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Modern Sport and the African American Experience

Edited by Gary Sailes

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Sneak Preview  Modern Sport and  the African American  Experience  Edited by Gary Sailes  Indiana University, Bloomington Copyright © 2010 by Gary Sailes. All rights reserved. No part of this publication may be reprinted, reproduced, transmitted, or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microﬁ lming, and recording, or in any information retrieval system without the written permission of University Readers, Inc.

First published in the United States of America in 2010 by Cognella, a division of University Readers, Inc.

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Printed in the United States of America

ISBN: 978-1-935551-30-0  Contents    

Foreword vii By Gary Sailes

Introduction

1. Crisis of Black Athletes on the Eve of the 21st Century 1 By Harry Edwards

Chapter I: African American Culture and Sport

2. Race and Ethnicity in the Sociology of Sport in the United States 11 By Jay Coakley

3. Th e Role of Sport in the Black Community 25 By Othello Harris

4. Th e Conveyor Belt: Th e Dilemma of Alienation 35 By William C. Rhoden

Chapter II: Myths, Stereotypes, and Images of the African American Athlete

5. Th e African American Athlete: Social Myths and Stereotypes 55 By Gary Sailes

6. Examining the Portrayal of the Black Male Athletes in Leading Sport Magazine Advertisements 69 By Billy Hawkins, Ph.D. 7. “White Men Can’t Jump”: Evidence for the Perceptual Conﬁ rmation of Racial Stereotypes Following a Basketball Game 87 By Jeﬀ Stone, Zachary W. Perry, and John M. Darley

Chapter III: Performance Differences

8. An Examination of Basketball Performance Diﬀ erences Among African American Men 107 By Gary Sailes

9. Perceptions of Athletic Superiority: A View from the Other Side 117 By Laura Azzarito, Joe Burden, Jr., and Louis Harrison, Jr.

10. Talented Genetics Or Genetically Talented Th e Historical Rationale for Black Athletics Success 137 Tina Hunt, Isaac Ivery, and Gary Sailes

Chapter IV: African American Women and Sport

11. Factors Inﬂ uencing the Sport Participation Patterns of African American Females 155 By Jennifer E. Bruening, Donna L. Pastore, and Ketra L. Armstrong

12. Th e African American Female in Collegiate Sport: Sexism and Racism 181 By Doris Corbett and William Johnson

13. Brown Sugar: Media Images of African American Female Professional Athletes 217 By Kelli Hinton, Gary Sailes, Zayn Jenkins, and Elizabeth Gregg

Chapter V: College Sports

14. Understanding Racism Th rough the Eyes of African American Male Student Athletes 231 By John N. Singer

15. College Students’ Perceptions, Myths, and Stereotypes About African American Athleticism: A Qualitative Investigation 241 C. Keith Harrison and Suzanne Malia Lawrence 16. Short Communication: African American Athletes’ Experiences of Race in Sport 267 By Suzanne Malia Lawrence

Chapter VI: Power, Conﬂ ict, and Cultural Identity

17. Race and Penalized Sports Behaviors 285 By Herbert D. Simons

18. African American Racial Identity and Sport 305 By Louis Harrison, Jr., C. Keith Harrison, and Leonard N. Moore

19. African American Head Coaches and Administrators: Progress But …? 321 By Dana Brooks and Ronald Althouse  Foreword     By Gary Sailes

MODERN SPORT AND the African American Experience is a collection of essays from some of America’s most brilliant and vibrant sport sociology and race scholars in the United States. I constructed this book as a result of my inability to fi nd a text on the market that focused on the topics I critically examine in a course I teach at Indiana University. Th e focus of this text highlights more of the experiences of African Americans in modern sport than any of its kind which makes it a more complete book than any on the market today. Th e essays contained within this text allow me to provide interesting and provocative information about relevant topics on the African American experience in modern sport. It is my intent to stimulate and maintain the interest and attention of my undergraduate students, a daunting challenge to be sure. Th e experiences of African Americans in modern sport are unique. My twenty-fi ve years of research has taught me that those unique experiences are important, worth writing about and surely would stimulate interesting conversations across the country among scholars, students and sports fans alike. It was my intent to stimulate the senses, to evoke emotional responses and most importantly, to teach. Many of the examples detailed in this book were images of my own experiences as an African American athlete and coach. My head was initially fi lled with familiarity, frustration and anger which eventually led to objectivity and served as the foundation for my work as a sport sociologist and race scholar. Th is collection of essays represents the central themes in the discussion on African American participation in modern sport. Certainly there are other very provocative and more detailed issues which we discuss in class but which fall under the genre of the central themes contained in this book. For example, in our class, we also discuss African American male student athlete interracial dating, the invisibility of the African American female student athlete, homophobia among African American athletes, the black machismo, athletic

VII dominance, and much more. Consequently, the central themes and the essays included in this work lead to stimulating discussions and provocative critical debates. My favorite aspect of this text and the class I teach is it gets my students talking and encourages their participation in class. Th e articles in this anthology represent the diversity of issues in the discussion on African American sports participation. I searched six months for what I felt were the most compelling and divergent essays in the literature. Many of the essays are current but I felt some earlier essays were too compelling to ignore, especially since their uniqueness was not replicated since their initial publication. Th e Introduction is a single essay by Harry Edwards. I have the highest regard for Edwards’ work because he is arguably the “Father” of American critical thought about culture and sport. Certainly, he was a signifi cant pioneer in the development of American Sport Sociology and the dialogue on critical race theory in sport. It was Edwards’ work that drew me into this discipline and his early writings made me feel he was an invisible spectator witnessing my early experiences in sport as an athlete and coach. It is with intent, reverence and respect that Edwards’ work represents the initial essay in this anthology. As always, Edwards delivers in a compelling and thought provoking article on what he perceives will be the immediate future of the African American athlete. Th ere is something very special occurring in America’s black communities relative to preparing male youth for adulthood. Specifi c social aspects of the African American male’s “Rites of Passage” pass through basketball courts and football fi elds. Richard Lapchick, architect of the Center for the Study of Sport in Society, claims that a black family is seven times more likely to push a male child into sport than a white family. Jay Coakley further confi rms this thought in his work proclaiming that the social world of the African American community is organized such that it fosters a sense of sports destiny within its own culture. In the chapter on African American culture and sport, Jay Coakley introduces the reader to the intricacies of race and sport in American culture and the impact race has on sporting culture within the African American community. Psychologist Richard Majors eloquently delivers a powerful essay on black male masculinity and how it expresses itself in American sport. William Rhoden plays the role of anchor in this chapter and takes the reader on a journey disclosing the inequities and lack of power African American athletes actually experience as they navigate through the “Conveyor Belt” we call institutionalized American sport. I have studied the myths, stereotypes and media images of the African American athlete for three decades. I fi nd it both fascinating and frustrating that with current media satura- tion and competitive sports racial interaction on so many levels that many of the cultural beliefs from three decades ago still exist today. Chapter Th ree focuses on the myths, stereotypes, and media images of the African American athlete and I am sure will stimulate discussion and debate on many fronts. Th e ensuing chapter which focuses on performance diff erences between black and white athletes is a continuation of Chapter Th ree. Th ere is the belief that African American athletes are natural athletes and better performers than their white counterparts. Chapter Four examines performance diff erences between black

VIII  MODERN SPORT AND THE AFRICAN AMERICAN EXPERIENCE and white athletes and asks the questions, where did this debate begin; where are we now; and where are we headed? Th ree years ago, one of my African American female students led me to recognize the fact the fact that my research focused exclusively on the African American male athlete. She felt the absence of research in the literature and in my own initiatives slighted the presence and contributions of African American women athletes. Since that discussion, I was compelled to become more accountable. Since that discussion, I have included information and readings about the sports participation and contributions of African American women in my class and I have presented my ensuing research at scholarly conferences and published two papers, and I am not done. Chapter Five is titled “African American Women and Sport.” Th e essays in this chapter focus on the factors which infl uence the participation of African American women, the sexism and racism these women face in sport and the images portrayed about them in the media. Chapter Six, the discussion on college sports, is the most popular among my students at Indiana University. Every semester I take a survey and ask what percentage of those in the class factored IU athletics into their decision to enroll there. Approximately 90% of my students enrolled at IU, at least in part, because of the culture and tradition of our women’s and men’s sports teams. Th is chapter focuses on two points: the perceptions of college students about African American athletes and the perceptions and experiences of African American student athletes on majority white campuses. Th e fi nal chapter in this anthology focuses on power, confl ict, and cultural identity in American sport. Rich white males control commercial sports in the United States. Th e athletes in the chief revenue producing sports are African American. In fact, less than 5% of the athletes participating in college sports, those African American student athletes participating in basketball and football, generate the vast majority of the revenue for an athletic department. Th at revenue is used to pay for the athletic scholarships of the remaining student athletes, coaching and administrative staff salaries and department operating expenses. However, when it comes to control, there is an obvious and evident lack of African American and female representation in the leadership roles in commercial sports and college athletics. Th e divergent cultures of those in power and those seeking control and power create a confl ict that is worthy of inclusion and discussion. Th is work would not have been possible without the essays from the contributing scholars. To them, I would like to say “Th ank you!” I would also like to thank University Readers for the opportunity to put my work in a vessel that would make it available to individuals outside my class. Lastly, I would like to thank my wife JaDoara and my sons Grant and William for their patience which provided me the time and space to complete this work.

FOREWORD  IX    Introduction    Crisis of Black  Athletes on the Eve  of the 21st Century 1   By Harry Edwards

For more than two decades I have been adamant in my contention that the dynamics of black sports involvement, and the blind faith of black youths and their families in sport as a prime vehicle of self-realization and social-economic advancement, have combined to generate a complex of critical problems for black society. At the root of these problems is the fact that black families have been inclined to push their children toward sports career aspirations, often to the neglect and detriment of other critically important areas of personal and cultural development. Th ose circumstances have developed largely because of: (1) a long-standing, widely held, racist, and ill-informed presumption of innate, race-linked black athletic superiority and intellectual defi ciency; (2) media propaganda portraying sports as a broadly accessible route to black social and economic mobility; and (3) a lack of comparably visible, high- prestige black role models beyond the sports arena. Th e result is a single-minded pursuit of sports fame and fortune that has spawned an institutionalized triple tragedy in black society: the tragedy of thousands upon thousands of black youths in obsessive pursuit of sports goals that the overwhelming majority of them will never attain; the tragedy of the personal and cultural under-development that affl icts so many successful and unsuccessful black sports aspirants; and the tragedy of cultural and institutional underdevelopment throughout black society at least in some part as a consequence of the drain in talent potential toward sports and away from other vital areas of occupational and career emphasis, such as medicine, law, economics, politics, education, and technical fi elds.

Harry Edwards, “Crisis of Black Athletes on the Eve of the 21st Century,” from Society, March/April pp. 9–13. Copyright © 2000 by Springer-Verlag New York Inc. Permission to reprint granted by the rightsholder.

1 Today there has developed a serious decline not only in the fact, but in the perception and even the hope of mainstream life choices and life chances for an increasing number of black youths. One-way integration and the resulting exit of the black middle-class from the traditional black community has contributed to a spiraling deterioration in institutional viability in many black communities—a deterioration encompassing the functionality of the family, education, the economy, the political infrastructure, and even the black church. Th is unfortunate situation has combined with the ongoing legacies of anti-black racism and discrimination in America, the erosion or elimination of civil rights gains such as affi rmative action, and structural economic shifts in the broader society to generate the epidemics of crime, drugs, violence, gangs and gang warfare, and a pervasive despair, malaise, and hopelessness that now affl ict broad sectors of black society. In that environment, literally thousands of young black people have institutionally, culturally, and inter-personally disconnected: they attend school only infrequently, if at all; they have given up any hope of ever holding a legitimate job or of being otherwise produc- tively involved in the mainstream economy; they respect only their closest peers and seek only their peers’ respect; and, in many instances, they see no future for themselves or their generation and have little expectation of living beyond their teens or twenties. Some go so far as to pick out the coffi n and the clothes in which they expect to be buried. Predictably sports participation opportunities for those youths have also deteriorated. Playgrounds, sandlots, parks, and even backyard recreational sites in many instances have been taken over by drug dealers, or they have become battlegrounds in gang disputes, or they have simply become too dangerously exposed to eruptions of violence to be safely used. Cutbacks in educational budgets and shifts in funds from school athletic, physical education, and recreation programs to concerns deemed more vital in these fi scally strapped, troubled communities (including campus and classroom security) have further narrowed sports participation opportunities. Even where interscholastic sports participation opportunities have survived, security problems and fears of violence and other disrup- tions in an increasing number of cases have restricted both the scheduling of events and spectator attendance. In the face of such discouraging circumstances, many black youths have opted to go with the fl ow, exchanging team colors for gang colors or simply dropping out of everything and chillin’. Th ey move utterly beyond the reach and scope of established institutional involvements and contacts—save the criminal justice system, hospital emergency services, and the mortuary services industry. Th e social circumstances facing young black males are particularly germane here. Nationally at least a quarter of all black males aged 16 to 29 are under the control of the courts; in some states (such as California) this fi gure is approaching one-third of the black males in this age range. One-third of all the deaths in this group nationally are homicides (usually perpetrated by other black males), and suicide ranks only behind homicides and accidents as a cause of death. Moreover, since the age range 16 to 29 represents the prime

2  MODERN SPORT AND THE AFRICAN AMERICAN EXPERIENCE years of self-development and career establishment, it should be no surprise that black males are declining as a proportion of the population in virtually every institutional setting (e.g. higher education, the workforce, the church) save the prison system. Predictably, black sports involvement is threatened as well. As alluded to earlier, developments at the intersection of race, sports, and education have over the years generated a situation wherein increasing numbers of black youths have focused their eff orts on athletic achievement only to fi nd themselves underdeveloped academically and unable to compete in the classroom. Nonetheless, their talents were so critical to the success of revenue producing sports programs—most notably basketball and football—at major colleges and universities com- peting at the Division I level that those athletes were typically recruited out of high school or junior college notwithstanding their educational defi ciencies, with the predictable result of widespread black athlete academic underachievement and outright failure. It was this tragedy and the attention it generated from sports activists and the media from the late 1960s into the 1980s that ultimately prompted the most far-reaching reform eff orts in modern collegiate sports history. But because black athletes’ academic problems are in large part rooted in and inter- twined with black youths’ societal circumstances more generally there can be no eff ective resolution of the educational circumstances of black athletes at any academic level except in coordination with commensurate eff orts in society. In fact, to the extent that remedial eff orts neglect such a coordinated dual approach, they are virtually guaranteed to exacerbate rather than better the situation of the black athletes that they impact. Indeed, that has been the impact of much recent activity aimed at academic reform in athletics. At the high school level, the institution of more demanding academic requirements for athletic participation prompted many black athletes who subsequently have been declared academically ineligible to drop out of high school altogether. At the collegiate level the establishment of Proposition 48, offi cially National Collegiate Athletic Association (N.C.A.A.) Bylaw 14.3, has had even more negative consequences. Proposition 48 required that before he could participate in Division I college varsity sports, a student had to have a minimum grade point average (GPA)of 2.0 in at least 11 courses in core subjects in high school and a minimum SAT score of 700 (ACT score of 17). Th e rule was instituted to counteract academically lenient recruitment practices, and though the specifi c requirements mandated under the regulation have been adjusted to accom- modate various sliding scales of eligibility over the last decade, the essential thrust and intent of regulatory eff orts remains the same today—as does their disparate impact on black athletes. In the fi rst two years of Proposition 48 enforcement (1984–1986), 92 percent of all academically ineligible basketball players and 84 percent of academically ineligible football players were black athletes. As late as 1996, the overwhelming majority of Proposition 48 casualties were still black student-athlete prospects. Despite attempts to the contrary

CRISIS OF BLACK ATHLETES ON THE EVE OF THE 21ST CENTURY  3 such horrifi cally disproportionate numbers cannot be justifi ed on grounds that ineligible athletes would not have graduated anyway. Richard Lapchick, director of the Center for the Study of Sports in Society, reports that if Proposition 48 had been in use in 1981, 69 percent of black male scholarship athletes would have been ineligible to participate in sports as freshmen, but 54 percent of those athletes eventually graduated. Complicating the eff ects of Proposition 48 is Proposition 42, which was passed by the N.C.A.A. in 1989 and was designed to strengthen Proposition 48 by denying athletes who failed to meet Proposition 48 eligibility requirements all fi nancial aid during the freshman year. Proposition 42 eff ectively prevented prospective scholarship athletes who did not qualify under Proposition 48 and who could not pay their own college expenses from attending college at all. Of course, this regulation disproportionately aff ected black athletes, since they numbered disproportionately among Proposition 48 casualties. In 1990, following widespread objections to the draconian nature of Proposition 42 (most notably the protest eff orts of Georgetown basketball coach John Th ompson), Proposition 42 was modifi ed to allow student-athletes who were “partially qualifi ed” (i.e., who met either minimum grade point average or test score requirements) to receive non- athletic, need-based fi nancial aid during the freshman year. Th ose who did not qualify under either test score or grade point average requirements still could not receive any type of fi nancial aid. Still, black athlete prospects, always among the poorest and neediest of athlete recruits, continued to bear the brunt of the measure’s negative impact. It is now clear that the greatest consequence of Proposition 42, and similar regulations has been to limit the opportunities—both educational and athletic—that would otherwise be available to black youths. Th ose measures were neither conceived nor instituted with due consideration of black youths’ circumstances beyond the academy and the sports arena. In consequence, while there has been some minor improvement in such concerns as black athlete college graduation rates (an increase estimated to be about 8 percent and possibly due as much to improved academic support services for black student-athletes after they arrive on college campuses as to any pre-recruitment screening function of propositions 48 or 42), those results must be weighed against the profoundly negative cost of lost opportunities and more subtle consequences such as the stigmatizing of black youths as Proposition 48 cases or casualties. Th e diminution of opportunities for black youths to succeed at the high school and collegiate levels must inevitably register and be manifest in all sports and at all levels traditionally accessible to black athletes in numbers. Already many high schools are unable to fi eld teams or schedule dependable competition. Beyond the high school ranks, in recent years there has been disturbing evidence of a downward trend in the statistics of virtually every skill category in Division I collegiate basketball: team and individual points per game averages; individual and team fi eld goals percentages; individual and team free throw percentages; and assists.

4  MODERN SPORT AND THE AFRICAN AMERICAN EXPERIENCE Both college coaches and offi cials, and the media, tend to assume that such declining performance fi gures are due mostly to early entry into the professional ranks by star collegiate players. Many star players leave college after only one or two years of collegiate competition, and, in some instances, talented high school players skip college altogether and go directly into the National Basketball Association (NBA). But the NBA itself ap- pears to be slumping statistically and, in any event, the league shows no evidence of having benefi ted from any would-be talent windfall. In 1997, the average NBA team scored only 96.7 points, the lowest regular season league average since the 24-second shot clock was instituted. Moreover, in the 1996–1997 season the average age of players in the NBA was the highest in league history—older players are apparently able to hold on to their jobs and stay around longer because younger players are not able to displace them. Th us, regardless of how many collegiate basketball players are leaving or skipping college for the professional ranks, they are having no discernible impact as basketball talents at the professional level. Other trends that individually would seem of little signifi cance appear more troubling when considered within the context of emerging trends in black sports involvement. For example, black attendance at sporting events other than basketball and football games is virtually nonexistent. As ticket prices continue to increase and more leagues and teams choose “pay per view” and cable television broadcast options, ever fewer numbers of blacks will be watching even basketball and football either in person or on television. Th ose trends are likely to aff ect most severely people abiding in the lower and working-class strata of black society that have traditionally produced the greater proportion of black athlete talent. With school and community sports and recreation programs and opportunities on the decline, declining personal access and exposure to elite athletic performances virtually guarantees that both the interest and the involvement of that population in sport are likely to wane. In this regard, the character of black involvement in baseball may be a harbinger of the future of black involvement in sports overall. Th ough major league baseball teams claim not to keep track of the race of their players and other personnel, it is estimated that approximately 18 percent of major league players are black. (In 1996, in a team by team count, I arrived at fi gures of 14 to 17 percent, depending on how some players of Caribbean or black Latino heritage counted themselves.) Eighteen percent is approximately the same black player representation in the major leagues as ten years ago. Relatively speaking, this stagnation in the proportion of black players in the major leagues may be the good news. It has been fairly well established that, for the most part, in urban areas (where over 80 percent of the black population lives) black adolescents and teenagers no longer either follow baseball or play it. Few black adults take their children to baseball games; in fact only about one percent of all major league baseball tickets sold are bought by blacks. Indeed, on opening day of the 1997 baseball season—a day which marked the fi ftieth anniversary of Jackie Robinson breaking the color barrier against black

CRISIS OF BLACK ATHLETES ON THE EVE OF THE 21ST CENTURY  5 participation in the major leagues—Jackie Robinson’s former team had the same number of black players on its roster as it did the day that he fast stepped on the fi eld in a Dodger uniform—ONE! All considered, unless steps are taken to reverse present trends in both sport and society, we could be witnessing the end of what in retrospect might well come to be regarded as the golden age of black sports participation. We are, quite simply disqualifying, jailing, and burying an increasing number of our potential black football players, basketball players baseball players, and other prospective athletes—right along with our potential black lawyers, doctors, and teachers. In the past I have resoundingly rejected the priority of play books over textbooks because of the triple tragedy scenario outlined above. So long as the traditional black community and the larger society—particularly in the wake of hard-won civil rights advances and opportunities—eff ectively created and sustained some realistic broad spectrum access to legitimate means of personal and career development for the black youths in question (that is, access beyond the dream of sports stardom), criticisms and admonitions warning of a black overemphasis on sports participation and achievement not only were justifi ed but necessary and even obligatory correctives to misguided attitudes and dispositions toward sports in black society. But today there is no option but to recognize that for increasing legions of black youths, the issue is neither textbooks nor playbooks—the issue is survival, fi nding a source of hope, encouragement, and support in developing lives and building legitimate careers and futures. Without question, the ultimate resolution to this situation must be the overall institutional development of black communities and the creation of greater opportunity for black youths in the broader society. In the meantime, however, if community and school sports programs can provide a means of reconnecting with at least some of those black youths who we have already lost and strengthening our ties with those who. by whatever miracle of faith and tenacity, have managed to hold on to hope and to stay the course, then those programs and the youths involved deserve our strongest support and endorsement. Th erefore, I now say that we must reconstitute and broaden access to school sports programs. We must create secure and supervised playgrounds park recreation areas, and community sports facilities; open school sports facilities for supervised weekend community use and midnight basketball, volleyball, tennis, bowling, badminton, swimming, and other sports opportunities; recruit counselors, teachers, people trained in the trades, health care professionals, and religious leaders to advise, mentor, and tutor young people at those sports sites; network with corporate and government agencies to establish apprenticeship and job opportunities; and bring in students of sport and society who understand and can articulate the applicability of the great lessons and dynamics of black youths’ sports success and achievement to their life circumstances and goals more generally. Far from de-emphasizing or abandoning sport, or simply allowing our involvement to wane, black people must now more than ever intelligently, constructively, and proactively

6  MODERN SPORT AND THE AFRICAN AMERICAN EXPERIENCE pursue sports involvement. We cannot aff ord to wait passively for better times or allow ourselves to be swept and herded along in the fl ow of events and developments at the interface of race, sports, and society. We must understand the forces threatening black sports participation while also recognizing that black sports participation need not become an obsession or preoccupation. Today it is desirable, even necessary that black youths and black society as a whole continue to harbor dreams of achieving excellence in sports—there is much to be learned and gained from both the challenges of sports competition and the experiences of meet- ing those challenges. But all involved must learn to dream with their eyes open, always remaining fully cognizant of participation’s pitfalls no less than its positive possibilities, of its potential as a dead end trap no less than its promise as a vehicle for outreach and advancement. As in the past, the responsibility for perpetually mapping the sports terrain and for the ongoing acculturation and education of black youths as they seek to produc- tively navigate the possibilities of athletic achievement fall most heavily upon black people themselves. In the fi nal analysis, exploiting black youths’ overemphasis on sports participation and achievement may be our only remaining avenue for guiding increasing numbers of them out of circumstances that today lead to even more devastating destructiveness and a greater waste of human potential than that which I, and others, have long decried in connection with unrealistic black sports aspirations. Not at all coincidentally it could also salvage the golden age of black sports participation. Harry Edwards is professor of sociology at the University of California, Berkeley and the author of Th e Struggle Th at Must Be. He has written widely about minority participation in school, college, and professional sports.

CRISIS OF BLACK ATHLETES ON THE EVE OF THE 21ST CENTURY  7   CHAPTER I  African American  Culture and Sport   Race and Ethnicity in  the Sociology of Sport  in the United States 2   By Jay Coakley

“Th e problem of the twentieth century is the problem of the color line, the question as to how far diﬀ erences of race will hereafter be made the basis of denying to over half the world the right of sharing the opportunities and privileges of modern civilization.” —W.E.B. Dubois

These words, written in 1900 as Dubois prepared for the ﬁ rst Pan African Congress in London, predated a similarly prophetic statement in the forward of his classic book, Th e Souls of Black Folk (1903). For six decades Dubois used sociological theory and methods to study race and racial relations in the United States, producing numerous books and hundreds of insightful essays. However, it wasn’t until 1944 when Swedish sociologist Gunnar Myrdal wrote An American Dilemma: Th e Negro Problem and Modern Democracy that the topic of race attracted concerted attention from sociologists and other scholars in the United States. When the sociology of sport emerged as a sub-discipline in the ﬁ elds of sociology and physical education during the 1960s, race and racial relations attracted immediate attention from scholars and social activists. Two scholarly publications in the early 1960s focused on the sociological dynamics underlying the desegregation of professional baseball (Broom and Selznick, 1963; Blalock, 1962), but the most provocative discussions of race and sport were published in the late 1960s and early 1970s by sociologist-activist Harry Edwards, an organizer of the boycott by black U.S. athletes of the 1968 Summer Olympic

Jay Coakley, “Race and Ethnicity in the Sociology of Sport in the United States,” from Sociologie du sport: Perspectives internationales et mondialisation, pp. 89–104. Copyright © 2006 CFC, Centre Francais D’Exploitation du Droit de Copie. Permission to reprint granted by the rightsholder.

11 Games in Mexico City. Edwards’ book, Th e Revolt of the Black Athlete, published in 1969, clearly described the exclusion and exploitation of blacks in sports and challenged popular assumptions that sports were free of racism and provided African Americans with opportunities for upward social mobility and social acceptance in society at large. Edwards’ work was complimented by the writing of other scholar-activists (Scott, 1969; Hoch, 1972) and developed further in his Sociology of Sport (1973), the ﬁ rst textbook in the ﬁ eld. Edwards (1971) also was the most visible sociologist to critique a widely-read article in Sports Illustrated, a major weekly sport magazine, in which a sportswriter (Kane, 1971) argued that blacks were physiologically superior to whites and that the success of blacks in certain sports was due their natural abilities as athletes.

EARLY RESEARCH ON RACE AND SPORTS At the same time that Edwards and other scholar-activists were writing in popular sources and publicly debating issues related to race and sports, scholars in various disciplines initi- ated research that statistically documented patterns of racial segregation and discrimination in sports and provided general explanations for why those patterns existed. Dozens of empirical studies beginning in the 1970s provided evidence showing that the structure of race relations and the prevailing racial ideology in the United States shaped and constrained patterns of desegregation in sports. Th is research focused on a combination of topics, including entry barriers faced by black athletes, patterns of racial stacking in which black athletes were over- or under-represented in particular positions on sport teams, and the exclusion of blacks and other ethnic minorities from positions of off -the-fi eld leadership, such as coaching and management, in sport organizations. Th ese patterns, when observed by many whites who viewed the world in racialized terms, generally reinforced the racist ideology that created them. In this sense, the initial desegregation of sports reaffi rmed racist notions about the physical superiority and intellectual inferiority of blacks relative to whites. Among whites in the United States during the 1960s and 1970s it was widely believed that blacks excelled in sports and team positions that demanded power and speed at the same time that inferior intellectual abilities prevented them from assuming leadership positions on the fi eld and in coaching and management positions off the fi eld. Th e success of white athletes, on the other hand, was explained in terms of character, hard work, intelligence, well planned strategies, and superior organizational skills.

Entry Barriers Research done between the late 1960s and early 1980s indicated that blacks were recruited only into certain sports. For example, when Jackie Robinson broke the color line in major league baseball by signing a contract with the Brooklyn Dodgers in 1947, baseball was the most ﬁ nancially proﬁ table team sport in the United States. Branch Rickey, the man who

12  MODERN SPORT AND THE AFRICAN AMERICAN EXPERIENCE signed Robinson to a contract, convinced his fellow owners, all of whom were white, that Robinson would increase gate receipts and help the Dodgers win more games. Although owners of other teams initially objected to desegregation, they changed their minds as it became clear that Robinson attracted both white and black spectators to games and increased profi ts for all teams. As the white owners in baseball and other major revenue producing sports in the United States slowly desegregated, they recruited only black athletes with exceptional physical skills. Th e existence of a selection bias in professional sport was fi rst noted by Rosenblatt (1967) in his study of major league baseball. Using performance data from 1953 through 1965 he found that black players outperformed white players during every season. His fi ndings were supported by others who studied baseball (Pascal and Rapping, 1972; Eitzen and Yetman, 1977; Lapchick, 1984), football at the college and professional levels (Scully, 1973; Tolbert, 1975), and basketball on both the intercollegiate and professional levels (Yetman and Eitzen, 1972; Lapchick, 1984). In sports where there were no economic incentives for whites to permit or promote desegregation, it did not occur, or it occurred very slowly in limited situations. In sports where athletes learned skills and played in social settings, such as the club sports of golf and tennis, there was strong resistance to desegregation. Th is was due to whites who wanted to maintain social distance from blacks and feared social and possible sexual contact between black men and white women.1 Anecdotal information published in the print media during these years also suggested that there were informal racial quotas that restricted the number of blacks on any given team. White team owners, managers, and coaches, it was hypothesized, feared that attendance might decline if the proportion of black players on a team surpassed what white spectators defi ned as appropriate. Th is was consistent with Blalock’s (1970) theory of race relations in which he noted that such quotes would be set at the point where blacks can no longer make it profi table for team owners and administrators to treat them in nondis- criminatory terms.

Racial “Stacking” Th rough the 1980s the most popular research topic in the sociology of sport was racial stacking. Th e fi rst and most infl uential study on this topic was done by John Loy and Joseph McElvogue (1971). Using team photos and public information about players, Loy and McElvogue identifi ed the race of all players on the starting rosters of major league baseball and professional football teams for the 1967 and 1968 seasons, respectively. Th ey analyzed their data in light of Oscar Grusky’s (1963) theory of formal organizations. Grusky theorized that individuals who occupied centrally located positions in an organizational structure were more likely than those who occupied non-central positions to (1) engage in

1 See Coakley, 1986 for a complete documentation of this research.

RACE AND ETHNICITY IN THE SOCIOLOGY OF SPORT IN THE UNITED STATES  13 frequent interaction with others in the organization, and (2) be involved in interdependent tasks requiring interpersonal cooperation and coordination. Th erefore, Loy and McElvogue hypothesized that racial segregation on a sport team would be positively related to the centrality of positions in the organizational structure of the team. Th e patterns in baseball and football strongly supported their hypothesis: blacks rarely played central positions and they were heavily overrepresented in the non-central positions; at the same time, whites rarely played non-central positions and were heavily overrepresented in central positions. Loy and McElvogue suggested that these patterns could be explained by a combination of two factors: (1) a desire on the part of white players and team management to maintain a form of organizational segregation that preserved social distance between whites and blacks on teams, and (2) beliefs on the part of management that blacks were less able than whites to successfully play positions that required interpersonal coordination and decision-making. Th is form of position segregation within teams was relatively easy to study because it involved counting and classifying athletes by race and position. Consequently, there were numerous studies of stacking in a wide range of men’s and a few women’s team sports (see Coakley, 1998 and Smith and Leonard, 1997 for a full list of references to this research). Although the pattern of racial stacking in certain U.S. sports was undeniable (and continues to exist in some cases) there were debates over how it should be explained. Scholars from diﬀ erent disciplines oﬀ ered a range of biological, psychological, economic, and sociological explanations of stacking (Coakley, 1998). Although research in sociology and psychology suggested that the patterns were due to the use of racial stereotypes by coaches and other administrators who make player personnel decisions, the data never led to any widely accepted theory.

Exclusion from Positions of Leadership A third topic studied in early sociological research on race and sport focused on the exclusion of blacks from positions of leadership, such as coaching and management, in sport organizations. During the 1970s it became clear that desegregation on the playing ﬁ eld did not mean that blacks would have access to positions in the power structures of sport organizations. Th e popular press occasionally published stories about this issue and presented data documenting the absence of black coaches, general managers, and top administrators. It was not until the mid-1980s that systematic data on this phenomenon was published in a source that was widely accessible to scholars in the sociology of sport. In 1984, scholar- activist Richard Lapchick founded the Center for the Study of Sport in Society (CSSS) at Northeastern University in Boston. Th e center began to present data on the racial makeup of sport management, and in 1989 published its ﬁ rst annual Racial Report Card, a com- prehensive statistical description of race in the hiring practices of the National Basketball Association, the National Football League, and Major League Baseball. Lapchick’s national reputation and personal connections with former and current African American players in professional sports, led this document to receive nationwide media coverage; it also served

14  MODERN SPORT AND THE AFRICAN AMERICAN EXPERIENCE to publicize continuing patterns of racial exclusion in sports and to put sport organizations on notice for their racialized personnel practices. None of these data were used to generate and test theories of race relations, but they inspired speculation among many people, including those of us in the sociology of sport, about various explanations of this form of racial exclusion. Th ese speculations have continued as data have been published annually since 1990.

CURRENT RESEARCH ON RACE, ETHNICITY, AND SPORTS Th e early research on entry barriers, racial stacking, and racial exclusion established that there were clear patterns of racial diff erentiation and stratifi cation in U.S. sports and sport organizations. However, by the late 1980s it was apparent that this research added little to a critical theoretical understanding of race as a cultural construction, as a structure of power relations, as identity, and as a category of experience infl uenced by the material conditions of everyday life in a capitalist society. Th is was clearly pointed out in an infl uential essay written by Susan Birrell and published in the Sociology of Sport Journal in 1989. Birrell noted the following as she addressed colleagues in the fi eld: “We continue to produce studies on centrality and stacking, not because of their theoretical signifi cance hut because the data are there. Twenty years ago such studies provided major insight into stratifi cation by race, and it is startling to know that such patterns persist today, but there is no theoretical news in this tradition. We need to move to more powerful questions . … A more profound approach is to conceive of race as a culturally produced marker of a particular relationship of power, to see racial identity as contested, and to ask how racial relations are produced and reproduced through sport (1989: 214).” Birrell’s critique was part of an overall “cultural turn” in sociology and an emphasis on exploring the dynamics of cultural formation and the connections between culture and structure. Additionally, one of her observations was that research in the sociology of sport focused almost exclusively on the impact of racial discrimination on the participation of black males in sports; absent was research on (a) the experiences of women from ethnic minority backgrounds; (b) the intersections of race, gender, and class; and (c) ethnic dynamics apart from issues of race. Future research on race and sport, she said, would benefi t from “a blending of critical theories: cultural studies, socialist feminism, feminist cultural studies, materialist and cultural racial relations theories” (1989, p. 223). Since Birrell’s critique, some scholars in the sociology of sport have continued to statistically document diff erential treatment and stratifi cation related to race and ethnicity, but others have focused research attention on race and ethnicity as they are related to processes of cultural formation, power relations, identity politics, and the meanings given to sport-related phenomena and experiences. Th e methods used in the latter stud-

RACE AND ETHNICITY IN THE SOCIOLOGY OF SPORT IN THE UNITED STATES  15 ies primarily include in-depth interviews, critical ethnography, historical analyses, and textual/semiotic analyses. Th e research that has been done since 1990 is diverse, but it generally falls into three main categories. First, there are studies focusing on racial and ethnic diff erences and the existence of diff erential treatment and discrimination. Th ese are mostly atheoretical but they document continuing manifestations of racism in U.S. sports. Second, there are studies focusing on the experiences of athletes from various ethnic minority backgrounds. Some of this research is purely descriptive, but much of it links experiences to identity, the dynamics of racial and ethnic relations in organizational and community contexts, the material conditions underlying identity formation and ethnic relations, and more general processes of cultural production and reproduction. Th ird, there are studies that focus on images and narratives, usually represented in the media, through which race and ethnicity is constructed, contested, and re-imagined over time and across social contexts. Most of these studies deal with the social construction of race and racial classifi cation systems, the dynamics of racial ideology, and the appropriation of Native American names and images by sport teams. Th e following three sections present selected examples of research in each of these categories.

Diff erence and Discrimination As noted above, there is a strong tradition of research on diff erence and discrimination in the sociology of sport and related fi elds in the sport sciences. For example, recently published historical research documents the existence of racial politics and the chang- ing contours of the color line through the twentieth century (Miller and Wiggins, 2004; Wiggins and Miller, 2003). In 1997 John Hoberman published a “racial history of modem sport that explored the connections between sports, racial ideology, and biological racism during the 20th century. Provocatively titled Darwin’s Athletes, the book was intended to document race as a dangerous, socially constructed myth and to show how sports have consistently served as sites for preserving dominant racial ideology, especially in the United States. In the absence of systematic data on the ways that African Americans have given meaning to and integrated sports and sport participation into their lives, Hoberman argued that “the cult of the black athlete [has] exacerbated the disastrous spread of anti-intellectual attitudes among African American youth” (p. xiii). Furthermore, he claimed that black intellectuals, especially black male scholars in the late-twentieth century, have failed to critique black athleticism thereby allowing the myth of race as well as popular ideas about black male physicality to be preserved in contemporary U.S. culture (pp. 76-95). Not surprisingly, Hoberman’s inference that blacks have perpetuated their own victimization was not well received by African American scholars. Despite his insightful critique of racialist science and the role sports have played in the reproduction of racist ideas through the twentieth century, Hoberman’s book has been cited with caution in the sociology of sport literature.

16  MODERN SPORT AND THE AFRICAN AMERICAN EXPERIENCE However, it remains an important source of historical information about sports, the social construction of race, and the dynamics of dominant racial ideology in the United States. Most research on diff erence and discrimination continues to focus on diff erential participation opportunities, often related to a combination of racism and constraints associated with social class and poverty, and on the dynamics of diff erential treatment and exclusion in particular sports and sport organizations. For example, Sailes (1998) and Brooks and Althouse (2000) have edited collections of research articles and commentaries that describe continuing racial myths and stereotypes, critique biological theories of race and athletic performance, and document the relative lack of ethnic minorities in coaching and administrative jobs in university athletic departments and the racism and sexism faced by African American women in college sports. A primary source of data on patterns of racial and ethnic exclusion in the management positions of major sport organizations continues to be the annual Racial and Gender Report Card (gender was fi rst included in the 1998 report; see http://www.sportinsociety. org/rgrc.html). Since 2002 this report has been published by the Institute for Diversity and Ethics in Sports at the University of South Florida. Th e current report (www.bus.ucf. edu/sport/public/downloads/media/ides/release_05.pdf) includes data on women and all people of color in the major men’s team sports (football, baseball, basketball, and hockey), the Women’s National Basketball Association, and the National Collegiate Athletic Association. Future reports will include data from the motor sports industry and Olympic sport organizations in the United States. Although the 2003 Racial and Gender Report Card included data on African Americans, Latinos, Native Americans, and Asian Americans, there are few current sociological studies of diff erence and discrimination related to populations other than African Americans. Th is is not because people in these populations do not experience discrimination in sports. More likely, it is because ethnic stereotypes about each of these populations vary in content and how they are applied in sports. Th is makes it diffi cult to study issues of diff erence and discrimination except on a local level through qualitative research. Finally, it is important to note that the research on diff erence and discrimination has not been used as a basis for developing or testing theories of racial and ethnic relations.

Experiences Among People in Racial and Ethnic Populations Th e extent of racial and ethnic diversity in the United States creates many research possibilities related to the sport experiences of people in diﬀ erent ethnic populations. Although most of this research has focused on African American men, there are studies describing the experiences of African American women and Latinos and Latinas. Only a few studies focus on Native Americans and the diverse Asian American populations in the United States. Research on sport-related experiences ranges from descriptive to highly analytical, with the latter guided by a combination of theoretical frameworks. For example, Messner (1992) used critical feminist theory to guide his research on masculinity among men who were

RACE AND ETHNICITY IN THE SOCIOLOGY OF SPORT IN THE UNITED STATES  17 former elite athletes. His in-depth interviews indicated that because AfricanAmerican men from low income backgrounds had fewer educational and occupational opportunities than white athletes from middle- and upper class families, they were more likely to see sports as contexts in which they could establish their masculinity and achieve success in a culturally valued activity. Additional studies have confi rmed that black men in the U.S. often face a race logic that encourages them to give priority to sport-related identities. Th e extent to which this interferes with the development of other identities among African American men and unrealistically constrains developmental choices is diffi cult to study and there are no systematic data on this issue. Researchers exploring the intersections of race and gender have found that the dynamics associated with racial ideology are diff erent for black women than for black men (Corbett and Johnson, 2000; Daniels, 2000; Smith, 1992, 2000). In ideological terms, the bodies of black men have been socially constructed and viewed diff erently than the bodies of black women. Other research on identity dynamics indicates that there is a diversity of traditions and norms associated with gender and sport participation for girls and women from Latino cultures (Acosta, 1999; Jamieson, 2003). Latinas whose families have recently immigrated to the U.S. receive less parental support to play sports, especially if participation is perceived as separating them from their traditional culture. Latinas from families that have been in the US for more than one generation are often encouraged by parents and other relatives to play whatever they wish, although they sometimes face the challenge of negotiating normative diff erences between the dominant and Latino cultures. One of the most notable studies that links sport-related experiences to material conditions was done by French sociologist Loic Wacquant who spent over three years studying the social world of boxers in a ghetto gym in Chicago (1992; 1995a, b, c; 2004). His observations and interviews as well as his personal experiences as an apprentice boxer gave him unique access to the social logic and meanings associated with boxing as it is learned by men living in a black ghetto. Guided by Bourdieu’s notion that “we learn by the body” and that “the social order inscribes itself in bodies,” Wacquant immersed himself into the social world of a boxing gym. He explained that the gym he studied was organized in connection with destructive social forces present in the ghetto at the same time that it sheltered black men from the full negative impact of those forces. As the men trained at the gym they engaged in an intense regime of body regulation demanding physical, visual, and mental discipline. As boxing became central in their lives, they developed a “socialized lived body” that was at the very core of their identities and actions. For these men, boxing constituted a powerful socializing experience that cannot be understood apart from the cultural and structural contexts in which their training occurred. Additional ethnographic studies have linked the sport-related experiences of ethnic minorities to larger community processes. For example, Foley (1990a, b) gave special attention to Mexicano-Anglo relations in his study of high school football in a south

18  MODERN SPORT AND THE AFRICAN AMERICAN EXPERIENCE Texas town. He identiﬁ ed the working-class vatos (young Mexicano males) who rejected sport participation but used football games and other sport events to publicly display their “cultural style” and establish their social reputations in the community. Foley described cases in which Mexicanos in the local population used high school football as a site to resist the dominant culture of the town, but he concludes that Mexicano resistance was largely symbolic and did not alter the prevailing culture and structure of power in the town. Similar community dynamics were noted by Grey (1992) in his study of high school sports and relations between immigrants from Southeast Asia and the established residents of Garden City, Kansas. When students from immigrant families failed to participate in football, basketball, baseball, and softball, they were perceived by established residents as unwilling to become “true Americans.” Th is increased the marginalization of Asian students in the school and exacerbated ethnic tensions in the town. In contrast to Grey’s research there is anecdotal information indicating that third and fourth generation Asian American families are generally well integrated in many U.S. communities, play the same sports that others play, and even use sports participation as an expression of cultural assimilation and as a reaﬃ rmation of social relationships with peers–but systematic research on such processes has not been done.

Images and Narratives Th e most provocative and theoretically rich research on race and sports has involved various forms of textual and semiotic analyses focusing on popular discourses representing athletes of color and on sports as sites for the construction of whiteness as a form of privilege. For example, scholars have used combinations of critical and postmodernist theories to study the complex connections between racial ideology, commodiﬁ cation, and “cultural stories” representing black athletes, especially Michael Jordan (Andrews, 1996a, b, 2001; Baker and Boyd, 1997). Critical studies scholar Todd Boyd explains that because sports and “the discourses that surround them, have become one of the master narratives of twentieth- century culture” they can be used as a barometer for assessing the American character (1997, p. ix). Cultural studies scholar David Andrews has built on this notion as he and his colleagues have deconstructed Michael Jordan and used representations of Jordan as a basis “for developing progressive understandings of the broader social, economic, political, and technological concerns that frame contemporary culture” (2001, p. xv). Andrews analyzes commercial advertising and other media coverage to explain how Jordan as a mediated icon represents “the convergence of corporate and media interests” and how Jordan has become “a cultural site around which particular neoconservative racial ideologies have been embodied and authorized” in late modem America (2001, p. xvii). African American Studies scholar Michael Eric Dyson, reading Jordan from a black cultural perspective concludes that even though Jordan was appropriated by corporate capitalism “his big, black body–graceful and powerful, elegant and dark–symbolizes the possibilities of other black bodies to remain safe long enough to survive within the limited but signiﬁ cant sphere of

RACE AND ETHNICITY IN THE SOCIOLOGY OF SPORT IN THE UNITED STATES  19 sport” 1993, p. 74). Jordan’s body, says Dyson, is “a fl uid metaphor” that has been used to represent multiple confl icting desires. Focusing more directly on the struggles over the signifi cance of race and cultural meanings, some scholars in the sociology of sport have studied the dynamics and implications associated with the uniquely American practice of using Native American names and images as a basis for team names, logos, and mascots in interscholastic and professional sports (Davis, 1993; King, 2004; King and Springwood, 2001a, b). Th is practice is a legacy of centuries of Native-Euro-American relations through which whiteness has become normalized and Native Americans and all people of color have been cast as “others.” Th e concrete and highly visible logos and mascots used by sport teams have provoked activism as well as academic analysis (King, 2004). Analyses, grounded primarily in a framework of critical cultural studies, have focused on the cultural and structural dynamics involved as sport teams have resisted the objections of Native Americans and others who identify the names, logos, and mascots as off ensive and racist. Th is research has made a signifi cant contribution to the sociology of sport in that it has demonstrated “how racial diff erence animates much of the popular aesthetics of sport” (King and Springwood, 2001b, p. 12).

Conclusion Research on sport, race, and ethnicity is important because the proportion of ethnic populations in the U.S. continues to increase relative to whites with European ancestry, and because professional and college teams often recruit athletes from Africa and Latin America. As of mid-2003, there were nearly 40 million Latinos in the U.S. population (14 percent); blacks numbered over 37 million (13 percent); people with Asian ancestry numbered 12 million (4 percent), and Native Americans numbered 2.8 million (1 percent). Demographic trends indicate that whites with European ancestry will constitute only 50% of the population in 2050, and they will be in a numerical minority in many U.S. states. If the color line was a dominant feature of the social and cultural landscape in the United States during the twentieth century, ethnic relations will be a dominant feature of the twenty-ﬁ rst century. Th e task in the sociology of sport will be to use sports as sites for theorizing and inspiring progressive forms of ethnic relations.

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RACE AND ETHNICITY IN THE SOCIOLOGY OF SPORT IN THE UNITED STATES  23