O'Neil & Schenke (2007) found that student athletes were more likely to give financially than college students if they had a positive sport experience. O’Neil & Schenke (2007) suggest that student-athletes who feel unrecognized or unremembered are less likely to give back to their alma mater financially.
Conceptual Framework
Social exchange theory is complex, but critical in analyzing Vanderbilt athletics' goal of greater philanthropy by black student-athlete alumni. Sometimes a student-athlete may feel that the university owes them, especially if they have been on very successful teams.
Research Questions
What do Black student-athlete alumni identify as their factors to financially give back?
RQ: 3 What actions can Vanderbilt athletics take to improve the financial giving of black student-athletes. The first research question seeks to examine the factors that contribute to the return of Black graduate students to organizations.
Data Collection Plan
This question explores what Black student and athlete alumni need to know, understand, and feel in order to give back to an organization. This research question seeks to understand if and how academic, social, and athletic experiences play a role in future financial giving to Black student-athlete alumni.
Data Collection
Another invitation email was sent to 22 Black student-athlete alumni volunteers from the initial survey who were interested in a one-on-one interview. In collaboration with the Vanderbilt Athletic Development Department, three separate emails were sent to the selected 100 Black student-athlete alumni.
Data Analysis
I was supported and treated well by the faculty and staff at Vanderbilt (those
The purpose of this question was to understand the relationship Black student-athletes had with athletics faculty and staff, and to analyze whether this may impact future donations. The responses to this statement showed that 73% (n=35) of participants agreed or strongly agreed, 17% (n=8) disagreed or disagreed, and 10% (n=5 ) agreed or strongly disagreed.
I was supported and treated well by the athletic deparment staff
All five respondents who do not agree with this statement are registered as football players. Responses to this statement resulted in 48% (n = 23) of respondents agreeing or strongly agreeing, 10% (n = 5) neither agreeing nor disagreeing, and 42% (n = 20) disagreeing with the statement agree or disagree at all.
I had a sense of belonging and acceptance with other students that were outside of
Of the 22 respondents who reported that they had never given financially to Vanderbilt, 63% (n=14) agreed or strongly agreed, 9% (n=2) neither agreed nor disagreed, and 18% . n=4) either disagreed or strongly disagreed with this statement.
The purpose of this question is to examine the undergraduate social experience of Black student-athletes and whether it impacts their future giving. Furthermore, of the 22 respondents who reported that they had never donated financially, 41% (n=9) agreed or disagreed, 9% (n=2) neither agreed nor disagreed, and 50% (n=11) neither agreed nor disagreed. with this statement. The purpose of this statement is to examine the overall value relationships in Black student-athletes' alumni decisions to give to the organization.
Responses to this statement included 85% (n=41) either agreeing or strongly agreeing, 9%. n=4) neither agreed nor disagreed and 6% (n=3) disagreed with this statement.
Relationships created and maintined are an important factor in my decision to
Of the 22 respondents who reported never giving to Vanderbilt athletics, 86% (n=17) agreed or strongly agreed, 9% (n=2) neither agreed nor disagreed, and 5% (n =1) did not agree with this. statement. The results from this statement are supported by previous literature by Cole (2007) and Gallo & Hubschman (2003), which emphasized the important role that faculty relationships have in the delivery of Black students. The results are also supported by previous literature from O'Neil & Schenke (2007) that highlights the dramatic role of the athletic training and administration relationship in delivering future student-athlete graduates.
The purpose of this statement was to understand the importance of knowing where financial contributions are distributed to black student-athletes.
Knowing exactly how my financial donation will be used is important to me
Results for this statement included 80% (n=39) of respondents agreeing or strongly agreeing, 14% (n=7) disagreeing or disagreeing and 6% (n=3) disagreeing with this disagree with statement. Schenke (2007) who discusses the importance of overall philanthropy knowledge on future giving of student athletes. Duncan (2004) also emphasizes the impact on financial giving of knowing where one's financial donation is going.
This question's purpose is to identify how important of a factor is the ability to know that one's financial donation will make a difference for Black student-athlete alumni.
Knowing that my financial donation is making a difference is important to me
It is important to me to know that my financial donation is making a difference. n=2) and 2% (n=1) disagreed with the statement that knowing their financial donations will make a difference is important to them. Of the 22 respondents who responded that they have never given financially to Vanderbilt Athletics, 95% (n=21) agreed or strongly agreed and 5% (n=1) neither agreed nor disagreed with this statement. The purpose of this question is to assess the current general knowledge Black graduate student-athletes have about how philanthropy affects collegiate athletic departments.
I understand how financial giving impacts an athletic department
Responses from 49 total participants included 55% (n = 27) agree or strongly agree, 22%. n=11) neither agreed nor disagreed, and 23% (n=11) disagreed or strongly disagreed with the statement that they understand how financial giving affects the athletic department. Of the 22 participants who responded that they had never contributed financially to Vanderbilt Athletics, 27% (n=6) agreed or strongly agreed, 32% (n=7) neither agreed nor disagreed, and 41%. n=9) do not agree with this statement or do not agree at all. The results of this statement are supported by previous literature by O'Neil and Schenke (2007) who discuss the importance of general knowledge of philanthropy, such as knowledge of the use of financial donations in athletic departments, on the future giving of student athletes.
The purpose of this statement was to assess the level to which Black student-athletes believe their athletic abilities provide Vanderbilt athletics with revenue and exposure.
My athletic skills and abilities during my athletic career provided Vanderbilt
Responses from the 49 total participants included 78% (n=39) agreed or strongly agreed, 9% (n=4) disagreed or disagreed and 13% (n=6) disagreed or strongly disagreed with this statement. Of the 22 participants who responded that they had never given financially to Vanderbilt Athletics, 82% (n=18) agreed or strongly agreed, 9% (n=2) disagreed or disagreed and 9% . n=2) disagreed or strongly agreed with this statement. The purpose of this question was to determine the academic experience and quality of education that Black student-athlete alumni felt they received at Vanderbilt.
The responses to this statement showed that 96% (n=47) agreed or strongly agreed, 2% (n=1) neither agreed nor disagreed, and 2% (n=1) preferred not to answer regarding the statement.
Vanderbilt provided me with a quality education
Of the 22 participants who responded that they have never given financially to Vanderbilt athletics, 90% (n=20) agreed or strongly agreed, 5% (n=1) neither agreed nor disagreed, and 5% n=1) preferred not to answer this statement. One-on-one semi-structured qualitative interviews were conducted with three separate groups of participants: Vanderbilt athletic faculty or coaches who currently or previously worked with diverse Black student-athletes; Black student-athlete alumni who had volunteered via the initial survey; and current black student-athletes. Group A consisted of athletic faculty or coaches, Group B consisted of Black student-athlete alumni, and Group C consisted of current Black student-athletes.
The first code included items from the research synthesis that related to Research Question 1: What do Black student-athlete alumni identify as their factors for giving back financially. The second code addressed Research Question 2: What might the undergraduate experience (academic, social, athletic) of Black student-athletes indicate about the likelihood of future financial giving. The themes in this code were drawn from themes in previous literature around this topic, which are also located in the research synthesis section of this paper.
Findings
Most Black student-athlete alumni place a substantial value on relationships as a factor in financial giving. I have no idea who the members of the development office are or what they do.”-Current Black Student-Athlete. The quantitative survey showed that most Black student-athlete alumni did not have a sense of belonging on campus among their peers.
The literature highlights the importance of social experiences for Black student-athletes. It is important for black student-athletes to know where their money is going and how it will impact them. Black student-athletes especially give to organizations when they know where their money is going and how it will make an impact.
Recommendations
Finding #3: It is important for Black student-athletes to know where their money is going and how it will make a difference. The current organization and responsibilities of the Office of Development do not result in enough interaction with Black student-athletes while on campus. In turn, this has resulted in the development office being unable to create meaningful relationships with Black student-athletes on campus.
Findings from this study indicate that relationships play a critical factor in Black student-athletes' decisions to donate financially to an organization. Vanderbilt athletics should develop a curriculum around philanthropy and teach it to all their student-athletes. Vanderbilt Athletics must work with the rest of the university to develop a university-wide plan that would increase accountability for Black student-athletes to be accepted as equally qualified as all other students on campus.
Conclusion
Appendices
Thank you for participating in my recent philanthropy survey for black student-athletes at Vanderbilt University. Your feedback is important to better understanding the factors that affect the financial giving of black student-athletes. Your participation in this study is extremely important to me and to Vanderbilt Athletics and can potentially help provide a better experience and philanthropy for Black student-athletes.
Your participation in this study is extremely important to him and to Vanderbilt Athletics and can potentially aid in better experiences and philanthropy for student-athletes of color. How was your sense of social belonging on campus with other students as a black student-athlete. How do you believe Black student athletes working with athletics improve Vanderbilt University financially?
In your opinion, can you explain the quality of education and living conditions that black student-athletes receive at Vanderbilt. What are your black student-athletes' experiences and relationships with faculty/staff outside of athletics.
An Examination of Factors Affecting Alumni Athletes' Donations to Their Alma Mater: A Case Study of a U.S.
