GRAMBLING STATE UNIVERSITYCOLLEGE OF EDUCATIONWHAT ARE THE FACTORS THAT DETERMINE THE ENROLLMENT OF AN AFRICAN-AMERICAN ST...
The purpose of the study is to elucidate the contributing factors an African-American student athlete undergoes in choosin...
Factors in decision making<br />Expanding on prior related research<br />Definition/History of an HBCU<br />Explain Data o...
 Concept of Student athlete (attitudes)<br />Definition of attitudes<br />Beliefs, values, hunches, perceptions<br />Defin...
Strategies<br />Decision making skills<br />Education<br />Statement of the problem<br />
What drives this research?<br />Qualitative in nature (non-numerical) (race &Gender)<br />Relationship questions<br />Appl...
HBCU<br />Attitude<br />Student-Athlete<br />Definition of Terms<br />
Weakness of the Study<br />Uncontrolled variables<br />Faulty administration of tests<br />Sampling problems<br />Limitati...
Parameters that can be controlled<br />Scope of study<br />subjects<br />Delimitations<br />
What the researcher assumes <br />Assumptions of the Study<br />
What is need of study?<br />Qualitative measures<br />Definitive system in choice?<br />Significance of Study<br />
Anonymous, (2006).  The false promise of basketball as young blacks’ best route<br />	Out of the inner city.  The Journal ...
Davis,  Kimberly,. (2006, April 6).  In the penalty box: The push for academic <br />	Reform leaves some schools lagging. ...
Koehler. M. (1995).  Student athletes and high schools: let’s shift the focus.<br />The Clearing House, 68 (2), 158-159.<b...
Athletic reputation<br />Academic reputation<br />Practicality of enrolling<br />Demographic and social atmosphere<br />In...
Why were HBCUs’ created?<br />Geographical location.<br />Caucasian-Americans deemed them sub-standard.<br />Still lag in ...
Lower scores on ACT/SAT<br />Academically ineligible for D-1 schools.<br />Open admissions (easier to enroll)<br />HBCUs’ ...
Low cost of attendance<br />Proximity to home<br />Can still be seen by scouts<br />Experience in attending an HBCU<br />S...
Factors depend on individual<br />Should be well-informed<br />Ultimately, AASA makes choice<br />Obtain facts about schoo...
NEXT SLIDE<br />METHODS  (CHAPTER 3<br />
Methods of evaluating study<br />Research Design<br />
Population<br />African-American student athletes<br />Grambling Lab<br />Athletic scholarships<br />Participants	<br />
Non-probability (purposive & convenient)<br />Non-Random basis (certain group represented)<br />Sampling method<br />
How survey will be administered<br />Acquire an idea of college choice<br />Involvement of parents, teachers, AD,coaches<b...
How consistent is the research?<br />Cronbach alpha will test instrument.<br />Measures reliability from one testing.<br /...
Does the research measure what it is suppose to measure.<br />Construct validity evidence method.<br />Interpretations can...
Demographic section<br />Closed and opened ended questions<br />3 closed-ended (YES OR NO FORMAT)<br />7open-ended (brief ...
Cronbach alpha method<br />Method will test instrumentation<br />Alpha level .05 percent<br />Will not test entire researc...
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  1. 1. GRAMBLING STATE UNIVERSITYCOLLEGE OF EDUCATIONWHAT ARE THE FACTORS THAT DETERMINE THE ENROLLMENT OF AN AFRICAN-AMERICAN STUDENT ATHLETE AT AND HBCU?<br />SPA 514<br />A prospectus submitted to the Dept of Kinesiology, Sport and Leisure Studies<br />By Perry Boler<br />
  2. 2. The purpose of the study is to elucidate the contributing factors an African-American student athlete undergoes in choosing an HBCU.<br />Purpose of the study<br />
  3. 3. Factors in decision making<br />Expanding on prior related research<br />Definition/History of an HBCU<br />Explain Data of student choices<br />Examine attitude of student athlete<br />IntroductionChapter 1<br />
  4. 4. Concept of Student athlete (attitudes)<br />Definition of attitudes<br />Beliefs, values, hunches, perceptions<br />Definition of values<br />Components of attitudes<br />Conceptual Framework<br />
  5. 5. Strategies<br />Decision making skills<br />Education<br />Statement of the problem<br />
  6. 6. What drives this research?<br />Qualitative in nature (non-numerical) (race &Gender)<br />Relationship questions<br />Applied research<br />Research Questions<br />
  7. 7. HBCU<br />Attitude<br />Student-Athlete<br />Definition of Terms<br />
  8. 8. Weakness of the Study<br />Uncontrolled variables<br />Faulty administration of tests<br />Sampling problems<br />Limitations<br />
  9. 9. Parameters that can be controlled<br />Scope of study<br />subjects<br />Delimitations<br />
  10. 10. What the researcher assumes <br />Assumptions of the Study<br />
  11. 11. What is need of study?<br />Qualitative measures<br />Definitive system in choice?<br />Significance of Study<br />
  12. 12. Anonymous, (2006). The false promise of basketball as young blacks’ best route<br /> Out of the inner city. The Journal of Blacks in Higher Education, (51), <br /> p.16-17.<br /> <br />Anonymous, (2005). Are the flagship state universities exploiting black athletes?<br />The Journal of Blacks in Higher Education, (48), p.40-41.<br /> <br />Anonymous. (2004/2005). Are the athletic powerhouses ignoring the education<br /> of black athletes. The Journal of Blacks in Higher Education, 46 (69), 1.<br /> <br />Braddock, J.H., Hua, L. (2006). Determining the college destination of african<br />american high school seniors: does college athletic reputation matter? <br />The Journal of Negro Education, 75 (3), 532-546.<br /> <br />Cole, D. (2006, August 28). When it’s your turn to pick; five simple steps to help<br />References (Chapter 2)<br />
  13. 13. Davis, Kimberly,. (2006, April 6). In the penalty box: The push for academic <br /> Reform leaves some schools lagging. Diverse Issues in Higher Education,<br /> 23, (24).<br /> <br />Evans, A L; Evans A M; Evans, V. (2002, October 1). Historically black colleges <br /> and universities. Education, 123, (3).<br /> <br />Farrell, C.S. (1995). Drubbings no more: hbcu basketball teams win their way to <br /> Respect. Black Issues in Higher Education, (3), p. 14.<br /> <br />Hendricks, C. S., Hendricks, D.L, (2005, October 1). The relationship of hope and <br /> Self-efficacy to health promoting behaviors among student-athletes<br /> attending historically…; Journal of Multicultural Nursing & Health, 11,<br />23.<br /> <br />Kilkenny. S. (2005). Lost wealth; the economic value of black male college <br /> Athletes. The Network Journal, 13 (1), 32.<br />References (cont’d)<br />
  14. 14. Koehler. M. (1995). Student athletes and high schools: let’s shift the focus.<br />The Clearing House, 68 (2), 158-159.<br /> <br />Matthews, J. F., & Ofobike, I. (2006). Panel discusses exploitation, academic<br /> Prejudice against student-athletes. Diverse Issues in Higher Education, 23<br />(1), pg 1.<br /> <br />Matthews, J.F., & Seymour, A. (2006). Pigskin payday. Diverse Issues in <br /> Higher Education, 23 (4), 36-39.<br /> <br /> <br />References (cont’d)<br />
  15. 15. Athletic reputation<br />Academic reputation<br />Practicality of enrolling<br />Demographic and social atmosphere<br />Influencing factors<br />
  16. 16. Why were HBCUs’ created?<br />Geographical location.<br />Caucasian-Americans deemed them sub-standard.<br />Still lag in funding (purposely?)<br />Chap 2 Topics<br />
  17. 17. Lower scores on ACT/SAT<br />Academically ineligible for D-1 schools.<br />Open admissions (easier to enroll)<br />HBCUs’ always gives student a chance<br />Parents attended university (legacy)<br />Why choose an HBCU?<br />
  18. 18. Low cost of attendance<br />Proximity to home<br />Can still be seen by scouts<br />Experience in attending an HBCU<br />Still achieve quality education<br />Why choose HBCU (cont’d)<br />
  19. 19. Factors depend on individual<br />Should be well-informed<br />Ultimately, AASA makes choice<br />Obtain facts about schools<br />Visit schools<br />The AASA<br />
  20. 20. NEXT SLIDE<br />METHODS (CHAPTER 3<br />
  21. 21. Methods of evaluating study<br />Research Design<br />
  22. 22. Population<br />African-American student athletes<br />Grambling Lab<br />Athletic scholarships<br />Participants <br />
  23. 23. Non-probability (purposive & convenient)<br />Non-Random basis (certain group represented)<br />Sampling method<br />
  24. 24. How survey will be administered<br />Acquire an idea of college choice<br />Involvement of parents, teachers, AD,coaches<br />Factor in high school academics<br />Post survey procedures<br />Data Collection Procedures<br />
  25. 25. How consistent is the research?<br />Cronbach alpha will test instrument.<br />Measures reliability from one testing.<br />Or one administration of questionnaire.<br />Reliability<br />
  26. 26. Does the research measure what it is suppose to measure.<br />Construct validity evidence method.<br />Interpretations cannot be concluded.<br />Can’t test concepts (attitude)<br />Validity<br />
  27. 27. Demographic section<br />Closed and opened ended questions<br />3 closed-ended (YES OR NO FORMAT)<br />7open-ended (brief description)<br />Instrumentation<br />
  28. 28. Cronbach alpha method<br />Method will test instrumentation<br />Alpha level .05 percent<br />Will not test entire research<br />Research based on concept(attitude)<br />Data Analysis<br />
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