Introduction
Students’ sense of belonging greatly impacts their general well-being and academic achievement. Student-athletes may struggle to feel a sense of belonging due to their numerous specific demands. Varsity sports are a crucial opportunity for student-athletes. Student-athletes in college frequently dedicate significant effort to meet their academic and athletic obligations. These activities can lead to deliberate or unintentional mental and physical distancing from non-athlete peers. Researchers have extensively studied the educational and athletic experiences of student-athletes (Houle & Kluck, 2015; Rettig & Hu, 2016). However, further research is needed to explore how participation in these activities influences students’ feelings of belonging on campus. Gender, transfer status, and sports status (team vs. individual sport) have been theoretically examined and tested in non-athlete populations. O’Keefe’s (2013) research found a link between a student’s sense of belonging to academic success and college retention. Strayhorn (2012) states that schools need to acknowledge the significance of addressing the fundamental human needs of diverse student groups for them to feel a sense of belonging.
Regrettably, there is insufficient data regarding the sense of belonging among student-athletes on campus. Previous studies have examined the academic and athletic experiences of student-athletes (Fetta et al., 2023). However, many of these studies do not investigate the potential impact on participants’ sense of belonging resulting from this interaction. Many student-athletes prioritize their athletic duties, forming strong bonds with their teammates while viewing their academic pursuits through a sports lens. The student-athlete may not relate to the conventional college lifestyle depicted by their peers due to this experience (Rubin & Lewis, 2020).
Student-athletes are required to dedicate significant amounts of time to their athletic duties. Prior studies have highlighted student-athletes challenges in balancing academic commitments, sports, and other campus activities. Student-athletes are at a higher risk of struggling to find a suitable balance between their numerous options and limited time, which is crucial for success in college (Cooper & Newton, 2021). College student attrition is a significant challenge for higher education institutions and students. Higher education institutions are now researching the factors that drive students to persist and complete their studies. College students need a sense of belonging to enjoy their time and persist in their studies. The school is tasked with ensuring students feel welcome and comfortable by facilitating interactions with new individuals, fostering authentic connections with faculty and staff, and cultivating an environment of inclusivity and warmth. The connection between a student and their educational institution can significantly impact their retention and academic success, depending on their sense of belonging (Chandler et al., 2020). This research utilized Terrence Strayhorn’s sense of belonging framework to examine the correlation between student-athletes’ academic and athletic commitments and their sense of belonging.
Success Statement
Student-athletes may face challenges in achieving academic success due to the demands of their sport, the temptation to prioritize athletics, and a lack of sufficient institutional support despite the benefits of sports participation. These obstacles can make them feel as if they do not belong and prevent them from participating in school, affecting their grades and overall mental health. Therefore, it is critical to investigate potential solutions to these issues and make the school environment more welcoming and beneficial for all students, including student-athletes.
Terrell Strayhorn’s Sense of Belonging Theory
Belonging to a group of peers in the classroom and on campus is critical for college success. According to Strayhorn (2012), a sense of belonging may impact a student’s ability to adjust to school, perform well, achieve their goals, and even stay in school. Terrell Strayhorn’s theory of belonging examines how people perceive the acceptance, recognition, and respect they receive in a given setting or community. According to the theory, belonging is essential for academic success, particularly for those outside and lacking resources. According to Strayhorn (2012), how students feel like they belong on campus is determined by how well they understand the importance of meeting the basic human needs of various student groups.
There are four significant components to Strayhorn’s sense of belonging theory. Social integration refers to how closely people feel connected to others in society because they share interests or goals. Academic integration is influenced by students’ feelings of connection to their school and their involvement with their classes and academic support services. Institutional integration refers to how deeply a person feels connected to the larger institutional setting, including its culture and regulations. People experience perceived discrimination when they believe they are being mistreated or excluded because of who they are or where they come from. This component is essential for students from underrepresented groups and low-income communities who may struggle to fit in due to bias or prejudice. Strong feelings of belonging are associated with increased involvement in school and success. On the other hand, not feeling like one belongs can lead to poor academic performance, increased student dropout rates, and mental health issues. Strayhorn’s sense of belonging theory demonstrates the importance of creating welcoming and helpful environments in which people can better fit in at school, society, and institutions while reducing the effects of discrimination.
Strayhorn’s Sense of Belonging Theory in Student Athletes
A lack of belonging may be more prevalent among student-athletes than non-athletes, but this has not been directly investigated (Huml et al., 2020). Sense of belonging significantly impacts student athletes’ academic performance and personal lives. However, many student-athletes face issues that make them feel isolated in their school and social circles. It is difficult for student-athletes to balance their athletic obligations with their other responsibilities. Student-athletes who must balance busy practice and competition schedules with schoolwork frequently experience stress and isolation among their peers (Slaten et al., 2020). Unfortunately, this may make it more difficult for them to succeed in school and integrate into the larger academic community.
Supporters, coaches, and teammates may pressure student-athletes to prioritize their sport over schoolwork. This pressure could lead to a negative feeling of belonging and hinder academic performance. Student-athletes may feel stigmatized or misunderstood by their classmates, who might see them as overly focused on sports activities. Insufficient institutional support for student-athletes academic success can hinder their progress. Possible factors could be inadequate academic resources, limited access to tutoring or mentorship, and a lack of academic flexibility to accommodate their athletic obligations. These obstacles could hinder student-athletes from feeling connected to their academic environment and fully engaging in academic pursuits.
Strayhorn (2012) suggests that engaging in significant educational activities is crucial for various student groups to feel more comfortable on campus. Varsity sports are an excellent extracurricular activity for students seeking a meaningful experience. Many student-athletes dedicate significant time and effort to excel in their academic and athletic endeavors at university. These roles could lead to a psychological and physiological separation from their non-athletic classmates. Student-athletes across all three NCAA divisions spend 31-48 hours per week on academics and 24-42 hours per week on athletics (Storey et al., 2022). Student-athletes dedicate substantial effort to their dual roles, with a time commitment equivalent to two full-time jobs. Athletes have limited time compared to non-athletes to engage in extracurricular activities that can improve their education due to their hectic daily schedules. The significant dedication to sports and academics creates a distinctive environment that influences which activity holds more importance for students in their higher education journey. Do student-athletes experience increased feelings of belonging through their participation in athletic endeavors? Or scholarly pursuits? Many student-athletes prioritize their sport above all else on campus, leading to disconnection from the rest of the student body and the traditional college experience. Higher education strongly emphasizes academics, yet student-athletes encounter challenges such as academic stereotypes and the expectation to prioritize academics over athletics.
Students who dedicate more time to being at school experience a heightened sense of community within the school environment. Due to the NCAA’s transfer restrictions, student-athletes may struggle to balance their academic and extracurricular responsibilities within the designated campus schedule. There has been a substantial increase in student-athletes transferring over the last decade (Higginbotham, 2021). The increase in student-athlete transfers is expected to continue due to new policies that grant immediate eligibility to graduating student-athletes and recent changes in NCAA transfer regulations to streamline the process for student-athletes. Research shows that gender affects how college and student-athletes learn and develop (Higginbotham, 2021). Female student-athletes exhibit greater dedication and commitment to academic success than their male counterparts. Although limited, existing studies indicate that male athletes are more inclined to report heightened levels of athletic investment, athletic commitment, and athlete role engulfment, possibly due to the significant time dedication needed to succeed in their sport (Slaten et al., 2020). Before being peer-reviewed, this study discovered that female student-athletes in all three NCAA Divisions reported feeling more comfortable on campus than their male counterparts.
Schools must prioritize the academic achievement and personal health of student-athletes to overcome these obstacles. To achieve this goal, it may be necessary to offer additional academic resources and more flexible study options and establish a supportive environment that appreciates and acknowledges achievements in academics and athletics. Recognizing the unique challenges faced by student-athletes and striving to eradicate discrimination and promote inclusivity is crucial. Schools can enhance students’ academic performance and overall health by creating a more inclusive and supportive environment for all students, including those involved in athletic teams.
Conclusion
Student athletes’ academic success and overall health benefit from a sense of belonging. However, many student-athletes face issues that make them feel like they do not belong and make it difficult for them to succeed in school. Colleges must prioritize student athletes’ academic success and overall health while also working to make campus a better place for all. One idea is to open a school that provides additional academic assistance and support to student-athletes, such as tutoring and flexible scheduling. These steps can help college athletes feel like they belong, perform better in school, and stay healthier. A welcoming school environment can benefit all students, regardless of the sports they participate in, and it can also contribute to a more equitable and welcoming society.
References
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