Item Details

title

THERE’S NO ‘I’ IN ‘TEAM’: SOCIAL SUPPORT AND COLLEGE PERSISTENCE AMONG MINORITY ATHLETES AND NON-ATHLETES AT A PREDOMINANTLY WHITE INSTITUTION

author

Stavig, Mariana

abstract

This study examines the psychological dynamics of self-esteem and belonging among undergraduate students of color at a private, Division 1 (D1), predominantly white institution (PWI) located in the South. Specifically, the study ascertains whether and how (among students of color) athletic status procures particular social and esteem advantages not extended to non-athletes by virtue of social support. Hypothesis 1 stipulates that student athletes of color will report greater well-being (e.g., self-esteem, belonging) than non-athlete students of color. Hypothesis 2 takes gender into consideration, stating that male athletes of color will report greater self-esteem and belonging than female athletes of color, who will still report higher levels of positive outcomes than female non-athletes of color. The gender discrepancy is predicated on the notion that male athletes are adhering to a positive stereotype, whereas female athletes may be labeled un-feminine due to their physicality. Hypothesis 3 investigates the specific mechanisms that underlie possible group differences in self-esteem and belonging, purporting social support from team members and staff—above and beyond the support proffered by the university at large—as the chief mediator. Results are presented in group comparisons highlighting mechanisms that explain possible disparities in self-esteem, belonging, college persistence and social support between male and female athletes and non-athletes of color. This research presents a unique angle on college adjustment for minority students.

subject

academic adjustment

belonging

Minority students

PWI

contributor

Kiang, Lisa (committee chair)

Best, Deborah (committee member)

Buchannon, Christy (committee member)

Parker Moore, Danielle (committee member)

date

2019-09-05T08:35:20Z (accessioned)

2019-09-05T08:35:20Z (available)

2019 (issued)

degree

Psychology (discipline)

identifier

http://hdl.handle.net/10339/94306 (uri)

language

en (iso)

publisher

Wake Forest University

type

Thesis