Date of Conferral

10-18-2024

Degree

Doctor of Education (Ed.D.)

School

Education

Advisor

Dana Ague

Abstract

Student athletes often enter college unprepared for academic rigor, making them particularly vulnerable in terms of academic success. At a faith-based university in the southeast United States, low retention of student athletes results from poor class attendance, course failures, and low grade point averages. The purpose of this basic qualitative study was to explore how at-risk college student athletes perceived the value of support efforts to enhance retention at this faith-based university. Guided by Tinto’s theory of student departure, this basic qualitative study involved a sample of 12 to 15 at-risk college student athletes from the university who participated in semistructured interviews, answering questions about their experiences with university support. A six-step thematic analysis was applied to the interview data, resulting in the following themes: working on improving academic performance, difficulties with adapting to new responsibilities, recommendations for better supports, and support systems and services. Findings suggest students may struggle with frequent absenteeism, falling behind on assignments, and failing classes. Recommendations include messaging for student-athletes regarding the importance of attending class and practices changes that can be implemented by national athletic associations and higher education institutions to support at-risk student athletes to achieve academic success. Practice changes include expanding tutoring programs, mentoring programs, financial support options, athletic-specific student advising, and professional development for coaches. The contributions to social change may be at-risk student athletes experience improved support, well-being, and performance culminating in improved retention due to access to the right services.

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