BOTTOM

LINE

OVERSCHEDULED andOVERCOMMITTED
The lives of student athletes.
By Nol Harmon

VE JUST HUNG UP the phone from another conference call with the new American College Personnel Association (ACPA) Task Force for Campus
Recreation and Athletics. I am excited about the
potential of this task force and inspired by the
prospective contributions the group hopes to
make to the ACPA membership. Like any new
committee, we have spent much time and thought
in defining our mission and goals for the future, both
short-term and long-term.
The idea for this task force was first formulated
by a group of interested individuals at the 2008 ACPA
conference in Atlanta, and our first official meeting was
held during the ACPA conference in the Washington,
D.C., metropolitan area. I have found the process
invigorating but also perplexing, in a way. I have wondered why campus recreation and athletics have not
been topics worthy of serious consideration until now.
Not only have college students been competing in formal athletics since the early 1800s, but college sports
have been woven into the very fabric of most college
campuses, affecting not only student athletes but the
college and university community as well.
I have worked in higher education for almost ten
years, and admittedly, only since returning to graduate school in 2005, where I worked in athletic student
services for four years, have I seen how complex stu-

dent athlete issues areand how relevant to the work

I did previously. Collegiate athletics has exploded into
a multimillion-dollar enterprise that has brought with
it a host of issues, including the exploitation of student
athletes, concerns about student athletes academic
success and low graduation rates, cheating by student
athletes and staff, and misbehavior and crimes committed by student athletes, coaches, and athletics staff.
Each of these issues contributes to a low perception of
student athletes and athletics in general by members
of the university community, including student peers,
faculty, and staff. As student affairs practitioners, we
often feel separate from the world of athletics, and
in many cases, we actually are separate from athletics. But the issues that student athletes confront are
relevant because of the intense spotlight in which
they now operate, and they are a subpopulation that
urgently needs our attention.
There are a number of good reasons to encourage
a focus on the student athlete population. First, support
from student affairs professionals is critical to student identity development and to developing a comprehensive
sense of self. In 1989, Susan Birrell noted that athletics
is an extremely racialized and gendered space. A high
percentage of student athletes (especially in revenueproducing sports such as football and basketball) are
students of color, many of whom are labeled at risk

Published online in Wiley InterScience (www.interscience.wiley.com).

2010 by American College Personnel Association and Wiley Periodicals, Inc.
DOI: 10.1002/abc.20006

26
ABOUT CAMPUS / JanuaryFebruary 2010

because they are underprepared academically. Student

Edward Etzel, and Christopher Lantz. The dynamics
athletes of color often have cultural barriers with which
of the culture of collegiate athletics is a key concern
to contend, especially when competing at large Divifor anyone who works with student athletes. As edusion I predominantly white institutions where there is
cators, we play an important role in shaping both the
a consistent lack of coaches and staff of color to act as
academic and cocurricular lives of student athletes, as
role models and mentors. Student athletes of color in
well as guiding them toward fulfilling career goals.
non-revenue-producing sports often face isolation and
As a profession, we have seen the definition of the
developmental struggles when they find themselves to
whole student evolve to encompass a wide range
be the only person of color on their team. As Wilof students, their needs, and thus our responsibility
liam Parham points out, when viewed in the context of
to support and nurture those needs. From that perrace or ethnicity, gender, sexual orientation, or physispective, the unique collegiate experiences of student
cal or learning disabilities,
athletes compel us to rethe challenges of a student
examine how we can best
athlete become even more
support their learning and
complicated to negotiate.
development. We need to
Student athletes of color
Second, research, such
look at ways to support
often have cultural
as that reported by Patricia
their academic interests,
Lally and Gretchen Kerr in
design cocurricular activibarriers with which to
2005, suggests that student
ties that include socializaathletes may be less able to
tion with non-athletes,
contend, especially when
formulate mature educaand provide career develcompeting at large
tional and career plans than
opment opportunities that
their non-athlete peers.
include internships that are
Division I predominantly
Despite the relatively small
not traditionally available
percentage of student athto athletes.
white institutions where
letes who have the opporthere is a consistent
tunity or ability to play
ERHAPS the first steps
professionally, many stutoward bridging the
lack of role models
dent athletes, especially
chasm between athletics
and student affairs involves
those who identify strongly
and mentors.
examining our perceptions
with being an athlete, focus
of student athletes and athon professional playing
letics, educating ourselves
careers to the detriment of
about the student athlete experience, and finding ways
their academic experience in college. Courses are often
to collaborate in meaningful ways with athletics staff
chosen to fit busy schedules and not to support interests
and other educators who are interested in supporting
or even to challenge and support academic ability.
the learning and development of student athletes.
Finally, while some research shows that student
Why are we often quick to allow negative stereoathletes have highly developed time management skills,
typing to bias and influence our perceptions of student
high self-esteem and discipline, and a well-developed
athletes when they so desperately need our support and
self-concept or that they achieve independence, student
attention? Why are we so conflicted when it comes
athletes are often isolated from their non-athlete peers,
to student athletes and athletics in general? Research
both physically and socially, and have little time to
on faculty and staff attitudes toward student athletes
explore other aspects of their identity or academic and
for example, by Catherine Engstrom and William
cocurricular experiences, according to A.P. Ferrante,
Sedlacekcontinues to find that athletes contend with
negative stereotypes from their peers and faculty, espeNol Harmon recently graduated from the University of
cially in regard to academic competence, special serIowa with a doctorate in student affairs administration and
vices, and recognition. In addition, research by Edward
research. She is currently teaching undergraduate and graduEtzel, A. P. Ferrante, and James Pinkney has found that
ate courses at U. of Iowa in multiculturalism.
misperceptions of student athletes as dumb jocks or as
an overprivileged group of academically undermoWe love feedback. Send letters to executive editor Jean M.
tivated individuals have led to a lack of understandHenscheid (aboutcampus@uidaho.edu), and please copy
her on notes to authors.
ing and a lack of support for one of the most diverse

27
ABOUT CAMPUS / JanuaryFebruary 2010

student populations on college campuses today. More

encounters that were surprising to me in that first year,
revealing is the disturbing link that Parham describes
like the starting basketball player who excelled in basketbetween those perceptions and race.
ball but even more so in his statistics class, the football
When I began working in athletic student serplayer who was always waiting outside the computer
vices a little over four years ago, I brought with me a
lab before it opened at 8 a.m. to work on revising his
host of biases and stereotypes, many of which I wasnt
English papers, and the young womens basketball player
conscious of until I began working with students. It
who worked diligently to balance her challenging course
was intimidating to walk around the athletic services
work with her demanding practice schedule.
center, surrounded by football players Id only seen
I realized that unlike their non-athlete peers, student
on the news or read about in papers, towering basketathletes are often thrown into very adult and political
ball players, and strong, confident, athletic women.
situations that highlight their navet, exploit their inexHowever, I quickly learned that these were also just
perience, downplay the physical effort they exert every
students, struggling with their course work, explorday, and very rarely celebrate or report their accomplishing their identity, and learning to navigate social relaments either academically or athletically. I realized that
tionships, but with the added responsibility of twenty
Id been socialized to believe that these collegiate athletes
hours a week devoted to their sporttwenty hours!
were larger-than-life stars or celebrities and not college
The physical demands of
men and women between
being an athlete and the
seventeen and twenty-one
concomitant impact on
years of age. Student athMisperceptions of
student athletes learning
letes need interaction with
and development is somestudent affairs professionstudent athletes as dumb
thing difficult to underals who are knowledgeable
stand unless we have been
about their situation as stujocks or academically
or are athletes ourselves.
dent athletes and who use
undermotivated individuals
As an avid marathoner, I
that knowledge to inform
understand the physical
the work they do with the
have led to a lack of
and psychological toll that
athletes.
training takes on the body
support for one of the
and the mind. However,
O START, we need to evalmost diverse student
uate our own percepas an adult and a graduate
tions of student athletes
student, I have flexibility
populations on college
and athletics in general.
in my life and schedule.
Our attitudes may affect
Unlike our student athcampuses today.
how we work with both
letes, I do not have my
athletes and potential colentire day pre-planned for
laborators or allies in athme. I am not required by
letics. We live in a media age of continuous new cycles
a scholarship contract to lift weights at 6 a.m., go to
that demand getting the story, whether it is true or
class, put in hours at the learning center, and then
accurate, and athletes are often the targets. But we
give 100 percent at a four-hour practice in the afterneed to ask, What is not being said? and Who bennoon, and that doesnt include the grueling travel
efits from this story? We need to think deeply about
schedule that leaves little time for rest and muchour socialization into an athletic culture that values the
needed sleep.
story over the truth and examine how weve come by
In working with student athletes, I have begun to
our own perceptions and perhaps even stereotypes of
understand how regimented their schedules are, how
student athletes and athletics. We need to ask ourselves
quickly they have to learn time management skills, and
why we continue to hold onto those negative percepthe amount of responsibility they have to their teamtions when we fight so hard to shed ourselves of other
mates, their coaches, and the athletic staff, in addition
negative stereotyping. How do we know what we
to being a student. I learned that athletes are not lazy;
know about student athletes?
they are genuinely tired, even those making the very
Our student athletes suffer from negative stereotypbest choices with their time. I learned that athletes are
ing from their non-athlete peers, faculty, and even stunot dumb jocks but articulate, thoughtful, and highly
dent affairs professionals. Many athletes are socialized to
intelligent young adults whose academic interests and
believe that everyone they encounter believes them to
talents often go unnoticed or uncultivated. I had many

28
ABOUT CAMPUS / JanuaryFebruary 2010

actually be a stereotype. We
this time to examine our
need to commit to being
perception of student athallies of student athletes by
letes and athletics. Perhaps
If we are going to support
being accurately informed
this new committee can be
and critical in the informaan impetus for us to reflect
our student athletes, we
tion we consume. And we
on what we know and
must know more about
need to tell them we supwhat we want to know
port them and then act in
about the student athlete
their experiences, and
ways that demonstrate our
experience. I am calling
knowledge of their experifor us to examine how in
that means having an
ence and genuine interest in
our own individual roles
understanding of their
helping them succeed.
as educators we can reach
We need to learn
out to support our student
roles and responsibilities as
more about the student
athletes and explore ways
athletes experience.
to collaborate across camscholarship athletes.
According to data gathpus constituencies in order
ered by Janet Lawrence,
to best meet their needs
Lori Hendricks, and Molly
and foster their individual
Ott for the NCAAs Knight Commission Reports on
growth and learning during their unique collegiate
Faculty Perceptions of Intercollegiate Athletics, faculty
experience.
report knowing very little about their institutions athletic program. We need to gather accurate information
Notes
about our institutions athletic programs, including the
Birrell, S. (1989). Racial relations theories and sport:
policies and regulations to which our student athletes
Suggestions for a more critical analysis. Sociology of Sport
must adhere, and offer our assistance and support with
Journal, 6, 212227.
programs that may be in place, such as the CHAMPS
Engstrom, C., & Sedlacek, W. (1991). A study of the
prejudice toward university student-athletes. Journal of
life skills and diversity programming sponsored by the
Counseling and Development, 70, 189193.
NCAA. If we are going to support our student athEtzel, E. F., Ferrante, A. P., and Pinkney, J. W. (2002).
letes, we must know more about their experiences, and
Counseling college student athletes: Issues and interventhat means having an understanding of their roles and
tions. 2nd Ed. Morgantown, WV: Fitness Information
responsibilities as scholarship athletes.
Technology, Inc.
Ferrante, A. P., Etzel, E. F., & Lantz, C. (2002). Counseling
Many institutions, especially those with Division I
college student-athletes: The problem, the need. In E. F.
programs, have student service offices for athletes and
Etzel, A. P. Ferrante, & J. W. Pinkney (Eds.), Counseling
academic coordinators who work to support student
college student athletes: Issues and interventions (pp. 326).
athletes. However, these offices are often isolated from
Morgantown, WV: Fitness Information Technology, Inc.
the rest of campus and from other student affairs proLally, P., & Kerr, G. (2005). The career planning, athletic
identity, and student role identity of intercollegiate stufessionals on campus. On many college campuses, there
dent athletes. Research Quarterly for Exercise and Sport, 76,
appears to be a gap between professionals who are
275285.
working essentially for the same purpose and goal
Lawrence, J. H, Hendricks, L. A., Ott, M. C. (2007). Faculty
the welfare of the student. Collaboration would mean
perceptions of intercollegiate athletics: A National Study of
shared expertise and support, which would benefit stuFaculty at NCAA Division I Football Bowl Subdivision
Institutions. University of Michigan. Center for the Study
dents by creating intentional programming grounded
of Higher and Postsecondary Education.
in informed research and practice.
Parham, W. D. (2002). Diversity within intercollegiate
athletics. In E. F. Etzel, A. P. Ferrante, & J. W.
Pinkney (Eds.), Counseling college student athletes: Issues
and interventions (pp. 2749). Morgantown, WV: Fitness
Information Technology, Inc.

S ACPA WELCOMES a new task force to specifically

engage the membership on issues related to student athletes and campus recreation, I urge us to take

29
ABOUT CAMPUS / JanuaryFebruary 2010