Abstract
Purpose. The purpose of this study was to examine the noncognitive variables and experiential factors and people that had a significant influence on African-American male basketball players in Division I programs who persisted to baccalaureate degree completion. Methodology. This research was a descriptive multiple case study. The lived experiences of twenty African-American male basketball players who competed for and graduated from Division I institutions were studied. Findings. The noncognitive variables that appeared to be most common with the twenty African-American males for this study were (1) career maturity, (2) involvement with the campus community, (3) degree commitment, and (4) other—commitment to family. These variables were identified as they were stated by at least 85 percent of the participants as playing a significant role in their college matriculation. Conclusions. The following conclusions were drawn based on the findings of this study: (1) Greater efforts should be made to educate the families of African-American student-athletes about the importance of being actively involved in their child's educational process, beginning at an early age; (2) Create a culture of academic success as the norm, rather than being the exception; (3) Dedicate greater resources to academic assistance to these student-athletes during their academic matriculation, especially those who are facing educational or financial challenges; (4) Consider tying coaching incentives to their program's graduation rate as well as winning percentage, instead of simply the latter; and (5) Consider an athletic curriculum for all majors, to ensure that student-athletes are made privy to all of the educational opportunities available to them. Recommendations. A comparison study of African-American male basketball players and African-American male student-athletes who participate in other sports should be conducted. One fact that was duly noted was that basketball is the only sport that actively competes during both the fall and spring semesters. This can create a hardship on athletes, as their grades tend to suffer during the season. In addition, a comparison study on the levels of persistence and graduation rates of Division I basketball player versus Division II or III players could be made.