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In this chapter, the authors utilize both risk and resilience as conceptual frameworks to discuss the academic and psychosocial development of African American adolescent males. Given the amount of attention placed on the academic underachievement of African American males, they explore popular academic themes, such as academic disidentification and the role of teachers and parents. The authors examine psychosocial themes related to racial and athletic identity, the phenomenon of cool pose and “acting Black,” and the development of alternative masculinities. They conclude the chapter with recommendations for education research, practice and policy.

In the 1980s, the National Collegiate Athletic Association (NCAA) passed several eligibility rules to address concerns about the academic and personal development of its participants (Gaston-Gayles, 2009). Despite garnering publicity, fostering school pride, providing entertainment, and generating billions of dollars in revenue for the Division I-affiliated institutions they attend (Sylwester, M., & Witosky, T. (2004). Athletic spending grows as academic funds dry up. USAToday.com , February 18. Retrieved from http://www.usatoday.com/sports/college/2004-02-18-athletic-spending- cover_x.htm), student-athletes are prevented from receiving compensation beyond athletic scholarships by the NCAA’s amateurism principle. Consequently, the ethical question at the center of college sports is: how do participants benefit from the college experience relative to their non-sport peers? While the NCAA typically reports benefits, research that disaggregates the data by sport, division, race, and sex reveals long-standing and pervasive inequities (Harper, Williams, & Blackman, 2013). Accordingly, this chapter juxtaposes NCAA’s rhetoric, principles, and espoused goals with the lived realities of the most populous demographic group within high revenue-generating collegiate sports, Black male student-athletes.

This chapter explores the complexity of issues surrounding Black males and athletics in higher education. Multiple studies over the past decade and a half have depicted an oppositional relationship between athletics and academic achievement. Research suggests that media imagery, stereotyping, and other non-academic influences on African American males who participate in intercollegiate athletics tend to result in an over-identification with professional athletes, sports, and perceptions of great value associated with physical performance activities and a simultaneous under-identification with academic performance, scholarly identity, and student development. These pressures ultimately limit career options outside of athletics. In an effort to combat these issues, Beyond the Game™ (BTG) Program, a program described in this chapter that was developed in Wisconsin’s Equity and Inclusion Laboratory (Wei LAB) and implemented at the University of Wisconsin-Madison, seeks to harness curricular, co-curricular, and on-the-field leadership training to strategically develop and support post-graduation options. This comprehensive, multi-faceted program directly confronts the challenges student-athletes face when they exhaust their eligibility status but have yet to identify viable career alternatives to professional sports. This chapter explores the main tenants of the program, established with a group of Division 1 NCAA-affiliated college athletes as participants.

The authors focus on using Critical Race Theory (CRT) as a lens through which to analyze the holistic welfare development of Black male student-athletes, namely their identity development and overall college and career readiness. The authors contend that if structured and delivered well with the appropriate supports, athletics can be more of a mobilizing mechanism for Black males versus an exploitive one. Specifically, athletic identity does not have to be exclusive, but rather one aspect of the student-athletes' multidimensional sense of self. To this end, the authors outline specific research, practice, and policy recommendations that address the unique challenges of Black male student-athletes in K-16.

THE article which we publish from the pen of Mr. L. Stanley Jast is the first of many which we hope will come from his pen, now that he has release from regular library duties. Anything that Mr. Jast has to say is said with originality even if the subject is not original; his quality has always been to give an independent and novel twist to almost everything he touches. We think our readers will find this to be so when he touches the important question of “The Library and Leisure.”

Historically Black Colleges and Universities (HBCUs) were established during an era of legal segregation in the United States and, by providing access to higher education, added considerably to the progress of millions of Black Americans. Moreover, to the benefit of their students, faculties, staffs, alumni, and local communities, most HBCUs sponsor intercollegiate athletic teams. No doubt on these campuses, student-athletes are under pressure to meet academic and athletic demands. In this chapter, the central narrative is on the academic and athletic experiences of Black male student-athletes matriculating at HBCUs with National Collegiate Athletic Association affiliation. This chapter adds to the extant literature on the athletic status and academic plight of Black male student-athletes at HBCUs.

This article has been withdrawn as it was published elsewhere and accidentally duplicated. The original article can be seen here: 10.1108/00242539610113030. When citing the article, please cite: K.C. Harrison, (1996), “The rise and fall of the bookish librarian”, Library Review, Vol. 45 Iss: 3, pp. 21 - 24.

The librarian and researcher have to be able to uncover specific articles in their areas of interest. This Bibliography is designed to help. Volume IV, like Volume III, contains features to help the reader to retrieve relevant literature from MCB University Press' considerable output. Each entry within has been indexed according to author(s) and the Fifth Edition of the SCIMP/SCAMP Thesaurus. The latter thus provides a full subject index to facilitate rapid retrieval. Each article or book is assigned its own unique number and this is used in both the subject and author index. This Volume indexes 29 journals indicating the depth, coverage and expansion of MCB's portfolio.