RRoowwaann UUnniivveerrssiittyy RRoowwaann DDiiggiittaall WWoorrkkss Theses and Dissertations 9-29-2014 MMuullttiimmeetthhoodd ssttuuddyy ooff aa hhiigghheerr eedduuccaattiioonn ssppeecciiaall aaddmmiissssiioonnss ppoolliiccyy:: eexxpplloorriinngg hhooww ssttuuddeenntt--aatthhlleetteess nnaavviiggaaggee tthheeiirr eedduuccaattiioonnaall eexxppeerriieenncceess Sean Hendricks Follow this and additional works at: https://rdw.rowan.edu/etd Part of the Higher Education Administration Commons RReeccoommmmeennddeedd CCiittaattiioonn Hendricks, Sean, "Multimethod study of a higher education special admissions policy: exploring how student-athletes navigage their educational experiences" (2014). Theses and Dissertations. 258. https://rdw.rowan.edu/etd/258 This Dissertation is brought to you for free and open access by Rowan Digital Works. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Rowan Digital Works. For more information, please contact [email protected]. MULTIMETHOD STUDY OF A HIGHER EDUCATION SPECIAL ADMISSIONS POLICY: EXPLORING HOW STUDENT-ATHLETES NAVIGATE THEIR EDUCATIONAL EXPERIENCES by Sean Patrick Hendricks A Dissertation Proposal Submitted to the Department of Educational Leadership College of Education In partial fulfillment of the requirement For the degree of Doctor of Education At Rowan University Dissertation Chair: Tyrone McCombs, Ph.D. © 2014 Sean Patrick Hendricks Dedication I dedicate this dissertation to my beautiful wife, Jeanne, and amazing daughters, Blakely and Callan. I am eternally grateful for your love and support. Acknowledgements There are several people that made significant contributions to this dissertation; without their guidance and support this project would not have been possible. I wish to extend a sincere thank you to my committee: Dr. Tyrone McCombs, Dr. Ane Turner Johnson, and Dr. Brian Repici. Your commitment to student success was clearly evident during the duration of this project. I especially want to thank my methodologist, Dr. Ane Turner Johnson for the countless hours we spent discussing this project and editing its contents. Your wisdom and guidance are greatly appreciated. I would like to thank my parents, Mark and Judy for instilling in me a belief that anything is possible with hard work. Lastly, I would like to thank my wife, Jeanne. As a former college athlete, your insights were of great value and helped me scrutinize my own perceptions. I am so thankful for your support and truly appreciative of the sacrifices you made during this project. iv Abstract Sean Patrick Hendricks MULTIMETHOD STUDY OF A HIGHER EDUCATION SPECIAL ADMISSIONS POLICY: EXPLORING HOW STUDENT-ATHLETES NAVIGATE THEIR EDUCATIONAL EXPERIENCES 2014 Dr. Tyrone McCombs Doctorate in Educational Leadership In higher education, it is the role of the institution to ensure the success of all students, even those that failed to meet general admission requirements (Tinto, 1993). This explanatory sequential mixed methods study explored the challenges associated with enrolling student- athletes at a Division III institution with less than desirable admission standards (Creswell & Plano Clark, 2011). This study examined 199 specially admitted student-athletes that enrolled at Kerry State between 2007 and 2011 and found that increasing tuition, a lack of support and proper advising, time constraints, and issues related to student engagement have contributed to the lack of success from this population. Additionally, the enrollment standards at Kerry State have dramatically increased over the last five years, leading to the institution continually enrolling a more academically prepared student body. This has placed specially admitted student-athletes at Kerry State University in a disadvantageous position. To better serve the needs of this population, Kerry State could implement a support program to assist this group as they navigate their educational pathways. This support program would include offering a college success course during specially admitted student-athlete’s first semester to help facilitate the transition from high school to college level academics. Additionally, the institution could increase communication between the athletic department and advising center to better serve the academic needs of this population. v Table of Contents Abstract……………………………………………………………………………………………v List of Figures……………………………………………………………………………………..x List of Tables……………………………………………………………………………………..xi Chapter I: Introduction……………………………………………………………………..……. 1 Persistence: A Theoretical Background…………………………………………………….….…1 Persistence and the Student-Athlete………………………………………………………............3 The Division III Student-Athlete…………………………………………………………..……...5 Context of the Study………………………………………………………………………………6 Statement of the Problem…………………………………………………………………….....…7 Purpose of the Study……………………………………………………………………….……...9 Research Questions………………………………………………………………………………10 Significance of the Study……………………………………………………………………..….12 Research………………………………………………………………………………….12 Practice…………………………………………………...………………………………12 Policy………………………………………………………………………………….....13 Limitations of the Study…….…………………………………………………………………...14 Definition of Terms………………………………………………………………………………15 Conclusion……………………………………………………………………………………….16 Chapter II: Literature Review……………………………………………………………………17 The Evolution of Intercollegiate Athletics……………………………………………………….18 Legislative Changes………………………………………………………………………...........21 Shift in Admissions Policies……………………………………………………………………..23 vi Student-Athlete Engagement……………….……………………………………………………26 Academic Support of Student-Athletes………………………………………………………….31 Conclusion……………………………………………………………………………………….33 Chapter III: Methodology………………………………………………………………….…….35 Assumptions and Rationale for Mixed Methods Research………………………………………36 Explanatory Sequential Mixed Methods Study………………………………………………….37 Strategy of Inquiry: Case Study………………………………………………………………….38 Research Site……………………………………………………………………………………..39 Participant Selection……………………………………………………………………………..40 Phases of Data Collection………………………………………………………………..………43 Phase 1: Quantitative…………………………………………………………………….44 Phase 2: Qualitative ……………………………………………………………………..45 Instruments………………………………………………………………………………………46 Phase 1: Quantitative…………………………………………………………………….47 Phase 2: Qualitative……………………………………………………………………...49 Phases of Data Analysis………………………………………………………………………….51 Phase 1: Quantitative…………………………………………………………………….52 Phase 2: Qualitative…………………………………………………………………...…53 Mixing of Data…………………………………………………………………………...54 Validation………………………………………………………………………………………..54 Role of Researcher……………………………………………………………………………….55 Ethical Considerations…………………………………………………………………………...56 Conclusion……………………………………………………………………………………….58 vii Chapter IV: Findings………………………………………………………………………..……59 Quantitative Phase……………………………………………………………………………….60 Institutional Data…………………………………………………………………………………60 Response Rate……………………………………………………………………………………61 Participant Demographics………………………………………………………………………..62 Profile of the Survey Sample…………………………………………………………….62 Preliminary Findings of Survey Data……………………………………………………………64 Qualitative Phase………………………………………………………………………………...69 Qualitative Analysis of Survey and Interview Data……………………………………………..69 Profile of the Interview Sample…………………………………………………………….……70 Findings………………………………………………………………………………………….71 Navigators of an Unreasonable System………………………………………………….73 Student-Athlete Engagement…………………………………………………………….79 The Athlete-Student……………………………………………………………………..84 Conclusion………………………………………………………………………………...……..91 Chapter V: Discussion, Implications, and Conclusion…………………………………………..92 Discussion of the Findings…………………………………………………………………..…...92 Specially Admitted Student-Athlete Challenges………………………………………………...94 Student Engagement……………………………………………………………………………..95 Division III Athletics………………………………………………………………………….....97 Exploitation of Student-Athletes…………………………………………………………….….100 Implications……………………………………………………………………………………..102 Research……………………………………………………………………………...…102 viii Practice………………………………………………………………………………….104 Policy…………………………………………………………………………………...108 Conclusion………………………………………………………………………………...……110 References………………………………………………………………………………………111 Appendix A: Text of Recruitment Email……………………………………………………….117 Appendix B: Student-Athlete Questionnaire…………………...………………………………118 Appendix C: Letter of Informed Consent………………………………………………………120 Appendix D: Interview Protocol for Student-Athletes…………………………………………122 Appendix E: Interview Protocol for Athletic Personnel………………………………………..123 Appendix F: IRB Approval Letter…………………………………………………...…………124 ix