WHEN THE BALL GOES FLAT: CULTIVATING ACADEMIC ACHIEVEMENT THROUGH A SUMMER TRANSITION PROGRAM FOR BLACK MALE STUDENT-ATHLETES

Research underscores the pressing need for student-athletes to receive support in managing the dual demands of academics and athletics. A closer look at the historical academic performance records reveals a disconcerting trend: the academic outcomes of Black male student-athletes lag significantly behind their peers. This disparity, measured by the National Collegiate Athletics Association (NCAA) through metrics like the academic progress rates (APR), not only threatens the future professional prospects of these athletes but also exacerbates existing disparities across student demographics. This qualitative research study analyzed how the educational experiences of Black male student-athletes at a historically White institution influenced their academic achievements and outcomes. An evidence-based intervention model rooted in culturally responsive and relevant pedagogical approaches emerged. This model aims to create psychologically safe educational spaces in higher education classrooms to address challenges and improve student outcomes. This study utilized the Plan-Do-Study-Act (PDSA) cycle to collect data and employed theoretical models (psychological safety, culturally relevant pedagogy, culturally responsive teaching, and Schlossberg’s marginality, and mattering) within. Black male student-athletes have adverse educational experiences at historically white institutions, impacting their academic decision-making, motivation, and persistence. Evidence-based, asset-centered, culturally responsive practices can foster educational spaces that are psychologically safe for all students. The study recommends an individualized summer transition program for Black male student-athletes to improve postsecondary educational outcomes, improve institutional academic progress rate data, and close Black male student-athletes’ educational gaps within higher education.