College students' perceptions, myths, and stereotypes about African American athleticism: a qualitative investigation

Abstract

Examining the ‘natural’ athlete myth and utilizing the recent literature on cultural/social factors in athleticism, this study through survey research examines the myth of the ‘natural’ African American athlete. Participants consist of 301 university students from a large, traditionally White, midwest institution. The primary research question is to determine the attitudes of college students in terms of how they perceive the success of the African American athlete in certain sports. The purpose is to assess participants' perceptions of the African American athlete and their opinion as to whether or not African American athletes are superior in certain sports (football, basketball, and track and field). Seven major themes emerged which are descriptive of the participants' (n=301) perceptions, thoughts, and feelings concerning the debate of African American athleticism: Black physical advantage, Black work ethic, Black cultural factors, race disregard, societal factors, Black limited opportunity, and unawareness/X factor.

Notes

Both authors contributed equally. Order of authorship is alphabetical. C. Keith Harrison is a faculty member at the University of Michigan in the Division of Kinesiology in the Department of Sports Management and Communication. Harrison studies race relations, sport and higher education, and the effects of media images on African American male student athlete career aspirations and desires. Harrison is founder and director of the Paul Robeson Research Center for Academic and Athletic Prowess. Suzanne Malia Lawrence is a faculty member at State University of West Georgia in the Physical Education and Recreation Department. Lawrence focuses her research on social justice issues in sport, career transition of athletes, and the experiences of African American athletes. Lawrence implemented a sport psychology concentration at Coker, which is unique to the southeast region on the undergraduate level.

All narratives by the respondents are transcribed verbation, irrespective of grammatical syntax.