Leveling the Playing Field: Faculty Influence on the Academic Success of Low-Income, First-Generation Student-Athletes

Abstract

Minimal scholarly research focuses on low-income, first-generation (LIFG) intercollegiate athletes. Student-athletes are a unique population on campus, and LIFG students face additional challenges related to academic achievement due to increased financial and family obligations. In this study, we provide a profile of LIFG student-athletes and examine the extent to which faculty interactions, concerns, and perceptions affect LIFG student-athletes' academic success in higher education. After controlling for student-athlete profile characteristics, faculty-student interaction was found to be the most effective predictor of academic success for LIFG and non-LIFG student-athletes. Our findings affirm previous research that suggests the importance of students’ college experiences outweighs the influence of their background characteristics when predicting academic achievement.

Keywords:

• low income
• first generation
• student-athletes
• academic success
• faculty influence

Notes

Justin C. Ortagus studies online education, organization issues, and studentathletes in higher education. He is a Ph.D. candidate in the Higher Education program at The Pennsylvania State University. He also works as a graduate assistant at Penn State's Center for the Study of Higher Education.

Dan Merson studies college student outcomes, college environments, and STEM education. He is a research associate with the Leonhard Center for Enhancement of Engineering Education at Penn State. He also consults on campus climate assessment with Rankin & Associates Consulting and provides professional methodological consulting to researchers and graduate students.