Date of Conferral

7-28-2025

Degree

Ph.D.

School

Public Policy and Administration

Advisor

Mark Gordon

Abstract

Many studies have confirmed the positive impacts of extracurricular activities on students' academic achievement and social success, but also revealed that few educational policies go beyond addressing the most basic needs of language and lunch for immigrant students. As the process of assimilation can impact numerous factors and long-term outcomes for these students, this study explored extracurricular program structures that prioritize participants’ psychological needs and whether these structures have a positive impact on immigrant students’ self-determination, intrinsic motivation, and future success. This qualitative, practice-focused case study examined a purposeful sample of one boys’ high school soccer program at a public suburban high school to determine the experiences and perceived motivational impacts on former immigrant high school student-athletes. The conceptual framework used was self-determination theory and program evaluation. A deductive thematic analysis of surveys revealed that all 31 participants responded positively and more consistently to structures that aimed at building competence, relatedness, and autonomy rather than those that just improved athletic skill. Based on the tenets of self-determination theory, it suggests that program structures focused on enhancing these psychological needs can positively impact potential for self-determination amongst vulnerable students. Positive social change may be possible if professional development is provided for coaches who possess a deep and authentic understanding of the immigrant experience and can better foster healthy, well-adjusted adults.

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