ATHLETIC PRIVILEGE IN HIGH SCHOOL Jeffery Eyanson Azusa Pacific University Dr. Suzanne “Malia” Lawrence Welcome My name is jeff Eyanson and my colleague is Dr Suzanne Lawrence The topic for today's presentation is on Athletic privilege in high school athletics

Purpose The purpose of this study was to investigate high school teachers’ perceptions of athletic privilege among student-athletes. In recent years, the amount of attention and media coverage given to high school student-athletes has increased exponentially. Consequently, the level and type of athletic privilege at high schools around the United States has increased as well. The purpose of this study was to investigate high school teachers’ perceptions of athletic privilege among student-athletes.

Perception at Collegiate Level Excessive Time Commitment Rationale Perception at Collegiate Level Excessive Time Commitment Negative Attitudes Attitudes of High School Faculty Perception of athletic privilege at the collegiate level has colored attitudes among both the faculty and student body Some argument has been given to the necessity of athletic privilege on collegiate and high school campuses due to the time expectations of student-athletes involving practices, contests, and travel The potential for negative attitudes on high school campuses is even greater given the relative maturity level of the students involved. This study will measure the attitudes of high school faculty as to whether such athletic privilege exists, and if so, what type of privileges exists and who benefits from them.

Simons, Bosworth, Fujita, & Jensen (2007) Adler & Adler (1985) Literature Review Baucom & Lantz (2001) Simons, Bosworth, Fujita, & Jensen (2007) Adler & Adler (1985) Medic, Mack, Wilson, & Starks (2007) Baucon and lantz in 2001 uncovered a variety of concerns from faculty members regarding privileges which were only available to athletes: athletes being admitted to the school with special provisions, athletes receiving full scholarships, and athletes receiving specialized tutorial services Simons. Bosworth, Fujita, & Jensen in 2007 noted athletes get special treatment that is not available to other students” and further explained most of the participants entered the university with high academic expectations to their likelihood of graduating. Adler in 1985 This pressure at the collegiate level has caused student-athletes to lose their initial high academic expectations and idealism when entering college Medic 2007 explained Athletic scholarships provide motivation for student-athletes toward present and future goals, but the questions remains, are athletes intrinsically or extrinsically motivated when athletic scholarships are involved

Participants 40 High School Faculty Members 22 (55%) Female 18 (45%) Male 10 (25%) Athletic Coaches 30 (75%) Non-Coaches 32 (80%) Former Athletes 8 (20%) Non-Athletes 40 Faculty Members 22 (55%) Female, 18 (45%) Male 10 (25%) were presently coaches 30 (75%) were not coaches 32 (80%) were former athletes 8 (20%) were not current or former athletes .

Athletic Privilege Survey Ten Demographic Items Qualitative Survey: 4 Open-ended Items Qualitative questionnaire Athletic Privilege Survey Demographic items

Qualitative Open-Ended Items Do student-athletes receive privileges? If so, what privileges did they receive? What groups of student-athletes received privileges? Did the student-athletes deserve these privileges? Should these privileges be reduced? And suggestions for reducing privileges? The participants were asked if they felt student-athletes received privileges and if so, what privileges did they receive; What groups of student-athletes received privileges; Did the student-athletes deserved those privileges; Should these privileges be reduced and suggestions for doing so.

Methods Transcription of written responses. Investigative Team. Development of raw-data themes of each transcript (Marshall & Rossman, 1999). Inductive analysis (Patton, 2001). Development of themes across transcripts (Denzin & Lincoln, 2000). The methods for the dat analysis are as follows TRANSCRIPTION DEVELOPMENT OF RAW DATA THEMES INDUCTIVE ANALYSIS DEVELOPMENT OF THEMES ACROSS TRANSCRIPTS

Major Themes • Grade Inflation • Football Players • No – Should Be Same For Everyone • Yes – If Abused Major Themes • Grade Inflation • Football Players • No – Should Be Same For Everyone • Yes – If Abused

Grade Inflation I have been asked on several occasions to give extra assignments so that the athlete could pass. (03) I also know of several occasions when an administrator has tried to influence a teacher’s grading process in favor of an athlete; I consider this a privilege because we never see administrators intervening for non-athletes. (15) The theme Grade Inflation describes a variety of ways in which faculty members (participants) either inflate or have been asked to inflate a student-athlete’s grade over what a student of the general student body is earning THESE TWO PARTICIPANTS NOTED IN THEIR INTERVIEWS THE UNDUE INFLUENCES WHICH WERE PLACED UPON THEM TO CHANGE AN ATHLETES GRADES I have been asked on several occasions to give extra assignments so that the athlete could pass. (03) I also know of several occasions when an administrator has tried to influence a teacher’s grading process in favor of an athlete; I consider this a privilege because we never see administrators intervening for non-athletes. (15)

Football Players Overall, I’d say that the football players generally receive the most privileges, followed by some individual male basketball athletes and some individual male and female track athletes. (11) I believe that it is mainly football players who receive these privileges. (26) Overall, I’d say that the football players generally receive the most privileges, followed by some individual male basketball athletes and some individual male and female track athletes. (11) I believe that it is mainly football players who receive these privileges. (26)

Yes – If Abused Only if they are being abused. The problem is on the coaches and administrators; they need to be put in check and held accountable. Kids will only do what they can get away with, it depends on those who are allowing the privileges. (07) The theme of Yes – If Abused was revealed in participants’ perceptions that privileges only needed to be reduced if they were being abused. Only if they are being abused. The problem is on the coaches and administrators; they need to be put in check and held accountable. Kids will only do what they can get away with, it depends on those who are allowing the privileges. (07)

No – Should Be Same For Everyone No. I believe that student-athletes should be held to the same expectations as all students. (34) No, they cannot earn something that is not available to other students. They earn the respect of adults that have played at a high athletic level so these adults lower the student part of student-athletes and then we have privileges. (05) The theme No – Should Be Same For Everyone emerged from participants who felt that student-athletes should not receive privileges above what the general student body receives. No. I believe that student-athletes should be held to the same expectations as all students. (34) No, they cannot earn something that is not available to other students. They earn the respect of adults that have played at a high athletic level so these adults lower the student part of student-athletes and then we have privileges. (05)

Perception: Resentment: Privilege: Discussion Perception PERCEPTION CENTERED AROUND THE IDEA ATHLETES RECEIVE PRIVLEDGES WHICH NON ATHLETES DO NOT RECEIVE. Resentment THE RESENTMENT OF FACULTY WHEN ASKED TO CHANGE GRADES OR OTHER PRIVIDGES TO PARTICIPATE IN SPORTS Privilege And the overall outlook of privilege from faculty, students, and the community. In the past ten years there has been numerous studies done in the area of athletic privilege. It takes a concentrated focus on the larger picture of the athletes future and create a moral compass. Also athletic privilege can create life long problems when we don’t hold athletes to a high standard. If we look at the progression from youth to professional sport as a community at large would hold our athletes to the same standard as we do most individuals maybe we can curb the outlandish behavior we witness in sports today

Future Recommendations Stereotyping and negative perceptions among faculty Are athletes being treated differently in the classroom environment? Longitudinal study on the amount of time athletes spend playing sports. A study to determine if athletes are aware of such stereotyping, as well as which behaviors cause the most powerful negative perceptions among faculty may be important. It would be interesting to examine the classroom environment to see whether student-athletes are being treated differently, often inadvertently, by faculty or by other students” long term studies should be conducted to determine if such massive amounts of time spend on sports is conducive to a healthy adult lifestyle.