Abstract
Purpose. The purpose of this exploratory case study was to explore coaches' perceptions of their role in facilitating the development of first-generation college student-athletes (FGCSAs) at two community colleges in Southern California. Methodology. The methodology used in this heuristic case study was in-person interviews and documentation with the coaches. Using nonprobability purposive sampling, the researcher interviewed 10 head coaches from two community colleges in Southern California. Participants provided rich, in-depth responses regarding their perspectives on facilitating student-athlete development for FGCSAs at two community colleges. Findings. Coaches perceived their role as prioritizing academic development, but they were not always aware of which students were FGCSAs. Coaches perceived their role as primarily a facilitator of academic success and perceived their role in facilitating life-skill development as serving as a mentor. Coaches used different personal approaches and techniques to promote student-athlete development to foster a mentoring relationship with FGCSAs. Community colleges have either unclear or no expectations on how they want coaches to interact with FGCSAs regarding academics, life-skill development, or mentoring. Even though community college coaches acknowledged having different roles as a coach, they felt their role as a mentor to FGCSAs was extremely important and impactful. Conclusions. Community college coaches value their roles as mentors and academic facilitators, believe in utilizing on-campus resources to help FGCSAs achieve academic success, and understand the meaning of life-skill development and that it is prevalent in intercollegiate athletics. However, coaches may not know if they have FGCSAs and may not acknowledge their differences. Recommendations. Community colleges need to create specific informational meetings regarding FGCSAs so coaches can be more effective with FGCSAs. Community colleges should develop a best-practices workshop that shows how to effectively integrate FGCSAs into the community college.