Graduate Thesis Or Dissertation


The Experiences of Student-Athletes from Marginalized Communities Through Critical Dialogic Spaces Public Deposited

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  • On top of time demanding athletic and academic constraints, Division I student-athletes must balance many social identities, that include their race, ethnicity, gender, sexual orientation, social class, religious affiliation, etc. This study attempts to fill the gap by providing student-athletes with marginalized identities a platform to (1) offer their own narrative on the dimensions of their identity, including athletic identity and (2) describe the ways in which intergroup dialogue, when applied as a framework for critical dialogic spaces, might support a sense of belonging, closer community within their team, with other student-athletes, and provide perspective between student-athletes, staff, and faculty. In addition to intergroup dialogue, the researcher employed critical race theory (Delgado & Stefancic, 2001), and intersectionality (Carastathis, 2016), to help the reader understand how student-athletes’ experiences are shaped. The results of this study can help athletic programs create programming to better support student-athletes from marginalized communities.
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