Abstract

In almost all institutions of higher education in the United States, from large state schools
to small, private, liberal arts colleges and universities, intercollegiate athletics are present. The
organizing body of intercollegiate athletics, the National Collegiate Athletic Association
(NCAA), strives to integrate a balance between athletics and academics at its member
institutions (NCAA, 2010). Yet many faculty and administrators perceive athletics as
detrimental to the mission of the institution (Duderstadt, 2009). Public scandals regarding
cheating, grade inflation, and low graduation rates have raised concerns about the academic
ability and integrity of student-athletes (Brand, 2006). Although student-athletes are held in high
regard in the athletic arena, the perceptions of these individuals in the classroom are often low
leading to various stereotypes and stigmas (Duderstadt, 2009). Previous research in the area of
attitudes toward and perceptions of student-athletes focuses on NCAA Division I and II athletes
(Baucom & Lantz, 2002; Engstrom, Sedlacek, & McEwen, 1995). The NCAA Division III
philosophy of athletics is very different from the philosophies of other NCAA divisions, which
makes the characteristics of the student-athlete at Division III institutions very different as well
(Umbach, Palmer, Kuh, & Hannah, 2006). This study has investigated faculty attitudes toward
student-athletes at the NCAA Division III level. Using the Revised Situational Attitude Scale for
Student-Athletes, faculty attitudes toward student-athletes were examined at 23 NCAA Division
III institutions within the mid-Atlantic region of the country. Differences between gender,
academic department affiliation, faculty rank, and tenure status were examined in addition to the
main effect of athletic participation. An overall main effect was found when comparing the
attitudes toward students and student-athletes at NCAA Division III institutions. Faculty
presented with significantly more negative attitudes toward student-athletes in the majority of

situations presented in the survey. Examination of differences in attitude based on various

characteristics of the faculty showed academic department affiliation to be the only characteristic
to demonstrate significant differences in attitude toward student-athletes. No differences in
attitude were discovered when comparing gender, faculty rank, or tenure status.