ABSTRACT
The relationship between academic skills and athletic skills has unusual historical linkages within the American collegiate system (see Astin, 1971; Manski & Wise, 1983; Pascarella & Terenzini, 1991). In this educational system, it is possible for a small group of athletically talented high school students to matriculate in higher education by participating in athletic contests for a specific college or university. Although many nations and societies have a long history of athletic competition, often following the classical Olympic traditions, the need for terms such as ‘student-athletes’ (SA) and ‘scholarship-athlete’ are unique to the United States of America. Of course, this is not the only difference between the higher education system of the United States and other countries (e.g., cost, societal requirements, etc.). Nevertheless, the unique academic–athletic relationship within U.S. colleges seems to have created a great deal of tension among members of this community. This academic–athletic relationship is seen by some members in a positive light, especially when considering the life-long virtues of “team play” and “sportsmanship” (e.g., “Our future leaders are found on the playing fields of Eton”; see Falla, 1981). Other persons are concerned about academic–athletic “myths,” and are concerned “how schools might best take advantage of the positive emotions that sports evoke without endangering the core of their educational missions” (Shulman & Bowen, 2001, p. xxvii).
