1. 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

2. 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.

3. 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.

4. 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

5. 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 .

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

7. 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.

8. 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

9. 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

10. 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)

11. 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)

12. 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)

13. 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)

14. 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

15. 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.