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dc.contributor.advisorMobley, Michael, 1965-en_US
dc.contributor.advisorHeppner, P. Paulen_US
dc.contributor.authorSadberry, Sheriece, 1981-en_US
dc.date.issued2010en_US
dc.date.submitted2010 Summeren_US
dc.descriptionTitle from PDF of title page (University of Missouri--Columbia, viewed on August 23, 2010).en_US
dc.descriptionThe entire thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file; a non-technical public abstract appears in the public.pdf file.en_US
dc.descriptionDissertation advisor: Dr. Michael Mobley and Dr. P. Puncky Heppner.en_US
dc.descriptionVita.en_US
dc.descriptionIncludes bibliographical references.en_US
dc.descriptionPh. D. University of Missouri--Columbia 2010.en_US
dc.descriptionDissertations, Academic -- University of Missouri--Columbia -- Educational, School, and Counseling Psychology.en_US
dc.description.abstractA dearth of research studies has examined the psychosocial experiences of African American college student-athletes. By comparison, numerous studies have examined the adjustment process of African American students at predominately White institutions (PWIs). The literature shows African Americans have a difficult time adjusting at PWIs due to numerous factors, including general stressors (e.g. financial concerns) and race-related stressors (e.g. racial insensitivity by professors) (2004; Prillerman, Myers, & Smedley, 1989; Sedlacek, 1999). In regards to college athletes, research indicates that the structure of the campus environment challenges student-athletes' capacity to fit in and adhere to expectations regardless of their racial background (Cogan & Petrie, 1996; Ridinger & Pastore, 2000). Nonetheless, it is critical to understand how the campus environment at-large and within the sports context influence African American student-athletes' adjustment. In the current study latent profile analysis (LPA) was employed to better understand the adjustment of African American student-athletes based on perceived social support, perceived campus racial climate, team cohesion, and life events. Results indicated three profile groups of African American student-athletes emerged and can be used to predict college adjustment concerns and campus setting (predominately White institutions and Historically Black Colleges and Universities). Implications are discussed to offer athletic directors, coaches, and practitioners a means to capitalize on identifying facilitators of healthy adjustment, ensuring that the overall campus, and more specifically the sport environment, provides a safe, encouraging place for the success of African American student-athletes.en_US
dc.format.extentvii, 96 pagesen_US
dc.identifier.merlinb8017078xen_US
dc.identifier.merlinb8017078x
dc.identifier.oclc671495322en_US
dc.identifier.otherSadberryS-080310-D255en_US
dc.identifier.urihttp://hdl.handle.net/10355/8884
dc.publisherUniversity of Missouri--Columbiaen_US
dc.relation.ispartof2010 Freely available dissertations (MU)en_US
dc.relation.ispartofcommunityUniversity of Missouri-Columbia. Graduate School. Theses and Dissertations. Dissertations. 2010 Dissertations
dc.subject.lcshAfrican American athletesen_US
dc.subject.lcshCollege students, Blacken_US
dc.subject.lcshAfrican American college studentsen_US
dc.subject.lcshAfrican American universities and collegesen_US
dc.subject.lcshUniversities and collegesen_US
dc.subject.lcshStudent adjustmenten_US
dc.titleCollege adjustment of Black/African American student-athletes at predominately-white institutions and historically black colleges and universitiesen_US
dc.typeThesisen_US
thesis.degree.disciplineEducational, school, and counseling psychologyen_US
thesis.degree.grantorUniversity of Missouri--Columbiaen_US
thesis.degree.levelDoctoralen_US
thesis.degree.namePh. D.en_US


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