Research Paper Sources

Works Cited

Haslerig, Siduri J.1, haslerig@ou.edu and Kristina M.2 Navarro. “Aligning Athletes’ Career

Choices and Graduate Degree Pathways.” Journal of Career Development (Sage

Publications Inc. ), vol. 43, no. 3, June 2016, pp. 211-226. EBSCOhost,

doi:10.1177/0894845315597472.

Kane, Dan. “UNC Records Show Deep Dependence on Fake Classes.” Newsobserver. N.p., 7 Nov. 2015.

Web. 28 Apr. 2017.

Rampell, Catherine. “Grading College Athletes.” The New York Times. The New York Times,

15 Oct. 2010. Web. 28 Apr. 2017                    

Wolverton, Brad. “Missed Classes, a Changed Grade, and One Disillusioned Adviser.” Chronicle of         

Higher Education, vol. 62, no. 7, 16 Oct. 2015, pp. A20-A24. EBSCOhost,

search.ebscohost.com/login.aspx?direct=true&db=eue&AN=110414835&site=ehost-live.

Source 1: This source explains a study on the career pathways and aspirations of fourteen football players at Division I schools.  The study was undergone by two college professors who aimed to further understand how life experiences  can influence graduate degree choices and other aspects of career aspirations.  This source displays how participation in sports can have a profound effect on an athlete’s future, due to the circumstances it presents,  and how those circumstances can sometimes prove detrimental.

Source 2: The second source is an article that speaks about the infamous scandal at the University of North Carolina where fake classes were constructed to ensure that athletes would remain eligible for athletic participation.   This highlights a prime example of how universities can sometime place athletics as a priority over the educational value of their athletes.  This example displays how athletes can be placed in a negative learning environment due to their athletic situation, proving destructive for their learning and setting them up for a less successful future.

Source 3: The third source simply provides statistics on the GPA’s of college students and compares the GPA’s of athletes vs the GPA’s of non-athletes.  This proves useful as it provides one clear and simple way of conveying how participation in sports can prove detrimental to one’s learning.  Additionally, the statistics also provide the discrepancy in GPA’s between athletes and non-athletes for each gender, displaying who is more affected by such activities and whether or not it may be linked to certain sports.  This source provides clear-cut statistics that make it impossible to refute the fact that, on average, the GPA of college athletes is lower than that of their non-athlete counterparts, and this can be used to defend the notion that the education of college athlets may be lacking. 

Source 4: The last source, similar to the second one, provides another example of how college athletes are not obtaining the education they need, this time due to coaches.  This source talks about how a coach at UCLA attempts to get an athlete’s grade raised by requesting an academic advisor to approach a teacher to do so.  This highlights underhanded actions undergone at colleges that prove detrimental to students learning as they feel that they can pass without trying as hard and truly learning material.  Furthermore, it sets a poor example on impressionable college students, who may develop some notion that grades will just be handed to them.

As a whole, these sources work together to support my thesis that college athletes often lose educational value and not properly prepared for the future compared to their non-athlete counterparts.  The variety of the sources, whether it be statistics, real-life examples, or observational studies, provides different avenues to help support my claim.  They display that the issue clearly persists ad that their must be reform to ensure that it does not continue to grow. 

 

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