Date Approved

2026

Degree Type

Open Access Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department or School

Leadership and Counseling

Committee Member

David Anderson, EdD

Committee Member

Carmen McCallum, PhD

Committee Member

Calvin McFarland, PhD

Committee Member

Lauren Scott, PhD

Abstract

This dissertation examines the college environment variables that significantly influence the academic and personal success of Black male student-athletes at predominantly White NCAA institutions. Grounded in a robust conceptual framework that integrates Astin's input–environment–outcome model, critical race theory, and resilience theory, this research seeks to identify the complex interplay between academic support, social integration, racial climate, and institutional policies on the retention, persistence, and overall well-being of Black male athletes. Recognizing the systemic and individual challenges that shape their collegiate experiences, this study adopts a quantitative case study approach, analyzing secondary data and exploring how factors such as faculty engagement, academic advising quality, racial microaggressions, and inclusive campus practices impact the graduation rates and grade point averages of Black male student-athletes. Through structural equation modeling, this research offers an in-depth look at how college environment variables mediate success outcomes. Findings reveal that variables like strong social support, positive racial climate, and high-quality academic advising are significant predictors of both academic and athletic performance, underscoring the importance of targeted, culturally aware support mechanisms in fostering the holistic success of Black male student-athletes. This work contributes to the literature on student-athlete success by providing a nuanced perspective that moves beyond deficit-based approaches, centering instead on the resilience and potential within this population. The insights gained have implications for university administrators, athletic departments, and policymakers, offering guidance on how to cultivate more equitable, supportive environments that empower Black male student-athletes to achieve academic and personal success. This study also emphasizes the role of transformative leadership and inclusive practices in creating institutional climates where diversity, equity, and inclusion are not only valued but are essential to advancing the mission of higher education and intercollegiate athletics.

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