Abstract
Purpose. The purpose of this qualitative case study was to analyze the perspectives of selected football coaches on their influence in contributing to the academic achievement in testing, graduation, and college acceptance rates for Black male high school students.
Methodology. This study employed a qualitative case study approach grounded in transformational leadership theory and social reproduction theory. These frameworks guided the research, problem significance, and design. The researcher conducted observations, interviews, and document reviews at two schools in San Bernardino County, California.
Findings. The study focused on the roles of coaches in promoting academic success for Black male football players. Key themes included mentorship, strategies to address academic inequities, and systemic barriers. Coaches implemented study hall and GPA incentives but faced challenges, including a lack of support and socioeconomic issues. They advocated for higher GPA standards and the need for a holistic approach that merges athletics with academics.
Conclusions and Recommendations. This case study found that high school football coaches significantly support the academics of Black male student-athletes through transformational leadership and advocacy. Coaches serve as mentors, using strategies such as academic monitoring, GPA incentives, and collaboration to foster academic accountability. Despite challenges and support, they worked to combat educational inequities. The findings emphasize coaches as vital change agents who integrate athletics with academic goals, highlighting the importance of holistic, relationship-driven approaches in schools.