Slam-Dunking Sports Myths: Thoughts from a “dumb jock” professor

By Robin Hughes

As a professor, one of my major jobs is to choose or follow something called a research agenda. Once chosen, we devote lots of time learning about that particular area, becoming somewhat of an expert and parlaying the information back to larger audiences (in theory, although some of us, quite frankly, do not). I study people, students-athletes in particular. They are a fairly easy population of folks to study, since athletes make up a large portion of the student population on most campuses — specifically Division II and Division III schools. In fact, I would assume that many of my colleagues in the behavioral sciences, education and the like would have similar interest and focus. Au contraire, mon frère.

I am often asked, why study student-athletes and who really cares? My knee-jerk reaction is to play the academic dozen. After all, I grew up in Stop Six, Texas, and many of us could take on the winner of that television show, “Yo’ Momma.” Somehow, however, I have been able to contain myself. Instead, I offer my standard intellectual answer, if I must call it that, “Why do we care about how any student experiences college?” While I am quick to speak up to such nonsense, I often wonder why this question tends to arise when I teach my class focused on student athletes, and never seems to take place when I mention that I teach a course on student developmental theory. The focus of both courses is on the student! I would venture to say, I am a real scholar dependent upon the title of the course. When I mention the word athlete, I become a dumb jock professor. I become what Dr. James Satterfield and I termed “Athletisized” or legendary creations of the institution, complete with the suburban myths. For athletes, unlike other student groups who participate in outside activities, say, like a musician or an actor, these myths tend to besmirch their character. Like all myths, however, there is some truth, but there is also whole lot of untruth.

Myth one – They do not graduate

One of the most troubling myths is this notion that student-athletes do not graduate, and their graduation rates are just too low. OK, well, the graduation rates are low. However, let’s be clear; they are not the only folks who are not graduating. When we really tease through the statistics about graduation rates, we find out that on many campuses, student-athletes not only graduate in general, but they are more likely to do so at a higher rate than or at least at close to that of all students.

Before the tomatoes are thrown, let me explain. There are other factors, which quite frankly, are typically not considered. Traditionally, we do not consider who is compared to whom. For instance, the graduation rates tend to be reported as a single data point for all groups. Those who participate in revenue-generating sports, like basketball and football in most states, and those who do not are lumped together. Single participant sports (like golf or tennis) make a big difference when calculating the overall graduation rates (another story – and quite interesting). In addition, when reports do disaggregate the data by sports, they tend not to sort by race. Can you recall having seen a report that compares the graduation rates for Black males who do not participate in athletics to the graduation rates of Black males who play revenue-generating sports. If you did, you might be surprised. In other words, the statistics can tell a thicker story. In the case of Black males who do not participate in sports, the data tell us that unwelcoming campus environments have something to do with whether a student stays in school. We (yes, us folks in the ivory tower) also fail to mention that the campus climate tends to be warm and sunny over in the athletic department. This leads me to the question: just what are they doing in athletics that we need to replicate on the rest of college campuses?

Myth Two- they are not so bright: The dumb jock

Athletes are supposedly less intelligent than other students. We hear; “they are only here to play ball.” They are just dumb jocks. They do not study, and they have lower “test scores.” Sadly, some folks still believe that standardized scores are the ultimate academic predictor and crystal ball of knowledge.

Never mind that research supports the fact that there are not only 7 or 8, but multiple intelligences. There is something called Bodily-Kinesthetic Intelligence — or the ability to use one’s mental abilities to coordinate one’s own bodily movements. There is also significant research that suggest that athletes have fined-tuned spatial awareness. Their brains are better wired spatially than the average person — similar to that of mathematicians. Again, Satterfield and I have argued that not only does the research support an athletic intelligence, but we also argue that elite athletes clearly must possess some mental and physical calculator. Otherwise, as Dr. Michael E. Dyson has suggested, how would elite athletes be able to effectively create the illusion of defying the laws of gravity by hanging in air? Borrowing from Dyson, if one is mesmerized by the musical genius of a Itzhak Perlman, and Wynton Marsalis, they too should be equally mesmerized by Michael Jordan’s ability to appear to hang in the air and sip a cup tea.

Myth three – it’s just not in the odds

Typically we hear that athletes should be cautious about pursuing professional athletic careers. The likelihood to land a position in professional sports from Division I sports is about 1 percent. This figure is supposed to serve as a deterrent. However, I would have to say that I like those odds, especially if I were thinking about playing the lottery. I would suggest that we just need to find another statistic to report. Better yet, why not report the odds of most hard to secure jobs out there? For instance, post the number of Black CEOs of Fortune 500 companies or the odds of anyone who has an interest in becoming the president, or the odds of becoming an astronaut or an actor. Could you imagine, posting the odds of the many seemingly impossible careers and feats out there? Should we tell folks to give up that idea of president — it’s just not in the odds. So you want to become a brain surgeon? Well, it’s not in the odds. We could kill all kinds of dreams in one fatal swoop. I must say, I am elated that we do not post those statistics, and I hope we never do. Lastly, I would hope that we never post the number of Black professors who teach at institutions like mine. That figure is about 1 percent — one in one hundred — about the same odds to make it to the NBA from Division I ball. Hey, perhaps that’s why my students often ask me whether I ever played ball — the odds seem to be about the same.

Dr. Robin L. Hughes teaches courses in Higher Education Student Affairs in the school of education at Indiana University, Indianapolis.

 

Go to college or get paid? Mr. Jennings I Ain’t Mad At You!

By Dr. Emmett Gill

Last Tuesday, Arizona University basketball recruit Brandon Jennings decided to make an unprecedented move to forgo playing in college and instead pursue a professional career in Europe next season before likely entering the 2009 NBA draft.

 While David Stern and the National Basketball Association (NBA) are well prepared for the subsequent trend Jennings may incite, universities with big-time basketball programs will soon learn the true value of a big-time student-athlete.  Universities will no longer be privileged to the best athletic talent because an 18-year old could use $500,000 tax-free dollars until he is eligible to play in the NBA. Players must be one year removed from high school before they’re eligible to play in the NBA. Teams, athletic departments, and yes academics may experience some uncomfortable times if top-flight basketball students decide to study abroad in Europe. I have experienced firsthand how athletic success can breath life into a universities and how a lack of athletic success can suck the life out of campus spirit.  When our team gets invited to the big dance or to go bowling the entire campus, even professors, go mad! When the donations from athletic boosters start to slide, marketing deals that carry free cable begins to subside, or enrollment dips, remember Mr. Jennings. 

 As a former student-athlete I still believe an undergraduate degree is like a union card and graduate degree can be an American Express Black card.  Even so, I fully support Jennings’ decision.  Back in the day the notion was that “student-athletes need an education to fall back on just in case…” Just in case can always happen, but if it does it’s unlikely “just in case” will prevent Jennings from pursuing a degree.  Secondly, I believe student-athletes who compete in the big five sports -– football, basketball, women’s basketball, soccer, and baseball — should be paid – period.  We can chat about the logistics later, but it’s feasible, trust me.  You have to pay the workers. As much respect as I have for the NCAA and the efforts they dedicate to student-athlete development, neither the NCAA nor member institutions can ensure kids receive functional degrees.  Until they set aside a trust fund for student-athletes who graduate (an idea proposed by former UNC Tarheel and current TNT analyst Kenny “The Jet” Smith 15 years ago) the Jennings effect is a threat.  You oftentimes hear of basketball coaches who will “hug a thug,” meaning they will get marginal athletes in school or you hear “one and done” (in school for one year – see Michael Beasley and Derrick Rose). Those days may be gone, but is it for the better?

 Mr. Jennings is primed to make more money in one year than a top-flight law school graduate might make in their first three. As much as we might want to mentor student-athletes and expose them to life outside basketball… raise your hand if you would go hoop for $500,000-plus tax-free dollars.  That’s what I thought …not that I would ever trade in the social capital I reap from academia …

I never heard of this kid so I’m unsure of his academic or his athletic prowess.  Still, when Mr. Jennings travels overseas I am sure he will have some field instruction/classes in foreign language, contracts, investment banking, etiquette, social history, and of course basketball.  If you think about it Mr. Jennings’ course load might mirror a freshman at the Wharton School of Business… and Mr. Jennings is getting PAID.

Dr. Gill is an assistant professor in the School of Social Work at Rutgers University.

The Miseducation of a Negro Male Assistant Professor

By Emmett Lee Gill, Jr., PhD, MSW

 When I thought about pursuing my terminal degree I really dedicated little thought to all the components of a J-O-B in academia.  I pondered the research I would have to do, but the teaching and service components were truly afterthoughts.  I assumed these elements would naturally come with the territory  – you know they would be integrated into my game plan.  In particular, I thought the teaching would be less challenging because I know my research methods and behavioral theory, I wanted students to learn, and I would avoid grade inflation.  I was a miseducated Negro male assistant professor.  I characterize myself as miseducated during my first two years because teaching in higher education has assumed a business model, and it has been adventurous to navigate to say the least. The consumer (i.e., the student) must be satisfied with their grade. Intellectual stimulation, new competencies, and the rigors of writing and creative thinking are of little value.  Yet, I knew this because not long ago I sat on the other side of the speaking lantern. 

My miseducation emanates from my miscalculation of the intersection between consumer satisfaction and the professors’ race.  As I approach my third year review and I reflect on my years at a research one institution, I have wondered privately and publicly whether I would have experienced some of the issues I have if I were a White sports scholar activist.  During my short sojourn I have had more students than I care to mention… threaten to challenge grades, speak to colleagues about my/our classes, actually challenge their grades, tell mistruths about our verbal interactions, or flat out curse me out. One student stared me down and then slammed the door so hard that my 6’1”, 180 lbs. frame starting shaking so bad I had to call a 30-minute break.  When I shared this with my incredibly supportive Dean he asked if it was racism and I said no because it was coming from blacks and whites. Sexism? Racism? Ageism? I am not sure, but like Duke Lacrosse something is going on. It’s enough to make you think twice whether to maintain your values and not give grades or make it easy on everyone.   

Students who trash me on www.ratemyprofessor.com often write that I am arrogant and to a certain degree it is true.  Arrogance (i.e., confidence and consistency) is a trait I’ve had to learn.  I am in a small minority in a competitive profession that requires precise writing, frequent oratories, quick responses to questions when there are very few “right” answers, and the self-motivation to succeed with very little supervision. I am an introvert so if I do not wake up each morning with a little confidence I would be eaten alive – in class, faculty/committee meetings, presentations, and parenting (lol).  Arrogant a little, but how self-absorbed is a Negro male assistant professor who… delays his papers so students can finish assignments from other classes, wears jeans and caps to class, teaches theory using television programming, provides work for students in need, and holds some classes over meals… be? There are also those who give me good ratings on www.ratemyprofessor.comand I appreciate it when my “kids” show me love. Muchas gracias!

When I entered the NBA of education I truly believed that I was prepared to quickly become an all-star. I cannot say I never thought about race, but my first two years teaching in the league have not been injury free. My miseducation has caused me to suffer some sprains, bruises, and maybe a concussion or two.  Thankfully I have many supportive colleagues and satisfied consumers on my team.  Moreover, I love this game… and with the grace of God and a little more schooling… I can help other miseducated Negro male assistant professors.

Emmett Gill is an assistant professor at Rutgers, The State University, School of Social Work. 

In Memory of One Black Male Educator

Hello. My name is Emmett L. Gill, Jr., and I am an assistant professor at the Rutgers University School of Social Work. I might be what you consider a non-traditional academic – I study the intersection between sports and society, I am relatively young (below 40 in dog years), and I am a black male. I hope this mix of variables will make for some interesting blogging as I attempt to stimulate your intellectual juices with a few appetizers on academics and athletics in higher education.

However, before I delve into academics and athletics please bear with me while I share with you my memories of a black male educator – Emmett L. Gill, Sr. –my Dad! Senior was in the field of education for 36 years – rising from the ranks of a middle school English teacher to assistant principal of one of the largest, most challenging city high schools in North Carolina. In other words, my father was getting his Joe Clark on well before Lean on Me hit the big screen. Labeled as a gentle giant my father was 6’4”, 300-plus, but his students and colleagues viewed him as gentle because of his soft voice and uncanny ability to bring peace to almost any situation.

One of my fathers’ “people tools” was his desire to teach young men and women how to use sport to obtain an education. My father accepted a basketball scholarship to Winston Salem Teachers College to play basketball for the legendary Clarence “Big House” Gaines – while also lettering in football and golf. As a teacher and administrator he used his experiences to motivate at-risk males to obtain their high school education and for marginal student-athletes to use their athletic prowess to obtain a functional degree. I did not understand it when I was younger, but my father had a vested interest, I mean a passion, for influencing students’ lives. I cannot make a trip home without one of his former students stopping me and expressing to me how my father influenced their life. It’s funny how social learning and modeling works because I am driven by a similar purpose.

On Tuesday, April 29, 2008, at the age of 69 my father was called home by his lord and savior. I will miss him dearly as will my mother, sister, and the scores of students he schooled. My father raised an educator and scores of teachers, librarians, mental health workers, accountants, contractors, bankers and yes professional athletes – I hope that I can influence my students the way Mr. Gill influenced his “Gillites”.

While I have shed many tears I must get back to work in memory of one of the greatest black male educators we will ever see – my Dad – Senior – Mr. G!

Dr. Gill is an assistant professor in the School of Social Work at Rutgers University.