A Gap, B Gap, Economic Gap: How Athletic Scholarships Force Student-Athletes into Non-Lucrative Majors

2021 ◽  
Author(s):  
Joshua Holmes
Author(s):  
Lindsey Griffith

There is an abundance of research on athletic scholarships and the experiences of college athletes (Duderstadt, 2000; Herbert, 2004; Miller & Kerr, 2002; Paskey, 2000; Sack & Staurowsky, 1998; Schofield, 2000; Shulman & Bowen, 2001). However, since much of this work has focused on the U.S. context, there is a scarcity of literature pertaining to the experiences of Canadian student-athletes. This study explores what is known as the "brawn drain"—the apparent movement of Canadian student-athletes to the U.S.--and compares their experiences with those who remain in Canada. In- depth, open-ended interviews with Canadian student-athletes at U.S. universities revealed that on the one hand, these athletes endured arduous training regimes, an increased pressure to perform athletically, and a higher value placed on athletic performance that at times compromised their academic priorities. On the other hand, interviewees noted their satisfaction with superior training facilities and the opportunity to continue to compete at a high level, benefits that they felt were not available in Canada. Our analysis is contextualized within the recent debates among and beyond Canadian Interuniversity Sport on the possibility of raising the annual cap on athletic scholarships in Canada (Paskey, 2000).


Author(s):  
Howard P. Chudacoff

This chapter details the regularization of athletic scholarships and establishment of the NCAA as the principal arbiter of the college sports establishment. It describes the NCAA's Sanity Code of 1949, which sought to enforce the principle that college athletes were amateurs who played sports as an “avocation” and should not be differentiated from other students. It discusses the evolution of intercollegiate sports between 1950 and 1956, which resulted in athletics and athletes becoming virtually separate from the rest of the institution in which they resided. After 1956, an athletic scholarship and the time demands of competition often forced many “student athletes” to make their academic commitments secondary to their athletic ones.


2017 ◽  
Vol 19 (7) ◽  
pp. 977-989 ◽  
Author(s):  
John Charles Bradbury ◽  
Joshua D. Pitts

In 2015, the National Collegiate Athletic Association Division I schools were permitted to cover the “full cost of attendance” as a part of athletic scholarships for the first time, which allowed schools to provide modest living stipends to its athletes. Differences in cost-of-attendance allotments across schools have the potential to affect the allocation of talent, with higher stipends attracting better student-athletes. Using recently published cost-of-attendance data, we estimate the impact of cost-of-attendance allowances on college football recruiting. Estimates reveal that cost-of-attendance scholarship allowances were positively associated with football recruiting quality immediately following their implementation, indicating that the modest differences in stipends swayed student-athletes’ college choice.


2012 ◽  
Vol 13 (3) ◽  
pp. 70-78 ◽  
Author(s):  
Bess Sirmon-Taylor ◽  
Anthony P. Salvatore

Abstract Purpose: Federal regulations should be implemented to provide appropriate services for student-athletes who have sustained a concussion, which can result in impaired function in the academic setting. Eligibility guidelines for special education services do not specifically address the significant, but sometimes transient, impairments that can manifest after concussion, which occur in up to 10% of student-athletes. Method: We provide a definition of the word concussion and discuss the eligibility guidelines for traumatic brain injury and other health-impaired under IDEA, as is the use of Section 504. Results: The cognitive-linguistic and behavioral deficits that can occur after concussion can have a significant impact on academic function. We draw comparisons between the clinical presentation of concussion and the eligibility indicators in IDEA and Section 504. Conclusion: Speech-language pathologists are well-positioned to serve on concussion management teams in school settings, providing services including collection of baseline data, intervention and reassessment after a concussion has occurred, prevention education, and legislative advocacy. Until the cultural perception of concussion changes, with increased recognition of the potential consequences, student-athletes are at risk and appropriate implementation of the existing guidelines can assist in preservation of brain function, return to the classroom, and safe return to play.


2008 ◽  
Author(s):  
Albert J. Petitpas ◽  
Kelly A. Obrien ◽  
Allen E. Cornelius

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