Black female college athletes’ perception of power in sport and society

ABSTRACT

The purpose of this study was to examine Black female college athletes’ perception of power within the context of a “safe cultural space”. Scholars note the ability to discern the notion of power and its dynamics is a key factor towards empowerment. For marginalized populations, addressing topics such as power is best within a safe cultural space, or an environment that is free from surveillance and allows students to freely express themselves (Collins, P. (2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment (2nd ed.). New York, NY: Routledge.). Employing Black feminist thought, eleven (N = 11) Black female collegiate athletes that participated in a culturally relevant program within a historically White institution of higher education were examined utilizing qualitative methods. Findings revealed the women's understanding of power was as a possessive attribute; and, the words and symbols they attributed to power reflected hegemonic examples of power. Hegemonic ideologies pervade college athletics, thus, the creation of “safe cultural spaces” allowed the Black female college athletes to acknowledge their marginalization amongst peers and discern how power dynamics affects their development in sport and society.

KEYWORDS:

• intercollegiate athletics
• safe cultural space
• black feminist thought
• black female college athletes
• power

Acknowledgments

The authors would like to thank Texas A&M University College of Education and Human Development — Research Catalyst Grant for their funding support on this research and project.

Notes on contributors

Akilah R. Carter-Francique (Ph.D.) earned a doctorate degree in Sport Studies from the University of Georgia and is currently an assistant professor in the Department of Health and Kinesiology at Prairie View A&M University. As a former collegiate athlete in track and field at the University of Houston, she is an advocate for racial and gender equality in sports & physical activity, education, and health with specific emphasis on Black girls and women. Carter-Francique is the co-founder and director of Sista to Sista, a co-curricular leadership development program designed to foster a sense of connectedness amongst Black female college athletes. She is the co-editor of the Athletic Experience at Historically Black Colleges and Universities: Past, Present, and Persistence and Critical Race Theory: Black Athletic Experiences in the United States.

Deniece Dortch (Ph.D.) earned a doctorate degree in Higher and Postsecondary Education Leadership from the University of Wisconsin-Madison and is currently a postdoctoral research fellow and inaugural program manager for the African American Doctoral Scholars Initiative at the University of Utah. Through her research, she explores the experiences of Black undergraduate and graduate students, and the institutional policies and practices that influence students’ academic and workforce trajectories. Dortch is the co-founder and curriculum designer of Sista to Sista (with Carter-Francique). Dortch’s most recent work: The Strength from Within: A Phenomenological Study Examining the Academic Self-Efficacy of African American Women in Doctoral Studies can be found in The Journal of Negro Education.

Khrystal Carter-Phiri (MEd) earned a master’s degree in Educational Administration from Texas A&M University and is currently a learning resource support teacher at Monteverde Academy. Phiri is a former collegiate athlete in track and field at Texas A&M University where she earned multiple honors to include selection to the 2007 United States junior team participating in Brazil to serving as a member of the 2009 NCAA 4x100 meter relay championship team.

Notes

1 Title IX of the Education Amendments of 1972 is a federal law prohibiting gender discrimination in athletic programs at institutions that receive federal funds. It states “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance”. Title IX actually evolved from and amended Title VI of the Civil Rights Act of 1964. Title VI provides that an employer may not discriminate on the basis of race, color, religion, sex, or national origin.