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Book part
Publication date: 3 June 2015

Collin D. Williams

In the 1980s, the National Collegiate Athletic Association (NCAA) passed several eligibility rules to address concerns about the academic and personal development of its…

Abstract

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.

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Black Males and Intercollegiate Athletics: An Exploration of Problems and Solutions
Type: Book
ISBN: 978-1-78441-394-1

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Book part
Publication date: 3 June 2015

LaVar J. Charleston, Jerlando F. L. Jackson, Ryan P. Adserias and Nicole M. Lang

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…

Abstract

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.

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Black Males and Intercollegiate Athletics: An Exploration of Problems and Solutions
Type: Book
ISBN: 978-1-78441-394-1

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Book part
Publication date: 17 September 2018

Diane Cárdenas Elliott and Meghan W. Brenneman

The underrepresentation of men of color (MOC) in US higher education and the growing disparities in their educational attainment has prompted much concern among policy…

Abstract

The underrepresentation of men of color (MOC) in US higher education and the growing disparities in their educational attainment has prompted much concern among policy makers and educators. The objective of this chapter is to address the comparative perspectives on equity and inclusion aim of the book by exploring why MOC are less like to earn a degree. We begin with a review of the contemporary literature on MOC and their academic transition to college in the United States. Next, findings from a longitudinal study that explored the early transitional challenges experienced by this population are presented. Results show the stark differences between high school and college in terms of faculty expectations, autonomous responsibility for academic coursework, and academic demands permeated early academic experiences of a group of MOC. Implications for practitioners are discussed.

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Contexts for Diversity and Gender Identities in Higher Education: International Perspectives on Equity and Inclusion
Type: Book
ISBN: 978-1-78756-056-7

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Book part
Publication date: 29 May 2020

Femi Oladele and Timothy G. Oyewole

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Social Media, Mobile and Cloud Technology Use in Accounting: Value-Analyses in Developing Economies
Type: Book
ISBN: 978-1-83982-161-5

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Book part
Publication date: 4 July 2019

Jerry A. Jacobs and Rachel Karen

In this chapter, the authors offer a critical appraisal of predictions of a jobless future due do rapid technological change, as well as provide evidence on whether the…

Abstract

In this chapter, the authors offer a critical appraisal of predictions of a jobless future due do rapid technological change, as well as provide evidence on whether the rate of occupational change has been increasing. The authors critique the “task replacement” methodology that underlies the most powerful and specific predictions about the impact of technology on employment in particular occupations. There are a number of reasons why assuming a correspondence between task replacement and employment declines is not warranted. The authors also raise questions about how rapidly the development, acceptance, and diffiusion of labor-displacing technologies is likely to occur. In the empirical portion of the chapter, the authors compare the current rate of employment disruption with those observed in earlier periods. This analysis is based on an analysis of occupation data in the US covering the period 1870–2015. Using an index of dissimilarity as the metric, the authors find that the rate of occupational change from 1870 to 2015 does not provide evidence of a sharp uptick in the rate of occupational shifts in the information age. Instead, the rate of occupation shifts has been declining slowly throughout the second half of the twentieth century. Thus, the issues and results discussed here suggest that imminent massive employment displacement is not a foregone conclusion.

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Work and Labor in the Digital Age
Type: Book
ISBN: 978-1-78973-585-7

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Book part
Publication date: 28 August 2020

Polina Chemishanova and Charles Tita

The growing body of research on student engagement in online writing courses suggests that learning management system (LMS) technology does not by itself create an…

Abstract

The growing body of research on student engagement in online writing courses suggests that learning management system (LMS) technology does not by itself create an interactive learning situation nor does it automatically engage students in meaningful interactions with their peers and the instructor. Traditional top-down engagement strategies such as a discussion forum, we argue, have not worked to increase student-to-student engagement in the online environment, confirming our contention that students’ notions of engagement and quality are different from instructors’. Engagement should be re-envisioned as a student-centered effort, wherein educators take on the responsibility of implementing strategies that promote student-to-student engagement. This chapter, then, reconceptualizes approaches to student engagement in online writing-intensive classes. It examines how virtual learning environments challenge traditional notions of student engagement, offers some innovative learner–instructor engagement strategies that can be marshaled to improve student learning, and addresses the challenges and successes of this undertaking, in an effort to establish a meaningful and sustainable student-centered online writing classroom.

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Improving Classroom Engagement and International Development Programs: International Perspectives on Humanizing Higher Education
Type: Book
ISBN: 978-1-83909-473-6

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Book part
Publication date: 8 November 2019

Robert van Krieken

This chapter examines the differing ways in which the criminal responsibility of children has been understood in English and Australian common law. The doctrine of “doli…

Abstract

This chapter examines the differing ways in which the criminal responsibility of children has been understood in English and Australian common law. The doctrine of “doli incapax” has for many centuries worked to establish a presumption in law that children between the ages of around 10 and 14 are incapable of forming criminal intent, unless it can be shown that they are capable of ‘guilty knowledge’ about their actions. In this approach, children are presumed to be ‘naughty’ until it can be shown that they are ‘bad’. However, events such as the murder of James Bulger in 1993 have led to the abolition of the doctrine in the UK, and its questioning in Australia. The chapter will outline how and why the law’s distinction between adults and children in relation to crime has become unstable, and explain the implications of the legal conception of childhood for the sociology of childhood more broadly. It will also explore how a closer look at the history of the doli incapax presumption sheds considerable light on the central and active role played by the judiciary and the legal profession, as opposed to other social and professional groups, in the development of a particular legal construction of childhood.

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Victim, Perpetrator, or What Else?
Type: Book
ISBN: 978-1-78973-335-8

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Advances in Accounting Education Teaching and Curriculum Innovations
Type: Book
ISBN: 978-0-85724-052-1

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Book part
Publication date: 17 September 2014

Laura I. Spears and Marcia A. Mardis

The purpose of this study was to determine the extent to which academic researchers consider the relationship between broadband access and children’s information seeking…

Abstract

Purpose

The purpose of this study was to determine the extent to which academic researchers consider the relationship between broadband access and children’s information seeking in the United States. Because broadband has been cited as an essential element of contemporary learning, this study sought to identify gaps in the attention given to the role of broadband in the information seeking environment of youth.

Approach

The researchers conducted a mixed method synthesis of academic research published in peer-reviewed journals between 1991 and 2011 that reported the information seeking of children aged 5–18 years. Quantitative and qualitative data were gathered from leading databases, analyzed separately, and conclusions drawn from integrated results.

Results

The results of this study indicated that broadband is rarely considered in the design of children’s information seeking published in peer-reviewed research journals. Only 15 studies showed any presence of broadband in study design or conclusions. Due to the small number of qualifying studies, the researchers could not conduct the synthesis; instead, the researchers conducted a quantitative relationship analysis and qualitative content analysis.

Practical implications

Given the focus of policymaking and public discussion on broadband, its absence as a study consideration suggests a crucial gap for scholarly researchers to address.

Research limitations

The data set included only studies of children in the United States, therefore, findings may not be universally applicable.

Originality/value

Despite national imperatives for ubiquitous broadband and a tradition of information seeking research in library and information science (LIS) and other disciplines, a lack of academic research about how broadband affects children’s information seeking persists.

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New Directions in Children’s and Adolescents’ Information Behavior Research
Type: Book
ISBN: 978-1-78350-814-3

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Book part
Publication date: 12 April 2021

Jing Li, Paige K. Evans, Cheryl J. Craig, Donna W. Stokes, Rakesh Verma and Gang Zhu

Scant attention has been paid to the influence of professors on science, technology, engineering, and mathematics (STEM) students' learning and lives at the tertiary…

Abstract

Scant attention has been paid to the influence of professors on science, technology, engineering, and mathematics (STEM) students' learning and lives at the tertiary level. To fill this void, this chapter examines the influence of professors on students' entering and remaining in the STEM disciplines and pursuing STEM careers within the context of six funded STEM grants in the southern United States. We examine professor–student interactions using the students' storied experiences as the fodder for our narrative inquiry. We present narrative exemplars from which the following themes emerged: (1) agency as a student and agency as a human being, (2) development of students' multilayered identities, and (3) professors' engagement of themselves in their interactions with students. A discussion of learner-centeredness and professors' professional development in higher education concludes this study of professors' influence on students' learning and intended careers.

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Preparing Teachers to Teach the STEM Disciplines in America’s Urban Schools
Type: Book
ISBN: 978-1-83909-457-6

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