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Black Male Student-Athletes Narrate Their Division I Experiences

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Black Male Student-Athletes Narrate Their Division I Experiences LMU/LLS Theses and Dissertations Summer 8-2017 Ball is Life: Black Male Student-Athletes Narrate Their Division I Experiences Eno Attah Meekins Loyola Marymount University, [email protected] Follow this and additional works at: https://digitalcommons.lmu.edu/etd Part of the African American Studies Commons, and the Social and Philosophical Foundations of Education Commons Recommended Citation Attah Meekins, Eno, "Ball is Life: Black Male Student-Athletes Narrate Their Division I Experiences" (2017). LMU/LLS Theses and Dissertations. 482. https://digitalcommons.lmu.edu/etd/482 This Dissertation is brought to you for free and open access by Digital Commons @ Loyola Marymount University and Loyola Law School. It has been accepted for inclusion in LMU/LLS Theses and Dissertations by an authorized administrator of Digital Commons@Loyola Marymount University and Loyola Law School. For more information, please contact [email protected]. LOYOLA MARYMOUNT UNIVERSITY Ball is Life: Black Male Student-Athletes Narrate Their Division I Experiences by Eno Attah Meekins A dissertation proposal presented to the Faculty of the School of Education, Loyola Marymount University, In partial fulfillment of the requirements for the degree Doctor of Education 2017 Ball is Life: Black Male Student-Athletes Narrate Their Division I Experiences Copyright © 2017 by Eno Attah Meekins ii ACKNOWLEDGEMENTS I would like to thank all those who have guided, mentored, supported, and encouraged me during this dissertation journey. What a journey it has been! I thank God for the strength, perseverance, and grace to endure each challenge that I confront. I am grateful for Grace, my mother, who no longer physically walks this Earth, but has always and continues to walk with me in spirit. I love you and miss you so very much. You and Daddy instilled in me the importance of GOD, family, and education, and I am forever grateful. Grayson James and Donnell, you inspire me more than you will ever know, and when I look at you I am reminded of Muhammad Ali, “Impossible is nothing.” Donnell Senior, thank you for sharing your life with me, giving me these two very special boys, and making me a never before imagined basketball wife. Thank you for the sacrifice. The struggle is intense, yet beautiful, and there’s no other person I’d much rather have as my go to teammate than you. We are writing this story every day. I love you. I am sincerely indebted to the 12 amazing Black men who so graciously agreed to participate in this research study. Without your words, your voices, and your thoughts, there would be no study. Thank you for entrusting me with your stories, sharing so very deeply, and allowing me to present you and your narratives to the world. Thank you for your insight and your wisdom. I am so in awe of you. You are deserving of every blessing headed your way. Go forth and be even more amazing than you already are. Thank you to Dr. Baltodano, my dissertation chair, for encouraging and pushing me beyond my comfort zone in coursework and research. Thank you for supporting my ever- evolving growth as a critical educator and researcher. I respect and appreciate your high iii standards and expectations. You held me accountable during every step of this process. Dr. Ross, thank you for saying yes to my master’s fieldwork five years ago. Your perspective on the topic is invaluable. You have been an excellent mentor and instrumental supporter. I am thankful to have you as part of my committee. Dr. Stephenson, thank you for agreeing to be a part of my committee. You have seen this research transform and every piece of feedback has supported me in crafting the counter narratives of 12 magnificent participants. Dr. Darder, the first semester of this doctoral program in your class forever changed my life. To my family, thank you to my brothers and sisters for each encouraging word and every minute of childcare provided so that I could study, write, and a few times even take a power nap. Thank you, even from childhood for tolerating me being me. I am so very grateful. Eme, although you are many miles away, thank you for holding me and our family up in prayer every day. Dr. Nyong, thank you for being the Pan African scholar in my early childhood who directly rang the alarm and brightly shone the light upon the social injustices afflicting our community. My research was possible because of my village of family, Mama Meekins, cousins, aunts, uncles, Godsisters, sister friends, friends, prayer partners, encouragers, Godchildren, work family, work children, and I could not forget My Sisters’ Keeper. Ladies, through you, I have learned to be a better me. Thank you all for contributing to this milestone. We press on . iv DEDICATION “We reject new thought until, eventually, its edges soften, its suggestions seem tame and manageable, and its proponents are ‘elder statespersons,’ to be feared no longer. By then, of course, the new thought has lost its radically transformative character. We reject the medicine that could save us until, essentially, it is too late.” ---Richard Delgado For every child I have birthed, embraced, influenced or encouraged. You have been the greatest inspiration and impacted my life beyond what you could ever imagine. For that I am eternally grateful. Dream grandly and live boldly as I will continue to do the same. v TABLE OF CONTENTS ACKNOWLEDGEMENTS ....................................................................................................... iii DEDICATION.............................................................................................................................. v LIST OF TABLES ....................................................................................................................... x LIST OF FIGURES .................................................................................................................... xi ABSTRACT ............................................................................................................................... xii PROLOGUE ............................................................................................................................. xiv RESEARCHER’S BIAS ........................................................................................................... xix CHAPTER 1: INTRODUCTION .............................................................................................. 1 Background ........................................................................................................................ 2 Statement of the Problem ................................................................................................... 5 Purpose of the Study .......................................................................................................... 6 Research Questions ............................................................................................................ 7 Theoretical Framework ...................................................................................................... 7 Critical Race Theory .................................................................................................... 8 Overview of Methods ........................................................................................................ 9 Significance of the Study ................................................................................................. 10 Limitations and Delimitations.......................................................................................... 12 Definitions of Terms ........................................................................................................ 13 Summary .......................................................................................................................... 15 CHAPTER 2: LITERATURE REVIEW................................................................................. 16 Theoretical Framework .................................................................................................... 18 Critical Race Theory .................................................................................................. 19 Counter Storytelling .......................................................................................... 21 Permanence of Racism ...................................................................................... 22 Whiteness as Property ....................................................................................... 23 Interest Convergence ........................................................................................ 23 Critique of Liberalism ....................................................................................... 24 Critical Race Theory and Education .......................................................................... 24 Long-Standing Racism in Society ................................................................................... 25 Emancipation From Slavery ...................................................................................... 26 Predominantly White Institutions .............................................................................. 26 Access to PWIs for Blacks ................................................................................ 27 Exodus of Black Males to PWIs ....................................................................... 27 Inequities in Educational Attainment........................................................................
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