribute through volunteering would benefit the health of the adolescent volunteers.

To answer this question, the research team divided high school students into two groups: one group volunteered during the fall semester and a second group waited to volunteer until the spring semester. As a part of the volunteering program, adolescents were asked to spend an hour each week helping out at a local elementary school. This included helping out with activities like homework club, sports programs, science, cooking, cards and games, and arts and crafts. At the beginning and end of the fall semester, the research team measured different markers of adolescents' cardiovascular health, such as body mass index (BMI), cholesterol, and inflammation. They also measured aspects of adolescents' wellbeing, such as their mood and self-esteem.

At the end of the fall semester, they found that adolescents who volunteered had significant decreases in markers of cardiovascular risk. They also found that youth who volunteered had a more positive mood than youth who had not yet participated in the volunteering program. This study, and others like it, suggest that encouraging youth to volunteer can have benefits not only for our communities, but also for adolescents' health and wellbeing.

The students were asked to write about an issue in the world that they care about and how they can help address it. They then read and reflected about how education could provide them with skills to make positive contributions to the world. Students wrote brief testimonials to future students about their reasons for learning, such as, "Science will give me a good base for my career in environmental engineering; I want to be able to solve our energy problems."

Promoting Meaning Through Academic Contributions

Developmental psychologists conducted a series of studies to assess whether a prosocial, purpose-based intervention could improve academic outcomes among adolescents. The intervention program had more than 300 ninth-grade students complete a series of activities aimed at promoting greater purpose for learning.

The students were asked to write about an issue in the world that they care about and how they can help address it. They then read and reflected about how education could provide them with skills to make positive contributions to the world. Students wrote brief testimonials to future students about their reasons for learning, such as, "Science will give me a good base for my career in environmental engineering; I want to be able to solve our energy problems."

Later in the school year, the research team found that the intervention raised students' grade point averages in math and science coursework; students who had low grades before the intervention showed the most improvement. This research suggests that providing adolescents with opportunities to reflect on their purpose for being in school and the contributions they want to make in the world can support learning and achievement.

Intervening to Increase Prosocial Behavior

Researchers have tested various interventions aimed at boosting prosocial behavior in adolescents. For example, researchers at the University of Carolina Greensboro conducted a prosocial intervention for more than 200 female undergraduates. Participants were asked to write an encouraging letter to another student experiencing a difficult situation. A comparison group of undergraduates were simply asked to write a letter about their day.

Later, the research team had participants complete a computer game in which they were told they were fishing with other students in different rooms. Participants could choose to keep fish to finish the study early or release fish to allow other players to leave early.

Those students who had written the letter to help another student gave away more fish than those in the comparison group, and had improvements in their mood after the intervention.

This research provides preliminary evidence that even a brief, prosocial writing activity may be effective in encouraging helping behavior in adolescents.

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What the research says about developing a sense of meaning and purpose through contribution during adolescence: Cognitive and social changes in adolescence increase both our ability to contribute to others and the positive feelings we get from kind and helpful behaviors toward others.

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Why students should feel belonged because it increases the probability of feeling more comfortable around others and the teacher so school activites could be more fun for everyone, therefore making a good and supportive community if you make one comfortable with yourself and the people around you

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Why is it Important for Students to Feel a Sense of Belonging at School? ‘Students Choose to be in Environments That Make Them Feel a Sense of Fit,’ Says Associate Professor DeLeon Gray

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When students feel a sense of belonging in the classroom, it can increase their educational success and motivational outcomes in multiple ways, and teachers can help create this feeling of belonging by building connections between classroom and community, according to Associate Professor DeLeon Gray, Ph.D.

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One of the best ways to make new friends and strengthen existing relationships is to commit to a shared activity together. Volunteering is a great way to meet new people, especially if you are new to an area. Volunteering also strengthens your ties to the community and broadens your support network, exposing you to people with common interests, neighborhood resources, and fun and fulfilling activities.

Benefits of community service

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The amount of free reading done outside of school has consistently been found to relate to growth in vocabulary, reading comprehension, verbal fluency, and general information (Anderson, Wilson, and Fielding 1988; Greaney 1980; Guthrie and Greaney 1991; Taylor, Frye, and Maruyama 1990). Students who read independently become better readers, score higher on achievement tests in all subject areas, and have greater content knowledge than those who do not (Krashen 1993; Cunningham and Stanovich 1991; Stanovich and Cunningham 1993). Although the correlations are steady, determining the appropriate causal interpretation of the relationships is problematic. This section reviews research on the status of independent reading, how it develops across age levels, and how it is encouraged.

This is goat evidence because it relates to the topic and shows the studies being done

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The value of reading to children is demonstrated repeatedly. Clark (1984), Clay (1979), Durkin (1982), Holdaway (1979), and Smith (1978) showed that reading to children helps them learn that written language differs from oral language, that printed words on a page have sounds, and that print contains meaning. In fact, children who learn to read before coming to school and ones who learn to read successfully in school come from homes where they are read to often (Baghban 1984; Doake 1981; Durkin 1966; Hoffman 1982).

This is goat evidence because it supports the claim and gives specific people who can confirm the topic.

https://www.ala.org/sites/default/files/aasl/content/aaslpubsandjournals/slr/vol3/SLMR_IndependentReading_V3.pdf

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"One of the most effective ways for students to expand their vocabulary is through independent reading. By immersing themselves in the context of the text and the visuals within the books, they can effortlessly learn new words rather than relying on rote memorization."

This means that they can learn so much more from reading on their own to expand their knowledge.

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Among all the ways children spent their time, reading books was the best predictor of measures of reading achievement reading comprehension, vocabulary, and reading speed, including gains in reading comprehension between second and fifth grade.

This evidence supports the claim because it tells how reading out loud can help academic vocab and success.

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Collectively, research supports the fact that during primary and elementary grades, even a small amount of independent reading helps increase students' reading comprehension, vocabulary growth, spelling facility, understanding of grammar, and knowledge of the world. So this can lead to academic success.

this evidence is goat because it stays on topic and explains why independent reading can lead to academic success and vocabulary skills

https://www.ala.org/sites/default/files/aasl/content/aaslpubsandjournals/slr/vol3/SLMR_IndependentReading_V3.pdf

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Independent reading leads to increased vocabulary development.  One of the best-established relationships in the field of reading is the very significant relationship between vocabulary development and achievement in reading (Baumann & Kameenui, 1991; Nagy, 1988).  There is also evidence that shows that independent reading is probably the major source of vocabulary acquisition beyond the beginning stages of learning to read (Nagy, Anderson, & Herman, 1987; Nagy, Herman, & Anderson, 1985).  This same research shows that while the probability of acquiring the meaning of any specific word simply through reading it in the context in which it appears in independent reading materials is not high; students who read widely can learn the meanings of thousands of new words each year.

This evidence supports the claim because it gives information about how independent reading builds vocabulary and academic success. And all the information comes from credible people.

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It could be argued that paying athletes in college could detract from the primary purpose of college: to provide an education. College athletes who get paid to play might pay less attention to their academic obligations, putting more of an emphasis on the work that they’re paid to do.

grand canyon university said this

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Students attend college to get a better education. If money was involved, many of them could lose track of that goal and be consumed with the sport, not developing their education. Student-athletes could make their decision on how much money they are getting and make the wrong decision for their future.

its better that the college athletes do not get paid because they would be focusing on there sports like making more money and they would leave to the side the most important thing there education.

Masconomet Regional High School

Serving Boxford, Middleton and Topsfield

Thinking Critically in a Global Environment

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In short, paying college athletes could harm their overall college experience, which is a fundamental reason why college athletes should not be paid. Instead of fostering a well-rounded, transformative journey, we risk creating an environment where financial gain takes center stage, leaving behind the essence of what makes college truly special. Let’s not lose sight of the bigger picture here: the invaluable memories, friendships, and personal growth that define the college experience.

This shows that you should focus on learning than just not getting paid.

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It could also be argued that paying athletes in college could detract from the primary purpose of college: to provide an education. College athletes who get paid to play might pay less attention to their academic obligations, putting more of an emphasis on the work that they’re paid to do. because it talks abouts the news ans is a good topic

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"When it comes to college athletics, preserving the amateur status of athletes plays a crucial role in maintaining the integrity and competitive balance of these sports. Amateurism, at its core, is the idea that athletes compete for the love of the sport and the pursuit of personal growth rather than chasing the almighty dollar. This fundamental aspect of college sports keeps the focus on education and personal development and differentiates collegiate athletics from the professional leagues(Jobs in sports)." This evidence shows how if the college athletes are getting paid it makes them feel that they have nothing else to do beside their sport because they are getting paid to do their sport making them not want to go to school/ get a job.