The National Collegiate Athletic Association (NCAA) has announced the awarding of one of its prestigious 2025 Graduate Student Research grants to Jada Crocker, a doctoral candidate pursuing her PhD in education at George Mason University. This grant aims to fund Crocker’s dissertation research, which seeks to uncover the nuanced academic advising experiences of Black/African American student-athletes attending Minority Serving Institutions (MSIs) within Division I collegiate athletics. By delving into the critical intersections of race, student-athlete identity, and institutional support, Crocker’s work promises to fill a significant gap in higher education research.
Crocker’s research methodology involves conducting extensive in-depth qualitative interviews with Black/African American student-athletes. These interviews are designed to capture the lived realities, perspectives, and academic journeys of participants as they navigate complex advising environments. The focus on Minority Serving Institutions is particularly significant given the unique sociocultural and institutional dynamics that differentiate MSIs from predominantly white institutions (PWIs). Through this research, the aim is to illuminate the systemic and interpersonal factors that either hinder or promote academic success and persistence within this population.
Academic advising serves as a pivotal component in the collegiate experience, especially for student-athletes balancing rigorous sports commitments with demanding academic workloads. For Black/African American student-athletes at MSIs, there is a recognized need to better understand how advising frameworks adapt—or fail to adapt—to their distinctive needs. Crocker’s work investigates these frameworks in detail, exploring how advising professionals engage with student-athletes, the strategies employed to support academic progression, and potential gaps in culturally responsive practices. This granular examination facilitates an evidence-based understanding essential for policy innovation.
The dissertation seeks to identify systemic barriers that may affect Black/African American student-athletes disproportionately. These barriers can include implicit bias, limited institutional resources, and structural inequities that manifest within advising practices. Simultaneously, Crocker’s research is attuned to the opportunities for fostering success through tailored advising interventions. Such interventions might involve culturally competent advising strategies, integrated academic and athletic support, and enhancements in institutional policy that recognize the multifaceted identities of student-athletes at MSIs.
Dr. Ellen Drogin Rodgers, an Associate Professor in the School of Sport, Recreation, and Tourism Management at George Mason University, is serving as both the Principal Investigator for this grant and as Crocker’s academic mentor. Dr. Rodgers brings extensive expertise in sport management and education to guide the project, ensuring methodological rigor and scholarly depth. Under her mentorship, the research is poised to not only meet academic standards but also contribute meaningfully to the evolving discourse on diversity, equity, and inclusion in collegiate athletics.
The funded project is supported by a $6,679 grant awarded by the NCAA, with a funding period spanning from September 2025 through June 2026. This investment underscores the NCAA’s commitment to fostering research that advances understanding of student-athlete academic experiences and informs best practices rooted in equity and inclusion. By targeting graduate-level dissertation research, the NCAA also promotes the development of emerging scholars equipped to address critical challenges in sports and education.
The implications of Crocker’s work extend beyond the immediate advising context. Insights gleaned from this study have the potential to influence policy at institutional and NCAA levels by providing empirically grounded recommendations. The research aims to inform the creation of more inclusive academic support systems that acknowledge and respond to the specific social and cultural needs of Black/African American student-athletes. These inclusive practices are essential to improving retention and graduation outcomes, ultimately shaping a more equitable collegiate sports environment.
Moreover, this research contributes to a growing body of literature centered on intersectionality within education and sports sciences. By concentrating on Black/African American student-athletes at Minority Serving Institutions, Crocker’s dissertation foregrounds voices and experiences that have historically been underrepresented in academic advising studies. This focus challenges prevailing one-size-fits-all advising models and advocates for nuanced approaches that resonate authentically with diverse student populations.
The research navigates the complex terrain of dual identity faced by student-athletes, wherein individuals must negotiate athletic, academic, and personal spheres simultaneously. Black/African American student-athletes often encounter additional layers of complexity due to racial and cultural identity factors that affect their interactions with academic advisors and institutional systems. Understanding these dynamics is crucial for developing advising frameworks capable of fostering holistic student development and success.
Tailored support services emerging from research like Crocker’s may include mentorship programs, culturally responsive advising workshops, and collaborative initiatives between athletic departments and academic services. Such innovations could redefine the advising landscape by integrating athletic commitments with academic aspirations more seamlessly. Furthermore, they hold promise for empowering student-athletes as active agents in their educational pursuits.
In sum, Jada Crocker’s dissertation research funded by the NCAA’s 2025 Graduate Student Research grant represents a timely and essential contribution to higher education and sports management scholarship. The study’s focus on Black/African American student-athletes at Minority Serving Institutions addresses critical gaps in knowledge about how advising practices can evolve to support diverse student bodies effectively. The anticipated outcomes will inform policy, enrich academic advising paradigms, and promote inclusive practices that elevate student success.
George Mason University, Virginia’s largest public research institution, continues to demonstrate its commitment to fostering impactful research through supporting graduate scholars like Crocker. Situated near the nation’s capital, the university’s dedication to innovation and diversity is reflected in initiatives like this collaboration with the NCAA. By nurturing research that intersects social sciences and education, Mason underscores its role as a catalyst for change and equity in the academic landscape.
As the research unfolds from late 2025 through mid-2026, the academic community and stakeholders in collegiate athletics will keenly anticipate the findings and recommendations born from this study. Such research endeavors not only enhance understanding but also challenge institutions to rethink and retool academic advising strategies. In doing so, they pave the way for a more inclusive and supportive environment where Black/African American student-athletes at Minority Serving Institutions can thrive academically and athletically.
Subject of Research: Academic advising experiences of Black/African American student-athletes at Minority Serving Institutions in Division I athletics.
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Web References: http://www.gmu.edu/
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Keywords: Education, Social sciences
