Sentences that come directly from the article are in quotation marks. CSUN students, faculty, and staff can access most articles through the University Library using CSUN credentials. Please use the library’s interlibrary loan services if an article of interest is not available.

 

Armstrong, K. L., & Jennings, M. A. (2018). Race, sport, and sociocognitive “place” in higher education: Black male student-athletes as critical theorists. Journal of Black Studies, 49(4), 349–369. https://doi.org/10.1177/0021934718760721

• This study’s data came from a purposeful case selection of three Black male student-athletes enrolled in a National Collegiate Athletic Association (NCAA) Division 1 collegiate football program. Through the lenses of social-cognitive theory and CRT, “the results elucidated (a) the impact of race as a psychological, cultural, and social anchor of ‘place’ for Black male student-athletes on a predominantly White college/university campus, and (b) race intersectionality with age, gender, social class, and environment to influence their educational experience.”

 

Bimper, A. Y., Jr. (2017). Mentorship of Black student-athletes at a predominately White American university: Critical race theory perspective on student-athlete development. Sport, Education and Society, 22(2), 175–193. https://doi.org/10.1080/13573322.2015.1022524

• Drawing upon CRT, this case study investigates a student-athlete mentoring program at an American institution of higher education to illuminate how Black student-athletes (N = 15) make sense of the role of race and racism in their lived experiences. Findings suggest that student-athletes were “challenged and encouraged by their mentors to critically consider the presence and impacts of Whiteness, to elevate their sociocultural consciousness of how race manifested in their experiences,” and to develop their social capital and become greater self-advocates.

 

Bimper, A. Y., Jr. & Harrison, L., Jr. (2017). Are we committed to issues of race? Institutional integrity across intercollegiate athletics. International Review for the Sociology of Sport, 52(6), 675–692. https://doi.org/10.1177/1012690215616270

• This study employs CRT in a critical discourse analysis of intercollegiate athletic departmental directives for high-profile National Collegiate Athletic Association member programs. It investigates “the implicit function and perpetuation of contemporary racism in intercollegiate athletic organizations as they strategically address institutional integrity.” Two themes emerged from the findings: (a) Little skin in the game; and (b) Run-of-the-mill colorblindness.

 

Borland, J. F., & Bruening, J. E. (2010). Navigating barriers: A qualitative examination of the under-representation of Black females as head coaches in collegiate basketball. Sport Management Review, 13(4), 407–420. https://doi.org/10.1016/j.smr.2010.05.002

• This study, framed by intersectionality, identifies barriers contributing to the under-representation of Black women in head coaching jobs in Division I women's basketball in the U.S. The assistant coaches “cited access discrimination, lack of support, and prevalent stereotypes as barriers. In negotiating these barriers, the women discussed the importance of networking, mentoring and presenting ‘a proper image’ for big-time athletics.”

 

Burden, J. W., Jr., Harrison, L., Jr., & Hodge, S. R. (2005). Perceptions of African American faculty in kinesiology-based programs at Predominantly White American Institutions of higher education. Research Quarterly for Exercise and Sport, 76(2), 224–237. https://doi.org/10.1080/02701367.2005.10599283

• Guided by CRT, this study examines the perceptions of African American tenure-track faculty (N = 9) on their organizational socialization in kinesiology-based programs at predominantly White institutions. Findings revealed four major themes: “(a) resources, opportunities, and power structures; (b) programmatic neglects and faculty mentoring needs; (c) social isolation, disengagement, and intellectual inferiority issues; and (d) double standards, marginalization, and scholarship biases.”

 

Clark, L., Harrison, L., Jr., & Bimper, A. Y. (2015). Generations: Academic and athletic integration of a Southern PWI basketball program. Research Quarterly for Exercise and Sport, 86(3), 281–291. https://doi.org/10.1080/02701367.2015.1009529

• Using qualitative critical race methodology, the authors conducted and analyzed interviews with the first African American to play basketball at a prominent university located in the Deep South and his two sons who attended the same university a generation later. They present “a counterstory to the dominant historical rendering of the Civil Rights Movement, the integration of athletics, and the experiences and outcomes of contemporary African American athletes.”

 

Cooper, J. N., Macaulay, C., & Rodriguez, S. H. (2019). Race and resistance: A typology of African American sport activism. International Review for the Sociology of Sport, 54(2), 151–181. https://doi.org/10.1177/1012690217718170

• African American athletes, sport scholar activists, sport institutions, and entrepreneurs have engaged in actions to promote social justice within and beyond sporting spaces. This article presents “a typology that delineates different forms of African American sport activism. The proposed typology outlines five categories: (1) symbolic activism; (2) scholarly activism; (3) grassroots activism; (4) sport-based activism; and (5) economic activism.”

 

Frederick, E. L., Pegoraro, A., & Sanderson, J. (2019). Divided and united: Perceptions of athlete activism at the ESPYS. Sport in Society, 22(12), 1919–1936. https://doi.org/10.1080/17430437.2018.1530220

• This study examines the framing and re-framing of activism efforts enacted by LeBron James, Dwayne Wade, Chris Paul, and Carmelo Anthony during the 2016 ESPYS through the CRT lens. The authors analyzed comments (N = 10,658) made to the three posts on ESPN’s Facebook page pertaining to calls for activism. The four primary themes that emerged include: “(a) discussing race; (b) law enforcement accountability; (c) realities of violence; and (d) debating crime.” Findings reveal the persistence of deeply ingrained cultural stereotypes in the U.S., and the beliefs that are often left unshaken by athlete activism.

 

Harrison, C. K., Fuller, R., Griffin, W., Bukstein, S., McArdle, D., & Barnhart, S. (2020). My ambitionz az a qualitative ridah: A 2PAC analysis of the Black male baller in Amerikkka. Sociology of Sport Journal, 37(3), 207–219. https://doi.org/10.1123/ssj.2020-0019

• The authors discuss specific lyrics of the late Tupac Shakur (1971–1996; stage name 2PAC) to “map constructs of identity, race, social class, and black masculinity in the context of sport and the black male athlete experience in America.”

 

Hawkins, B. J., Carter-Francique, A. R., & Cooper, J. N. (Eds.). (2016). Critical race theory: Black athletic sporting experiences in the United States. Palgrave Macmillan. https://doi.org/10.1057/978-1-137-60038-7

• This book examines the role of race in athletic programs in the U.S. Through the CRT lens, this volume “analyzes sport as the platform that reflects and reinforces ideas about race within American culture, as well as the platform where resistance is forged against dominant racial ideologies.”

 

Hylton, K. (2005). 'Race', sport and leisure: Lessons from critical race theory. Leisure Studies, 24(1), 81–98. https://doi.org/10.1080/02614360412331313494

• Hylton presents and explores CRT as an ontological starting point for the study of sport and leisure. Hylton argues that “researchers and writers need urgently to centralize ‘race’ and racism as core factors in the study of social relations in sport if Birrell's optimism in the development of sport (and leisure) theory is to be realized.”

 

Lawrence, S. (2016). Racialising the “great man”: A critical race study of idealised male athletic bodies in men’s health magazine. International Review for the Sociology of Sport, 51(7), 777–799. https://doi.org/10.1177/1012690214555347

• Lawrence uses CRT to guide a semiotic analysis of a year’s worth of Men’s Health magazine. He observes that “white male athletic bodies are represented as idealized masculine types, possessing both the virtues of body and mind, while their black male counterparts, to varying degrees, are depicted as spectacular, violent and hyper-masculine.” He argues that “the idealization of the white male athletic body is a reaction to broader social and cultural transformations, indicative of late-modern societies.”

 

Love, A., Deeb, A., & Waller, S. N. (2019). Social justice, sport and racism: A position statement. Quest (National Association for Kinesiology in Higher Education), 71(2), 227–238. https://doi.org/10.1080/00336297.2019.1608268

• Drawing from CRT, the authors “articulate a vision of social justice oriented toward illuminating and addressing issues of racial injustice in sport and recreation.” In particular, they “highlight pressing matters of racial injustice in sport at the elite, competitive levels, as well as community and recreational settings.” They also discuss contemporary examples and strategies for resisting racial injustice, noting the challenges and difficulties associated with various approaches.

 

Simon, M., & Azzarito, L. (2019). "Putting blinders on": Ethnic minority female PE teachers' identity struggles negotiating racialized discourses. Journal of Teaching in Physical Education, 38(4), 367–376. https://doi.org/10.1123/jtpe.2018-0138

• Using CRT and critical Whiteness studies as theoretical frameworks, this study examines how ethnic minority female physical education teachers make sense of their identity in relation to race within predominantly White schools. It also explores how these teachers negotiate racial inequalities in their daily lives within predominantly White schools.

 

Singer, J. N. (2009). African American football athletes' perspectives on institutional integrity in college sport. Research Quarterly for Exercise and Sport, 80(1), 102–116. https://doi.org/10.1080/02701367.2009.10599534

• This qualitative case study uses CRT tenets and a single focus group and individual interviews with 4 African American football athletes at a predominantly White institution. It seeks to “bring the voices of this marginalized group into the dialogue on issues concerning institutional integrity in college sport.”