Collegiate student-athletes have long been stereotyped as “dumb jocks” (Harrison, et al., 2009; Sack & Staurowsky, 1988). Student-athletes with learning disabilities can face harsh scrutiny due to being labeled as not only a student-athlete, but also as a person with a learning disability. There is a possibility of stereotype threat when an individual is aware of the negative stereotype surrounding his or her social group (Steele & Aronson, 1995). Studies involving stereotype threat provide evidence that the societal pressures placed on students to conform to the stereotypes of their group hinders scholastic achievement (Aronson & Steele, 2005). The purpose of this study is to understand how student-athletes with diagnosed learning disabilities and/or ADHD perceive stereotypes and examine their lives experience.
Method:
Data was gathered through semi-structured interviews. Nine NCAA Division I FBS football student-athletes with learning disabilities and/or ADHD were interviewed. Each interview was transcribed and coded for meaning (Kvale & Brinkmann, 2009).
Analysis/Results:
The responses of the participants indicated that there were some instances of stereotype threat. Two themes appeared throughout the data: “the entertainer” and “dumb.” Based on their behavior some participants felt forced to serve as the entertainment factor in many different situations. Furthermore, every participant spoke of instances in which they were labeled as dumb. However, interestingly enough, the student-athletes used their label as a way to empower themselves to disprove the stereotype.
Conclusions:
An increasing number of student-athletes with learning disabilities are participating in college sport. Furthermore, the group that is predominately at risk of stereotype threat are those participating in high profile sports, such as football (Simone et al., 2007). The stereotype threat must be reduced because it inhibits individuals from performing to their highest ability (Cohen, Purdie-Vaughns, & Garcia, 2012). By minimizing the threat, student-athletes will likely become more motivated and experience increased enjoyment in the classroom (Aronson, 2004). Thus, by understanding why and when student-athletes with learning disabilities feel they are forced to convey the stereotype, the threat can be reduced. As such, programs can be developed and awareness can be spread in hopes of diminishing stereotype threat and increasing the overall satisfaction of student-athletes with learning disabilities and/or ADHD.