Date of Award
Alisha Rose Henderson
As studies highlight the career transition struggles of collegiate student-athletes (Hansen et al., 2019; Payne & Driska, 2020; Woods, 2017), researchers have called for more investigation into the influence of various environmental factors on student-athlete outcomes (Navarro & Malvaso, 2015; Navarro et al., 2019). Collegiate student-athletes often face excessive time demands that may necessitate programming interventions to support their holistic development needs beyond academic matriculation. For instance, prior studies (Haslerig & Navarro, 2016; Lochbaum et al., 2022; Poux & Fry, 2015) have concluded that student-athletes may require additional support with identity formation and career preparation. In recent years, the field of student-athlete development has emerged as an influential facilitator of life skills enrichment for student-athletes (N4A, 2022). Yet, because NCAA-member institutions possess a great deal of autonomy in the way that they implement suggested student-athlete development programming, there can be a wide range of academic, personal, life skills, professional, and career outcomes. In this quantitative study, current and former student-athletes were surveyed to provide feedback on specific tenets of the student-athlete development experience. The objective of this study was to examine the reflections of both current and former collegiate student-athletes on their student-athlete development experience and to assess whether specific student-athlete development tenets enhanced their perceptions of career readiness. The theoretical framework used in this investigation was Conley’s College and Career Readiness Model (Conley, 2012; Conley, 2018; Conley & French, 2013). This framework was utilized to provide a foundational definition of career readiness and to inform survey questions around student-athlete development’s facilitation of perceived “career-ready” outcomes. A multiple logistic regression analysis was performed to explore statistically significant correlations between the dichotomous dependent variable (a student-athlete’s perception of career readiness) and multiple independent variables related to the student-athlete development programming experience. Findings imply that a student-athlete’s intentions to play professional sports may be statistically correlated with their perceptions of career readiness. Of practical significance, the researcher recommends targeted engagement with student-athletes through an “athletics” degree program, professional development courses, and career services collaborations to improve student-athlete career readiness outcomes. Implications for future research are also discussed.
Dissertation or thesis originally submitted to ProQuest
Smith, Tywanna D., "The Student-Athlete Perspective: Identifying the Tenets of Student-Athlete Development That Enhance Career Readiness" (2023). Electronic Theses and Dissertations. 2997.