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Women who endure: A grounded theory ...

Capella University., School of Human Services.

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Women who endure: A grounded theory study of Black female former student-athletes.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Women who endure: A grounded theory study of Black female former student-athletes./
Author:	Wilson, Tarsha Monik.
Description:	211 p.
Notes:	Adviser: Christopher Lucies.
Contained By:	Dissertation Abstracts International68-11A.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3290664
ISBN:	9780549340355

Women who endure: A grounded theory study of Black female former student-athletes.
Wilson, Tarsha Monik.

Women who endure: A grounded theory study of Black female former student-athletes. - 211 p.

Adviser: Christopher Lucies.

Thesis (Ph.D.)--Capella University, 2008.

This study identified and examined the academic, athletic, and social experiences of Black female former student-athletes. Fourteen women were interviewed who had participated in sports (basketball, cross country, tennis, indoor/outdoor track and field) during their college tenure. A qualitative research design that employed grounded theory techniques identified 21 themes resulting from participant responses to an interview using a series of open-ended questions regarding (a) the precollege experience; (b) the college experience; and (c) the transition into retirement from sports. The interviews allowed the former Black female student-athletes an opportunity to give voice to their life experiences by way of the narrative. Themes relative to the precollege experience consisted of (a) athletic exposure: height and modeling, (b) athletic identity, (c) support versus opportunity, (d) academics in high school, (e) advice about college, and (f) factors related to college selection. Themes relative to the college experience consisted of (a) integration within the university setting, (b) academic adjustment, obstacles, and hardships, (c) college sports is a business, (d) athletic injury, (e) the team is a "sisterhood," (f) positive aspects of sports participation, (g) negative aspects of sports participation, (h) the intersection of race, class, and gender (e.g., stereotypes, prejudice, sexism, exploitation), (i) coach as a support, and (j) family members as a support. Themes relative to the transition out of sports, or retirement from sports, consisted of (a) ready versus not ready for the end, (b) the "bittersweet" experience, (c) loss of the "love of the game," (d) personal life attributes development through sports participation, and (e) transition from sports in comparison to other transitions. Results confirmed past sports research and added to the limited research on the Black female student-athlete experience. Recommendations included the creation of undergraduate forums and seminars to enhance communication and understanding among the college student-athlete, the general college student, faculty, coaches, and athletic and college administrators.

ISBN: 9780549340355Subjects--Topical Terms:

1017673
Black Studies.

Women who endure: A grounded theory study of Black female former student-athletes.
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245 1 0 $a Women who endure: A grounded theory study of Black female former student-athletes.
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500 $a Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4891.
502 $a Thesis (Ph.D.)--Capella University, 2008.
520 $a This study identified and examined the academic, athletic, and social experiences of Black female former student-athletes. Fourteen women were interviewed who had participated in sports (basketball, cross country, tennis, indoor/outdoor track and field) during their college tenure. A qualitative research design that employed grounded theory techniques identified 21 themes resulting from participant responses to an interview using a series of open-ended questions regarding (a) the precollege experience; (b) the college experience; and (c) the transition into retirement from sports. The interviews allowed the former Black female student-athletes an opportunity to give voice to their life experiences by way of the narrative. Themes relative to the precollege experience consisted of (a) athletic exposure: height and modeling, (b) athletic identity, (c) support versus opportunity, (d) academics in high school, (e) advice about college, and (f) factors related to college selection. Themes relative to the college experience consisted of (a) integration within the university setting, (b) academic adjustment, obstacles, and hardships, (c) college sports is a business, (d) athletic injury, (e) the team is a "sisterhood," (f) positive aspects of sports participation, (g) negative aspects of sports participation, (h) the intersection of race, class, and gender (e.g., stereotypes, prejudice, sexism, exploitation), (i) coach as a support, and (j) family members as a support. Themes relative to the transition out of sports, or retirement from sports, consisted of (a) ready versus not ready for the end, (b) the "bittersweet" experience, (c) loss of the "love of the game," (d) personal life attributes development through sports participation, and (e) transition from sports in comparison to other transitions. Results confirmed past sports research and added to the limited research on the Black female student-athlete experience. Recommendations included the creation of undergraduate forums and seminars to enhance communication and understanding among the college student-athlete, the general college student, faculty, coaches, and athletic and college administrators.
590 $a School code: 1351.
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