Student-athletes competing at the university level face a unique set of stressors, pressures, and experiences. While all students will inevitably face difficulties transitioning from high school to post-secondary education, collegiate athletes bear the burden of balancing at least two demanding public roles, student and athlete, along with other interpersonal relationships, such as friendships, familial ties, and connections with teammates and coaches. The current study examines the identity development of college student-athletes and the challenges they face as they transition into and through their involvement in higher education and intercollegiate sports. This project in particular focuses on how the gendered experiences of student-athletes affects their identity development through the lens of Identity Control Theory. The data, drawn from in-depth interviews with 19 Division 1 first-generation student-athletes, explore how student-athletes balance their multiple roles, and thus negotiate their athletic performance, academic concerns, autonomy, and potential stereotypes. It is vital to determine the best practices for first-generation student-athlete success in order to promote positive socialization and encourage college completion through an understanding of what programs can better support student-athletes as students, athletes, and individuals.
If this is your thesis or dissertation, and want to learn how to access it or for more information about readership statistics, contact us at STARS@ucf.edu
Master of Arts (M.A.)
College of Sciences
Length of Campus-only Access
Masters Thesis (Open Access)
Warner, Alexandra, "Chasing "Plan A": Identity Development of First-Generation College Student-Athletes" (2016). Electronic Theses and Dissertations. 4937.