Black College Student-Athletes' Discrimination Experiences, Social Support, & Identity Across Institution Types

Abstract

This study aimed to examine the impact of multiple spheres of social influence relating to Black Division I collegiate student-athletes’ identity characteristics and the relationship of these influences on cultivating a more holistic individual. Within this study, holism refers to the presence of multiple identity domains, including athletic, academic, and career-related aspects, rather than a singular emphasis on the athletic role. Identity is heavily influenced and constantly changing based on the individuals’ social environment, yet there has been limited research that has quantitatively examined how multiple influences operate across institution types, particularly for Black student-athletes. Participants included Black Division I student-athletes (n = 346) representing historically Black colleges and universities (HBCUs), predominantly White non-Power 4 institutions (PWI non-P4), and Power 4 PWIs (PWI-4). Measures assessed team motivational climate (task- and ego-involving and caring), perceived social support (athletic department staff, faculty, and peers), and experiences of daily discrimination, as well as outcomes of athletic identity, academic identity, and occupational engagement. Correlational analyses and one-way ANOVAs were conducted to examine relationships among variables and differences across institution types. Results indicated that task-involving climates and perceived support, particularly from faculty and athletics staff, were positively associated with academic identity and occupational engagement, whereas ego-involving climates and experiences of discrimination were negatively associated with supportive environments and identity outcomes. Additionally, meaningful differences emerged across institution types. Student-athletes at HBCUs generally reported more supportive social environments and greater engagement in non-athletic identity domains, while those at PWI institutions reported comparatively lower sources of perceived support and higher experiences of discrimination. These findings emphasizes the importance of considering both athletic and non-athletic environments in understanding Black student-athletes’ development. Institutional context appears to play a critical role in shaping access to support and opportunities for identity exploration. Implications suggest fostering task-involving climates, strengthening faculty and athletics department support, and addressing broader campus climate factors may enhance holistic identity development and support career exploration beyond sport.