A comparison of athlete and student identity for Division I and Division III athletes.
Sturm, Jennifer E. ; Feltz, Deborah L. ; Gilson, Todd A. 等
Research within the field of sport psychology has investigated the
existence of an identity among student-athletes that separates them from
the non-athlete student population. Specifically, this athlete identity
refers to the "degree to which an individual identifies with the
athlete role" (Brewer, Van Raalte, & Linder, 1993, p. 237).
Various researchers have discussed the relationship of this athlete
identity to such factors as career maturity (e.g., Murphy, Petitpas,
& Brewer, 1996) and transition (e.g., Parker, 1994). However, there
is a gap in the literature concerning the degree of athlete identity
among different athlete populations, such as Division I and III
athletes. Specifically, it is known that Division I and Division III
colleges and universities function differently with respect to
expectations of athletes for athletic performance and the focus required
on education (Coakley 2009; NCAA, 2009a, 2009b). However, it is unknown
whether athletes who attend institutions at these various levels differ
when reporting their level of athlete identity. Further, there is very
little information concerning the level of student identity among
student-athletes.
The concept of identity relates to, at its roots, an
individual's perception of(him or her) self. Various theories
within psychology have commented on this idea of self. Gergen (1971)
discussed the theory of self as involving not a single conception, but
rather multiple concepts embodied in an individual. In terms of the
proposed research, it is possible for an individual to have both athlete
and student identities. Markus and Wurf (1987) referred to this idea as
the "multifaceted self-concept," because the self is not
defined by a single label, but involves various roles an individual
takes on during his or her life. Marsh and Shavelson (1985) took the
theory of the multifaceted self one step further and suggested that some
self-concepts are situation-specific. For example, it is possible for an
individual to perceive him- or herself as an athlete in one situation
and a student in another. This contention allows for the collegiate
athlete to change his or her perception regarding self based on the
context in which life is currently being experienced.
Research on Division I student-athletes suggests that athlete
identity exists more strongly than one's student identity. In
perhaps the best known studies on the subject, Adler and Adler (1985,
1991) conducted longitudinal studies with male basketball players at
big-time universities. They found that, although many of the athletes
came into college (as freshmen) with optimistic views about academics,
after about their first year, they began to sense the lack of importance
placed on academics. As a result, the athletes began taking easy courses
and majors, with the sole purpose of sustaining eligibility as they
progressed through their college career. Thus, collegiate athletes who
strongly commit themselves to their team or peer athletes may find it
difficult to properly develop a balanced student-athlete identity (Marx
et al., 2008). However, in a national study of 18 Division I
universities (n = 930, upper-classmen, who had completed at least 85
credit hours) Potuto and O'Hanlon (2006) found no evidence that
educational experiences were lacking for student athletes. Specifically,
91.7% of the respondents believed they had a well-rounded educational
experience, 81% agreed with the premise that their education had
prepared them well for life after college, 74.9% of student-athletes
stated that they would have attended a four-year institution even if
they had not played a varsity sport. While this data seems conclusive,
it is important to remember that Potuto and O'Hanlon only surveyed
athletes near the completion of their degree. Therefore, because this
national study contradicts well-known previous longitudinal works of
Adler and Adler (1985, 1991), athlete and student identities should be
re-examined across class level. Overall, literature focusing on Division
I sports reveals the ubiquitous focus of collegiate athletes as
professionals and not as student-athletes (Sperber, 2000; Zimbalist,
1999). Although some studies have found that female student-athletes
were successfully able to balance the roles of collegiate student and
athlete (Meyer, 1990; Miller & Kerr, 2002; Riemer, Beal, &
Schroeder, 2000), research with male student-athletes suggests the
opposite trend (see Marx et al., 2008 for a review). These athletes are
expected to place a greater amount of time and effort into training,
practicing, and competing. As the majority of society views it, these
individuals are at college to play sports.
However, the perception that (male) athletes attend college to
succeed in their sport first, and the classroom second, may not always
hold true at lower levels of competition. Specifically, Coakley (2009)
discussed the main differences between Division I and Division III
athletic programs, where the former focuses on generating revenue and
the latter strives to maintain the mission of higher education. While
this distinction may make intuitive sense, Cantor and Prentice (1996)
discovered that Division III athletes experience an identity strain
because the demands of their sport far exceed that of any other
extracurricular activity. Yet, with two-thirds of the very same
participants from the former study, Richards and Aries (1999) found that
the GPA's of these Division III collegiate athletes did not
significantly differ from their non-athlete counterparts, implying a
proper balance of student and athlete identities. Finally, when the
latter study is coupled with the fact that student-athletes are
generally satisfied with their college experience (Potuto &
O'Hanlon, 2007), it is clear that inconsistencies exist in ways
athletes conceptualize their roles.
One avenue to explore athlete and student identity is the Athletic
Identity Measurement Scale (AIMS; Brewer et al., 1993). In four studies
conducted to determine its reliability and validity, internal
consistency and test-retest reliability were established (Brewer, Van
Raalte, & Linder, 1990, 1991; Brewer et al., 1993; Hale &
Waalkes, 1994). Additionally, the AIMS is a valid and reliable measure
that has consistently been used to assess one's level of athlete
identity. Using this scale, researchers have found that a high level of
athlete identity is associated with low levels of career maturity
(Murphy et al., 1996), very little focus placed on academics (Parker,
1994), difficulty balancing other life roles (Balague, 1999), and low
career decisionmaking self-efficacy (Brown, Giastetter-Fender, &
Shelton, 2000). Overall, the more that student-athletes identify with
the role of an athlete on this measure, the less focus they place on
academics during their college years. This potentially weak focus on
academics during college has repercussions for athletes after their
collegiate athletic participation. In particular, Parker (1994)
interviewed seven former Division I football players without
professional contracts to examine their experiences after leaving
intercollegiate sports. Results suggested that individuals who had a
strong athlete identity and viewed their collegiate career as the road
to professionalism often disregard the importance of an education.
Research exploring how athletes view themselves, through athlete
identity, is rather sparse. Kleiber and Malik 0989) examined the
dynamics of the relationship between an academic orientation in college
and perceived well-being after college. They found that past athletic
experience still resonated as a salient source of well-being in
early-adulthood, even with the abundance of other likely influencers one
experienced. To prevent any possible negatives associated with athletic
participation, Brustad and Ritter-Taylor (1997) suggested that colleges
and universities should employ academic intervention programs to aid
student-athletes in the development of their student identity. Current
research has reiterated this past practical application and called for
renewed attention to be paid to the lived experiences of collegiate
athletes--by both scholars and practitioners (Marx et al., 2008).
Therefore, the lack of specific research on athlete identity at the
Division I and Division III levels, coupled with the importance of
collegiate athletes developing appropriate identities related to
athletics and academic pursuits, requires new research to address these
concerns.
The purpose of this study was to examine the levels of athlete
identity and student identity among Division I and Division III
athletes. Participants were given questionnaires that measured these
variables to determine whether or not Division I and Division llI
athletes differ on perceived identity; and within each division, whether
differences existed between freshmen, sophomores, juniors, and seniors
(Brewer et al., 1993). Previous literature discussed would suggest that
Division I athletes have lower levels of student identity than do
Division III athletes. These low levels are most likely due to the
environment of big-time sports programs, and their enhanced focus on
athletics. Additionally, past research would also indicate that athlete
identity will be negatively correlated to student identity for all
athletes.
Method
Research Design and Participants
This study employed a 2 x 2 x 2 (Divisional Status x Gender x Class
Level) non-experimental factorial design with two dependent measures:
athlete identity and student identity. Divisional Status variables
consisted of Division I and Division III institutions, as defined by the
National Collegiate Athletic Association (NCAA), and class level was
simply a cross-sectional design of current freshmen, sophomores,
juniors, and seniors. Approval from the Institutional Review Board was
obtained prior to the recruitment of participants. Participants in this
study were Division I (N=66) and Division III (N=122) collegiate
athletes, encompassing males (N=121) and females (N=67). All
participants were on a varsity team at the time of data collection
(Freshmen = 63, Sophomores = 49, Juniors = 49, Seniors = 27). One
Division I and one Division III school participated in this study, both
located in the Midwest. The athletic department of each school was
contacted by phone or email and asked if they were willing to
participate. Once agreement from a university was obtained, informed
consent was acquired by including consent forms in the packets sent to
the schools. These forms explained that participation was voluntary,
answers would remain anonymous, and participation could be terminated at
any time without penalty.
Instrumentation
Demographic information was collected in this study, as it directly
related to the researched questions asked. The demographic questionnaire
included items assessing such things as sex, sport, class, GPA, years on
varsity, playing time, and perceived chance of becoming a professional
athlete.
Athlete identity was determined using the AIMS (Brewer et al.,
1993). This questionnaire includes 10 items which are answered using a
7-point Likert-type scale (1 = strongly disagree, 7 = strongly agree).
The test-retest reliability for this scale was acceptable ([alpha] =
.89) and the internal consistency ranged from .87 to .93. Construct
validity had previously been determined based on the scale's
relationship to measures of athletic involvement and involvement of self
in a sport role (Brewer et al., 1993)
Data concerning student identity was gathered by using the Measure
of Student Identity (MSI: Shields, 1995). This questionnaire includes 15
items that are answered on a 5-point Likert-type scale (1 = strongly
agree, 5 = strongly disagree), with the even numbered items
reverse-scored. The reliability of the test was also considered
acceptable ([alpha] = .70). Finally, validity of the measure is implied
by its relationship to other measures tapping into aspects of student
identity (Shields, 1995).
Procedures and Data Analysis
Once IRB approval was granted and participating universities were
obtained, testing envelopes were prepared by the lead experimenter. Each
envelope included administrator instructions, a consent form, and a
questionnaire packet (containing the demographic sheet, AIMS, and MSI)
for each athlete. Half of the packets presented the AIMS before the MSI,
and the other half was reverse ordered. The envelopes were sent to the
athletic departments or student-athlete academic staff of the selected
schools and were administered to the athletes by athletic department
personnel (e.g., coach, academic coordinator) during a time of their
discretion. Once informed of their rights and the benefits of
participation, all athletes who voluntarily participated in this study
then completed the packets and returned them to the questionnaire
administrator, which were then returned to the lead investigator. Once
received, data were entered into a traditional statistical software
package for analysis.
Results
Preliminary analysis of the data revealed that Levene's Test
of Equality of Variances for the dependent variables of athlete identity
and student identity showed no significant effects, F(15, 172) = 1.558,p
> .05 and F(15, 172) = 1.535, p > .05, respectively. Because the
error variances for the dependent variables used were equal across
levels of the grouping variable, the data were found to be homogeneous.
Means and standard deviations for all variables are presented in Table
1.
A 2 x 2 x 4 (Divisional Status x Gender x Class Level) MANOVA was
used to examine the possible differences among the groups. The only
significant effect found was for the independent variable Gender, F (2,
171) = 9.331, p = .001. Further analysis revealed that the effect of
gender on athlete identity fell just beyond the limits of
nonsignificance, F = 3.66, p = .057, while the effect of gender on
student identity was significant, F = 18.12, p = .001. Specifically,
males tended to have a higher athlete identity, X = 50.1, than females,
X = 47.0 and females held higher perceptions of student identity, X =
56.5, when compared males, X = 51.8.
Two correlation analyses were used to determine the Pearson
correlation coefficients for the relationships between athlete identity
and student identity for both Division I and Division III athletes. At
the Division I level, athletes' athlete identity and student
identity were significantly and negatively correlated, r = -.30, p =
.01. Additionally, and somewhat surprisingly, Division III
athletes' athlete identity and student identity were also
significantly and negatively correlated, r = -.30, p = .001. These
significant negative correlations suggest that for Division I and
Division III athletes, athlete identity increases slightly as student
identity decreases.
Discussion
The purpose of this study was to examine possible differences in
athlete and student identity at Division I and Division III
institutions, as well as highlight any potential disparities in these
variables based on class level. Findings for this study are presented in
two parts. First the significance of gender results are briefly
discussed, followed by contentions as to why the identity of
participants--based on competitive division--was contrary to the
hypothesis asserted.
Though not the main hypothesis tested in this study, results from
Division I and Division III athletes showed that identity varied by
gender. Specifically, regardless of competition division level, females
held a nearly-significant weaker athlete identity and a significantly
stronger student identity when compared to males. Several studies over
the past 25 years have confirmed this notion (e.g., Meyer, 1990; Miller
& Kerr, 2002; Sack & Thiel, 1985) and have actually shown that
females' commitment to the role of being a student increases as
they progress through college. One explanation for this contention is
that many of the sports for which male athletes once "played for
love" have now become a job and could be viewed as a pipeline to
professionalism (Parker, 1994). Furthermore, given that there are more
professional opportunities for males than females in American society;
males may hold stronger athlete identities, while females have stronger
student identities. While the explanation of the disparity between
males, females, and identity may not be known, our results echo the fact
that overall, female athletes lead balanced lives (Sellers, Kuperminc,
& Damas, 1997).
Examining the core hypothesis of this paper--that Division I
athletes will have lower levels of student identity--the present data
suggest that student-athletes at Division I schools have similar athlete
and student identity levels as student-athletes at Division III schools.
Though Coakley (2009) places significant emphasis on the differences
between the missions of Division I and Division III schools--mainly that
Division I schools focus more on athletics while Division III schools
focus more on academics--the results point toward a more balanced
perspective. Our data suggest that the environment of Division I schools
does not promote athlete identity any more so than does the environment
of Division III schools, and Division III schools do not promote a
student identity more than Division I institutions. Thus, our findings
align with the results of Richards and Aries (1999); however, it should
be noted that because of the modest number of universities sampled,
definitive conclusions cannot be drawn.
Additionally, the data propose that while athlete identity levels
were higher for juniors--when compared to freshman--and student identity
levels showedan inverse relationship to athlete identity levels, this
finding was non-significant. In their study, Adler and Adler (1991)
found that as male basketball players progressed through their years in
college, they began losing their academic identity (also see Marx et
al., 2008). The present results suggest a more constant level of
identity from freshman through senior year and align with the results of
Potuto and O'Hanlon (2006), in which student-athletes reported a
value placed on education as seniors. One implication of this result
could be that, regardless of the efforts of university staff and of the
individual student-athlete, his or her student identity does not change
much over the course of a college career.
The one result of this study that supports previous research
findings was significant negative correlations found between athlete
identity and student identity. Though not a steep relationship, as
athlete identity increased student identity did decrease. These
significant correlations confirmed contentions made by Murphy et al.
(1996) and Brown et al. (2000). However, this study could only explain
9% of the variance between athlete and student identity, thus leaving
additional constructs (e.g., decision making self-efficacy) as possible
contributors to this relationship.
While much of the results of this study do not parallel previously
conducted research, it is important to remember that this study suffered
from a limitation similar to that experienced by Richards and Aries
(1999), namely relying on only one university for each division level.
Additionally, it is important to note that because of the factorial
design computed the discrepancies of the number of participants--in
subgroups--may have played a role in the absence of significance related
to other research questions. Therefore, suggestions for subsequent
research are twofold. First, research should be conducted using
longitudinal analysis (extending the current cross-sectional design of
this study), following a group of student-athletes from the time they
enter college through the time they graduate, to more fully understand
the effects of academic support for today's collegiate athletes.
This suggestion is important because research has shown that as
generations evolve in sport, the influence of various socializers also
can change (Weiss & Barber, 1995). Thus, as previous research has
suggested, athletic and student identity may fluctuate over time and the
relationship between these variables may yield interesting findings.
Second, future inquires should also be conducted at a variety of
institutions, which are geographically diverse (e.g., Potuto &
O'Hanlon, 2007), so that student and athlete roles can be most
accurately understood.
From this study, it is clear that continued work examining athlete
and student identities are needed to advance the body of knowledge
focused on the collegiate sport experience. Unlike professional
athletes, collegiate athletes are, or should be, expected to take on
multiple roles: specifically, those of athlete and student. Both these
roles require large time commitments. Often, when individual athletes
find it difficult to balance both roles, one takes precedence over the
other--usually athlete over student. Therefore, it becomes important for
athletes to find a balance between their roles to help them adjust to
career termination. While our results and most of the literature cited
here argue that the roles of athlete and student are in conflict with
each other, one of the most recent and exhaustive works actually found
that athletes (including high those in high profile sports) participate
just as often in educational practices (i.e., overall campus involvement
such as joining campus organizations or participating in service
learning opportunities) as do non-athletes (Potuto & O'Hanlon,
2007). Thus, sport psychologists, coaches, athletic administrators, and
academic counselors need to continue to stay abreast of research on this
subject matter to aid athletes in adjusting to and carrying out both the
athlete and the student role effectively.
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Author's Notes
Jennifer E. Sturm is now at Department of Intercollegiate
Athletics, University of South Carolina, Deborah L. Feltz, Department of
Kinesiology, Michigan State University, Todd A. Gilson, Department of
Kinesiology and Physical Education, Northern Illinois University.
Jennifer E. Sturm, Deborah L. Feltz, and Todd A. Gilson
Michigan State University
Address Correspondence to: Deborah L. Feltz, Department of
Kinesiology, 134 IM Sports Circle, Michigan State University, MI, 48824.
Phone: (517) 355-4732. Fax: (517) 353-2944. E-mail: dfeltz@msu.edu.
Table 1. Means and Standard Deviations for Athlete Identity
(AIMS) and Student Identity (MSI)
Groups Athlete Identity Student Identity
M SD M SD
Division 1 48.5 7.8 54.2 5.7
Male Freshman 48.2 9.7 55.0 5.9
Male Sophomore 51.1 7.7 53.9 4.5
Male Junior 50.3 7.4 49.0 4.6
Male Senior 47.3 8.7 53.5 6.3
Female Freshman 47.7 7.8 56.5 5.8
Female Sophomore 47.6 8.6 54.5 5.4
Female Junior 48.2 6.7 56.7 7.4
Female Senior 45.8 7.2 56.4 4.8
Division III 49.3 8.6 53.1 6.8
Male Freshman 50.5 7.0 52.4 6.2
Male Sophomore 50.5 12.4 50.4 8.3
Male Junior 50.5 6.1 51.9 4.9
Male Senior 49.1 13.1 49.8 8.6
Female Freshman 47.4 8.7 57.9 5.9
Female Sophomore 49.0 3.4 57.0 4.8
Female Junior 43.8 7.5 57.6 4.3
Female Seniors 46.2 6.5 54.4 8.1