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Lived experiences of athletic administrators advancing athletic programming

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Lived experiences of athletic administrators advancing athletic programming

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Lived Experiences of Athletic Administrators Advancing Equitable Athletic Programming

Jason Marchena

Rossier School of Education
University of Southern California
A dissertation presented to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

August 2023

© Copyright Jason Marchena 2023
All Rights Reserved

The Committee for Jason Marchena certifies the approval of this Dissertation

Maria Ott
Don Trahan, Jr.
Marsha Boveja Riggio, Committee Chair

Rossier School of Education
University of Southern California
2023

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Abstract
Communities across the United States (U.S.) continue to experience a rise in crime,
increased use of illegal substances, increased health concerns, chronic K-12 absenteeism, and
fewer students pursuing college degrees. While all of these have underlying factors that lead to
these outcomes and various solutions can be instituted, athletic participation is proven and seen
to be effective in the reduction of these outcomes (Pate et al., 2000). Participating in athletics has
been connected to increasing school attendance, reducing drug use, improved health, and
increased acceptance and enrollment in collegiate institutions (Snyder & Spreitzer., 1990).
Athletics is also one area that is instrumental to adolescent success that does not require
significant budget modifications or restructuring. However, athletic programming is not always
equitable in marginalized communities as oftentimes these communities have limited access to a
variety of sports. Youth athletic administrators are tasked to ensure that all students receive the
benefits that are attributed to athletic participation. This study collected the accounts of athletic
administrators who attempt to advance athletic programming with an equitable lens. With the
challenges that marginalized communities experience, equitable athletic programming can be a
true proponent for change. The researcher interviewed eight athletic administrators using a semi-
structured approach to gauge a more informed understanding of strategies they use to provide
programming at an equitable level. The interviews provided a glimpse into the work that is done
when the system is not designed to provide athletics equitably. The accounts of the athletic
administrators also provided further understanding of the effect athletic programming has on
students, schools, and the community. The collection of this data provided a database of
information that can be shared with many athletic administrators who are dealing with similar

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challenges. Hence, the work is being done, it just needs a reinforced, collective, and strategic
approach.
Keywords: Athletics, Athletics Administrators, Equity, Marginalized Community,
Schools, Students, Sports

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Dedication
To my family and friends who are family, your love and support is unmeasurable. You all played
a huge part in my desire to pursue and complete this journey. I am eternally grateful for you all.
Thank you for allowing me to love and be loved.

To anyone who does not believe this is attainable, I just want you to know I am nothing special,
you too can accomplish this. I hope to continue to inspire because a title is just a title, it is what
you do that matters.

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Acknowledgments
All of the University of Southern California’s School of Rossier staff, you deserve a great
thanks for your unending support during my doctoral journey. To my Dissertation Chair, Dr.
Marsha Boveja Riggio, I would not have been able to do this without you. Your guidance,
patience, and expertise has blessed me. To my fellow committee members, Dr. Don Trahan, Jr.,
and Dr. Maria Ott, thank you for your continued support, feedback, and your expert knowledge
that was truly inspirational.
To mi amor, Laura Marchena. This journey was challenging, you helped me navigate
multiple responsibilities, especially our two little ones. Your natural proclivity to see me succeed
was visible not only in your encouragement but also in your action. Words can’t describe the
appreciation and love I have for you. Thank you for choosing to love me every day, it helped me
maintain equanimity during the program. I am incredibly blessed to call you my precious wife. I
love you unconditionally, Te amo, te quiero, te adoro, mi tesoro.
To my children Blair and CJ, I love you with every ounce of my being. I hope to have
made a great example that you would desire to follow one day. Never lose sight of your
joyfulness. You both put smiles on my face for just the way you live. May the Lord bless you
and keep you close. Trust always.
Para mis padres, su voluntad de mirar el miedo a la cara y seguir adelante es mi
inspiración. Rompiste las barreras generacionales en la forma en que nos criaste a mí y a mis
hermanos. Sus esfuerzos por allanar el camino para nosotros no pasan desapercibidos. Espero
hacerte sentir orgulloso. Te amo incondicionalmente.
To my siblings, our bond is unique, and I cherish it deeply. I imagine we are still kids
watching movies on a Friday night. Every moment we spent together was special and I will

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never take it for granted. Jeff, your ability to love is astounding, don’t ever lose sight of that.
Ang, determination is motivating, you paved the way for education in my life and for our entire
family, that step will continue to impact our family for generations to come. I love you
unconditionally.
To my nephews, you are all destined for greatness, follow the Lord always. I love you
unconditionally.

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Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ...................................................................................................................................... vi
Acknowledgments......................................................................................................................... vii
List of Tables ................................................................................................................................ xii
Chapter One: Introduction to the Study .......................................................................................... 1
Background of the Problem ........................................................................................................ 2
Statement of the Problem ............................................................................................................ 5
Purpose of the Study ................................................................................................................... 9
Research Questions ................................................................................................................... 10
Significance of the Study .......................................................................................................... 11
Definition of Terms................................................................................................................... 15
Assumptions, Limitations, Delimitations and Positionality ..................................................... 16
Conclusion ................................................................................................................................ 19
Organization of the Study ......................................................................................................... 20
Chapter Two: Review of the Literature ........................................................................................ 22
Search Description .................................................................................................................... 22
Theoretical Framework ............................................................................................................. 24
Review of Research .................................................................................................................. 27
Conclusion ................................................................................................................................ 42
Chapter Three: Methodology ........................................................................................................ 43
Research Design........................................................................................................................ 44
Research Questions ................................................................................................................... 45

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Setting ....................................................................................................................................... 46
Participants ................................................................................................................................ 46
Data Collection ......................................................................................................................... 49
Demographic Survey ................................................................................................................ 49
Interview Protocol ..................................................................................................................... 49
Procedures ................................................................................................................................. 50
Confidentiality Parameters........................................................................................................ 52
Data Management ..................................................................................................................... 52
Dissemination of Findings ........................................................................................................ 53
Data Analysis ............................................................................................................................ 53
Descriptive Analysis ................................................................................................................. 53
Thematic Analysis .................................................................................................................... 54
Reliability .................................................................................................................................. 57
Dependability ............................................................................................................................ 58
Confirmability ........................................................................................................................... 58
Validity ..................................................................................................................................... 58
Credibility ................................................................................................................................. 59
Transferability ........................................................................................................................... 59
Conclusion ................................................................................................................................ 59
Chapter Four: Findings ................................................................................................................. 61
Demographic Data .................................................................................................................... 61
Findings..................................................................................................................................... 64
Conclusion ................................................................................................................................ 91

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Chapter Five: Discussion .............................................................................................................. 92
Summary of Findings ................................................................................................................ 93
Conclusions ............................................................................................................................... 95
Discussion ................................................................................................................................. 96
Suggestions for Future Research / Recommendations.............................................................. 97
Recommendations for Future Research .................................................................................. 101
Conclusion .............................................................................................................................. 101
References ................................................................................................................................... 103
Appendix A: Email to Athletic Administrators .......................................................................... 112
Appendix B: Demographic Survey ............................................................................................. 113
Appendix C: Information Sheet .................................................................................................. 115
Appendix D: Informed Consent .................................................................................................. 118
Appendix E: Interview Questions ............................................................................................... 121
Appendix F: Overview of the Study ........................................................................................... 122

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List of Tables
Table 1: Demographic Survey Results 63
Table 2: Research Question 1 Themes 64
Table 3: Research Question 2 Themes 80
Table 4: Research Question 3 Themes 86
Table 5: Research Question 4 Themes 89

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Chapter One: Introduction to the Study
A lack of athletic participation for youth (see Definition of Terms) leads to increased
percentages of poor physical health, poor mental health, and unplanned teenage pregnancies
(Shephard, 2018). These factors are connected at a pernicious rate with marginalized
underserved communities (see Definition of Terms; Giovanna, 2021). Athletics need to be
available at an equitable (see Definition of Terms) level so all demographics and areas can
benefit (Altman et al., 2022). Areas that are marginalized are less likely to be involved in
athletics due to lack of accessibility and its equality driven model (Giovanna, 2021). However,
they are not always equitable, resulting in athletic administrators utilizing different strategies to
advance athletics at an equitable level. The paper addresses the lack of equitable athletic
programming by gathering a collection of the shared experiences of athletic administrators who
have advanced programs with equitable structure.
The efforts of these assiduous administrators have been influential and are strategically
focused. The phenomenology of this problem was explored by focusing on three different
stakeholder groups: Students, Schools, and Community. These stakeholders are vital components
to pursuing an equitable programming approach as voiced by the administrators. They provide a
significant perspective in community experience which highlighted the reasons why equitable
athletic programming is important.
The study followed Bronfenbrenner’s Ecological Model (BEM; Bronfenbrenner, 1979) to
understand the interactions of systems and external factors around student, school, and
community systems as related to athletic programming factors. Given this, studies have proven
that the environment plays a large role in the development of students, schools, and communities
(Ahern & Galea, 2011). Communities that are classified below the poverty line are more

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susceptible to trauma (see Definition of Terms) that impacts the schools, the neighborhood, and
adolescents (Blitz, 2020). Athletic programs significantly protect against criminal behavior,
increase student success both academically and socially, and foster good institutional reputation
(Jugl et al., 2021). The research suggests that when sports programming is provided with the
needs of a group rather than provided equally it is beneficial to communities (Kwartler & Baker,
2022). This is because athletic programming provided on the basis of equality manifests itself at
a huge disadvantage for marginalized communities because of the lack of accessibility to variety
(Ahern & Galea, 2011). Access to athletics at an equitable level can foster a solution to social
challenges that lead to factors that break down communities, such as illegal substance
consumption and gang affiliation. Athletic programming based on need can increase the
structured opportunities for the youth. These structured athletic opportunities can limit access to
elements that contribute to community breakdowns.
Background of the Problem
It's important to state that communities that are underprivileged, experience discrepancies
in many areas that are not related to athletics. While those areas are equally important, the focus
of this study is how athletics administrators utilize different methods to decrease some of the
discrepancies that may be caused by athletic programming inequity. To be effective in the
collection of narratives we need to understand how we arrived at the current state from three
different stakeholder groups, as previously mentioned: Student, Schools, Community.
Students
The background of the problem for students stems from the limited amount of
programming available. With limitations to availability, students at the edge of participation are
less inclined to commit to participation. At times students believe they are not good enough to

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make the team or a sport they have interest in is not offered. Additionally, perhaps the sport is
not offered because of the geographic limitation, funding needed, or field availability. The
conclusion is that this should not be the case. Many athletes who are good at a sport would be
great at others, but they are not accessible to them.
When students feel that they ‘belong’, it leads to decreases in suicide attempts, health
concerns, and increased graduation rates. Students who do not qualify for institutional teams or
do not participate in community athletic programs, find other hobbies to spend their time. These
hobbies are not often followed by social, emotional, or community-uplifting success. Some
students have expressed that the sport they have interest in is not offered in their school or area,
increasing the reason for their reluctance to participate. Competitive sailing, polo, golf,
equestrian sports, and tennis are just a few sports that the majority of marginalized students will
never experience or be exposed to because of the cost (Salisbury, 2020). Students are affected by
the lack of priority needed for athletics when financial strains present themselves (Calderon,
2022).
The COVID-19 pandemic has influenced the landscape of student athletic participation.
The shutdown forced athletic participation to cease which gave way for increases in depression,
heart disease, and other health-related issues amongst students worldwide (Calderon, 2022). This
adversely affected the level of motivation leading to a drop in participation. Recently a shift has
been documented in regard to athletic participation in the opposite direction, but the damage was
done. This is even more of a reason why there should be intentionality in having equity in
athletic programming.
The monetary requirement for athletic programming for students can oftentimes be a
factor. The connection between athletics and academic success is not universal and the athletic

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needs of students are placed second to needs for academic improvement (Chen, 2022). Athletic
programming can require allocation of tax dollars and because it is not a priority for academic
success, the students receive less and less opportunities to participate in athletic programs
(Ripley, 2013). Due to the correlation of funding and equitable athletic programming, athletic
administrators are forced to contemplate various methods to elicit participation and availability.
Schools
The background of the problem with schools is that lack of resources and competing
academic standards has led to the reduction of athletic programming (Chen, 2022). Schools are
responsible for ensuring student academic growth. When academic success standards are not
accomplished, the first step is to increase academic support at the expense of other programs,
mostly athletics (Chen, 2022). Marginalized community schools by definition are disadvantaged
in financial stability and resources, resulting in a detrimental side effect of reduced funding.
Schools do not see the academic benefit of athletics for students from an overall perspective
(Chen, 2022). Due to the perspective that athletics have no academic success benefit, athletic
administrators are again placed in situations that require strategic tactics to provide equitable
athletic programming.
Community
City planning designs have increased the difficulty of the uphill battle for equity as the
cost of living in many communities, especially marginalized ones, is increasing (Giovanni,
2021). A combination of health, economic, and cultural challenges combined with historical
exclusion from city development projects has provided the validation of the need-based
perspective on community advancement efforts (Giovanni, 2021). This is the initial blueprint for
why marginalized communities are categorized as such. Historically it is a systemic issue that

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has continuously plagued disadvantaged neighborhoods. To add to the disparity, many local
leaders have failed to remain culturally competent in alleviating the uphill battle for equity. The
solution has been to provide equally, which is not beneficial to all community schools because of
the severe difference in need (Meier et al., 2017). As planning does not include representation of
those most impacted, the underlying issues will continue, and facilities will include less athletic
space. As a result, overcrowding occurs and there are fewer athletic participation opportunities.
Statement of the Problem
Race, social economic status, and geographic connection (see Definition of Terms) all
play a significant role in the level of athletic participation for all, mostly affecting the
marginalized population (Reinburg, 2022). One of the common factors of poor adolescent
physical and mental health is depression (Paluska & Schwenk, 2000). Participating in
extracurricular activities has proven to lower the levels of anxiety and depression (Johnson,
2022). Athletic participation also provides a community that allows people to feel a sense of
belonging (see Definition of Terms) and unfortunately only one in four adults in the U.S.
actually plays (Datz & Blair, 2015). The percentages of those involved in athletics vary with age
and gender by being the highest (around 40%) for 18–25-year-olds and gets significantly lower
as individuals age (Datz & Blair, 2015). The same authors concluded after a Harvard University
Poll that there is a significant gender gap in athletic participation: men 35% and women 16%
(Reinberg, 2022). The problem is that advancing equitable athletic programming is a challenge
and also not seen as a viable solution of the most alarming and common negative effects that
impact people. For underserved communities, athletic participation is even lower and not
beneficial to all (Reinburg, 2022). Efforts have been made to elicit more access; however, the

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focus and strategy must be regrouped. The regrouping and reanalysis add to the reason why
athletic administrators have to be strategic in advancing equitable athletic programming.
The implementation of Title IX into programming planning facilitated an equality-driven
design that was beneficial in many ways but not equitable. Gender was the basis of
implementation as opposed to community design or financial status. Communities received
support to provide athletics equally amongst boys and girls but that did not mean it would be the
same for every community. To be effective in understanding the impact of the aforementioned
problems, we need to understand the impact on key stakeholder groups, as previously mentioned:
Student, Schools, Community.
Students
The problem with lack of equitable athletic programming in relation to students can be
traced to various aspects of society. Students that do not participate in athletics are more inclined
to become homeless (Sherry, 2010), have increased percentages of obesity (Hills et al., 2011),
have lower GPAs (Dilley-Knoles et al., 2010), be more involved in crime which can lead to
incarceration (MacMahon, 2012), and drop out of school at a higher rate (Staurowsky et al.,
2015). Participation does not always involve playing the sport. Participation also includes team
support roles such as managers, statisticians, media liaison, concessions, journalism, and
security. Students that do not participate in athletics often become more involved with groups
that do not promote educational and physical growth such as illegal drug dealers, gangs, and
many more. Students who live in a poverty-stricken household play team sports at least once a
day at a 34.7% rate, in contrast to 68.4% of students who play team sports at least once a day in
households with an annual income above $100,000 (Taras & Waddell, 2016). The limited

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availability for sports leads to lower academic standing, increased dropout rates, and decreased
college attendance from the national average (Staurowsky et al., 2015).
Students who are non-athletes are 31% more likely to develop anxiety and depression as
opposed to athletes (Pluhar et al., 2019). Less access to athletics or extracurricular activities has
historically imposed significant effects on students’ physical and mental health in addition to
their ability to earn college scholarships (Zimmerman, 2021). Students who lack participation in
athletics are not as successful monetarily and physically as their participatory colleagues
(Staurowsky et al., 2015). Students who do not participate in athletics are less academically
successful than students who do (Staurowsky et al., 2015). The evidence highlights the
connection between lack of athletic program execution and the overall lack of success of a
student (Carlson, 2015).
Children who do not have an opportunity to play for their school look towards
Community Based Organizations (CBO) for athletic programming. These programs have limited
availability, which has not equitably reduced the underserved percentage from an athletic
perspective (Taveras et al., 2017). Lack of athletic programming, as stated, increases depression
levels and depression has been proven to cause unhealthy issues related to weight (Brennan et
al., 2014). The same author stated these unhealthy weight issues related to depression have
grown at an alarming rate in low-income community school districts as a result of a lack of
equitable athletic programming (Brennan et al., 2014).
Schools
The limitations of athletic programming affect budgets, academic standing, school spirit,
student belonging, and institutional discretionary budgets (Altman et al., 2022). School budgets
are adjusted due to changes in financial support which oftentimes lead to eliminating certain

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athletic programs that are not as successful as others (Chen, 2022). This also leads to increased
student transfers decreasing discretionary funding as a result of the decreased per-pupil funding
the school receives. One of the identified reasons for student transfers is lack of facilities, sports
offered, and quality programs (Faryon & Crowe, 2011).
Interscholastic sports generate five billion dollars annually; even though much of that is
not attributed to the marginalized community institutions, it places a perspective towards the
revenue that schools can receive from athletic programs (NFHS, 2022). When athletic
programming is not provided effectively and equitably, a lot of financial gain is neglected (Butts,
2022). The lack of athletic programming for schools located in marginalized communities
creates an imbalance in the budget, reducing per-pupil funding, which creates a strain on the
budget and possible elimination of certain programs (Faryon & Crowe, 2011). Most school
districts distribute funding for athletic programming equally, everyone receives the same
amount, which was a starting point in the 1970s, but from a modern day perspective, it is not
equitable. The financial stability for institutional programs across the country differs from school
to school. Limited access continues to increase dropout rates and lower overall GPA which
significantly impacts the school internal structures.
Community
The statement of the problem in the community can be visible in the number of programs
available. Limitations of programs increase the number of youth involved in unsafe activity,
leading to increased incarceration of adolescent males per capita (Taveras et al., 2017).
Marginalized communities have higher rates of obesity due to less available community
activities and programs (Taveras et al., 2017). Less opportunities to participate in athletics in

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marginalized communities leads to higher rates of violent crime leaving community advocates to
ruminate over solutions (Olson, 2021).
Athletics bring communities together and if the community lacks athletic programming it
diminishes the chances of that community growing together and eliminating set biases (Riser-
Kositsky, 2021). When a community receives less opportunity to provide athletic programming
due to lack of funding, it is impacting the ability for adolescents in that community to achieve
success in the workforce (Edwards, 2015). Sports provide life skills that can lead to successful
work ethics which build a better workforce (Sherry et al., 2015). The lack of athletic
programming in communities contributes to the youth not having the same opportunity to build
those life skills (McHugh et al., 2015). Communities establish the infrastructure necessary for
residents of that community to thrive (Price, 2008). Marginalized communities struggle to
establish formidable infrastructures because of the lack of resources and accessibility. This issue
becomes a downward spiral of continuous challenges that go unresolved (Price, 2008).
Communities have a great impact on the influence that students and schools receive.
Communities are classified as a microsystem influence when addressing BEM. However, they
have many factors that influence their ability to develop equity. The factors that govern the
direction of the community are distance influences not directly connected. Their mindset for
change is universal and equality driven. As a result, marginalized communities do not get all
needs satisfied, which leads to increased difficulty to breakthrough.
Purpose of the Study
Using BEM’s theoretical framework (Bronfenbrenner, 1979), the purpose of the study
was to gain perspective of the strategies, concepts, methods, and tactics that are used by athletic
administrators to reduce the obstacles and challenges in providing youth athletics at an equitable

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level. Many administrators are inured to the lack of accessibility of athletics because the amount
of effort it takes to strategically plan is overwhelming. Without proper guidance, obstacles
become prioritized, and this should not be the case. There are too many students who are being
pushed to the side and taking a downward spiraling journey when a simple team could have
made all the difference.
The work is being done in pockets, silos, and individual institutions. More of the effort
needs to be collective by involving collegiate institutions, community partnerships, and
developing community strategies to increase student self-efficacy. Raising awareness is needed
on how athletic programming can be seen as a key component in the success of a student, a
school, and a community. Focusing on these different stakeholder groups will prepare a basis for
long-term foundational structures that will establish equitable systems. The optimistic thinking is
that the robust collection of data can be a turnkey to support other programs with similar needs
and enlighten leaders on the positive and cost-effective additional outcomes that athletic
programming can have if equitability was the infrastructure.
Students, schools, and community members want to be successful. One might say that
perhaps these stakeholders do not want to endorse athletics and that is a clear indication that one
of the concepts will require awareness. One can come to the conclusion that all students, schools,
and communities want to be successful. This is a method of providing a structure for success that
would not require millions. By witnessing an increase in sports provided, coupled with an
increase in variety that creates more opportunities to belong, all stakeholders will appreciate and
gain powerful understanding.
Research Questions
This study was guided by the following questions:

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1. Why is advancing equitable athletic programming important?
2. What are the challenges of equitable athletic programming?
3. How can advancing equitable athletic programming be improved?
4. What is the impact of athletic programming failing?
Significance of the Study
Athletic administrators all have differing foci on advancing equitable athletic
programming. This study revealed some common challenges that can possibly be tackled
collectively by providing common practices that are geared toward equitable athletic
programming. How athletics are supplemental to academics will adopt clarity and connection for
those who need to be made aware. The work that administrators are doing will have purpose and
the collection of thoughts and ideas can be universally shared for more programs and institutions
to follow. Relationships can be fostered to develop reinforced strategies and a step toward
equitability can be achieved. This study’s researcher focused on providing insight that is gained
through years of practice so that the number of years to become effective or knowledgeable in
the area of equitable athletic programming can be diminished. It is a constant ever-evolving
industry, but it is a disservice if efforts and tactics are not shared. The overall significance is a
well-rounded community that encourages partnerships for a unified purpose: awareness of the
significant benefit that athletic programming can have on all stakeholders: Students, Schools, and
Community.
Students
The significance of this study around students is that research obtained can be used to
increase athletic programming which will, in turn, support students in developing critical skills
needed in the workforce such as teamwork, leadership, and sacrifice. Students who are healthy,

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attend college, are mentally stable, and have solid support systems have a direct correlation to
athletic participation. Girls ages 12-17 who participate in team sports benefit from less
unintended pregnancies, reduce the risk of breast cancer, and have lower levels of depression
(Hanold, 2018). Athletes are held to specific standards in relation to participation in
extracurricular activities. Some of the standards include grade point averages, attendance, and
mandatory study halls. Healthier students have more successful academic experience compared
to non-athletes. These specific standards, even though it is a smaller population, lead to athletes
achieving higher grade point averages than non-athletes (Boone-Ginter et al., 2015).
Being an athlete in high school has a significant impact on the growth of an individual.
The high school years help set the foundation and trajectory for young people. The influences,
habits, and social groups all add to the overall development of an individual. Many times, this
can determine the level of success beyond high school. Athletic participation in high school
helps to better prepare students to be successful in college, as well as, leading to an increased
level of graduation compared to nonathletes. Males and females who played a sport in high
school are 41% more likely to graduate from college (Koebler, 2011). Athletic participation
simply leads to academic success not just determined by grade point averages (Boone-Ginter et
al., 2015).
Studies show that students who participate in athletics achieve higher incomes than
nonathletes in their adult years. Individuals in their forties who participated in sports at the high
school or collegiate level earned $11,500 more on average than students who did not (Taras &
Waddell, 2016). When students feel that they “belong” it leads to decreases in suicide attempts,
health concerns, and increased graduation rates. Students who participated in sports in high

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school have higher employment rates than non-athletes. Student-athletes are 49% more likely to
still be employed 8 years after high school graduation (Carlson, 2015).
Accessibility for students to experience sports that would never be offered in their
schools or communities would be a trajectory-changing milestone. Students may experience
motivation to play a sport they dream of, and that desire would propel them to future success.
Students in marginalized communities need consistency and structure in an unstructured
environment that marginalized communities oftentimes portray. The possibility for a new level
of athletic and academic scholarships, and the opportunity for equitable situations that foster
learning for each student is endless.
Schools
The significance of this study around schools is that research obtained can be used to
increase athletic programming which will, in turn, support schools in creating more opportunities
for students to achieve academic success, scholarships, and develop foundational tools that will
help in the overall growth of individuals. More opportunities outside of the school can lead to
increase in academic achievement and increase the school rating which can lead to monetary
incentives that now increase budgets. Significant percentage of households with an above-
poverty annual income were former athletes who donate and contribute to institutional
endowments (Nata, 2022). Institutional reputation is important and when an institute can say
they have a successful graduation rate, high level of post graduate collegiate attendance, and are
well known in their community it attracts donation, support, and buy-in. School culture plays a
significant role in the progress of a school (Shafer, 2018). Athletics facilitate great foundations
for school culture to flourish.

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School graduation rates increase when students participate in sports. As graduation rates
go up, more alumni are inclined to give back, donate, support in any capacity. The school’s
reputation is improved, which can catch the attention of benefactors that can provide internships,
post graduate jobs, classroom equipment, and so many more benefits. Schools would have
increased student retention rates which will reinforce per pupil funding. The school records will
indicate a lowered number of dropouts. It would decrease the number of students who take drugs
or students who become pregnant during their teenage years. It would increase student body
stability and spirit. Schools would be able to improve their portfolio and attract more students
and develop partnerships with colleges.
Community
The significance of this study around community is that research obtained can be used to
increase athletic programming which will, in turn, support communities around health,
relationship building, belonging for community members, collegiate partnerships, and stronger
economies. This leads to a community that positions itself to reduce health risk by providing
programs. When speaking about community impact, 95 percent of Fortune 500 company CEOs
were high school athletes (Carroll, 2015). If the youth are involved in some sort of athletic
programming, oftentimes this can translate to positive contributing members of society.
Reducing the number of kids on the street and increasing the number of kids involved in athletic
programming will benefit the community and its overall structure.
Better employment opportunities and employment quality are possible because of the
skills gained, but also jobs that are generated by athletic programming events. Statistics suggest
that sports make a difference beyond the game by bringing communities together. Communities
that are in need will have more free or cost-effective programs that provide platforms for

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community growth. The more community businesses, families, leaders, and other stakeholders of
community success are involved in athletic programming the better the community.
Accountability becomes a factor in the flow of the community.
Individuals who have participated in team sports have experienced the ability for sports
to build character. These experiences prepare participants for the challenges they will face as
adults. When a community is deprived of these athletic opportunities the negative impact is
highlighted in crime, and other related outcomes.
Athletics is a pipeline for relationship building and everyone needs relationships to
succeed. Limited athletic programming does not allow for relationship building, especially in the
most impactful type of community, the marginalized and underserved communities. The
community will see significance in the relationships that are built. Athletes are protected in some
ways because people like to support talent. The more athletes that are focused and participating
in a specific capacity the more a community is behind them.
Definition of Terms
Term Definition
Academic Eligibility Academic eligibility is the status that determines whether a
student will be able to practice and compete in varsity sports at
the collegiate level – and is typically determined using some
combination of a student-athlete’s high school coursework,
GPA, and in some cases class rank (Michelson & Joyce, 2021)
Asian A native or inhabitant of Asia or a person of Asian descent
(Collins, 2012)
Athletic Participation Involvement in sport related activity at any capacity (Deelen et
al., 2018)
Black A person belonging to any of various population groups of
especially African ancestry often considered as having dark
pigmentation of the skin but in fact having a wide range of skin
colors (Davis, 1991)

16
Belonging Affinity for a place or situation or feeling of connection with
something that dictates certain actions (Savage et al., 2005)
Equity/Equitable Quality of being fair and impartial, recognizing we do not all
start from the same and must acknowledge imbalances (Lewis et
al., 2020)
Falling Through the Cracks To fail to be noticed, assisted, or included with others (Merriam-
Webster, 2023)
Hispanic People of Mexican, Puerto Rican, Cuban, Central and South
American, Dominican, and other or unknown Latin American or
Spanish origin.

Marginalized Communities Marginalized communities are groups and communities that
experience discrimination and exclusion in political, social, and
economic dimensions (Giovanna, 2021)
Self-Efficacy One's belief in one's ability to succeed in specific situations or
accomplish a task (Bandura, 2022)
Students Elementary, primary, and secondary school aged youth
Trauma Exposure to an incident or series of events that are emotionally
disturbing or life threatening with lasting adverse effects
(Bonanno et al., 2017)
White Belonging to or denoting a human group having light-colored
skin (chiefly used of peoples of European extraction)
Youth Used interchangeably with adolescent

Assumptions, Limitations, Delimitations and Positionality
This research has several assumptions, limitations, delimitations, and also is impacted by
my positionality. Assumptions are formally based on the researcher's field of profession. Due to
the experiences on the job, the researcher has ideas that relate to the study outcomes. Same can
be mentioned when addressing the limitations of the research study.
Assumptions

17
The initial assumption is that all administrators endorse equitable athletic programming
as important to the growth of students, schools, and communities. The researcher was cognizant
that some athletic administrators are putting forth the effort and seeing the benefits firsthand.
Another assumption is that athletic administrators see the challenges and can articulate them
properly. The challenges can be difficult to identify but most importantly some might not see
certain things as challenges when others do. The third assumption is that athletic administrators
have solutions or more precisely long-term sustainable solutions rather than finger pointing. This
has been an ongoing phenomenology: not all solutions will hold the same standing or value and
perhaps some athletic administrators have not concluded any solutions. The final assumption is
that a collection of data and insight will be sufficient to provide long-term solutions. The
researcher assumed that this method would draw positive outcomes in the long term. The
researcher assumed affluent communities do not have these equitable concerns or issues with
athletic programming. As a male person of color who was born and raised in a marginalized
community, my positionality in this study comes with its set of personal experiences. I have
personally seen the benefits of athletics and have personally seen the effects of its challenges
which can lead to assumptions and also limitations.
Limitations
The limitations associated with the study total four. Limitation number one is finding
athletic administrators that are willing to voice their experiences freely. The free expression
aspect is geared toward any policy some administrations have that will impose reluctance to
share by some athletic administrators. The second limitation is athletic administrators sharing
their experiences without bias. Bias plays such a role because the researcher is developing a
narrative based on responses, some administrators may have grudges or discomfort towards

18
certain entities or stakeholders that cloud their judgment and invalidate the data. The criteria
require administrators who have been navigating through the field for some time, so experience
is a factor. Another limitation is when the collection of data is occurring. Athletic administrator
schedules can be rather full. Most of the in-person work is done after school while some may be
in the classroom during the day. Planning practices, sporting events, end of season events,
meeting with coaches, preparing student-athlete profiles, raising funding, and so much more can
play a role and cause some interviews to not be as robust as others. The researcher had to be very
strategic with outreach to administrators and be flexible with time constraints. The final
limitation is that athletic administrators that decided to participate can identify as administrators
that focus more on marginalized community programming. The researcher’s desire was to focus
on this population, but it limits the insight of more affluent area athletic administrators.
Delimitations
The delimitations in the study totaled two. The first was that administrators with five or
more years of experience were interviewed and the researcher excluded athletic administrators
with less experience that possibly had valuable information specific to this research. The second
delimitation was that reducing the number of athletic administrators that can provide valuable
feedback and information could lead to a “group think” situation with similar experiences in the
field from multiple athletic administrators. The researcher hoped to gather insight that had
experienced both challenges, failures, and victories as the project purpose I shared experiences.
This did not mean that athletic administrators with less than five years’ experience did not
experience enough but more so the focus is to assure the necessary collection of data.

19
Positionality
I am a 36-year-old Hispanic man of Latin American heritage living in the U.S., born and
raised in a marginalized community. I hold a Bachelor’s degree in Exercise and Sports Science
and a Master’s in Business Administration. I am currently an athletic administrator operating, but
most importantly, serving in a marginalized community. As a researcher, I bring the experience
of my cultural heritage, life experiences, and professional development to my work. I
acknowledge my relationship to the area of study, and my personal experiences growing up in a
marginalized community can solicit my own biases. I strive to be aware of my own biases and
recognize how these may shape my research. However, these experiences also enhance my
passion and desire to seek solutions.
Conclusion
As crime continues to rise, attendance to school continues to dwindle and is at an all-time
low, depression, physical health, and college attendance is diminishing. Administrators are in a
vital time to strategically plan. Athletics have been a proven factor to decrease these negative
effects of a growing society, and when they are provided equitably it can be instrumental in the
effective development of our students, schools, and communities. The work that is being done
needs to be shared so more have access and opportunity to benefit. Marginalized communities
that are home to predominantly people of color are being underserved in an area that should be
and is attainable with partnerships and collective work. Instead of the work being done in silos
and for individual entities, a more collaborative approach can establish a reinforced foundation.
Athletic administrators can provide a guideline of requirements to ease the burden but also have
more committed to the cause by raising awareness, identifying the gaps, and narrowing the

20
specific areas of effective support. It is not methods that need to be invented but rather methods
that can be more effective if executed differently.
Organization of the Study
This study is organized into five chapters. The first chapter addresses the background of
the problem, the statement of the problem, purpose of study, research questions that will guide
the study, significance of the study, assumptions, limitations, and delimitations. Chapter One
also contains definitions of terms. Chapter One explains how the problem is significant to study
and what types of benefits arise from finding a solution to the problem.
Chapter Two contains exhaustive research based on literature surrounding the topic. The
main aspects of the literature review will be geared to how athletics have been provided and the
reasons along with the effects of athletics at the student level, school level, and community level.
Chapter Two also is where the theoretical framework of the study is present that grounded the
study in its theoretical relevance and practice.
Chapter Three is the section where methodology is explained. The methodology
describes the design assigned to the research, the research questions, research participants,
collection of data, and the analysis of the data. Chapter Four is the analysis of the interviews
conducted, with data points and results based on coded material, and a synopsis of the findings.
Chapter Five will introduce the possible solutions from reviewed data and literature suggestions.
Chapter Five will house the recommendations based on the collected data from athletic
administrators.
The problem of practice in equitable athletic programming structure was studied utilizing
Bronfenbrenner’s Ecological Model (BEM). BEM is exceptional at describing how the
environment shapes the people. In this case, we can explore the effect athletics not being

21
provided at an equitable level can have on an environment (Gardiner and Kosmitzki, 2007). The
model comprises four, nested systems surrounding the individual: the microsystem, the
mesosystem, the exosystem, and the macrosystem (Bronfenbrenner, 1979). The microsystem
represents the personal connections between the individual and their surroundings. The
mesosystem includes two or more of the individual’s settings such as work and family. The
exosystem comprises the linkages between two or more settings, where at least one of those
settings does not directly include the individual. The macrosystem, considered the most complex
system, encompasses the culture, values, and overarching structures that affect the individual.
The stakeholders that guided the research all fall in the microsystem that directly impacts the
individual; however, the outer systems did play a role in the current landscape of equitable
means.

22
Chapter Two: Review of the Literature
This section includes an overview of the search descriptions used in this study. It also
discusses the theoretical framework of Bronfenbrenner's Ecological Model (BEM;
Bronfenbrenner, 1979). Human development is the result of interactions within several systems
and settings that can change as well as be influenced by external factors outside of the
individual’s direct control. BEM is explained in five different systems all surrounding the
individual. These systems are the influencing factors in development. The five layers of BEM are
Microsystem, Mesosystem, Exosystem, Macrosystem, and Chronosystem. The researcher
focused on the innermost layer which is the microsystem of which would provide insight into the
stakeholders’ experiences. The main areas that presented a robust set of experiences for the study
are students, schools, and community. Finally, the chapter contains a literature review focusing
on variables about and related to athletic programming. The following are the four research
questions:
1. Why is advancing equitable athletic programming important?
2. What are the challenges of equitable athletic programming?
3. How can advancing equitable athletic programming be improved?
4. What is the impact of athletic programming failing?
Search Description
The researcher utilized various search engines to gather scholarly articles for the study.
The most common search engines the researcher utilized were University of Southern California
(USC) Libraries, Google Scholar, Reserves, and textbooks. To narrow down the search for
scholarly articles the researcher typed keywords such as: athletic programming, marginalized
community challenges, extracurricular participation, current attendance trends, methods used for

23
equitable programming, crime and underserved communities, poverty prevention systems,
mental and physical health benefits of athletic participation, sports that are not accessible to the
poor, marginalized community influence, and how to make a difference using sport. The scope
of this research is finite in relation to the sample area. The sample area has limitations in its
available content due to thorough analysis not being fully explored. The researcher has exhausted
the literature in this topic for the sample area. Related areas in proximity to the sample area have
been analyzed to gain a more robust understanding but the sample area itself is in the beginning
stages of detailed analysis.
A systematic approach was conducted to exhaust the research available. The researcher
analyzed the youth in the U.S. from a general perspective: the challenges, statistics, overall
experiences faced in modern society. This set up a basis for analysis in relation to how athletics
impact the youth. The researcher took a similar approach with schools as the stakeholder of the
analysis. The researcher focused on the experiences in communities as a path to connect the
impact that athletics have on the community. The researcher then embarked on analysis of
athletic programming as it related to society. The individuals who manage the athletic
programming, the athletic administrators, are vital components to analyze for the purposes of the
literature review. The researcher then analyzed three stakeholders: students, schools, and
community, in relation to athletic impact. Analysis of what has seen success is important to the
literature review and the researcher analyzed successes in relation to athletic programming to
provide a more in depth understanding of the nature of the topic. The key concepts from the
research questions guided the searches. The key concepts revolved around advancing equity,
challenges, improvements, and failure.

24
Other areas researched were around Bronfenbrenner’s Ecological Systems Model (BEM;
Bronfenbrenner, 1979) and what each system actually houses in regard to influence. It was
important to the researcher to identify the systems that each influence belongs to. This allowed
proper analysis of BEM in relation to the study because BEM grounds the study and the research
questions that tried to gain insight into solving the problem of equitable athletic programming.
Without proper understanding of what influences are direct (microsystem) or distant
(macrosystem) the researcher will not know what is within the scope of control to provide
recommendations in Chapter five.
Theoretical Framework
The utilization of BEM (Bronfenbrenner, 1979) to guide the research allowed the
researcher to stay within the means of the study. A study of this nature can leak into other factors
for the positive influence of stakeholders as well as the negative. BEM is exceptional at
describing how the environment shapes people, and the child's development and how it is
affected by those around them. Bronfenbrenner believed that a person's development is impacted
by their environment. BEM is broken down into three features to assist in the understanding of
its implementation. Firstly, the development of a human being is viewed not merely as tabula
rasa of which the environment makes its impact, but as a growing dynamic entity that
progressively moves into and restructures the social environment in which it resides
(Bronfenbrenner, 1979). Secondly, the environment also exerts its influence, requiring a process
of mutual accommodations of which the interaction between person and environment is two-
directional (Bronfenbrenner, 1979). Lastly, the environment is not limited to a single immediate
setting but is extended to incorporate interconnections between settings influenced by larger
surroundings (Bronfenbrenner, 1979). In this case, we can explore the effect athletics not being

25
provided at an equitable level can have on an environment (Gardiner & Kosmitzki, 2007). The
idea that people stay the way they are due to biological structure is the thought process that
Bronfenbrenner set out to change. If the focus is set on the environment instead of biology for
change to happen, then success will increase. An environment that is well-saturated with athletic
programming, especially at an equitable level can propel the individual in that environment to
break a mold, cycle, or expectation. To help those that are less fortunate we also need to change
their surroundings (Bronfenbrenner, 1979).
The model comprises five nested systems surrounding the individual: the microsystem,
the mesosystem, the exosystem, the macrosystem, and the chronosystem (Bronfenbrenner,
1979). The microsystem represents the personal connections between the individual and their
surroundings. This system is closest to the individual with which they have direct contact such as
home, school, and work. The microsystem typically includes family, peers, or caregivers and the
relationships are bidirectional which means that your reactions will direct how they will treat
you. The microsystem establishes that environments that are wealthy will dictate wealthy
lifestyles and a marginalized environment will dictate marginalized lifestyles. A student's parent
encourages them to play as opposed to a student whose parent encourages them to work and not
play sports.
The mesosystem includes the forces of connections around the individual such as parents
with teachers and teachers with peers (Bronfenbrenner, 1979) The relationship between a parent
and a teacher, if not positive, can hinder the ability for the child to succeed. A student that comes
from humble beginnings will most likely not be exposed to sports that come with a high price tag
or are not offered in their environment because of means (Bronfenbrenner, 1979).

26
The exosystem comprises the linkages between two or more settings, where at least one
of those settings does not directly include the individual (Bronfenbrenner, 1979). For example,
the parents with their bosses, the peers with their parents, and the teacher with the principal. The
traditional way of providing sports is out of the control of the students who participate. They are
influenced by the decisions of others (Bronfenbrenner, 1979).
The macrosystem, considered the most complex system, encompasses the culture, values,
and overarching structures that affect the individual (Bronfenbrenner, 1979). The background of
a student plays a significant role in their ability to succeed. What they preserve and experience is
significant. A student can be intelligent but if not cultivated in an environment that is conducive
to their growth and ability they can fall into the cycle. A student who perhaps is talented as a
swimmer but never gets the opportunity to swim competitively because of lack of access can be
the link to either poverty or wealth. A student who does not qualify for the school team and then
does not get the opportunity to belong, can choose other recreational means for entertainment or
hobby. The unfortunate side of that is that in marginalized communities those other choices are
not great due to the environment. Choices are not forced but can be limited. Environments have a
huge impact on decisions.
The chronosystem is related to time, which changes everything over the course of
someone's life (Bronfenbrenner, 1979). A student whose parents become divorced or comes from
a single-parent home are already at a disadvantage because of their environment. A district who
restructures and reduces the allocated funding for specific sports or programs will have an
overarching effect on the individual. All of these situations are out of the control of the
student/child but will impact them greatly. The environment that was set in the past has now
evolved and a restructure of the environment will be beneficial. The researcher selected BEM as

27
the theoretical framework for its correlation with what and how you build determines so much in
the trajectory of an individual's life. Why not build it excellently or make adjustments to improve
it as time goes on? Multiple accounts reveal that within the communities, whether marginalized
or affluent, one thing is common, those who participate in athletics are healthier, perform better
academically, and are ultimately more successful.
Review of Research
The research questions for this study are the basis for the researched literature in this
section. The researcher explains what athletic programming is and how athletics are being
provided by administrators. This section also explains how students are affected by their
environment and how athletic programming makes a difference in their human development. It
also shows how athletic programming lacks equity from a student perspective and what can be
the result of a change. The section also discusses how schools and athletics are related and the
outcomes of flourishing relationships. This section analyzes the connection between community
and athletic programming. It is important to research the programs that are succeeding. From a
general standpoint the youth of today's world have challenges, along with schools and
communities, that have no correlation with athletics. These factors are discussed in the review of
research. How it is provided, and how it can be more effective if provided equitably. The section
concludes with an overview of athletic programs that are having some success in finding
equitable opportunities for marginalized youth.
Youth
Technology can amplify the challenges that modern day young people face (Morin &
Gaidin, 2022). Young people have always faced their share of challenges in an ever-changing
world, but modern-day youth are experiencing unique challenges specific to this generation

28
(Morin & Gaidin, 2022). Social media has played a significant role in the inappropriate content
that modern-day young people are exposed to (Morin & Gaidin, 2022). A large percentage of
youth expressed reasoning behind their depression was related to a social media situation (Nesi,
2020). It is estimated that 4.1 million young people will have a depressive episode in their
teenage years. That’s 17% of our total youth population in the U.S. The alarming fact is that
depression is so much more prevalent in female teens than in males. Female teens who reported
being depressed were at 25.2 percent, while males reported 9.2 percent. This shows that due to
the confluence of many forces, each experience is unique in its own sense (Lerner, 1995).
Depression is not the only challenge facing youth via social media. Roughly about
twenty-two percent of U.S. teens have experienced bullying since 2019 (Morin & Gaidin, 2022).
Social media has raised awareness and knowledge of life for many teens but has also made
things such as bullying more pervasive and invisible to the public (Morin & Gaidin, 2022). The
same author stated that cyberbullying has replaced bullying as the most common type of
harassment, especially in teens. The issues for students are not being addressed equitably and
consistently. The suggestion to lower these disappointing statistics is to talk to teens about them,
which is easier said than done
Sexual activity has also become more prevalent which can lead to various factors
impacting the development of the youth. By 2009, almost fifty percent of high school students
had sexual partners. By 2019, this percentage has dropped to thirty-four percent. This was a
decline of about sixteen percent which is surprising considering exposure to sexual elements has
increased. The alarming fact is that while less have had sexual partners more young people are
sexually active. This makes the connection that social interaction has declined but once that
barrier is breached, the activity is increased. The reason or importance of this concept is that less

29
awareness of the dangers of sex are being entertained which is leading to an increase in sexually
transmitted diseases—twenty-six million new sexually transmitted diseases to be precise.
The youth of today struggle with drug use; however, currently drug use among teens is in
a decline. This does mean the youth are partaking in less social consumption but those who are
involved with drug use are partaking at a higher rate than in previous years (Morin & Gaidin,
2022). Similar concept to sexual activity, once the barrier is breached, the control of intake
suffers. Similarly with alcohol, consumption as a whole is in decline, however, teenage
consumption is still at twenty-six percent. The toll that alcohol and drug use take on teenage
brain development is scary when twenty-six percent of our entire teenage population are
consuming alcohol regularly.
It is important to note that adolescent obesity is on the rise, considering how more
sedentary activities are available such as gaming due to its increase in popularity within the last
20 years. Obesity in Hispanic and Black communities is more prevalent (Hales et al., 2017).
These communities are often identified as marginalized. This suggests that teenagers have
multiple distractions and challenges, but marginalized teenagers have a much more difficult path
to healthy and thriving lives.
The youth are facing some challenging times in regard to education. While dropout rates
have dropped significantly in the last fifty years, the impact of COVID has really affected the
slight increase in high school dropouts (Matschke et al., 2023). The same author also explained
this is not giving justice to the entire narrative as marginalized communities students are
dropping out and always have dropped out of high school at a higher rate. Statistics show that
students who graduate high school earn about two hundred thousand dollars more in a lifetime
than students who do not (Morin & Gaidin, 2022). Students that are troubled are not the only

30
ones dropping out. Pressure to receive acceptance to good schools in a rising competitive
environment is causing students to burn out, impacting communities all around.
Pressure to be popular, relevant, important, and so many other factors are factors of peer
influence. Students are pressured to participate in sexting, which has long term consequences. It
has become the norm, and despite efforts to not engage, young people still do it because they do
not want to be labeled negatively. Peer pressure has for years been a strong factor in the impact
of teenage decision making. The shows that have been produced, movies, and videos, have very
impactful messages and the youth are not equipped to handle the influence.
Perhaps every generation shares the same thought that it is difficult to be a teen in this
modern society. Each generation has its own battles to navigate but modern-day isolation
presented by a combination of COVID and social media is definitely unique with this generation.
Never have teens needed more guidance than now (Morin & Gaidin, 2022). The availability of
inappropriate material is prevalent, and adults need to guide the youth through all these daunting
challenges.
Schools
Modern-day learning institutions are struggling to keep students engaged and enrolled
(Cui et al., 2023). The COVID-19 pandemic impacted the level of learning for multiple schools
and less students are attending college than ever before. This can be harmful for many types of
schools. Private and public will both see the impact of less young people attending school. Public
schools rely on per-pupil funding to facilitate programming. With fewer students in attendance
the per-pupil funding can impact the number of staff that a school hires, activities that a school
provides, curriculum that a school implements, and many other institutional related things that a
school can provide. Perhaps the most impactful situation that schools are facing today is a

31
teacher shortage (Sutcher et al., 2019). Staffing schools has been the area that has received much
of the focus and attention in the education field (Ingersoll & Tran, 2023). When schools are not
staffed well, the level of instruction is affected greatly. This is happening in every community
whether affluent or marginalized. The marginalized community schools are seeing a larger dip in
the level of instruction (Ingersoll & Tran, 2023). This is adding to the challenges that
marginalized communities face and is further increasing the gap in accessibility.
Pressure from online-based institutions is also challenging traditional-based schools.
More parents are opting for homeschooling settings because schools are faced with ethical
situations, school environments, and homeschooling outperforming traditional students
(Davidson, 2023). Homeschooling saves fifty-six billion dollars in taxpayer money annually and
it costs between seven hundred and one thousand, eight hundred dollars, annually, to home
school (Davidson, 2023). There are so many factors advocating for traditional schools not being
the only option for instruction and schools are feeling the pressure to innovate as an attempt to
increase enrollment.
Community
The development and infrastructure of a community is extremely influential in the path a
student takes during the formative years (Brennan et al., 2007). Schools expend countless
resources to uplift communities across the country because they know the influence that
communities have on students (Bowman, 2022). There are nearly 17 thousand corporations that
are focused on community development who employ hundreds of thousands of people earning
billions in revenue and the same in assets (Glickman, et al., 1998). It is safe to say that
community engagement is important and developing the community will develop the people who
live in those communities. However, most communities that thrive have the resources and

32
infrastructure to thrive. The marginalized communities have to continuously find avenues around
the challenges. There are thousands of non-profit organizations using their resources to build
lasting foundations for communities to thrive. Young Men Christian Association (YMCA),
National Association for Advancement of Colored People (NAACP), partnerships with
universities, small businesses invested in their community, advocacy groups, and so many more
develop campaigns to bring about change in the community. These efforts are not in vain, and
the benefits are visible and proven. However, crime is rising not because of lack of effort but
because of lack of resources. There are 2,700 YMCAs in the country that service around 10,000
communities, both affluent and marginalized. This may seem as a wonderful thing, and it is but
not all people benefit from services such as YMCAs. In the U.S., there are 18,500 communities.
This means 8,500 communities, most of which are marginalized, do not have facilities,
programs, or a community outlet such as a YMCA. This gap is a realization that more needs to
be done.
Athletic Programming
Athletic programming is any form of organized and structured activity that involves
sports, exercise, individual competition, and team competition that can be played from an
interscholastic, intramural, or community setting. In this study athletic programming is not
television production programming that features athletics but actual physical participation in
some form. Athletic programming is a powerful influence in bringing communities together
(Darnell, 2010). The same author explained athletic programming can have influence over
political agenda. Athletic programming contributes to peace in some instances while also
developing leaders who uphold the peace (Kang & Svensson, 2019). Students benefit from
athletic programming as it provides a platform for friendship and shared experiences (Svensson,

33
2018). Athletic programming creates jobs for students developing a sense of pride and belonging
(Dwyer & Gellock, 2018). The number of people involved in athletic programming far exceeds
just the athletes. Being involved in something can give a great sense of purpose especially with
the youth and athletics programming that provides that platform (Cooper, 2016). Athletic
programming is one thing but can have many different forms. Athletic programming at the
primary and secondary school level is different than athletic programming at the collegiate level.
Communities have differing experiences in regard to athletic programming. Some are provided
with an influx of variety while others are limited (Chaplin et al., 2014). The affluent and the
marginalized do not have the same experiences related to athletic programming (Chaplin et al.,
2014).
Instances have revealed that lack of equity in athletic programming can be detrimental to
a community. The passing of Title IX shifted the way programs were functioned and funded
(Valentin, 1997). An equality-geared method was adopted. A shift in direction was born. An
equality method is not beneficial as the need for programming must be shifted to an equitable
approach. In particular, athletics play a huge role in the ability for entities to make a difference.
One of the problems is that not every community is receiving the necessary support. With the
implementation of Title IX, the program support has adopted an equality-driven template. Equal
support, while being a step in the right direction, is ultimately not beneficial to all types of
communities due the differing levels of community success. This is why an equitable approach
towards the delivery of athletic programming should be adopted at an equitable level for all
community needs.

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Athletic Administrators
Athletic administrators have a unique role to manage and lead athletic programs
(Blackburn et al., 2013). The nature of an athletic administrator's responsibility is not centered
around athletic programming but rather how athletic programming can enhance the student, the
school, and ultimately the community. An understanding of these three stakeholders is vital to
fulfilling the mission for providing athletics. The needs are different from one community to the
next, but the mission and purpose stay the same. There are six goals that the National
Interscholastic Athletic Administrators Association (NIAAA) says athletic administrators should
strive for. None of those goals is to win games. These guidelines of responsibilities for athletic
administrators are centered around development of students, schools, and community.
The high school administrator shall establish an athletic program that ensures a
cooperative, supportive, and participative environment for all students, coaches, faculty, and
parents (Blackburn et al., 2013). Athletic administrators are tasked with establishing atmospheres
of open communication with all students, schools, and the community. They develop procedures
to discuss tough topics for the purpose of solution-oriented practices. Informing parents is a key
component of the athletic administrator’s duty because parents are a microsystem influence on
students, schools, and communities. Athletic administrators are responsible to have constant
communication with the community that they are serving inside and outside the school. BEM is
present in all these systems of influence. The connection can be detrimental if not operated
correctly. This is why the athletic administrator’s job is so important and influential. They have
sources that can help all stakeholders grow for the greater good of society.
Athletic administrators have to be innovators and be visionaries to create goals beneficial
to the parties they serve because their responsibility is so grand (Blackburn et al., 2013). They

35
need to be up to date with the latest research in regard to athletic impact. Assessment of the
needs is necessary to gauge the level of influence of certain components of their work. By
assessing the needs, they are required to plan accordingly. Once the plan is developed, they must
gain community resources to implement the plans of action. Again, the influence of athletic
administrators on the community is visible in the plan implementation. The plan is necessary
because it might rely on the influence of macrosystem components to impact students, schools,
and communities on a micro level.
Athletic administrators need to provide leadership that is proactive and positive
(Blackburn et al., 2013). The manner in which they lead can have physical, mental, and social
benefits (Blackburn et al., 2013). Providing educational tools for coaches, students, faculty, and
parents is vital to the growth of a program. These factors increase the level and quality of
influence. The development of a positive atmosphere is also a responsibility not to be taken
lightly for athletic administrators. The athletic administrator needs to harness the opportunity to
invest in coaches, students, and the community positively and morally. They have to anticipate
situations that can harm or grow the programs because those programs grow people, schools, and
communities. Ensuring safe and orderly environments can also set the tone for communities to
follow. In a landscape that has experienced so many emergency situations when dealing with
shootings, administrators can set the tone for parties to feel a bit safer by implementing
emergency action plans.
Expressing, showing, and maintaining sound accountability systems is a component that
athletic administrators have to take into consideration (Blackburn et al., 2013). They have to
assess, prepare, and seek to improve all the systems in place. This is valuable in how this
influences the stakeholders they serve. Coordinating with other departments shows cooperation

36
among organizations that is a factor in the impact they will make. Athletic administrators have to
conduct safety checks, teaching techniques, recognition practices, contributions, and
achievement are all important elements to the total service they provide.
Cooperation with so many different parties is a blueprint for success and an important
responsibility for athletic administrators (Blackburn et al., 2013). This helps promote
characteristics that are necessary for success in society. It promotes selfless behaviors and
develops healthy citizens, especially if they are impacted in adolescent years. A code of conduct
can streamline the message or the expectations that a program desires to accomplish. Clear
messaging around requirements of participation is necessary for successful programming and
eventual influence. Commitment to ethical behavior and modeling that with established systems
if needed. Ultimately, athletic administrators are responsible for genuine respect.
Following rules, maintaining integrity, ensuring policies are being followed is powerful
when a program is skilled in this area (Blackburn et al., 2013). Placing importance on these
factors is influential in so many regards. This information is not to be sheltered but shared. This
allows for proper development of procedures that can trickle to outside programs and organize
multiple parties. The awareness of modifications of those changes and how to share that
information determines how the program responds to challenges. Perhaps, one of the best aspects
of athletic administrators is that they can share how to enforce rules and regulations effectively.
As athletic administrators play a role in the influence that students, schools, and communities
receive, it is important to understand what they are tasked to do outside of equitable athletic
programming advancement. Understanding the responsibility can help gauge the nuances related
to how students are impacted by athletic programming and how influential it is to the overall
development.

37
Students and Athletic Programming
The demographic of people most affected by health, in particular obesity, are non-
Hispanic Whites (Brennan et al., 2014). However, obesity is more prevalent among Hispanics,
Blacks, and other marginalized groups with the exception of Asians (Brennan et al., 2014). There
is a lack of health equity when comparing communities. Socially and economically
disadvantaged communities that are underserved indicate discrepancies in health equity (Brennan
et al., 2014). A common trend in comparing these communities is a lack of equity in athletic
programming (Brennan et al., 2014). A low-socioeconomic labeled area has higher rates of
obesity and depression (Brennan et al., 2014). These same communities have increased rates of
unplanned pregnancies, depression, and breast cancer strictly amongst those who identify as
females (Hanold, 2018). Within these same communities that are high risk, adults and children
who participate in some form of athletic programming show decreased numbers of health
concern (Brennan et al., 2014). The problem is there is a lack of equity in athletic programming,
and this could be the key to health reform for marginalized communities. Obesity interventions
in underserved communities expose the connection of health and economic status. Communities
that are high on the economic status chart should not have a higher health status because of that
status (Brennan et al., 2014). The bigger problem is the lack of evidence demonstrating
effectiveness within the physical, economic, social, and cultural context that is relevant to
socially disadvantaged and underserved populations (Brennan et al., 2014). The lack is clearly
visible but there is also a lack of actual confirmation that intervention or desire to create equity
has been conducted. Obesity among minoritized/low socioeconomic communities continues to
rise despite efforts (Brennan et al., 2014). The weight-loss barrier in these communities has not
been overcome even with implementation of programming for weight loss (Brennan et al., 2014).

38
Once again equality is not the goal but is a start. These socioeconomic communities require
additional programming to raise the equity level. Culturally sensitive interventions efforts for
health in socioeconomic communities have to rise and are rising (Brennan et al., 2014). Health
does not just involve weight. Mental health is also improved in the presence of athletic
programming. Nonathletes are 31% more likely to develop anxiety and depression as opposed to
athletes (Pluhar et al., 2019). In conclusion, work on the effects of health in underserved
communities has been thoroughly examined; however, they lack intervention. To take the next
step past equality to more equitable athletic programming is improving the health of
marginalized communities.
With an increase in availability, students at the edge of participation can now be more
inclined to commit. At times, students believe they are not good enough to make the team or a
sport they have interest in is not offered. Additionally, perhaps the sport is not offered because of
the geographic limitation or funding needed, or field availability. The conclusion is that this
should not be the case. Many athletes who are good in a sport would be great at others, but they
are not accessible to them.
When speaking about success, 95 percent of Fortune 500 company CEOs were high
school athletes (Carroll, 2015). If the youth are involved in some sort of athletic programming,
oftentimes this can translate to positive contributing members of society. To discover ways to
reduce the number of kids on the street and increase the number of kids involved in athletic
programming. When students feel that they “belong” it leads to decreases in suicide attempts,
health concerns, and increased graduation rates.

39
Schools and Athletic Programming
Physical and mental health can greatly benefit from an improved or equitable level of
athletic programming amongst all communities, but it would not be the only benefit from
improved equity. Students who participate in athletics are also more academically successful
than students who do not participate in athletics. Healthier students have more successful
academic experience compared to non-athletes. Students who participate in athletic
programming, when offered, have significantly higher Grade Point Averages (GPA) than
students who do not (Boone-Ginter et al., 2015). In addition, students who participate in athletic
programming have lower rates of absenteeism than those who do not (Boone-Ginter et al., 2015).
Higher rates of absence will result in lower GPA’s (Boone-Ginter et al., 2015). Boone-Ginter
(2015) stated that structured athletic programming participation has many positive academic,
behavioral, psychological, and young adult outcomes. Participation in athletics will raise the
level of grades, graduation, and test scores (Boone-Ginter et al., 2015).
Communities that lack athletic programming are at a clear disadvantage because of the
limited participation due to limited programming. Dropout rates are higher in marginalized
communities among students but significantly lower in those same communities for students who
participate in athletics (Boone-Ginter et al., 2015). This suggests that more athletic programming
can significantly change the level of absences, but with limited programming and lack of equity
in the programs available it will remain an issue (Carroll, 2015). Athletic participation increases
the level of collegiate success academically, workplace success after graduation, and overall
wealth (Boone-Ginter et al., 2015). The Value of Interscholastic Sports: Impact of Athletic
Participation on GPA and Graduation Rates (Boone-Ginter et al., 2015) is a well conducted
study with clear indication and data connected to the effects of athletic participation and

40
academic achievement. It takes a deep dive into the studies already conducted by many others in
the field. In conclusion, athletic programming will improve the health and academic success of
an individual. Participating on a team will create accountability and force students to maintain a
specific GPA to remain in participatory status. Not all individuals or students enjoy sports but
those who do and just do not have the availability to participate, due to a lack of resources, are
severely disadvantaged and underserved.
Community and Athletic Programming
Health and academic success are significantly influenced by athletic programming,
especially amongst adolescents in underserved communities. The lack of facilities also adds to
the lack of athletic programming, which impacts mostly marginalized communities. Fifty percent
of public schools in the U.S. require at least one major facility repair (Alexander & Lewis, 2014).
According to the American Society of Civil Engineers (2015), schools in the U.S. have the
lowest graded structures and have been estimated to cost $268 billion to improve. Marginalized
communities have less exposure due to many reasons but one of those reasons is lack of facility
and facility repair (Eitland et al., 2017). College recruiters are reluctant to venture into
marginalized communities because some of those schools do not have athletic facilities. It
creates the idea there might not be any talent in that community worth the trip (Eitland et al.,
2017). Some programs are forced to travel for tournaments to expose athletes to collegiate
recruiters, but most programs do not have the means, hence the reason for equity. Facility
upkeep is very important to the overall success of a student (Duyar, 2010). McNamee and Miller
(2004) made the discovery that intelligent students in marginalized communities are impacted by
environmental structures. This suggests that many who have the mental capacity may be
impacted by facility and health constraints. A community that is impacted economically and

41
lacks equity can have the negative impact of students slipping through the cracks. Students, if
placed in a different environment, can succeed (McNamee & Miller, 2004).
Success of Athletic Programming
Athletic programs have seen success and those that have seen success have similar
components making that success possible (Blackburn et al., 2013). Programs that are provided
resources with a combination of hard working and skilled athletic administrators see success.
Resources are available at different levels depending on the community and infrastructure a
school has but the common denominator is hard working and skilled (Blackburn et al., 2013).
These factors are not available to all communities but shed light on what is needed.
The schools that are receiving more athletic scholarships for their students are private
high schools. Private high schools tend to have more resources available than public schools.
They succeed in regard to equity building, in offering more variety in sports and more
accessibility to programming. Much of the resources stem from alumni relations and other
infrastructures in place that many public schools lack. The reason for the absence of proper
alumni relations is because public schools receive government funding and raising money for
athletics is not usually a priority. Private schools need the funding to operate effectively. This is
important because it puts in perspective that the programs that succeed are more established in
their understanding of need. Parochial schools in the inner-city urban environment are graduating
at a more effective rate, while public schools graduate about ten percent less than private. It is
easy to distinguish that private schools provided more established athletic programs that offer
more variety and have a larger percentage of participation.
Community-based organizations such as the YMCA that have national recognition and
established fundraising campaigns are also seeing success in their participants reaching college.

42
However, programs similar to YMCA do have increased challenges depending on the
community. The community plays such a significant role in the progress of students and schools.
In the urban inner-city setting, affluent community schools graduated a larger percentage of
students than marginalized community schools (2016). It is a pattern that is worth mentioning.
Schools that have more equitable athletic programming are more successful at graduating
students than schools with limited variety and resources.
Conclusion
Participation in athletic activities has positive benefits in so many aspects. The
percentages of those who participate in athletics achieving success is higher than those who do
not. The problem is that athletics is not accessible at an equitable level and some demographics
do not have the choice to participate in a sport simply because it is not accessible. This places
those in marginalized communities at a disadvantage that should not exist. Athletics should be an
area that is not limited by economic differences. Athletic administrators are tasked with the
overwhelming challenge to expose students, school, and communities to sports that would
possibly be out of reach if it was not for strategic approaches. The challenges that arise in that
effort can be overwhelming, which calls for a unified effort to support this cause —the cause to
raise the chances of more marginalized communities to be placed in positions to succeed. This
can be done by athletic programming to be provided based on need. In Chapter Three, the
researcher discusses the methodology used to complete this study. It provides detail on how
athletic administrators were selected and how they are advancing equitable athletic programming
with their students, school, and communities.

43
Chapter Three: Methodology
Accessibility of athletic programming lacks equity in many areas but mostly within
marginalized communities. The underserved communities are the most negatively affected
because of the level of crime, school attendance, and health. Athletics have been proven to
specifically target these scenarios as student-athlete grade point averages are higher, college or
university application and acceptance is higher, athletes are healthier both mentally and
physically, and student-athletes do not involve themselves in situations that are connected with
crime because they usually have adult investment aside from parents or guardians.
The study followed BEM to understand the interactions of systems and external factors
around student, school, and community systems as related to athletic programming factors.
Bronfenbrenner stated that if a child has at least one person who is devoted to them
unconditionally that their chances of survival and success are higher. Society today makes it
even more difficult for parents and guardians to become involved because of the need for work
due to inflation, multiple responsibilities, and other factors that play significant roles. This is
even more prominent in a marginalized community household. How can this be addressed? Add
more sport programs in schools and communities. Allow more individuals to navigate life with
young people so the burden is not isolated but done collectively and in their adult years it will
produce citizens that are positive members of society. The work is being done by athletic
administrators across urban inner-city environments. This is not a situation that needs to be
reinvented, tactics and methods are being effectively utilized. To gain additional data on the
challenges of advancing equitable athletic programming, the methods used to advance equitable
athletic programming to combat those challenges, and the results of those efforts failing or
discontinuing a qualitative research study was conducted.

44
This chapter details the research design, setting, participants, data collection, and data
analysis used to complete this method of study. The researcher was able to gather a robust set of
experiences to develop a possible plan of action by taking this approach. Gathering the
experience of others in the same field, in the same community, will help to pinpoint the gaps in
the advancement of equitable athletic programming that can be addressed to provide an equitable
infrastructure. The research reveals that an equity-based formula for programming can be
strategically beneficial and have greater impact then an equality-driven design. The methodology
described in this chapter was structured to align the research questions to gain informed
perspective.
Research Design
Qualitative research studies are based on how a person defines their experiences. The
researcher utilized a phenomenological qualitative research design study. Understanding
knowledge constructed by continuous experiences of the individual, is the foundation of a
qualitative study as it builds a narrative (Merriam and Tisdale, 2016). The phenomenological
aspect of a qualitative study is taking a deeper dive into the lived experiences of participants. In
this case taking a deeper, more in depth analysis of the experiences of athletic administrators
around the equity issue. Phenomenological qualitative research is concerned with how
experiences are understood, the foundation that creates the influential environments, and how
lives are deciphered. The alignment with BEM is visible since understanding experiences is the
microsystem, the influential environments is the macrosystem, and the interpretation of lives is
multilayered. The researcher analyzed the experiences of athletic administrators advancing
equitable athletic programming. Personal accounts, experience, influence, and overview were
extremely important to gain a perspective on equity in athletic programming.

45
The experiences of the participants who were interviewed also gave insight into the
phenomenology of the study. Those lived experiences are the basis of which determines the
content being shared has true meaning connected with the complexity and uniqueness of the
environment of which they conduct programming. The participants were encouraged to take a
deeper look into their experiences and how they are being strategic, but, most importantly, how
they may have a solution that other programs can benefit from. Sharing that information
effectively is important. Through the lens of the athletic administrators and their experiences, the
researcher was able to thoroughly interpret key factors in the advancement of athletic
programming and develop a narrative followed by effective recommendations.
Research Questions
The researcher conducted this study to gain perspective on the methods and tactics of
advancing equitable athletic programming that athletic administrators use. The study also
revealed the challenges that are associated with advancing equitable athletic programming and
the dangers that can possibly rise from a lack of calculated effort by those administrators.
Designing a narrative based on anecdotal accounts provided detailed approaches, similarities in
challenges faced, and the passion behind the effort. Students have so many environmental
influences that dictate their development as posed by Bronfenbrenner in the ecological systems
theory (Bronfenbrenner, 1979). Shaping an environment with additional resources and improved
accessibility would prove beneficial, especially to the marginalized. This study focused on four
research questions.
1. Why is advancing equitable athletic programming important?
2. What are the challenges of equitable athletic programming?
3. How can advancing equitable athletic programming be improved?

46
4. What is the impact of athletic programming failing?
Setting
The researcher interviewed all participants via Zoom (Zoom Video Communications,
2020) individually. The interviews were conducted via Zoom for participant convenience of
differing schedules and ability to record the interview and provide a transcript. Zoom allows the
researcher to accurately retain information and not be more focused with trying to capture every
thought in real time. Zoom was used to minimize the potential of shared attention/distractions
and to provide a platform for the researcher to stay engaged and present for the interview.
Participants
The goal of this research was to understand the experiences of athletic administrators
who are advancing equitable athletic programming and the experiences that occur while
conducting this work. A task that is not required and done for the positive growth and impact of
students of all demographics and backgrounds. The following presents the target and accessible
population, sample, sampling methodologies, and recruitment strategies.
Target, Accessible Population and Sample
The target population was athletic administrators in the U.S. The accessible population
was athletic administrators in the Northeast U.S. The sample was ten athletic administrators in
one Northeast U.S. urban inner city, called “Urban Inner-City” for the purposes of this research
study. According to the Department of Education there are approximately 300 athletic
administrators in the Urban Inner-City area serving roughly 46,000 student-athletes out of
roughly one million students. The researcher decided it would be best to focus on both middle
school and high school athletic administrators. The criterion for the sample was
● Programming experience

47
● Knowledge of trends
● Five or more years of athletic experience
● Experience working with marginalized communities
● Middle, high, or collegiate school experience
The five plus years of experience provided athletic administrators a perspective that can
span various levels. This would give them a hands-on sense of how athletics affect student
trajectory after adolescence. Five plus years also indicates work has been done to advance
equitable programming around the past and current athletic administrative structures. Athletic
administrators that serve marginalized communities have a hands-on approach to working
through the challenges that arise. Youth that experience athletic participation benefit from team
friendships, higher academic achievement, apply to colleges and are accepted, and have better
overall health then those who do not (Boone-Ginter et al., 2015). The sample group was diverse
in nature due to the many different school athletic administrators.
Sampling Method
This qualitative research study stressed in-depth investigation in a small number of
communities, using purposeful sampling as opposed to random sampling for the ten participants.
The objective was not to maximize numbers but to become “saturated” with information on the
topic (Padgett, 1998). Selecting experienced athletic administrators would allow for viewpoints
that contained various practices. Ten participants were enough to gather necessary insight to
compile a robust narrative. The Demographic Survey consisted of documented information that
did not need anything new added. This factor fulfilled data saturation (see Definition of Terms)
and assured that purposeful information was being gathered. The design of the interview allowed

48
for ease and comfort without rush. The subject felt relaxed and was given enough time to answer
all questions in detail.
The individuals were involved in the community in some capacity to provide insight into
the aspect of the study that revolved around community influence. The researcher chose to use
purposeful sampling as the recruitment method. Purposeful sampling is used when the researcher
uses a specific set of criteria to select subjects for the study (Merriam and Tisdale, 2016) The
sampling method for choosing the one urban city was convenience sampling. This method is
defined as a nonprobability sampling method where units are selected for inclusion in the sample
because they are the easiest for the researcher to access (Stratton, 2021). This can be due to
geographical proximity, availability at a given time, or willingness to participate in the research.
It was chosen because of the proximity and accessibility of possible subjects for research. In
addition, it is an area that researchers have continued involvement in. The sampling method for
choosing the ten from those who responded and were qualified was simple random sampling.
This method is defined as a type of probability sampling in which the researcher randomly
selects a subset of participants from a population (West, 2016). Each member of the population
has an equal chance of being selected. Data is then collected from as large a percentage as
possible of this random subset. It was chosen because it provided the best option for the
researcher to gain subjects that can contribute to the study and not be selected based on
familiarity or possible bias.
Recruitment
The researcher utilized an athletic administrator database to email (see Appendix A)
athletic administrators in Urban Inner-City. The individuals that responded were sent a
Demographic Survey (see Appendix B) and an Information Sheet (see Appendix C). The

49
information sheet provided additional information about the study. If the subject met the sample
criterion from the Demographic Survey and agreed to participate, they were emailed an Informed
Consent (see Appendix D). The informed consent explained confidentiality, data storage,
procedures, and criteria for data collection.
Data Collection
Data collection for the study was done with a Demographic Survey (see Appendix B) and
with Semi-Structured Interview questions (see Appendix E). The study consisted of these two
data collection points. The Semi-Structured Interview was eleven questions, and the
Demographic Survey was also eleven questions.
Demographic Survey
A brief demographic survey (see Appendix B) was utilized to collect basic information
about potential subjects. The information collected was years of experience, area of focus, and if
they feel they have advanced equitable athletic programming. The questions on the demographic
survey provided the researcher with a clear understanding of the subject answering the questions
and if they could actually contribute to the study. Potential subjects received the demographic
survey via email as a Google form. The survey contained multiple choice questions as well as
open-ended questions.
Interview Protocol
The interview protocol used a semi-structured format (see Appendix E). The open-ended
semi-structured interview provided the platform for each respondent to go into more detail of
experiences with equitable athletic programming. The semi-structured design of the interview
allowed the researcher to dive a bit deeper into the responses. To gain a more detailed
perspective, the researcher asked less general follow up questions and more detailed questions

50
based on responses. Specific interview questions aligned with the four research questions that
guided the study. Various responses to each question were possible due to the semi-structured
interview format. This format also allowed the researcher to provide prompting for subject
responses to questions with some flexibility.
Participants were asked to share their experiences in the Urban Inner-City landscape
dealing with athletic programming at an equitable level. Due to the possible detail of responses
and sensitivity of experiences, the researcher did not ask any reasons why the respondent could
not fully share thoughts. The attention to sensitivity of responses structured the interview to not
be limited by time, the respondent could take as much time as needed. The question-and-answer
format simplified the process for the researcher to follow and retain responses effectively. Patton
(2002) shared that open-ended interviews help reduce the variety in responses. Commitment to
the narrative of responses requires discipline to subjectivity. Highlighting points proved to be a
more feasible approach to the research with participants being from various scenarios in life and
providing unique responses.
Procedures
Permission to conduct the study was submitted to USC Internal Review Board (IRB).
After approval was granted, the researcher emailed athletic administrators (see Appendix A) in
the Urban Inner-City that have stored contact information in a public database. This was a format
used for high school athletic administrators. For middle school athletic administrators, a different
database was utilized. The researcher communicated with athletic administrators consistently and
utilized previously secured contact information. Procedures followed the recruitment steps
outlined above. After the researcher finalized the selection, a Study Information Sheet was
emailed (see Appendix C) was sent to respondents who met the target subject criteria. The

51
congratulatory email contained a link to set up a meeting time that was available for both the
researcher and the subject.
Each respondent was interviewed using Zoom that was integrated with the selected
Calendly link. Once the interview began, the researcher started the recording on Zoom and
greeted the respondent by providing a brief overview of the study and its purpose (see Appendix
F) along with gratitude for participating and taking the time to contribute to the study. The
researcher asked the respondent each question within the flow of the interview. At times, the
order of the questions would be altered based on the response and direction it was headed.
However, the researcher made sure to verbally ask each question even if the question was
slightly answered with response to another question. The researcher took this approach because
of the desire to create a comfortable space and create a sense of conversation rather than
structured question and answer.
The researcher made every effort to capture the respondents’ experiences and personal
stories while not straying away from the ultimate purpose of the interview. Storytelling can at
times get carried away and go off tangent. Each interview was allotted forty-five minutes, but
some took less time, and some went close to an hour. The interview was free flowing allowing
each respondent to answer with complete freedom and transparency. None of the respondents
were censored in their responses to each question. Some were asked to clarify or elaborate on
their responses. The semi-structured design of the interview allowed the researcher to dive a bit
deeper into the responses. To gain a more detailed perspective researchers should ask for less
general follow-up questions and more detailed questions based on responses. Interview data was
transcribed by Zoom transcription and coded using Atlas.Ti. This method of coding allowed for
themes to be connected for more accurate dissemination of responses. The researcher shared

52
gratitude for the respondent taking time to have a conversation in regard to equitable athletic
programming.
Confidentiality Parameters
Confidentiality was explained in the Information Sheet (see Appendix B). All
information related to a participant was provided a pseudonym and coded to assure
confidentiality. Only the researcher can access the coded material and the interviews were
housed in the Zoom recordings cloud drive that was password protected. The collected data will
be stored for 3 years and then discarded from all storage platforms. No external storage devices
were used for the storing of data or study related things. All storage was utilized via cloud
storage.
Data Management
The researcher practiced safe computing practices by remaining current with
cybersecurity practices, reading technological articles, installing antivirus software, a firewall,
and enabling automatic updates for the MAC operating system. In regard to system
authentication and security, the researcher ensured that access to all confidential data were
managed appropriately by using strong passwords, restricting user permissions to the files being
used, and locking the computer when away. Data encryption was used to further protect
confidential research data. Data must be stored safely and privately in multiple locations
(Lochmiller & Lester, 2017).
Data were saved and coded by pseudonyms to protect the identity of each participant.
The interview data were transcribed and coded to help the researcher discover common themes
throughout each interview. Once transcribed, the data was stored in a transcription coding
software called Atlas.ti.

53
Dissemination of Findings
Once the data were collected and analyzed, the researcher shared the findings with the
participants to check for accuracy of collected data during the interview. The findings were
shared with the governing board of athletic programming. The personnel processed through
effective changes, providing guidance for athletic administrators. This was made available to
students, schools, and communities facing similar issues and seeking solutions. The
dissemination of the results was shared with those who had an active interest in supporting
students, schools, or communities who are marginalized. The researcher hoped that by sharing
the results of the study, it provided strategic plans to equitably provide opportunities that make
an impact.
Data Analysis
The data analysis of this research involved analyzing demographic data with descriptive
statistics and themes, from the transcription of interviews conducted and coded utilizing Atlas.Ti
(2021). Accuracy of responses was assured by multiple data reviews and consistent analysis.
Descriptive Analysis
Descriptive statistics utilized the conducted interviews responses and characterized data
based on the properties of each demographic data point. Descriptive analysis helps to provide the
reader with an overview of the data collected. Shared descriptive analysis is used to identify
patterns, trends, and/or frequencies within the data collected (Lochmiller & Lester, 2017).
Demographic Survey (see Appendix B) data was collected and exported to Microsoft Excel
(Microsoft Corporation, 2018) from Google Form (Google Corporation, 2019). The interview
(see Appendix E) data from the thematic content analysis (see Definitions of Terms) was

54
exported from Excel to Atlas.ti (2022) for analysis. This study will use descriptive and inferential
statistics to analyze all sets of data to answer the following research questions:
RQ1: Why is advancing equitable athletic programming important?
RQ2: What are the challenges of equitable athletic programming?
RQ3: How can advancing equitable athletic programming be improved?
RQ4: What is the impact of athletic programming failing?
Descriptive analysis was also used to identify common themes in participant responses.
The researcher was able to identify common practices using the data. These common practices
empowered the researcher to discover more of what could be done to advance equitable athletic
programming. Descriptive analysis appropriately summarizes the distribution of data for readers
to understand and apply (Lochmiller &Lester, 2017).
Thematic Analysis
Phase One of the transcription was to analyze data related to the theoretical framework
(Merriam and Tisdell, 2016). This helped analyze areas of the problem of equity from a
marginally derived perspective. Phase Two involved common perceptions from athletic
administrators in marginalized community settings. The analysis pinpointed if the problem is in
fact a common problem amongst the sample. Phase Three was geared to analyze towards the four
RQ’s. The candidate responses were separated by questions to decipher the commonalities of
responses and differences. The themes or patterns identified during this analysis are presented in
Chapter Four. Most qualitative research studies are thematic content analysis oriented (Braun &
Clarke, 2006). The steps of thematic content analysis according to Braun and Clarke (2006) are
as follows: Step 1: Familiarization; Step 2: Coding; Step 3: Generate Themes; Step 4: Review
Themes; Step 5: Define Themes; Step 6: Write up.

55
Familiarization
The thematic content analysis utilized was Atlas.ti (2021). Utilizing Atlas.ti (2021)
facilitated a platform for the researcher to present the qualitative data descriptively and
organized. It allowed the researcher to code the data for more detailed understanding. The codes
provided a basis to generate themes associated with the four research questions. The researcher
looked for data points that connect the responses to generate a consensus of thought. All of the
themes were generated with the theoretical framework intact. Themes can be foundational bias
and the researcher identified this possibility by sifting through the data multiple times and
assuring it was accurately interpreted.
The researcher listened to all the recordings conducted to ensure the transcription was
accurate. Each interview was analyzed for themes that could be presented. The themes the
researcher was analyzing more strategically were the importance of advancing equitable athletic
programming, the challenges that arise with equitable athletic programming advancement, the
tactics or methods used to combat these challenges, and lastly what would be the result or
outcome if efforts to advance equitable athletic programming stop.
Coding
Using Atlas.ti, gave the researcher the possibility to place meaning into the participants
responses by using keywords or phrases. Codes are the connecting factors between interview
responses. By connecting these words and phrases the researcher can scan through the data and
develop the overarching themes. Each answer may be articulated differently but by coding the
researcher can pinpoint similarities among responses. The researcher was able to find common
phrases and words that gave insight into the research questions. The codes utilized by the

56
researcher are as follows: importance, challenges, tactics used, methods used, positive impact,
negative impact, efforts, failure of efforts.
Generating Themes
Themes are almost entirely based on our personal interpretation of the data (Lochmiller
& Lester, 2017). The researcher moved from codes to themes bringing together various
categories of information collected from the interviews keeping in mind the personal
interpretation of theme development. The researcher looked for specific patterns that were
derived from the data. The researcher tried to keep themes within the scope of the theoretical
framework which was BEM, looking for specific data that was relational to the different systems
in BEM. This allowed formulation of patterns within the theoretical framework. The researcher
showed how advancing equitable athletic programming involves multiple systems of influence.
Staying true to the nature of the subject response came with challenges to the researcher as set
biases can surface; however, it was necessary for the development of themes. Themes connect
various categories of the data.
Review Themes
The researcher reviewed all the generated themes to assure they remained accurate. The
number of responses can generate a large amount of data which forces the researcher to be
selective and strategic in the analysis approach. This did not mean hand picking what was
alignable but rather what was more common in responses.
Define Themes
The researcher utilized the collected data and generated the themes based on participant
interview responses. The researcher had to ensure the research questions drove the collection of
data and themes creation. Common words, phrases, and other responses were used to express the

57
overall response. Themes of the study involved extensive work by the researcher to maintain a
set standard for data collection and delivery.
Write-Up
The research was conducted ultimately for the desire to help students and families have
access to more programming opportunities that will produce positive members of society. It was
done from a perspective that athletics can be a source of positive influence. The more access and
availability communities, schools, and students have to athletic programming will equate to
positive growth and sustainability. The athletic administrators that are currently doing the extra
work to assure equitability have the blueprint that should be shared with the masses. The data
showed the challenges that arise whether they are in the control of administrators or not. The
challenges give way to raise awareness and solidify some methods or tactics to alleviate those
challenges. The material was for athletic administrators, students, schools, and communities.
Reliability
Qualitative reliability was taken into account in that each participant received the
demographic survey (see Appendix B) and interview questions (see Appendix E). The question
on reliability of the study, would the same results be produced over time if the study was
repeated? Responses vary due to unique experiences but would produce established research
methods. Researcher credibility is defined as the consistency of measurement, in that your
findings are duplicated across various trials (Lochmiller & Lester, 2017). Open-ended surveys
should allow participants to supply their own responses when answering the questions, but the
questions should be carefully crafted (Patton, 2002). The researcher had a desire to analyze the
information and determine if it can be applicable or replicated in other communities.

58
Dependability
Information provided by the participants based upon their personal experiences is
common in semi-structured inquiry. The common result of this is that reliability was difficult to
obtain, and dependability was more realistic. Dependability allows for the findings to make sense
rather than be found repeatedly after each trial (Merriam & Tisdell, 2016). Describing the
findings in overall encompassing themes is common practice. The researcher helped to ensure
the results were consistent with the data being collected to harness dependability.
Confirmability
Confirmability allows the researcher to detail how the data was collected. It also provides
the researcher with details on created categories and the process for decision making.
Confirmability in qualitative research is described as following the trail of the researcher to gain
an understanding of how the results were found (Merriam & Tisdell, 2016). The researcher was
able to retrace steps taken and put together a clear picture of how the study was conducted. The
researcher wanted to make sure that respondents who participated in study were correct,
accurate, and true to their experiences.
Validity
Validity is defined as data that represents what it says it represents (Lochmiller & Lester, 2017).
Athletic administrators shared their experiences of advancing equitable athletic programming.
The researcher analyzed responses for the purpose of reducing any possible misinterpretations or
bias narratives to uphold credible results. Researchers can accidently insert biases in each
reported interview hence the reasoning behind additional analysis. Validity must be assessed in
relationship to the purpose of the research (Maxwell, 2013). Merriam and Tisdell (2016) reported

59
the importance of participants being able to identify their experience as well as share some
alterations to better summarize their experiences.
Credibility
This study will be conducted by members of the community which can solicit biases
towards the subject. To ensure credibility, a verbatim transcription was provided to protect
against leading questions (Maxwell, 2013). The interviews were recorded both visually and
verbally to ensure trustworthiness. The findings were analyzed for expectations that were
challenged or different from the initial mindset. The researcher recruited data analyzers to
disseminate the findings in an unbiased manner.
Transferability
The purpose of this research was to raise awareness and provide tools for the need to
advance equitable athletic programming. Achieving this by gathering information from athletic
administrators who are advancing equitable programming is the chosen method to be shared with
others so the effort can be more guided and justified. Maxwell (2013) stated transferability refers
to the results of a study that can be applied beyond that case or setting. The researcher identified
athletic administrators with experience working in this setting to ensure the data can be used in
other areas. However, the sample size may make transferability rather difficult and not
applicable in some manner. The transferability in marginalized communities may be much more
attainable than with every kind of community.
Conclusion
This section modeled the researcher’s method in how to accurately acquire the data
needed to complete this study and worked toward answering the research questions. The
interview process sought to gain a perspective on the experiences of advancing equitable athletic

60
programming. The experiences of athletic administrators will provide a guideline for more
programs to advance athletics. In Chapter Four the researcher links the findings with each
research question to develop a solid plan for recommendation. The discussion of data collection
in Chapter Four will provide a foundation for implementation.

61
Chapter Four: Findings
Equitable athletic programming requires strategic and calculated efforts by athletic
administrators. The challenges can be difficult to overcome by basic routine organizational
systems, specifically in marginalized communities. The discrepancy of what is accessible is
daunting, dictating much of the needed additional effort. Providing what is needed for each
demographic requires understanding of the landscape and familiarity with programs and the
environment they serve. The propensity of this complication has caused directed efforts to
decrease gaps which prompted the researcher to embark on a study gathering information on
present tactics and procedures of those doing the work. This chapter will analyze the results from
qualitative data collected from ten participants. This chapter displays the common themes of
practice that were used to gain a more concrete understanding of the study research questions.
The following sections will detail the findings and results of interviews with qualifying
participants. One of the most significant criteria components for participation were years in the
field.
The four research questions produced to guide this study were:
1. Why is advancing equitable athletic programming important?
2. What are the challenges of equitable athletic programming?
3. How can advancing equitable athletic programming be improved?
4. What is the impact of athletic programming failing?
Demographic Data
The researcher interviewed ten participants who provided unique perspectives in the
athletic programming landscape and contributed to developing systems for equitable
programming. The participants shared varying situations that required additional planning and

62
effort to assure programming was being facilitated properly and effectively. The insight was
favorable to developing similar systems in other areas that are underserved or lack resources.
The participants provided key factors related to the need to plan and coordinate in this manner,
such as the needs for students which vary so much from community to community. Participants
were able to bring clarity in the area of equitable athletic programming facilitation in regard to
need.
All participants were required to complete a demographic survey to assist the researcher
in selecting the most viable candidates for the study (see Table 1). The questions were used to
determine the participants’ years of experience, area of focus in athletics, level of athletics, and
other athletic landscape related questions. This helped to gauge a more in-depth connection to
the participants' insights. The highest percentage of experience/years in athletic administration
was 16 years or more at 70%. Athletic administrators that identify as education-based athletic
administrators were the largest group at 90%. The middle-school-aged group consisted of 80% of
all participants. The high-school-aged group consisted of 50% of all participants.

63
Table 1
Demographic Survey Results

Participant
pseudonym
Years of Experience Focus Area Level of Athletics
Kea 5-10 Education Middle School
High School
Deb 16 or more Education
Community
Middle School
High School
Zac 5-10 Education
Community
Middle School
Ked 5-10 Community
Professional
N/A
Kae 16 or more Education
Community
Middle School
High School
Collegiate
Jod 16 or more Education
Community
Elementary School
Middle School
Mic 16 or more Education Middle School
Doe 5-10 Education
Community
Middle School
High School
Collegiate
Dah 16 or more Education High School
Kes 16 or more Education
Community
Professional
Elementary School
Middle School
High School
Collegiate

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Findings
Research Question 1
RQ1 asked the following: Why is advancing equitable athletic programming important?
Table 2 illustrates the themes the researcher derived from participant response. Table 2 displays
the final themes for RQ1.
Table 2
Research Question 1 Themes
Theme Development Final Themes
Increase attendance percentage Student Impact (Microsystem)
Increase overall gpa
Increase collegiate acceptance
Improve behavior
Belonging
Life Skills
Increase available activity School Impact (Microsystem)
Improved school spirit and pride
Parental involvement increase
School develops partnerships with community
leading to positive community engagement
Safer neighborhoods Community Impact (Microsystem)
Collaboration amongst business, citizens
Representation

65

The main stakeholder group in this study was athletic administrators. The interview
responses provided the researcher with three stakeholders who emerged as impactful contributors
to the work that athletic administrators have conducted. The themes emerged as findings that are
explained in this chapter. The stakeholders that emerged from the responses and displayed as
final themes were students, schools, and community. Although the research questions are geared
toward the work of the athletic administrators, a component of the work is connected with these
stakeholders. It would be a disservice to the study findings if these stakeholders were not
explained. They represent the microsystem which dictates much of the influences related to
equitable athletic programming as it relates to athletic administrators. An analysis of BEM from
the athletic administrator’s viewpoint suggests that at the microsystem level, students, schools,
and community all impact the work of athletic administrators. They are direct influencers of the
motivation behind the work. RQ1 responses provided insight into the stakeholders that emerged
as the immediate environment of athletic administrators.
Student Impact
RQ1 examines the impact of athletics on society and if providing it equitably is
important. The research question is, why is equitable athletic programming important? Improved
attendance, higher GPA, increased college attendance, and health improvement are all factors of
athletic programming benefits to the student. Providing athletics equitably to all demographics
will allow a larger population of people to experience the benefits. The number of years an
athletic administrator is in the field allows for statistics to become experience or vice versa. It
provides a first-person viewpoint into the effect athletic programming has on students, schools,
and community.

66
Deb, an athletic administrator for 16 plus years mentioned, “the aspects that lead to
success are commonly associated with consistent attendance, GPA, and health, all of which are
provided by athletic participation”.
Advancing equitable athletic programming is important but why is it important for
students? It provides an additional avenue for student success—success that is rooted in
academic achievement and overall health. If students live healthier lives, they have more
opportunities to be successful and impact those around them. If students are more engaged and
successful in the classroom and have established a routine or quality of being present, they
increase impact on society.
Jod, an athletic administrator for 20 years, expressed,
Students who participate in sports are more inclined to attend school because they are
held accountable by an adult who is oftentimes their coach, good school attendance will
translate to better grades, and better grades will lead to more opportunities post-
secondary school.
The value that athletic programming participation has on a student is connected to the purpose
behind the work of athletic administrators advancing equitable athletic programming. A larger
percentage of students can take advantage of the benefits that are stated with participation. BEM
expresses how the microsystem influences the individual. In this scenario the individual is the
athletic administrator being impacted by the students, schools, and community. The students
impact the athletic administrator work in a motivational way, to bring more opportunity and
structure for students to be present to school, achieve better grades and ultimately attend college,
trade school, or to have post-secondary aspirations.

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Equitable athletic programming expresses its importance in student grade point averages.
Student-athletes across the US have an average GPA of 3.6 and students who are not athletes
have an average GPA of 3.4. Jod, an athletic administrator for 30 years explained,
Oftentimes the reason for student-athlete academic success is due to more positive
influences than non-athlete students. Study hall, tutors, teammates, coaches, academic
eligibility standards [see Table 1]. They have a solid foundation of external support that
other students simply do not receive.
Athletic programming is important because it helps students achieve better grades. Advancing
equitable athletic programming is important because not all areas have the same access to
athletics and in certain cases equal access is not beneficial to specific needs. If availability for
athletic programming is increased, the number of students who can benefit grows. The most
impactful influence is the nearest. The limitation of athletic programming in the microsystem,
when the student is the individual, results in a lessened amount of positive and proven direct
influence.
An increase in student collegiate acceptance connected to athletic participation also
indicates that advancing equitable athletic programming is important. Student-athletes involved
in athletics are surrounded by adults who attended college, university, or a trade school. They are
able to influence students to have post-secondary plans that will lead to a higher percentage of
successful careers. The microsystem of influence is visible in this analysis as well. Student-
athletes at times can have aspirations to participate in collegiate athletics which deepens the
desire to have post-secondary plans. The percentage of individuals that have a bachelor’s and are
in poverty in the U.S. is 4.6 percent. This suggests that attaining a bachelor's degree is a gateway

68
to living above poverty. Athletic administrators experience this correlation and see it as an
opportunity to have students be influenced in a direction that will be beneficial in the long term.
Ked, an athletic administrator for 10 years expressed this in relation to athletes attending college:
The more college becomes the norm in underserved communities the more change we
will see. College is a game changer and if we see athletes more compelled to attend
college, we can see them being impactful in these underserved communities, the issue is
limited access which leads to students “falling through the cracks” [see Definition of
Terms]
Advancing equitable athletic programming is important because it helps students who
would normally not be interested in a sport to now have interest and become more inclined to
attend college. Advancing equitable athletic programming is important because students who
desire to play a certain sport that they do not have access to can be given an opportunity to play
that sport. All for the long-term influence of their success. There are less students now attending
college which can lead to a growth in poverty levels. Providing athletic programming at an
equitable level can improve low collegiate attendance which diminish the possibilities that can
possibly lead to poverty.
Students who participate in athletics have increased positive influences. The microsystem
of student-athletes has added components that help maintain adequate behavior. Jod, an athletic
administrator for over 30 years discussed how athletics impact behavior:
There are multiple times that a behaviorally troubled kid for whichever reason, home,
disability, trauma, is much improved and even engaged in the classroom due to athletics
participation. Same goes for students who do not play but participate as managers.

69
Students make wiser choices when they have adults around them that care and if students
participate in athletics, it increases the number of adults who care about them and help them
navigate life.
Ked, an athletic administrator for over 10 years mentioned this about athletic
programming:
The relationships built while being an athlete allowed me to make wise choices because
people cared about my trajectory as related to my behavior. They cared enough to have
those tough conversations. That mentorship is the epitome of the importance of athletics
and making sure all have access, and the variety is huge.
Time after time athletic administrators have witnessed students who struggle with behavior
outside of the active sports season and as soon as the sports season begins their behavior also
shifts, for the positive. This is a direct result of how athletics play an important role in the
development of students. The improved behavior leads to engagement in the classroom that can
lead to better grades. The influence that is received at the microsystem for students' behavior can
set a foundation to have an effective influence in the mesosystem. The student may not have any
direct connection with those in the mesosystem but there are connections. The microsystem
occupants of that student can speak towards the conduct of the student. Equitable athletic
programming is important because it creates a firm foundation for a student's direct influence
that will carry over into indirect influence in the mesosystem.
Students who feel a sense of belonging are healthier both physically and mentally. Jod, an
athletic director for 20 years, expressed that,
Athletics widens the sphere of influence and allows students to belong and belonging
helps students achieve academic success. Athletics can oftentimes provide an outlet for

70
many students to harness emotions and receive mentorship. The mentorship that
correlates with improved behavior.
The need for belonging can manifest the desire to join certain groups and when positive
group availability is not equitable, students will seek other sources for extracurricular activity,
which in marginalized communities is not always positive. Some schools have access to multiple
sports and multiple same sport teams for example, varsity A and B teams while other schools,
mostly in marginalized communities do not have all those options. Nagle, an athletic
administrator for over 30 years expressed this about belonging:
Kids in the community just want to be involved in something and if that is taken away
some may never pick it up again and never have a sense of belonging to a team. The
more advanced families will find other avenues but the majority especially in
marginalized communities will not be able to find other alternatives for their children to
belong.
Many students join sports programs because of friends. They feel a sense of belonging by
participating with their friends. Children are more successful when they have a circle around
them. Advancing equitable athletic programming is important because it allows an opportunity
for students who may have not had access in the past to now have an opportunity to belong. This
belonging helps students navigate life.
Students also learn valuable life skills as athletes, one of them being selflessness. Athletic
administrators rave about the life skills gained from playing on a team. Zac, an athletic
administrator for over 10 years expressed how,
athletics help students to learn how to work as a team, this carries over into life situations,
together more can be achieved and students who learn this early on are so much more

71
successful in the classroom because they understand they understand they have a
supporting cast and can be a support to others.
Students also learn how to deal with stress, trauma, adversity, the will to carry on, to persevere.
Kae, an athletic administrator for over 20 years, said this about athletic participation:
Learning the skills to show up on time and understand consequences are something all
students should learn. And athletics provided that as a supplement but also as a way to do
something that is for the benefit of more people than just you.
To show up on time for practices, games, events, is a skill that all should learn but when
it is done to make sure the entire team succeeds, and everyone meets the expectation that is
building for the future. Deb, an athletic administrator for 30 years expressed this about athletic
importance for students:
Perhaps the greatest thing that athletics teaches students and possibly the most important
reason is that it teaches them that it's not all about them. Athletics teach selflessness in a
society that can be self-centered. Athletics give students an opportunity to practice
selfless behavior which is a huge component of lasting impact.
Ked, an athletic administrator for 5 -10 years mentioned this about athletic programming, “the
relationships built while being an athlete allowed me to make wise choices because people cared
about my trajectory. They cared enough to have those tough conversations.” That mentorship is
the epitome of the importance of athletics and making sure all have access, and the variety is
huge. When a student is not able due to financial constraints or other barriers it is a shame
because athletic participation saves student lives. The interconnection of athletic programming
between how it impacts students, schools, and communities is evident. Most of the impact is
direct connection expressed in the microsystem of BEM.

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School Impact
Participants responded to the impact of athletics at all stakeholder levels: students,
schools, and community. Schools are impactful to the effort of advancing equitable athletic
participation and are also impacted by athletic programming. Kea, an athletic administrator for
over 10 years explained that “schools set the standard for athletic participation and should be the
leaders in the proper accessibility”. Schools in marginalized communities face challenges such as
lack of parental engagement, struggling academic success, but have a huge impact on the
surrounding community. Schools have opportunities to improve these challenges by providing
athletics in variety.
Schools have two components to its influence in the microsystem. Schools benefit from
equitable athletic programming because they can receive and provide. The importance of
equitable athletic programming in relation to schools as explained by athletic administrators
consist of increasing available extracurricular activity, increased school spirit and pride, parental
involvement naturally increases, improved school academic standing, and athletics allow schools
to develop community partners which lead to a positive community reputation. The receive
portion for schools consist of reputation, which opens the doors for more students to take
advantage of the partnerships gained. Another aspect explained by the participants was financial
gain from athletic programming facilitation. Interscholastic sports is a five-billion-dollar a year
industry. More schools can take advantage of the small monetary gains that come with athletic
programming. Providing equitably would allow more schools to be benefitted by this.
Availability is a key component of the importance and reasons why athletic
administrators do the work, to not just provide but provide equitably. Schools have the ability to
raise the level of availability to a certain degree. As previously mentioned, more students

73
involved in athletics will mean more students taking advantage of the benefits that come from
athletic participation. A method commonly used to raise the level of availability for school is the
“pay to play” method. Schools have athletic participation fees that are utilized to cover minimal
costs associated with a sport. These costs are not designed to take on the challenge of sustaining
the sport but are worth mentioning. Schools that do not provide, or do not have the means to
provide, a certain sport cause students and families to find external programs. These external
programs oftentimes are costly and unavailable to certain demographics, mostly marginalized
community members. Athletic administrators have to strategize, plan, and seek assistance to
raise availability utilizing the resources that institutions provide. Schools that provide a higher
number of athletic programs give students opportunities to experience sports that would
otherwise be inaccessible or unaffordable to them.
Deb, an athletic administrator for 30 years expressed this:
We realized there was a challenge in the number of students who can participate in
school. We asked how we can get more involved even if we do not have the space on the
team? We then created leagues within our school funded by a CBO so the cost would not
be on the students, and we can get more students in athletic programming. This was due
to the school’s willingness to develop a partnership with a CBO but also provide the
space aside from the established teams. Now sixty percent of the students can play rather
than thirty-seven percent from before.
Advancing equitable athletic programming is not only important for students. Schools can grow
their impact and purpose by strategically planning on how they can provide more programming.
More programming as the participants shared increases in success attributes.

74
The importance of athletic programming is that it also improves a level of togetherness
that results from school spirit or school pride. The importance of equitable athletic programming
is that it provides this based on the needs of the stakeholders. Jod, an athletic administrator for
over 30 years expressed that,
“School spirit is improved with athletic variety. When sports have multiple teams, it
creates a sense of pride because more students attend games to support their peers and it
allows teachers to create relationships that carry over into the classroom”.
Providing teachers with a platform to develop a relationship with their students outside the
classroom or to see students in another element is helpful to the overall development of a
student. The relationship between student and teacher is a key component to academic success.
The ability for schools to provide this is special. Improved school pride will improve attendance.
If attendance is increased, the chances of attaining better grades is improved. An increased sense
of pride in schools reduces the number of infractions because students are less likely to fight,
dispute, or argue if they find a common passion. Kea, an athletic administrator for 10 years
shared:
It is awesome to see two students who perhaps had an issue during the day come to the
volleyball game that night as spectators and instead of continuing the animosity they
actually cheer on the same team together. It is as if they are so prideful of their home
team that they can’t have a problem with each other.
This is a clear example of the impact of athletic programming on school spirit expressed by its
members.
Athletic programming naturally influences parents to become involved because of the
paperwork needed for participation, communication of games, practices, and equipment. Parent

75
involvement is important for schools. Parent feedback, ideas, and support are important for an
institution's success. Parents can become both a school’s biggest supporter as well as biggest
critic. The influence of a parent goes beyond the mesosystem. Parents can have influence in the
exosystem of BEM. For athletic administrators seeking to advance equitable athletic
programming, parents play a significant role. Advancing equitable athletic programming is
important because it increases parent involvement which ultimately has an impact in the school.
The parent will share the status of the programs and perhaps incline more parents to enroll their
children to specific schools. It also opens up an avenue of trust between parents and schools.
Deb explained,
Athletics participation includes the parents as well. They can have a significant role in the
program's success. It allows parents to develop relationships that carry over into the
school day which ultimately allows the school to have a good rapport with parents.
Interscholastic teams require outside assistance. This means they require support from
outside of the school or community programs’ four walls. When athletic administrators seek
exterior assistance, the importance of athletic programming is clear. The partnerships that are
formed with community business are valuable to the schools. This opens possibilities for
internships that the school can leverage. The reputation of the school is positive, so more
businesses are inclined to take on interns. At times venues can be accessible because the school
has a good reputation stemming from athletic participation and a partnership was formed as a
result of an athletic event. Deb, expressed this in regard to school impact from developed
relationships,
We needed a venue for graduation. A local university hosted a clinic that our basketball
team was invited to. Our team was well behaved and attentive. The facility organizer of

76
the university remembered our kids and their behavior from that clinic and offered the
venue for our graduation.
Athletic programming is important because it opens doors that would otherwise be
closed. Schools are impacted by this in positive reputations, access to partnerships, and
engagement. When schools have a good athletic program, they receive more applications which
leads to more rise in per pupil funding, which leads to more flexibility in providing a well-
rounded school because of the increase in funding. Dah, an athletic administrator for over 30
years expressed this about schools having a reputation of good athletic programs:
Schools that are invested in providing effective athletic programming develop a
reputation that is respected. College applications look more appealing, and more students
are accepted into universities that will only pave the way for the next set of students. The
cycle is set at that point. Students will always be the main receivers of these benefits, but
students come and go, the school remains the common denominator.
Athletes who make it to the professional level and want to contribute to their former places of
learning will do so by donating or raising funds for the school. This is an additional aspect of the
importance of athletic programming for schools. It provides an additional avenue for support.
The equitable aspect of this involves those sports that are not easily accessible. Athletic
administrators place efforts to provide those sports as a method to give more students an
opportunity to receive scholarships or perhaps compete professionally.
Community Impact
Athletic administrators shared that it is important to advance athletic programming
because of the impact that athletics have on the community. The more access that the community
has to athletics whether through local schools or local programs has a direct correlation with

77
safer neighborhoods, collaboration between multiple organizations and people, and
representation. In an urban inner-city environment, communities come in all shapes and sizes,
yet the impact of athletics can be felt regardless of the design.
Athletic programming creates safer neighborhoods because they provide an alternative.
The findings presented earlier explained that belonging was a component that athletics provide
for students. This same development theme is a reason that athletics provide safer communities.
When more athletic programming is available, students have an increased opportunity to belong
to a group that has their best interest. When these athletic options become limited, students seek
other groups to feel the sense of belonging. In marginalized communities this can often mean
gangs, drug dealers, etc. The reason they are marginalized is because they do not have all the
resources available in comparison to an affluent community, where the options are increased,
and alternatives are a bit more positive than things such as gang affiliation. Therefore, equitable
athletic programming keeps students off the street and in structured programming. This reduces
the amount of people involved in crime induced activity, which decreases the crime rate and
results in safer communities.
Ked, an athletic administrator for 10 years expressed this about athletics and its impact on
community safety:
When you are an athlete, and the community knows you're an athlete they protect you.
Countless times as a young one I was escorted out of potentially dangerous situations
because members of the community did not want the same fate for me as others chose.
My teammates and I witnessed the impact drugs can have on people long term and made
decisions to not partake in those things. Due to our influence in the community other
athletes and young people followed in our footsteps. This equated to less and less use of

78
illegal substances. In the long run it changed certain aspects of our neighborhood to
become safer.
Athletes have influence and not all will make the correct decisions, but many will have the
opportunity to see those making the correct decision thriving. Coaches and mentors also play a
huge role as they are accountability partners for the students they serve. Coaches develop
relationships and set a standard for their athletes. If they walk the streets of the neighborhood and
they see athletes with any inclination of wrongdoing, they address it and stop it immediately.
Kes explained that,
we have stopped kids from stealing, fighting, doing drugs, and many more things just by
having a relationship and walking the neighborhood”. This sort of accountability sets the
tone for safer communities. If athletics were provided equitably just imagine how many
additional lives we would impact.
Athletic events bring community members together. Jod, an athletic administrator for
over 30 years expressed this about community athletic programming:
Equitable athletic programming is important because it allows communities that are
underserved to eliminate one aspect that separates people by social economic status. It
brings communities together and can eliminate gaps that should not exist when it comes
to sports.
The impact on communities as it relates to athletics is one of financial demographics. In
neighborhoods that are divided by socioeconomic status, sports offer an avenue where those
statuses do not matter. Athletics help communities combat unforced segregation related to
economic status. It provided a medium for communities to come together. Athletic participation
develops partnerships in the community that are designed to combat illegal substance

79
consumption. Campaigns are put together by local business and driven by participation in
athletic programs. Something as simple as an athletic event can spark the most impactful
community collaborative efforts. When people come together for a common cause, it is magical
and athletics provides this platform. The local businesses participate in sponsorship of local
teams. These sponsorships create friendly competition amongst businesses.
Businesses also come together to celebrate the athletes in community barbecues. We
even see collaboration among businesses and teams to promote discounts for attending athletic
events. It is a wonderful way to market for local businesses. Local tournaments seek out sponsors
that help people become involved. Jod, an athletic administrator for over 10 years shared the
following:
Athletes become protected in communities. With business donating to local athletic
programs, they become invested and know the kids who participate. If they see these kids
heading down a wrong path, they become more inclined to speak wisdom into them and
challenge them. This is the basis for community engagement to benefit the future. As an
additional impact it brings more business to the community.
Kes, an athletic administrator for over 30 years explained:
When the community comes together it reduces crime, increases local business intake,
and allows people to cheer and spend time together. Reduces crime because the
individuals who are most likely committing the illegal acts are at the game. Local
businesses prepare ahead of time and sell more during the community events in the
summer than any other time. Individuals who may have had issues prior to the game
realize they are cheering for the same team, and it connects them. That right there is all
worth it because it eliminates the possibility of future fights or issues.

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Representation in athletics can have a huge impact. When a professional athlete pays homage to
their community it helps others dream that they too can make it as a product of the community.
This is even more important in the more unpopular sports. This is a key to the equity component.
Not many students in marginalized communities can see themselves as competitors in rowing,
polo, tennis, or any other expensive sports. The chances of a professional being from their
community is low, but what if that changed?
Jod, an athletic administrator for over 30 years explained the following in regard to
representation:
All young athletes have dreams to play professionally. It is a difficult goal to compete
professionally but when young athletes see a product of the same neighborhood they are
currently in they see themselves in those professionals. Most do not make it but it's not
about making it, it's about utilizing the skills learned in the effort that matter.
Those skills are utilized in other jobs, such as CEO’s, founders, business owners, and other
career opportunities.
Research Question 2
RQ2 asked the following: What are the challenges of equitable athletic programming?
Table 3 illustrates the themes provided by participants. Table 3 displays the final themes for
RQ2.
Table 3
Research Question 2 Themes
Theme Development Final Themes
Student self-efficacy (Microsystem) Raise awareness
Funding allocation (Exosystem)

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Culture (Macrosystem)
Lack of sport variety (Exosystem) Space challenges
Lack of facilities access (Exosystem)
Lack of parks permits (Exosystem)

Raise Awareness
This question asked athletic administrators what the challenges are of advancing athletic
programming at an equitable level. Each interview added a unique perspective, but most had
similar responses to the challenges they face. Most of the challenges are not visible in the
microsystem except for self-efficacy and possibly culture. The exosystem in BEM is the main
system of influence in raising awareness and definitely in the challenges related to space. The
final themes display a system that influences students, schools, and communities from a distance.
Something they cannot control but has a saw in their ability to advance equitable athletic
programming. Students cannot dictate how funds are allocated but it influences their experience
in athletic programming on a large scale. Schools do not have the ability to provide certain sports
because of the limitations of space in the urban inner-city landscape. Park permits are not
distributed based on need but on a first-come first-serve basis. Communities cannot control this,
but it impacts them. The entities controlling these exosystem decisions are influential on how the
individual in the BEM will go about life.
The most common challenge expressed by the interviewed athletic administrators is
described as a ripple effect. Jod, an athletic administrator for the past 30 years said,
I have had to express how athletics are important to the overall student and how it can
really benefit them from a holistic perspective. It boggles me that I still need to explain

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that to principals and COO of schools thirty years later. The problem is that if they are
not aware of this, they do not allocate the necessary funding for athletic programming
and that's the over encompassing challenge, the allocation of athletic programming
funding. Schools that allocate the equitable need of funding are more successful
academically than schools that don’t. As an administrator for many years, I see schools
from marginalized communities fall behind more affluent schools and when you look at
allocated athletic budgeting. This paints a sad but clear picture.
This touches all areas of raising awareness. Students have become less inclined to participate
because they believe it is not for them anymore or they have lost interest which is a side effects
of COVID categorized as students having lost their self-efficacy (see Definitions of Terms). It's a
challenge to help students believe in themselves enough to return to participation or try a sport
for the first time. Deb, an athletic administrator for 30 years expressed this about student self-
efficacy and its challenges to advance equitable athletic programming:
Recruiting is part of the job and it's not easy. Most students say they are not good enough
to play not understanding that most of the team is at the beginner’s level. They need a
change in mindset and that's the toughest part.
Students became unaware of the benefits that come with athletic participation in all aspects and
lacked the willingness to work on improving. Deb, explained that,
Students lose the desire to try. If they did not make a team, they gave up and did not try
again or work to become better. The awareness of working hard for a task was slowly
diminishing. Everything was now supposed to be given and this was the new expectation.
No longer was participating on teams something the majority strived for. The mentality was if
you did not qualify it was not meant for you, period. Participating in sports develops self-

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confidence and learning how to push forward. The concept is being lost, especially in
marginalized communities.
Dah, expressed that,
The need to raise student awareness that participating in sports is not just being on the
team, needs to be addressed”. Students completely remove themselves from the sport if it
does not go as they imagined. For new sports it's also a challenge in the self-efficacy
areas because they know nothing about the sport and feel they will not be successful.
All schools receive the same amount of funding and it's up to the school administration to
decipher how to allocate those funds. Jod, mentioned that,
The funding is not distributed correctly, it's equal when it should not be, it should be
distributed based on need and program growth”. Some schools value other programs
more than athletics, which is fine, but when so much evidence is suggesting athletics
make a huge difference, it becomes a shame to not advocate for its equity.
Jod, expressed,
I have so many conversations with principals about adding teams and they are so
reluctant because of the amount of effort, money, and personnel needed. They fail to
understand this is a method that will remedy those concerns.
Jod, continued to express the challenges with athletic programming,
Too many schools are concerned with the work rather than the benefit. Test scores are so
emphasized with good reason, but administrators fail to see that students who participate
in sports are more engaged which will not alter budgeting.
The culture of a school can design the emphasis on sports programming. A challenge in
advancing equitable athletic programming is the culture of students, schools, and communities.

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Culture dictates so much on how decisions are made. It can hinder an organization from taking
the necessary steps to improve its athletic landscape. Jod, shared that,
For too long the landscape has been operating on a certain method and we are in a place
now where the culture has to be altered. Athletic programs that do not evolve and still
have the same continued support have to be challenged to raise the bar. There are
programs that are evolving and do not receive the same amount of support which adds to
the continued lack of equity. This is called gatekeeping and it's not ok. It's a direct
connection of the culture that has been set at certain organizations adding to the
challenges of advancing.
Space Challenges
An urban inner-city setting is met with many challenges in regard to infrastructure. The
challenges of space availability hinder the variety of sports that can be offered in urban inner
cities. Not enough swimming pools, not enough fields or fields that are close in proximity, not
enough gymnasiums. These limits make it difficult to advance equitable athletic programming.
Athletic administrators need to be creative, go the extra mile to expose students to a variety of
sports.
Deb, an athletic administrator for 30 years expressed this:
Our twenty-member swim team had to be eliminated because the local pool was shut
down and the nearest pool was a 30-to-45-minute ride. This reduced our variety and
percentage of participation.
This lack of facility access is common in the urban inner-city landscape. Urban inner cities are
overpopulated and challenge the development of sports programming because of areas available
to conduct programming. If the program does not have the funding to rent space it can eliminate

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the program altogether. The more affluent programs are able to pay for access and it makes
participation in athletics for the privileged attainable but not the marginalized. Most of the time
the programs with the funding available are pay to play programs that charge large amounts to
participate. This is not available to all, which makes it challenging to advance equitable
programming. There are not enough outdoor parks for athletic competition, facility access is
limited due to other groups conducting athletic programming. Kae, explained that,
Park access is so difficult to be granted because of all the programs seeking time in
outdoor facilities. The next step is charging for park permits and this automatically
isolates a specific group of people, those that cannot afford.
Multiple entities require space, but not all will receive it. Some have to share space and it limits
the overall desire for the program. Dah, expressed the following:
Do you know how many teams have to drop sports because they lose access to their site? These
space challenges cause students to leave. Jod, explained:
We had a parent develop a case for access to a field in the community that was always
given to an adult league. Our kids would never gain the access because it was not being
utilized equitably; we had to go to court to gain access.
Challenges of space also stem from a previously mentioned challenge of accountability. Some
field permits are renewed to the same people or organizations and at times are not used or restrict
other organizations from utilizing them. This increases the lack of equity and compromising to
make sure every group can receive what is needed to succeed.
Research Question 3

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RQ3 asked the following: How can advancing equitable athletic programming be
improved? Table 4 illustrates the themes provided by participants. Table 4 displays the final
themes for RQ3.
Table 4
Research Question 3 Themes
Theme Development Final Themes
Exhaust community partnerships
(Microsystem)
Build Rapport
Conduct trainings and workshops
(Microsystem)
Strategized exposure (Microsystem) Develop a Team
Adjust rules of participation (Microsystem)

Build Rapport
The tactics and methods utilized by athletic administrators who are advancing equitable
athletic programming revolve around building rapport with those who have the resources needed
and developing a team to carry out this mission. Athletic administrators have developed
relationships with businesses, universities, local schools, and community programs to advance
equitable athletic programming. Deb, an athletic administrator for 30 years expressed,
A partnership with a local church was sparked out of need for use with the facility.
Another partnership was sparked with the local university to utilize their outdoor facility.
To advance athletic programming equitably community partnerships have to be
prioritized.

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These two instances demonstrate the need to exhaust community partnerships for the
advancement of athletic programming. Without those relationships, the school would not be able
to provide the sport. Athletic administrators are personally seeking these relationships that
influence their ability to provide athletic programs. This is an influence that begins at the micro
level but also touches the mesosystem and exosystem depending on the partnership that
developed. Community partnerships need to be exhausted to locate spaces for athletic
programming. Swimming teams require swimming pools that are not easily accessible in urban
inner-city systems. Partnerships with universities need to be developed and exhausted to provide
this consistently. Kes, expressed,
The spaces that have granted access are due to relationships built over the years.
Developing relationships and continuing to build a good rapport is a key method for
advancing equitable athletic programming. The relationship allows for access to
otherwise inaccessible facilities or fields.
Another method that athletic administrators use in the effort to advance equitable athletic
programming are training and workshops for administrators and athletic personnel. These
workshops provide resources to enhance the capabilities of athletic administrators to navigate
partnerships available but also to bring awareness to school administration on the needs for
athletic funding as well as the benefits. Jod, an athletic administrator for over 30 years, expressed
this:
Conducting workshops for school administrators on how to boost academic achievement,
I highlight the correlation of health and wellness with athletics and academic
achievement. This shifts the mindset of some and they allocate the necessary funding for
athletic programming.

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Deb, shared,
Training on equitable practices is a great tactic. We cannot assume everyone has the tools
necessary to do effective work. Advancing equitable athletic programming requires skill
and knowledge. All which can be attained through training and workshops.
Conducting consistent training for athletic administrators can be instrumental in the advancing
equitable athletic programming. Those trainings and workshops can lead the development of
teams that will lead the work.
Developing a Team
Athletic administrators realize that this work requires a solid team, and many have
utilized the method of developing a team to combat the challenges. When a team is developed,
the work is shared and athletic administrators can plan for fundraising campaigns, collect data,
increase exposure via social media, and provide additional programs within schools like
intramurals as opposed to interscholastic competition. The idea is to get kids moving, playing,
belonging because the statistics show how beneficial those things can be for development.
Dah, an athletic administrator for over 30, years shared:
Building a strong team is a key component to advancing equitable athletic programming.
The work is grand, and a team needs to share the passion and knowledge to pursue every
possible avenue to give kids more access. Volunteers are the lifeline of the work. They
are passionate and require nothing in return, just the satisfaction that more will be served
and have access.
Teams help to develop a solid plan of action. They provide insight into areas that one person may
not even think of. When building partnerships and developing a team, it creates a great
environment. The other benefits, as expressed by the subject, that are tied to developing a team is

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the ability to strategize exposure of programs. This can be by assigning social media managers
who help with marketing athletic programs and can lead to donors and fundraising campaigns.
Building a team can also gather multiple minds to make calculated adjustments to rules of
participation so that more can play. For example, transfer student regulations, age limits,
geographic limitations, etc. All of which we see being influential at the microsystem level. All
direct influence to the work that athletic administrators conduct to advance equitable athletic
programming.
Research Question 4
RQ4 asked the following: What is the impact of athletic programming failing? Table 5
illustrates the themes provided by participants. Table 5 displays the final themes for RQ4.
Table 5
Research Question 4 Themes
Theme Development Final Theme
Decrease in attendance Rise in Negative Effects
Decrease in academic success
Rise in crime and incarceration
Rise in health risk
Households will suffer
Programs will die

Athletic administrators who shared insight into these studies had varying ideas and tactics
to advance equitable athletic programming. The research question suggesting the results of their

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efforts ceasing or failing all lead to the same conclusion. It would be damaging, similar to the
damage it caused during COVID when all activity was paused.
Rise in Negative Effects
The amount of effort that athletic administrators place into advancing athletic
programming is unmeasurable. Countless hours, many of them unpaid. This group of people are
passionate about making sure all have an opportunity to play a sport so they can be on track to
success. If effort is paused or fails it would be negative in every aspect. Kes, explained this about
stopping efforts:
Everything we see in athletic benefits will be reversed. We saw it post-pandemic and
should not think anything otherwise. When people stopped playing sports or didn’t have
the access we see a rise in crime, health concerns, teenage pregnancies, decrease in
attendance, collegiate aspirations. Some students go to school only for sports and some
only have the sport because of the work of athletic administrators.
Athletic administrators in the Urban Inner-City pride themselves in collaborative work so
some say if their personnel stopped doing the work that someone else would step up. This just
signifies the level of belief that athletic administrators have in how sports are a key component in
producing a well-rounded society. Deb, shared,
In an affluent community the elimination of athletic programming is impactful because
now the traveling time required to participate is increased, perhaps the only other option
is paying to play, it will have a negative effect. The difference for this to occur in a
marginalized community is that there would probably be no other option. Parents would
not be able to afford other programs, kids would become disengaged or disinterested and

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find alternatives to fill their needs. Both outcomes are bad, but one is more impactful than
the other.
This occurrence is more common than one may think. Unfortunately, these programs eventually
die out and the trend of the underserved population continues. If athletic administrators
discontinue their efforts, students will not be as consistent with school attendance, they will not
have the benefits of team study halls team bonding. Less students in structured activity will mean
more instances for influences in crime. Jod, an athletic administrator for 30 years, expressed this:
Recently during COVID, one of our athletes was shot due to gang violence. I always
imagine what if there was programming during that time and he was in a different
location or was able to train. This is not something I want to repeat. We have to find more
possibilities.
Conclusion
Athletic administrators believe that athletic participation is a key component in the
successful trajectory of many stakeholders, mostly students, schools, and communities. The need
for athletics is visible as a method to reduce crime, improve overall health, and spark academic
success. The issue is that not all have access or the means to participate in something that should
be accessible with so many resources to pull from. Due to this, athletic administrators have had
to perform above and beyond to advance equity in athletic spaces providing what each
stakeholder needs and not just assuming they all need the same thing. Tactics and methods have
been utilized and proven effective by the extensive work that has been completed. Those
challenges, methods, and results have been examined. Chapter Five will provide insight into
recommendations that have surfaced as a result of athletic administrator feedback.

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Chapter Five: Discussion
This study provided a calculated look into the shared experiences of athletic
administrators who are advancing equitable athletic programming. Athletic programming is not
accessible to all demographics and is failing to be provided on the needs of the students, schools,
and communities. These three stakeholder groups were instrumental in this study as they
provided a basis for understanding this issue in three different spaces and how they are
intertwined. Taking into consideration Bronfenbrenner's Ecological Systems model, the
structure, environment, and layers of influence shape the overall individual. Athletics is a
microsystem component in regard to influence. However, the influence on athletic programming
is affecting the students, schools, and communities but from the exosystem layer. There is very
little interaction or connection from those who institute the budgets, rules, and regulations and
yet their influence is impactful. In this chapter, the researcher provides recommendations that
athletic administrators can adopt in the service of students, schools, and communities to assure a
more equitable environment for athletic programming.
There are four research questions evaluated in this study:
1. Why is advancing equitable athletic programming important?
2. What are the challenges of equitable athletic programming?
3. How can advancing equitable athletic programming be improved?
4. What is the impact of athletic programming failing?
The researcher had the desire to collect the narrative behind the work that athletic
administrators have to do to advance equitable athletic programming. This collection of methods
and tactics could highlight what others can do, and also how to navigate the challenges that are
present. This can also set forth better policies and inform tactics for effective implementation in

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other areas. The communities that continuously are underserved are marginalized communities
with limitations. Access is different in the urban inner-city landscape and more so in
marginalized communities where it can be labeled as more challenging.
Summary of Findings
Research Question 1: Why is advancing equitable athletic programming important?
Participant responses to this question expressed three final themes which are in alignment
with the stakeholders. The three final themes are a) student impact, b) community impact, and c)
school impact. Increased attendance percentages, increase in overall GPA, and increased
collegiate acceptance are all related to the student benefit of advancing athletic programming.
The impact in the community consists of decreases in consumption of illegal substances,
unstructured time, teenage pregnancy, neighborhood violence, and gang affiliation. It provides
spaces for community members to stay away from negative influences found in the microsystem.
The school impact is noted in increase in extracurricular opportunities, improved school
culture, increased parental engagement, improved academic standing, increased positive exterior
relationships, and positive community involvement and support.
The influence of athletics on students, schools, and communities is evident in the
research. Providing athletics at an equitable level is a need with a great upside to be a positive
influence in many lives. Recap of the importance of athletic programming is simple: how much
does one value a healthy, flourishing environment?
Research Question 2: What are the challenges of equitable athletic programing?
Participant responses for RQ2 lead to two final themes. The final themes were a) raise
awareness and b) challenges of space in an urban inner-city setting. Raising awareness is a
challenge because students have lost their self-efficacy in athletic participation. Additionally,

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allocation of funds is not prioritized for athletic programming which also ties into the reluctancy
to break away from traditions. If the culture is a certain way, mindsets are fixed and require a
shift and explanation of the benefits.
The researcher concluded based on participant response that space is a challenge both in
control and out of the control of athletic administrators. The tactics used to advance equitable
athletic programming are often limited because of the Urban Inner-City design. Space limitation
contributes to limits in the variety of sports that can be offered. Space contributes to the lack of
facility access and park permit acquisition.
Research Question 3: How can advancing equitable athletic programming be improved?
The information gathered from respondents based on RQ3 resulted in two final themes.
The two themes are a) building rapport and b) developing a team. Organized planning may seem
obvious because it is required for anything to succeed however it's not that simple. Planning also
means thinking outside the proverbial box. Social media utilization has to be strategic. Proper
data reporting and continued data gathering to plan effectively will boost fundraising success.
Athletic administrators suggested that planning in house athletic events can contribute to self-
efficacy and encourage more students to participate in sports.
Respondents all mentioned that building relationships and developing a team will help in
solidifying spaces that would otherwise be unattainable. Building relationships with other
administrators at all levels will provide a platform for students to not be restricted to their own
school for participation. Developing a team will have more voices on the table to spread the
knowledge and perhaps provide training or consultations. This could be a great method to
advance equitable athletic programming.

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Research Question 4: What is the impact of athletic programming failing?
Only one final theme was derived from this research question. It has a direct relationship
to the importance of athletics. The benefits of athletic programming will be reversed if the efforts
cease. In some capacity, others will step up to the challenge and continue the work because it is
an area so many are passionate about but in hindsight if all would cease, it would mean an
increase in the negative effects of society—rise in crime, decreased attendance that led to
decreased collegiate aspirations, which lead deeper into the poverty hole. Those who are doing
the work are making a difference and if they stop, or it becomes too much, the results are
catastrophic, and programs ultimately die out.
The findings show how valuable the advancement of equitable athletic programming is. It
highlights the fact that a marginalized community is at such a disadvantage that this is a powerful
tool to lead in the right direction. This is an area that can be utilized and be cost-effective
because of the possible partnerships. More athletic administrators need to share their journeys so
the success stories can be more common. With these findings, the community of athletic
administrators can continue to build and learn from each other. They can become better equipped
to advance equity within sports programming.
Conclusions
Athletic programming provides components that help students, schools, and
communities. Research Question Number One asked, why is advancing athletic programming
important? It has been established that athletic programming is important because of all the
resources, life skills, and positive factors that arise from implementation. The importance of
advancing it is because not all are able to benefit due to lack of access and this should change.
Research Question Number Two asked, what are the challenges of equitable athletic

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programming? Athletic administrators stated the challenges are present due to lack of awareness
and in the setting of the Urban Inner-City landscape, space, and access to viable places of play
are limited. The third research question asked, how can advancing equitable athletic
programming be improved? Improving the fluidity of equitable athletic programming is a
difficult task, especially without proper support. Improving the advancement of athletic
programming at an equitable level is providing resources from those who have, so the path for
others has a guide. The fourth research question asked was, what is the impact of athletic
programming failing? Essentially, if an athletic program fails, the result will be decreases in
success-related factors. These factors can consist of lower GPAs, decreased attendance, rise in
crime, and ultimately displacement. Athletics are at times the motivation behind certain positive
action and if that motivation suddenly vanished, the effect would be negative.
Discussion
Athletic administrators will benefit from this study to create more opportunities for
students, schools, and communities to receive equitable athletic programming. The BEM lens
that the study was grounded in provides a more in-depth understanding on how each system
plays a role in the advancement of athletic programming. BEM is essentially more descriptive in
its influence when analysis of affluent communities is compared to marginalized. The findings
show the importance of athletic programming on the development of the adolescent population.
Athletics affect the level of success that students can reach. It sets a positive path towards a
beneficial and thriving future by increasing the chances of those outcomes. The findings show
how influential athletic administrators are in the landscape of community and school
development. These efforts are challenging and lack a standard blueprint to do the work

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effectively and with guidance. This study can help towards building a supplementary tool to help
administrators have guidance in these efforts.
Suggestions for Future Research / Recommendations
Recommendation 1
Athletic programming is not equitable in the Urban Inner-City landscape. Athletic
programming can be impactful in the exterior and interior challenges that students, schools, and
communities face. Those shareholders in marginalized communities are continuing to be
underserved and it is unethical to know this information and not do anything about it.
Unfortunately, aspects of these discrepancies are housed in the exosystem and macrosystem. One
would say it is out of reach of influence. The response to that mindset is that something can be
done but it requires maximum effort. Marginalized communities need change and change often
happens when the correct personnel are in play. If Urban Inner-City communities really want to
see more students attend school, develop post-secondary school plans, have better overall health,
less crime, and really change the trajectory of the community, local government officials and
local businesses need to get involved at a larger scale.
The first recommendation is that athletic administrators need to become unified and stop
working in silos to place pressure on local government officials and local businesses to develop
plans to advance equitable athletic programming. Athletic administrators need to infiltrate the
political atmosphere as one unified front. Request for more community spaces to be built is a
priority. The Urban Inner-City is experiencing an influx of residential buildings being
constructed and local city officials can have a say in the spaces within those buildings that can be
tailored to athletic programming. This will not happen if pressure is not felt from athletic
administrators. Local officials have tried multiple methods and campaigns to stem the rise in

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crime and it has not effectively worked. It is time for athletic administrators to speak on the area
that they know will be beneficial. An area they have placed so much effort to advance that
government officials cannot deny the success. If local government officials desire a shift in
community reputation, they need to listen to those that have a proven solution.
We have analyzed that space is an issue so providing more spaces is the solution. The
pressure should also be placed on local businesses to help fund the construction of these spaces.
Complaining about the challenges is no longer acceptable. A method to bring about change has
been studied by the work that has already been conducted, now it is time to prioritize. Athletic
administrators need to be involved in all the community board meetings and analyze elected
officials and what they stand for because knowing what type of pressure to impose is important.
If athletic administrators become more politically inclined and educate the masses on the impact
sports programming can have, the correct support will be found. So much funding allocation to
permits being granted for liquor stores, marijuana dispensaries, and nightclubs when some
communities do not even have a community center is a lack of sensitivity to the issues that
marginalized communities are facing. The question needs to be asked to local officials: what are
your priorities? Local businesses need to see the value in the investment of these athletic sites.
Be involved in the change your community needs. It is not fair for people just twenty miles away
to have so much more opportunity. Collectively every stakeholder has to be better. Letters,
petitions, peaceful protest, and so many more tactics need to be implemented. The worry and
attention can no longer just be single program needs but the needs of all.

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Recommendation 2
Athletic administrators need to be analytic professionals. The data for how athletics
impact students, schools, and communities is universally available. A more uniformed effort to
collect data and display it effectively is needed.
The second recommendation is that a data collection system needs to be developed. This
data will be used to educate and raise awareness of the local programs and how they are striving
due to athletic programming. The current method of conducting athletics in most areas of Urban
Inner-City is situated on a fixed equality method. The data collection system needs to prove why
an equitable-based system is better. There are so many methods to do this such as forms,
surveys, and interviews. The idea is that data will be continuously collected to distinguish the
positive aspect of athletic programming being implemented equitably.
Recommendation 3
Athletic administrators in the Urban Inner-City are not always full-time athletic
administrators. At times, the position is combined with physical education or health. Other times
it is an added responsibility for the principal or assistant principals. The focus on athletic
administration lacks training, meetings, and professional development. Counties outside of the
Urban Inner-City have athletic governances, yearly professional developments, certifications that
can be obtained, regular platforms to meet and discuss athletic programming challenges,
methods, etc. The level of students in the Urban Inner-City landscape need devoted individuals
who are focused on all aspects of athletic advancement; however, this area is lacking the proper
resources. The researcher is not petitioning for full-time athletic administrator positions, even
though the schools that have that are in more solidified success trajectories. The researcher is
suggesting that athletic administrators have a platform created by the Department of Education in

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the Urban Inner-City area that is specific to them to provide a space to share thoughts, methods,
tactics, regular professional development, observations of other departments, community
engagement strategies, and so much more.
The third recommendation is to create an Urban Inner-City athletic administrator
association. The association caters to the needs and advancement of athletic programming in an
environment challenged by uncontrollable aspects. Some of the challenges that have been
tackled by athletic administrators and the association will provide a platform to share those
experiences. It would create a place where athletic administrators can improve skills and ask
questions—a database with multiple resources catering to the Urban Inner-City athletic
administrator. This will provide a space for athletic administrators to learn from one another.
Problems or challenges do not have to be settled alone. An association can even assist in the first
recommendation execution. An association of collective athletic administrators will have
resources to help in the awareness campaign. Administrators can rely on the association to make
sure their plan to bring awareness to school leaders is solid. Training on specific tactics to
advance equitable athletic programming can be facilitated by the association. The issue with
space can be generated on the association website where all programs can place open slots that
are available to make sure all are receiving the athletic needs.
An association is not a new idea but an idea that should be adopted. It is utilized by the
many athletic administrators outside the Urban Inner-City area. The issue is that athletic
administration in the Urban Inner-City is unique. The number of schools and students is large,
and the areas of accessibility are so low. Organization of these challenges can be a great solution.
All can be organized in an association that would be fully volunteer. The researcher believes an

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alteration of what is already being done and tailoring it to the Urban Inner-City athletic
landscape is the path toward more equitable athletic programming.
With this recommendation, athletic administrators can no longer say they are alone in this
journey. One of the most rewarding things about team sports is accomplishing a task together.
An association will bring cohesion to the effort to advance equitable athletic programming. This
can make the pressure needed to be placed on elected officials for change, more unified. Athletic
administrators will no longer not know what to do or how to execute because a team will
brainstorm ideas with them.
Recommendations for Future Research
The researcher suggests that a long-term study in a case-study format can really add to
the research. A study that follows two groups of students, one group that participates in sports
and another that does not, and following them throughout their secondary and post-secondary
journey. In the same regard, following athletic administrators as they navigate through
challenges and develop methods in real time would be beneficial to the field. Perhaps studying
from a different theoretical framework could prove valuable. The researcher would utilize social
cognitive theory as an additional lens to study the equitability of sports programming. Instead of
an ecological focus, it can be viewed from a social focus and really build on the lack of self-
efficacy. It is the researcher’s perspective that this will enhance the study's meaning for athletic
administrators in the Urban Inner-City area.
Conclusion
This study focused on the shared experiences of athletic administrators who are
advancing athletic programming. The study was focused on athletic administrators in an Urban
Inner-City environment. This environment is unique compared to the rest of the country and was

102
examined using Bronfenbrenner's Ecological Systems Model. The shared experiences of athletic
administrators can fall into multiple systems, but it is more focused in the microsystem because it
impacts three stakeholders. The three stakeholders that guided the research are students, schools,
and community members. These stakeholders experience the most direct influence of athletic
administrators advancing equitable athletic programming. Athletic programming is not equitable
and the efforts of administrators attempting to advance should be shared and utilized for more
institutes to benefit from the efforts. These collected accounts provided a basis for information to
be shared. The data collected provided reasons why efforts should continue based on the
importance of athletic programming. The data collected provided detailed challenges that help in
the preparation to combat those challenges, tactics, and methods to combat those challenges that
have been proven effective, and the results of discontinued efforts. The researcher was able to
make two recommendations based on responses. These recommendations will help the
advancement of equitable athletic programming. The overall reason is to help students succeed in
a rather challenging environment with negative influences. The advancement of equitable
athletic programming can reduce the negative influences by promoting school attendance,
eliminating drug use, encouraging collegiate attendance, and most importantly improving overall
health.

103
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Appendix A: Email to Athletic Administrators
Good Morning Fellow Athletic Administrators,
I pray all is well and thank you for your dedication to athletic programming. It truly is a
joy to share this passion and work with each of you. My name is Jason Marchena and I am
conducting a research study under the guidance and direction of Dr. Marsha Riggio-Boveja. I am
a doctoral candidate at the University of Southern California in the Organizational Change and
Leadership program. My dissertation is based on the experiences of athletic administrators
advancing equitable sports programming. You are receiving this email because you have been
identified as an athletic administrator who can provide valuable insight in this topic.
Your assistance in this study is greatly appreciated and I would be honored to have you
participate. Your participation can provide guidance in equipping other athletics administrators
to navigate the challenges of advancing equitable athletic programming in the urban inner-city
setting effectively while also raising awareness on the benefits of these efforts.
Your participation is voluntary, and all information gathered will be kept anonymous and
confidential. All data will be presented with no possibility of any participants to be identified. If
you wish to participate, please complete the linked survey. The survey should take less than 10
minutes. Once the survey is completed, I will reach out with further details. Once again thank
you in advance for your support in my research journey, I look forward to connecting.
Blessings,
Jason Marchena, Researcher
marchena@usc.edu (917.488.8500)
Dr. Marsha Boveja Riggio, Dissertation Chair, mriggio@usc.edu

113
Appendix B: Demographic Survey
1. Email
2. Full Name
3. Years of experience in athletic administration
a. 1-4 years
b. 5-10 years
c. 11-15 years
d. 16 and up
4. In what capacity have you been an athletic administrator? Check all that apply.
a. Education Based Athletics
b. Community Based Organization
c. Professional Level Athletics
5. If education based, what level? Check all that apply.
a. Elementary school
b. Middle school
c. High school
d. Collegiate
e. Other
f. N/A
6. Did you participate in athletics as a student?
a. Yes
b. No
7. How much of an affect do athletics have on the development of students?

114
a. Scale of 1-5 (1- no affect) (5 - incredible affect)
8. How much of an affect do athletics have on school culture?
a. Scale of 1-5 (1- no affect) (5 - incredible affect)
9. How much of an affect do athletics have on community identity?
a. Scale of 1-5 (1- no affect) (5 - incredible affect)
10. How impactful have you been to the athletic landscape of your respective area?
a. Scale of 1-5 (1- no impact) (5 - incredible impact)
11. Can you describe your overall experience with athletic programming accessibility and
how you believe you can contribute to this study?

115
Appendix C: Information Sheet
University of Southern California
Rossier School of Education
3470 Trousdale Pkwy, Los Angeles, CA 90089

INFORMATION SHEET FOR EXEMPT RESEARCH

STUDY TITLE: Lived Experiences of Athletic Administrators Advancing Equitable Athletic
Programming.

PRINCIPAL INVESTIGATOR: Jason Marchena

FACULTY ADVISOR: Dr. Marsha Riggio

You are invited to participate in a research study. Your participation is voluntary. This document
explains information about this study. You should ask questions about anything unclear to you.

PURPOSE
The purpose of the study is to gather information from athletic administrators on tactics used by
others that are advancing equitable athletic programming. This information will be used to
provide guidance to other athletic administrators who are experiencing difficulty in equitable
athletic programming. Additionally, is to inquire if we are all experiencing similar challenges in

116
the athletic landscape of the communities we serve or if it’s a phenomenology. Are the
challenges stemming from lack of resources and impacting our diversity, equity, and inclusion?

PARTICIPANT INVOLVEMENT
It is your choice whether to participate. Participation in this study is completely voluntary.
Audio/video recording via the online video conferencing platform, Zoom. Participants must
agree to an audio/video recording to participate. If you choose to participate, you may change
your mind and leave the study at any time. You may decide not to participate or choose to
discontinue your participation in this study without penalty or loss.

To participate in this study, you must be an athletic administrator with 5 years of experience or
more. If you decide to participate, you will be asked 11 interview questions. Interviews will take
approximately 45 to 60 minutes.

CONFIDENTIALITY
The research team and the University of Southern California Institutional Review Board (IRB)
may access the data. The IRB reviews and monitors research studies to protect the rights and
welfare of research subjects.

When the research results are published or discussed at conferences, no identifiable information
will be used. Identities will be disguised with pseudonyms and coding. All identifiable
information will be kept confidential. Data collected will be destroyed upon completion of the
research.

117

INVESTIGATOR CONTACT INFORMATION
If you have any questions about this study, please contact the Principal Investigator, Jason
Marchena, at (917) 488-8500; marchena@usc.edu. You may also contact the faculty advisor, Dr.
Marsha Riggio, at mriggio@usc.edu if you have any questions.

IRB CONTACT INFORMATION
If you have any questions about your rights as a research participant, please contact the
University of Southern California Institutional Review Board at (323) 442-0114 or email
irb@usc.edu.

By participating in this interview, you are consenting to the terms listed above.

**Please print or save a copy of this form for your records.

118
Appendix D: Informed Consent
INFORMED CONSENT FOR RESEARCH
Study Title: What are the Shared Experiences of Athletic Administrators Who have Advanced
Equitable Athletic Programming?

Principal Investigator: Jason Marchena

Department: USC Rossier School of Education OCL Program

INTRODUCTION

We invite you to take part in a research study. Please take as much time as you need to read the
consent form. You may want to discuss it with your family, friends, or your personal doctor. If
you find any of the language difficult to understand, please ask questions. If you decide to
participate, you will be asked to sign this form. A copy of the signed form will be provided to
you for your records.

KEY INFORMATION

The following is a short summary of this study to help you decide whether you should
participate. More detailed information is listed later in this form.

1. Being in this research study is voluntary–it is your choice.

2. You are being asked to take part in this study because you meet the eligible criteria for
study participants. The purpose of this study is to gain insight on the shared practices
of athletic administrators advancing equitable athletic programming. Your
participation in this study will last approximately 45 to 60 minutes. Procedures will
include attending a ZOOM meeting and answering 11 questions.

3. There are risks from participating in this study. The most common risks are sharing
information that can be harmful to other parties and make you feel uneasy or perhaps
lacking in certain areas of your profession. More detailed information about the risks
of this study can be found under the “Risk and Discomfort” section.

4. You may not receive any possible benefits to you for taking part in this study.
However, your participation can help in the collection of tactics that athletic
administrators are utilizing to advance equitable athletic programming in underserved
communities across the city.

5. If you decide not to participate in this research you can request to remain
informed of the study results at the conclusion of the study.

119
DETAILED INFORMATION

PURPOSE
The purpose of the study is to gather information from athletic administrators on tactics used to
advance equitable athletic programming. This information will be used to provide guidance to
other athletic administrators who are experiencing difficulty in providing equitable athletic
programming. Additionally, to inquire if the challenges are shared experiences in the overall
athletic landscape or if they are classified as a phenomenology specific to certain communities.
Are the challenges stemming from a lack of resources that are impacting our diversity, equity,
and inclusion efforts?

PROCEDURES
● Eligible participants will be invited to a ZOOM meeting facilitated by the principal
investigator at an agreed upon time.
● Participants will be asked 11 open ended semi-structured questions to guide the
interview.
● The interview was allocated 45-60 minutes for completion.

RISKS AND DISCOMFORTS

Surveys/Questionnaires/Interviews
Some of the questions may make you feel uneasy or embarrassed. You can choose to skip or stop
answering any questions you don’t want to.

Breach of Confidentiality
There is a small risk that people who are not connected with this study will learn your identity or
your personal information.

BENEFITS
There are no direct benefits to you from taking part in this study. However, your participation
can help in the collection of tactics that athletic administrators are utilizing to advance equitable
athletic programming in underserved communities across the city.

PRIVACY/CONFIDENTIALITY
We will keep your records for this study confidential as far as permitted by law. However, if we
are required to do so by law, we will disclose confidential information about you. Efforts will be
made to limit the use and disclosure of your personal information, including research study and
medical records, to people who are required to review this information. We may publish the
information from this study in journals or present it at meetings. If we do, we will not use your
name.

The University of Southern California’s Institutional Review Board (IRB) and Human Subject’s
Protections Program (HSPP) may review your records.

Responses will be stored in digital, password protected files. Anything that will breach
confidentiality of responses will be destroyed and not be used for future study.

120
To understand the privacy and confidentiality limitations associated with using Zoom Video
Communications, we strongly advise you to familiarize yourself with their privacy policies
(https://explore.zoom.us/en/privacy/).

ALTERNATIVES
An Alternative will be to not participate in the study but request consideration to be provided
study results.

PAYMENTS / COMPENSATION
You will not be compensated for your participation in this research.

VOLUNTARY PARTICIPATION
It is your choice whether to participate. If you choose to participate, you may change your mind
and leave the study at any time. If you decide not to participate, or choose to end your
participation in this study, you will not be penalized or lose any benefits that you are otherwise
entitled to.

CONTACT INFORMATION
If you have questions, concerns, complaints, or think the research has caused harm to you, please
talk to the study principal investigator Jason Marchena, marchena@usc.edu, (917) 488-8500.
You may also contact the faculty advisor, Marsha Riggio at mriggio@usc.edu if you have any
questions.

This research has been reviewed by the USC Institutional Review Board (IRB). The IRB is a
research review board that reviews and monitors research studies to protect the rights and
welfare of research participants. Contact the IRB if you have questions about your rights as a
research participant or you have complaints about the research. You may contact the IRB at
(323) 442-0114 or by email at irb@usc.edu.

STATEMENT OF CONSENT
I have read (or someone has read to me) the information provided above. I have been given a
chance to ask questions. All my questions have been answered. By signing this form, I am
agreeing to take part in this study.

Name of Research Participant Signature Date Signed
(and Time*)

121
Appendix E: Interview Questions
1. How have athletics been provided in your years of experience? (RQ1)
2. How do athletics affect students, schools, and the community? (RQ1) (RQ2)
3. How would you describe the current landscape of athletic programming support in your
specific area? (RQ2)
4. Is it important to advance athletic programming equitably? (RQ1)
5. What does equitable athletic programming look like from your perspective? (RQ3) (RQ4)
6. Can you provide some methods or tactics that you have used to advance athletic
programming? (RQ3)
7. Are there challenges in advancing equitable athletic programming? (RQ2)
8. What would be the result in your organization if you seize your efforts to advance
equitable athletic programming? (RQ4)
9. What would be the result of a city-wide effort to provide athletics at an equitable level?
(RQ1) (RQ4)
10. What are your thoughts on the trajectory of the athletic programming landscape in regard
to diversity, equity, inclusion? (RQ2)
11. Do you believe all demographics and areas have the same access to athletic
programming? (RQ2) (RQ4)

122
Appendix F: Overview of the Study
The following is a brief overview of the entire study process.
● Study Title: Lived Experiences of Athletic Administrators Advancing Equitable Athletic
Programming.
● Email sent to athletic administrators with attached demographic survey
● Completed demographic surveys are analyzed for candidates that meet study criteria
● Candidates who are eligible for the study are contacted directly with an attached
information sheet with more details about the study and asked to participate.
● Candidates who agree participate via email response are scheduled for interview
● Prior to interview a DocuSign for informed consent is sent to participants with Calendly
link to select interview date
● DocuSign must be completed before selected interview date
● Interview is conducted via Zoom and recorded
● Transcripts of interviews are uploaded to Atlas.ti for accuracy and analysis

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Asset Metadata

Creator Marchena, Jason (author)

Core Title Lived experiences of athletic administrators advancing athletic programming

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2023-12

Publication Date 09/11/2023

Defense Date 08/25/2023

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag Athletics,athletics administrators,equity,marginalized community,OAI-PMH Harvest,Schools,Sports,Students

Format theses (aat)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Riggio, Marsha Boveja (committee chair), Ott, Maria (committee member), Trahan, Don Jr. (committee member)

Creator Email jason.marchena@ialcs.org,marchena@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113305031

Unique identifier UC113305031

Identifier etd-MarchenaJa-12347.pdf (filename)

Legacy Identifier etd-MarchenaJa-12347

Document Type Dissertation

Format theses (aat)

Rights Marchena, Jason

Internet Media Type application/pdf

Type texts

Source 20230911-usctheses-batch-1094 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu