Freshman Essay Draft #1

Sydney Asselstine

  As of last December there were 435,767 student athletes enrolled in United States colleges (Division III Facts and Figures 2011). Every single one of them, whether they are at the Division I or Division III level, must meet a set of academic standards in order to maintain their eligibility. First they must pass various entry level requirements, such as completing certain courses in high school, and having an appropriate SAT or ACT score. Then, for the duration of their college career, they must continue to meet several regulations.  For example, the National Collegiate Athletic Association (NCAA) Eligibility Center requires that Division I athletes complete a minimum of forty percent of their degree by year two, sixty percent by year three, and eighty percent by year four (they have five years to complete the degree) (Remaining Eligible). Yet, despite the rules set by the Eligibility Center to ensure that college athletes work towards a degree, the media often represents them as being unintellectual. This portrayal influences society to believe that athletes are expected to have a lower academic standing (White). Texts such as “The Blind Side”, “Coach Carter” and “One Tree Hill” all reinforce this view. Through examining various sources of media, and by comparing their depictions to actual statistics regarding college athletes, the reality that student athletes typically meet or surpass academic expectations in college can be explored.

   In the media, male athletes are portrayed as having little intelligence, their only concern being partying and enticing females. While women are placed under this ‘dumb jock’ stereotype, it is “more frequently associated with males” (Cole).  “Blue Mountain State” is a television series which has ran since 2010 on Spike TV. The first season follows two freshman football players – Alex and Craig - as they make their way through college life. They are enthralled by the freedom, and take advantage of it instantaneously. The boys spend their days at practice and their nights at parties. Alex is particularly interested in exploring the female population of the college. Craig is more disciplined, and is portrayed as an average B-level student. He studies, attends class, and is prepared for tests. On the other hand, Alex and several other teammates are not so studious. Once midterms arrive, Alex does not see them as a priority. He explains to Craig that they “are football players, [they] don’t take midterms. That’s what the homework helpers are for” (“Midterms”). That is, until their coach informs him and four other players that they are failing, and tells Craig to tutor them. The coach explains that, if the players do not receive at least a C on their midterm, they will be ineligible to play. At their first tutoring session, Alex claims that “[he] didn’t come to college to study” (“Midterms”), promptly leaving the library, followed by his other failing accomplices. This is an excellent example of how the media makes it seem like male student-athletes do not care about the ‘student’ label. Instead of putting effort into studying, Alex chooses to create a scheme involving his teacher that will allow him to pass. Eventually Alex blackmails his teacher (who has been having inappropriate relations with his female students) into giving the team passing grades. In one episode alone this television show has managed to influence the minds of the viewers into believing the moronic athlete ideology. It exhibits that male athletes are too lazy to do academic work, and would rather find ways to get into trouble when they are not practicing.

  Another prime exemplar of male athletes’ supposedly low intelligence quotas is the television show “One Tree Hill”. This series is a teenage drama that revolves around a small town basketball team and two star half-brothers. Nathan and Lucas Scott do not begin the series on friendly terms, and there is a lot of inner-squad tension between them. This is mainly due to the manipulating tactics of the brothers’ father (who refused to take responsibility for Lucas and who has taught Nathan to let no one stand in his way of athletic fame). Nathan views Lucas as a threat, as Lucas is stealing the spotlight from him on the court. In an attempt to make Lucas quit the team, Nathan begins to haze him profusely to no avail. Eventually he tries to attack the problem in a more indirect manner. Nathan approaches Lucas’ best friend, Hayley, and asks her to tutor him (knowing that it will upset Lucas). Hayley reluctantly agrees, stipulating that her compliance means that Lucas will no longer be harassed, and that Lucas must not find out. Nathan’s actions send the message that male athletes are intent on creating mischief. Later the audience learns that Nathan is in fact in need of a tutor. When an English test is being returned, a camera shot of Nathan’s paper reveals that he received an ‘F’ (“Are You True?”). After several tutoring sessions, Nathan achieves a grade in the eighties, which is an average score. However, this is positioned as such an ‘amazing’ feat, and is worthy of a hug from Hayley – who still does not like Nathan (“All That You Can’t Leave Behind”). Eventually, Lucas and Nathan become friends, and their social circles combine to form one group. This gang includes Antoine ‘Skills’ Taylor, who in his final year at Tree Hill High becomes a member of the basketball team alongside his friends. When Skills and Hayley go on top of the school’s roof to do an assignment (providing them with a view that Skills refers to as the “shiznit” – another line depicting the dumb jock), he points out a factory. Skills tells Hayley that “there’s a job waiting on me in that place if I don’t get a [basketball] scholarship to college.” (“Pictures of You”). Skills is depending entirely on his athletic ability to get him a higher education, neglecting to remember that one must be admitted to the school in order to play for the varsity team.

  The NCAA defines the term ‘Graduation Success Rate’ as the percentage of full-time student athletes to graduate as part of that year’s cohort, including transfer students and mid-year enrollees. A research study performed in 2011 displayed that the graduation success rate for Division 1 male student athletes in 2004 was seventy-three percent. The rate for white males was eighty-three percent, up seven percent from 1995. (NCAA Research Staff 4). At Manhattanville College, the male sports teams accumulated a mean grade point average of 3.? (source). The NCAA also considers the Federal Graduation Rates, which does not assess transfer students. The data collected from 2004 showed that male student athletes had a success rate of sixty-two percent based on this definition. This deviates from the general student body’s rate by a mere percent. (NCAA Research Staff 6). A recent article published in The Washington Post reiterates the improving success of male student-athletes. The article explains that the Institute for Diversity and Ethics in Sports collects data regarding NCAA academics. A survey of the sixty-eight men’s basketball teams that made it to March Madness determined that the most recent cohort of student-athletes had a sixty-seven percent graduation rate (Johnson). Of the sixty-eight teams, eight were successful in graduation all of their players on time, and twenty-seven of the teams had a graduation rate that was above seventy percent (Lapchick 2). To further improve the academic statistics of college athletes, the NCAA ensures that proper punishment is received by individuals or teams that fail to meet scholarly requirements. For example, next season teams will have to achieve an academic progress rate (APR) of at least 930 to be eligible for postseason participation. If this score is not met or surpassed, then the team’s hopes of a championship are terminated. Last year’s men’s basketball champions at the University of Connecticut would not be eligible to defend their title if this new regulation was implemented this season. (Lapchick 2). It can be inferred that college athletes would attempt to do well in school so that they have the opportunity to turn all of their training into winning. These regulations dispel the media’s idea that male student-athletes do not care about academics.

  The media often presents female student athletes in one of two ways. If they are a cheerleader, they are often presented as being dimwitted. If they participate in another sport, they are usually represented as being an average student. The movie “Bring It On Again” is film about two college freshmen who excel at cheerleading. Whittier and Monica both secure spots on the prestigious varsity team, and at first it is a remarkable experience. The girls are exposed to top level cheerleading and receive automatic social popularity. The team’s head cheerleader, Tina, feels that Whittier has the skill to be her successor. She then takes it upon herself to mold Whittier into the ‘perfect’ leader. However, this involves Whittier leaving Monica and newfound boyfriend Derek behind. After the glory has worn off, Whittier realizes that this atmosphere is not right for her. She and Monica form their own team out of the school’s extracurricular castoffs. At the end of the film this new team defeats the varsity squad in a student-judged competition, allowing them to go to the national tournament. Throughout the course of this film there are various moments of obvious stupidity on the cheerleaders’ parts. One repeating sign of their lack of intellect is that the varsity squad refers to themselves as the “bomb diggity” on several occasions. For example, when Tina is distributing the cheerleader bible, she informs the freshmen that they must follow every rule in the book in order to become the bomb diggity. At the beginning of the film, Tina’s right hand – Marni – is attempting to insult Whittier by commenting on her blonde hair. When a teammate points out that Marni’s hair is obviously dyed blonde, she rebuts by exclaiming, “I was born with naturally dark roots.” Another instance of Marni’s incompetence is when she is telling Whittier to refer to section eight of the rule book, simultaneously holding up seven fingers. Whittier also exhibits faulty intelligence. A prime example of this is when Tina asks her to meet in the office at 0-800, and Whittier asks, “Is that the address?” This movie reinforces the idea of ditsy cheerleaders by refraining from having any scenes of the squads in class – as if schooling was irrelevant at college. Tina reiterates this idea by telling Whittier that, “foreign exchange students practically beg to do [her] homework. Straight A’s.” The only time that textbooks are ever seen in this film is for a brief moment when Whittier and Monica do not have a team to compete on. (Bring It On Again).

  Females who are athletically talented in an area outside of cheerleading are typically given more credit by the media in terms of their scholarly standard. In the movie “Bend It Like Beckham,” two elite female soccer players from England have the dream of playing for an American varsity team. Jess (a girl from a very traditional Indian family) and Jules (a sporty English girl) play for their local soccer club. Jules convinces Jess to play for this team, even though it is against her family’s wishes and therefore requires some crafty management on Jess’s part. The two girls immediately synchronize with one another, both on and off of the field. Soon Jess learns of the opportunities in the United States to play collegiate and professional soccer. Even though she realizes that her parents would most likely disallow studying overseas, she still fosters some hope – until her sister’s wedding is dated for the same day as the soccer finals. To make matters worse, an American scout is due to attend the championship game, his eyes set on Jules and Jess. On the day of the wedding, Jess’s father shows compassion towards her and allows her to sneak away from the festivities to compete. After a brilliant performance, both girls are offered scholarships to Santa Clara University. With the help of her father, Jess persuades her mother to allow her to attend the institution and carry on with her dream. Throughout the film there are several indications that Jess works hard academically. Firstly, her family is very traditional, and they care very much about the way they are viewed. Academic standing is important to them; when Jess receives a package containing her grades, her mother sputters prayers profusely before letting her open the envelope. Jess is also concerned about keeping her marks acceptable. When she runs into her friend on the street one day, she asks him how his exams went. They briefly discuss a genetics question, which Jess seems very confident about, before she tells him, “I hope I get my two As and a B for uni” (Bend It Like Beckham). Jess wants to attend a post-secondary institute, and she is reaching for above average grade levels, portraying a future college student athlete that is competent. When her father views her grades, he remarks to Jess, “Good, you can become a fine, top class solicitor now” (Bend It Like Beckham). Not only are her rarely pleased parents satisfied, Jess has acquired the marks that will lead her to become a lawyer, once again exhibiting intelligence.

  The NCAA’s research has provided various statistics which demonstrate that the typical media portrayal of female student athletes (excluding cheerleaders) is correct. The average graduation success rate of females attending United States colleges was eighty-eight percent in 2004, and women were able to graduate fifteen percent more players than men (NCAA Research Staff 8).

Works Cited

1. “All That You Can’t Leave Behind.” One Tree Hill: The Complete First Season. Warner

     Brothers, 2004. DVD.

1. “Are You True?” One Tree Hill: The Complete First Season. Warner Brothers, 2004.

     DVD.

1. “Pictures of You.” One Tree Hill: The Complete Fourth Season. Warner Brothers, 2007. 

     DVD.

1. “Midterms.” Blue Mountain State. Spike. 2 Mar. 2010. Television.
2. “Division III Facts and Figures.” National Collegiate Athletic Association, 5 Mar. 2012.

     Web.

1. NCAA Research Staff. “Trends in Graduation-Success Rates and Federal Graduation

     Rates at NCAA Division I Institutions.” National Collegiate  Scouting Association.

     (2011) : 2 - 27. PDF.

1. Lapchick, R. “Keeping Score When It Counts.” The Institute for Diversity and Ethics In

     Sports. (2012) : 2. PDF.

1. Johnson, J. “March Madness of graduation rates: U-Conn. Loses, Notre Dame wins.”

     Washington Post 13 Mar. 2012. Web.

1. White, T. “The Dumb Jock Stereotype: To What Extent Do Student-Athletes Feel the

     Stereotype?” Journal for the Study of Sports and Athletes in Education. 2.2 (2008) :

     227-237. PDF.

1. Cole, K. An examination of school counselors’ knowledge and perceptions of recruited

     Student-athletes. Ann Arbor: Proquest Information and Learning Company, 2006.

     Print.

1. “Remaining Eligible: Academics.” National Collegiate Athletic Association, 1 Sept.

     2011. Web.

1. Bend It Like Beckham. Dir. Gurinder Chadha. Twentieth Century Fox, 2003. DVD.
2. Bring It On Again. Dir. Damon Santostefano. Universal Pictures, 2004. DVD.

Representations of Student-Athletes in the Media

Freshman Essay Draft #2

Sydney Asselstine

            As of last December there were 435,767 student-athletes enrolled in United States colleges (Division III Facts and Figures 2011). Every single one of them, whether they are at the Division I or Division III level, must meet a set of academic standards in order to maintain their eligibility. First they must pass various entry level requirements, such as completing certain courses in high school, and having an appropriate SAT or ACT score. Then, for the duration of their college career, they must continue to meet several regulations.  For example, the National Collegiate Athletic Association (NCAA) Eligibility Center requires that Division I athletes complete a minimum of forty percent of their degree by year two, sixty percent by year three, and eighty percent by year four (they have five years to complete the degree) (Remaining Eligible). Yet, despite the rules set by the Eligibility Center to ensure that college athletes work towards a degree, the media often represents them as being unintellectual. This portrayal influences society to believe that athletes are expected to have a lower academic standing (White). Texts such as “The Blind Side”, “Coach Carter” and “One Tree Hill” all reinforce this view. Through examining various sources of media, and by comparing their depictions to actual statistics regarding college athletes, the reality that student-athletes typically meet or surpass academic expectations in college can be explored.

            In popular media, male athletes are portrayed as having little intelligence, their only concern being partying and enticing females. While women are also sometimes placed under this ‘dumb jock’ stereotype, it is “more frequently associated with males” (Cole).  Blue Mountain State is a television series which has ran since 2010 on Spike TV. The first season follows two freshman football players – Alex and Craig - as they make their way through college life. They are enthralled by the freedom, and take advantage of it instantaneously. The boys spend their days at practice and their nights at parties. Alex is particularly interested in exploring the female population of the college. Craig is more disciplined, and is portrayed as an average B-level student. He studies, attends class, and is prepared for tests. On the other hand, Alex and several other teammates are not so studious. Once midterms arrive, Alex does not see them as a priority. He explains to Craig that they “are football players, [they] don’t take midterms. That’s what the homework helpers are for” (“Midterms”). That is, until their coach informs him and four other players that they are failing, and tells Craig to tutor them. The coach explains that, if the players do not receive at least a C on their midterm, they will be ineligible to play.

            At their first tutoring session, Alex claims that “[he] didn’t come to college to study” (“Midterms”), promptly leaving the library, followed by his other failing accomplices. This is an excellent example of how the media makes it seem like male student-athletes do not care about the student portion of their identity. Instead of putting effort into studying, Alex chooses to create a scheme involving his teacher that will allow him to pass. Eventually Alex blackmails his teacher (who has been having inappropriate relations with his female students) into giving the team passing grades. The producers of this show depict this situation as an acceptable action. The coach of the football team is not concerned with how the players received the necessary grades, so long as they receive them. In one episode alone this television show has managed to influence the minds of the viewers into believing the moronic athlete ideology. It exhibits that male athletes are too lazy to do academic work, and would rather find ways to get into trouble when they are not practicing.

            Another prime exemplar of male athletes’ supposedly low intelligence is the television show One Tree Hill. This series is a teenage drama that revolves around a small town basketball team and two star half-brothers. Nathan and Lucas Scott do not begin the series on friendly terms, and there is a lot of inner-squad tension between them. This is mainly due to the manipulating tactics of the brothers’ father (who refused to take responsibility for Lucas and who has taught Nathan to let no one stand in his way of athletic fame). Nathan views Lucas as a threat, as Lucas is stealing the spotlight from him on the court. In an attempt to make Lucas quit the team, Nathan begins to haze him profusely, to no avail.

            Eventually Nathan tries to attack the problem in a more indirect manner. Nathan approaches Lucas’ best friend, Hayley, and asks her to tutor him (knowing that it will upset Lucas). Hayley reluctantly agrees, stipulating that her compliance means that Lucas will no longer be harassed, and that Lucas must not find out. Nathan’s actions send the message that male athletes are intent on creating mischief. Later the audience learns that Nathan is in fact in need of a tutor. When an English test is being returned, a camera shot of Nathan’s paper reveals that he received an ‘F’ (“Are You True?”). After several tutoring sessions, Nathan achieves a grade in the eighties, which is an average, ‘B minus’ score. However, this is positioned as such an ‘amazing’ feat, and is worthy of a hug from Hayley – who still does not like Nathan (“All That You Can’t Leave Behind”).

            Eventually, Lucas and Nathan become friends, and their social circles combine to form one group. This gang includes Antoine ‘Skills’ Taylor, who in his final year at Tree Hill High becomes a member of the basketball team alongside his friends. When Skills and Hayley go on top of the school’s roof to do an assignment (providing them with a view that Skills refers to as the “shiznit” – a slang word used by the producers to create the dumb jock illusion), he points out a factory. Skills tells Hayley that “there’s a job waiting on me in that place if I don’t get a [basketball] scholarship to college.” (“Pictures of You”). Skills is depending entirely on his athletic ability to get him a higher education, neglecting to remember that one must be admitted to the school academically in order to play for the varsity team.

            The NCAA defines the term ‘Graduation Success Rate’ as the percentage of full-time student-athletes to graduate as part of that year’s cohort, including transfer students and mid-year enrollees. A research study performed in 2011 displayed that the graduation success rate for Division 1 male student-athletes in 2004 was seventy-three percent. The rate for white males was eighty-three percent, up seven percent from 1995. (NCAA Research Staff 4). At Manhattanville College, the male sports teams accumulated a mean grade point average of 3.24 (Manhattanville Athletics Department) in the fall of 2011, which is typically considered to be around a ‘B-plus’ grade. This example exhibits that male athletes are perfectly capable of meeting the requirements in the classroom. The NCAA also considers the Federal Graduation Rates, which does not assess transfer students. The data collected from 2004 showed that male student-athletes had a success rate of sixty-two percent based on this definition. This deviates from the general student body’s rate by a mere percent. (NCAA Research Staff 6). These statistics counteract the image of a lazy student-athlete. According to a Long Island University alumni, who was both the class valedictorian and member of the varsity soccer team, “Having a strict schedule forces you to study” (Vecsey).

            A recent article published in The Washington Post reiterates the improving success of male student-athletes. The article explains that the Institute for Diversity and Ethics in Sports collects data regarding NCAA academics. A survey of the sixty-eight men’s basketball teams that made it to March Madness determined that the most recent cohort of student-athletes had a sixty-seven percent graduation rate (Johnson). Of the sixty-eight teams, eight were successful in graduating all of their players on time, and twenty-seven of the teams had a graduation rate that was above seventy percent (Lapchick 2). To further improve the academic statistics of college athletes, the NCAA ensures that proper punishment is received by individuals or teams that fail to meet scholarly requirements. For example, next season’s teams will have to achieve an academic progress rate (APR) of at least 930 to be eligible for postseason participation. If this score is not met or surpassed, then the team’s hopes of a championship are terminated. Last year’s men’s basketball champions at the University of Connecticut would not be eligible to defend their title if this new regulation was implemented this season. It can be inferred that college athletes would attempt to do well in school so that they have the opportunity to turn all of their training into winning. These regulations dispel the media’s idea that male student-athletes do not care about academics.

            The media often presents female student-athletes in one of two ways. If they are a cheerleader, they are often presented as being dimwitted. This could be related to the stereotypical, media-fueled view that cheerleading is not a true sport (which of course is not true). If they participate in another sport, they are usually represented as being an average student. The movie Bring It On Again is film about two college freshmen who excel at cheerleading. Whittier and Monica both secure spots on the prestigious varsity team, and at first it is a remarkable experience. The girls are exposed to top level cheerleading and receive automatic social popularity. The team’s head cheerleader, Tina, feels that Whittier has the skill to be her successor. She then takes it upon herself to mold Whittier into the ‘perfect’ leader. However, this involves Whittier leaving Monica and newfound boyfriend Derek behind. After the glory has worn off, Whittier realizes that this atmosphere is not right for her. She and Monica form their own team out of the school’s extracurricular castoffs. At the end of the film this new team defeats the varsity squad in a student-judged competition, allowing them to go to the national tournament.

            Throughout the course of this film there are various moments of obvious stupidity on the cheerleaders’ parts. One repeating sign of their lack of intellect is that the varsity squad refers to themselves as the “bomb diggity” on several occasions (Bring It On Again). For example, when Tina is distributing the cheerleader bible, she informs the freshmen that they must follow every rule in the book in order to become the bomb diggity. This is another example of producers attempting to make characters appear dumber by making them say phrases that are not considered academically appropriate. At the beginning of the film, Tina’s right hand – Marni – is attempting to insult Whittier by commenting on her blonde hair. When a teammate points out that Marni’s hair is obviously dyed blonde, she rebuts by exclaiming, “I was born with naturally dark roots.” Marni utilizes this claim at other points throughout the movie, and it is clear that she firmly believes it to be a convincing argument. Another instance of Marni’s incompetence is when she is telling Whittier to refer to section eight of the rule book, simultaneously holding up seven fingers. Whittier also exhibits faulty intelligence. A prime example of this is when Tina asks her to meet in the office at 0-800, and Whittier asks, “Is that the address?” This movie reinforces the idea of ditsy cheerleaders by refraining from having any scenes of the squads in class – as if schooling is irrelevant at college. Tina reiterates this idea by telling Whittier that, “foreign exchange students practically beg to do [her] homework. Straight A’s.” The only time that textbooks are ever seen in this film is for a brief moment when Whittier and Monica do not have a team to compete on.

            Females who are athletically talented in an area outside of cheerleading are typically given more credit by the media in terms of their scholarly standard. In the movie Bend It Like Beckham, two elite female soccer players from England have the dream of playing for an American varsity team. Jess (a girl from a very traditional Indian family) and Jules (a sporty English girl) play for their local soccer club. Jules convinces Jess to play for this team, even though it is against her family’s wishes and therefore requires some crafty management on Jess’s part. The two girls immediately synchronize with one another, both on and off of the field. Soon Jess learns of the opportunities in the United States to play collegiate and professional soccer. Even though she realizes that her parents would most likely disallow studying overseas, she still fosters some hope – until her sister’s wedding is dated for the same day as the soccer finals. To make matters worse, an American scout is due to attend the championship game, his eyes set on Jules and Jess. On the day of the wedding, Jess’s father shows compassion towards her and allows her to sneak away from the festivities to compete. After a brilliant performance, both girls are offered scholarships to Santa Clara University. With the help of her father, Jess persuades her mother to allow her to attend the institution and carry on with her dream.

            Throughout the film there are several indications that Jess works hard academically. Firstly, her family is very traditional, and they care very much about the way they are viewed. Academic standing is important to them; when Jess receives a package containing her grades, her mother sputters prayers profusely before letting her open the envelope (Bend It Like Beckham). Jess is also concerned about keeping her marks acceptable. When she runs into her friend on the street one day, she asks him how his exams went. They briefly discuss a genetics question, which Jess seems very confident about, before she tells him, “I hope I get my two As and a B for [university].” Jess wants to attend a post-secondary institute, and she is reaching for above average grade levels, portraying a future college student-athlete that is competent. When her father views her grades, he remarks to Jess, “Good, you can become a fine, top class solicitor now.” Not only are her rarely pleased parents satisfied, Jess has acquired the marks that will lead her to become a lawyer, once again exhibiting intelligence. It should be noted that Bend It Like Beckham is a film produced in England, and so the ideologies represented may be different from those in America. The popular media in Europe may feel athletes are able to hold a higher academic standing, and so this view is diffused into the film.

            The NCAA’s research has provided various statistics which demonstrate that the typical media portrayal of female student-athletes (excluding cheerleaders) is correct. The average graduation success rate of females attending United States colleges was eighty-eight percent in 2004, and women were able to graduate fifteen percent more players than men (NCAA Research Staff 8). Studies have revealed that female involvement in sports has a positive correlation with their success in science, but that cheerleading has a negative correlation with this (Hanson et. al). While the media seems to give female athletes more praise in terms of academics, some women still find that society still generalizes the stereotypes to both genders. Dallas, and alumni of the University of Illinois, is a strong, athletically built female. According to her, “A lot of people talk to [her] and just assume [she is] dumb just because of the way [she] looks . . . [they think] that [she] can’t string a coherent sentence together just because [she] played sports” (Porter).

            At Manhattanville College, despite a mean grade point average of 3.23 for female teams (Manhattanville College Athletics), some players feel that they are still considered academically inadequate by professors and peers. When asked if she had ever personally felt belittled in the classroom because she was an athlete, Amanda Dechent of the Manhattanville field hockey team stated that she feels “most teachers have little respect for student-athletes” (Dechent). Another member, Carly Brunco, who was named to the National Field Hockey Coaches Association Academic Squad (Engel), also shared her opinions on the matter. She believes that “athletes are intelligent; they just have a different skill set than the average student” (Brunco). When asked what skills she thought carried over into the school environment, she divulged that “they learn the importance of teamwork, persistence, and urgency.” The opinions of real student-athletes on this matter should be viewed by society as far more valid than those of media producers.

            African American athletes are also thought of as being less capable in the classroom, often more than whites. While this presents a racial ideology issue, it is also related to the ‘dumb jock’ stereotype. The film Higher Learning is centered around three main characters; Malik, a coloured male track star, Kristin, a naïve peace-seeking girl, and Remy, a male white supremacist. Malik is at Columbus University on a partial athletic scholarship and is a character that feels quite aware of the on-campus racial tension. According to him, “it’s not what [people] say, it’s what they’re [thinking]” (Higher Learning). He and Remy, along with their respective social groups (divided based on skin colour) are involved in several altercations throughout the movie. Kristin is a fairly innocent girl who is raped at the beginning of the film. This leads her to get involved in an anti-sexism group at the school, and helps her become closer to her coloured roommate. She also picks up on the high degree of cultural conflict, and decides to organize a ‘peace fest’ to celebrate the campus’ diversity and bring students together. Ironically, at this peace conference Remy decides to shoot at the crowd in the hopes of hitting anyone that is not of the ‘Arian race’. He kills two people, one of them being Malik’s girlfriend. This provokes him to engage in a fight with Remy, however, this is broken up by the highly prejudiced security guards, who assume that Malik is to blame. Once the guards see that Remy is the one with the gun they try and persuade him to lower his weapon. Remy opts to take his own life in this moment.

            Throughout the duration of this movie, Malik is often presented as unintelligent and lazy. His teacher, Professor Phibs, assumes him to be lowly in the classroom. Malik makes a poor attempt to defend himself, stating that “[He] ain’t no dumb athlete” (Higher Learning).  Professor Phibs, on the other hand, believes that “that remains to be seen.” On his first paper in Professor Phibs’ class, Malik received a ‘C’, a problem considering his track coach has asked him to improve his grades. Professor Phibs’ shows little sympathy, commenting, “Perhaps if you could spell better than you could run,” you would not be in this situation. In the meantime, some people try to assist Malik with his assignments. His friend, Fudge, offers to let him borrow some books. When Fudge asks Malik if the only reason he is reading is for class, Malik responds, “Yeah, why else?” This is yet another portrayal by the media of athletes being indolent and not putting in any additional effort to improve their intelligence. Deja, Malik’s girlfriend, also ameliorates his assignment load by working with him on a paper. When she is reviewing what Malik had accomplished so far, she is continuously pointing out basic errors like run-on sentences. She exclaims that he still has a long way to go before the paper is acceptable at a college level. With her guidance, Malik improves the report, so much so that Professor Phibs questions whether he actually wrote it. This shows how little faith in athletes educators are seen, by the media, to have. They are depicted as expecting little of jocks and assuming them to be incapable of improvement.

            Another text that negatively characterizes African American student-athletes is The Blind Side. This film is about a young, black male – Mike - who grew up with rough circumstances. He was in and out of the foster care system (as his mother was a drug addict). Mike’s immense size and untapped athletic potential catch the eye of a private school coach. This coach convinces the admissions board to admit Mike, professing that it is their “Christian duty,” though it was obvious that the real motive was to win a few games. The problem was that Mike’s grades were too low for him to participate in extra-curricular activities. When the Tuohy family takes Mike under their wing, he finds comfort and a sense of family. Eventually he is able to play football, and everyone has high expectations for him on the field. Despite difficulties in exerting violence on his peers, Mike comes to realize his duty as the protector of the team. With the help of his family he becomes especially good at the game, peaking the interest of college scouts. The Tuohy’s dedicate time and effort to assisting Mike in achieving the requirements for a Division I scholarship, and in the end Mike is rewarded. He opts to attend the University of Mississippi, the Tuohy’s alma mater.

During this movie there are multifarious ‘dumb jock’ references. While Mike’s case is being reviewed by the admissions board, his grades are an immediate issue. His record shows that he is in the sixth percentile in terms of IQ level, and he has a grade point average of zero-point-six (The Blind Side). According to the teachers, “everyone passed him along.” The English teacher is especially tough on Mike, saying that the only thing he can write is “his name. Barely.” Some teachers even give him the test verbally because it is easier for him to say the answer than to write it. Once college coaches start showing interest in Mike, the Tuohy’s begin looking at the NCAA requirements. The pamphlet on Division I scholarships explain that “Michael’s gonna need to make a 2.5 GPA,” and his current grade point average is 1.76. This is a typical scene where the athlete is not able to meet the eligibility requirements, and so a tutor is hired. Though Mike makes progress with the extra help, he is obviously frustrated during his tutoring sessions, often shaking his head or throwing his pencil down. His English teacher is still not ‘on board’ with helping Mike make it to college. He says that Mike is still doing “C minus, D plus work,” and that Mike must do well on the final essay to achieve the necessary grade. With his tutor, Mike just makes the cut and finishes with a 2.52 average. Yet another male athlete, barely achieving the minimum.

            Based on the NCAA’s research, the success rates of African American student-athletes in the classroom are improving. While they are still below the levels of white athletes, recent eligibility reforms have had a significant positive affect on the situation. These changes, which accommodate minority groups, lead to a five percent increase in graduation success rate from 2002 to 2004 (NCAA Research Staff 4). The data showed that the graduation rate was at sixty-eight percent for the 2004 cohort, and this is with approximately four hundred more African American student-athletes than before the modifications. The federal graduation rate of African American college athletes was fifty-five percent during this same year – considerably higher than the forty-four percent of the general African American student body (6). According to sports sociologist and author Ben Carrington, white sports commentators “tend to over-emphasize black players’ physical attributes . . . and conversely tend to highlight the ‘intelligence’ and abiity to ‘read the game’ of white athletes.” In his interview he strongly conveyed that student-athletes of colour are viewed as be innately athletic but intellectually stunted. While their statistics may not be at par with those of white athletes, they are on the rise. With continued assistance for minority groups at post-secondary institutions, their success will progress even further.

            According to the public service announcement released by the NCAA regarding the ‘dumb jock’ stereotype, “there are over 400,000 student-athletes, and just about all of [them] will be going pro in something other than sports” (Dumb Jock PSA). The media, however, utilizes Jones’ three principles of power, perspective, and positioning to create a negative image of student-athletes (74). Popular media often neglects to commemorate the student portion of college athletes’ identities, portraying them as imps – not scholars. Males are especially targeted by this stereotype; however, females do feel the effects of it as well. Statistics disprove this ideology, as many studies have exhibited that student-athletes meet, if not surpass, academic standards. In fact, varsity athletes are required by the NCAA eligibility center to do so. A more critical view should be established by the media and its spectators in order to truly evaluate the abilities of student-athletes.

Works Cited

1. “All That You Can’t Leave Behind.” One Tree Hill: The Complete First Season. Warner

     Brothers, 2004. DVD.

1. “Are You True?” One Tree Hill: The Complete First Season. Warner Brothers, 2004.

     DVD.

1. Bend It Like Beckham. Dir. Gurinder Chadha. Twentieth Century Fox, 2003. DVD.
2. Bring It On Again. Dir. Damon Santostefano. Universal Pictures, 2004. DVD.
3. Brunco, Carly. Personal Interview. 20 March 2012.
4. Carrington, Ben. Interview by Jessica Sinn. The University of Texas at Austin. 25 Aug, 2010. Web.
5. Cole, K. An examination of school counselors’ knowledge and perceptions of recruited

     Student-athletes. Ann Arbor: Proquest Information and Learning Company, 2006.

     Print.

1. Dechent, Amanda. Personal Interview. 20 March 2012.
2.  “Division III Facts and Figures.” National Collegiate Athletic Association, 5 Mar. 2012.

     Web.

1.  “Dumb Jock PSA.” National Collegiate Athletic Association. 25 March 2011. Web. 
2. Engel, S. “Seven Field Hockey Players Named to NFHCA Academic Squad.” GoValiants.com, 6 March 2012. Web.
3. Hanson, S., Krauss, R. “Women, Sports, and Science: Do Female Athletes Have an Advantage?” Sociology of Education.71.2 (1998): Web.
4. Higher Learning. Dir. John Singleton. Columbia Pictures, 1995. DVD.

1. Johnson, J. “March Madness of graduation rates: U-Conn. Loses, Notre Dame wins.”

     Washington Post 13 Mar. 2012. Web.

1. Jones, S. “Critical Literacy.” Heinemann. 2006. Print.
2. Lapchick, R. “Keeping Score When It Counts.” The Institute for Diversity and Ethics In

     Sports. (2012) : 2. PDF.

1. Manhattanville College Athletics. “Fall 2011 GPA.” Manhattanville College, 2012. Print.
2. “Midterms.” Blue Mountain State. Spike. 2 Mar. 2010. Television.
3. NCAA Research Staff. “Trends in Graduation-Success Rates and Federal Graduation

     Rates at NCAA Division I Institutions.” National Collegiate Scouting Association.

     (2011) : 2 - 27. PDF.

1. “Pictures of You.” One Tree Hill: The Complete Fourth Season. Warner Brothers, 2007. 

     DVD.

1. Porter, K. “NCAA Pushes Back on Dumb Jock Myth.” National Collegiate Athletic Association, 18 March 2011. Web.
2. “Remaining Eligible: Academics.” National Collegiate Athletic Association, 1 Sept.

     2011. Web.

1. The Blind Side. John Lee Hancock. Warner Brothers, 2009. DVD.
2. White, T. “The Dumb Jock Stereotype: To What Extent Do Student-Athletes Feel the

     Stereotype?” Journal for the Study of Sports and Athletes in Education. 2.2 (2008) :

     227-237. PDF.