Racial Barriers to College CoachingBy
Have you ever wondered to yourself while watching a college football game on a Saturday afternoon why there are so many (often times a majority) black players on the field, but an overwhelming majority of fans and coaches are white? If you have not, rest assured you are not alone. The black athlete and everything else white seems to be the norm. The problem, however, is this racial standard continues to hamper blacks’ progression throughout US society, and is even more elucidated in the very institution one would expect the most progress to be made – sport.
When considering the historical and systemic nature of racism in the US (see Feagin, 2006), much more attention has been placed on economic, political, educational, and legal institutions. The institution of sport, however, tends to be overlooked. Perhaps this is the case because of its egalitarian façade that gets displayed to the public. What is not being shown is the real racial inequality that has and continues to exist in the leadership structure of sport. Most prominent is the multi-billion dollar industry of NCAA Division I collegiate athletics. For instance, according to Lapchick, Hoff, and Kaiser’s (2011) latest Racial and Gender Report Card for college athletics, black male student-athletes are overly represented (60.9% and 45.8%) in the two most revenue generating sports (basketball and football, respectively); however, black head coaches for men’s basketball and football are represented at 21% and 5.1%, respectively, and assistant coaches at 39.5% and 17.6%, respectively. Even worse, whites dominate (81.8%) the athletic director role as well. Considering sport represents a microcosm of society, reflecting its ideals, hierarchies, and problems (see Edwards, 1973; Eitzen & Sage, 1997; Sage, 1998), it is not surprising to see whites in a position that guarantees them the most abundant financial rewards. As a result of this white hierarchy, though, blacks wishing to enter the coaching profession continue to face racial barriers.
Hawkins (2001) argues the power structure of NCAA Division I predominantly white institutions of higher education (PWIHE) “operate as colonizers who prey on the athletic prowess of young black males, recruit them from black communities, exploit their athletic talents, and discard them once they are injured or their eligibility is exhausted” (p. 1). This colonial model seems fitting, given several researchers (e.g., Eitzen, 2000; Hawkins, 2001; Lapchick, 2003) have found that black student-athletes on PWIHE campuses are entrenched in a system that exploits them politically, economically, and racially. For those black student-athletes who do survive the abuse, they continue to find their professional outlook limited.
The notion of stacking in sport, or positioning of players to central or non-central positions on the field based on race and/or ethnicity, often surfaces as an explanation as to how whites carry on their dominance in sport leadership. Whites have traditionally placed themselves in more central positions, positions associated with greater interaction, leadership, and intelligence; while blacks have been situated in more peripheral positions, which are linked to less leadership, minimal interaction, and greater athletic ability. Brooks and Althouse (2000) found there to be a correlation between those higher up in the leadership ranks (e.g., head coach, athletic director) with past playing position. In particular, prestigious sport jobs are generally acquired by those who have played more central positions (e.g., quarterback in football, pitcher in baseball); thus, because blacks more often are relegated to peripheral positions (e.g., wide-receiver in football, outfield in baseball), blacks are often framed as less qualified to enter leadership positions beyond the playing field.
Further explanations (e.g., Sagas & Cunningham, 2005; Sartore & Cunningham, 2006) demonstrate blacks’ promotional and/or hiring coaching opportunities are thwarted due to the tendency of white decision-makers choosing white candidates (qualified and unqualified) over qualified blacks. This struggle for racial equality is more troubling given those with the final hiring decision (i.e., athletic director) perceive employment opportunities to be equal for blacks (Tabron, 2004), which ultimately trickles down to those wishing to enter the coaching profession (e.g., black student-athletes), since they perceive they will have to contend with racial inequality prior to and once in the profession (e.g., Cunningham & Singer; Kamphoff & Gill, 2008). This racist sporting reality, similar to wider US society, illustrates blacks have a long way to go for racial justice.
Michael R. Regan, Jr.
Texas A&M University
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