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.

Article Title: Not provided.

News Publication Date: Not provided.

Web References: http://www.gmu.edu/

References: Not provided.

Image Credits: Not provided.

Keywords: Education, Social sciences

Emerging from the shadows of a global pandemic, the term FoMO has taken on heightened significance. Originally gaining traction in the digital sphere, FoMO encapsulates a sense of anxiety stemming from the perceived risk of being left out of rewarding experiences. In the aftermath of COVID-19, as we navigate a new normal, this phenomenon has manifested in various forms, particularly as students who once thrived in communal learning environments found themselves isolated and disconnected from their peers. The unique context of Minority Serving Institutions adds another layer of complexity to this already nuanced experience.

The researchers conducted a meticulous analysis, seasoned with quantitative and qualitative data, to explore how FoMO interplays with aspects of mental health and well-being among the MSI population. Their investigation recognizes that minority communities are often already burdened with unique stressors; the pandemic has only exacerbated these challenges. Issues such as economic insecurity, digital inequity, and limited access to mental health resources are paramount in this dialogue and are intricately linked to the experiences of FoMO.

In their report, Yuksel and Zhang emphasize the concept of resilience amid uncertainty. They highlight how MSIs have responded to the challenges posed by the pandemic, noting the varied coping strategies employed by students and the support networks that have emerged within these communities. The solidarity among students, who often share like experiences given their common context, showcases how social interconnectedness can serve as a balm to alleviate the symptoms of FoMO. This solidarity is not only vital for individual well-being but also essential for collective resilience.

The study illuminates the role of academic institutions in fostering environments that mitigate FoMO. As students return to physical campuses, the researchers urge universities to harness the transformative power of community engagement. Instead of simply resuming a pre-pandemic status quo, MSIs have the opportunity to innovate by implementing programs that enhance student interaction, aiming to build meaningful connections that transcend the barriers erected during isolation periods. Digital platforms can play a critical role in this transition, allowing students to maintain their connections even as they adapt to new norms.

Further complicating the landscape, the report contextualizes how the media and social platforms contribute to the widespread experience of FoMO. In a world where social media channels dominate communication, the constant influx of curated experiences can leave individuals feeling inadequate and disconnected. The researchers argue for a more conscious consumption of media, coupled with strategies to counteract the feelings of inadequacy and exclusion that permeate these digital interactions. Creating spaces for reflection and authenticity can serve to diminish the intensity of FoMO in academic settings.

Yuksel and Zhang also examine the implications of FoMO on academic performance and motivation. For many students, anxiety about missing out can lead to diminished focus and productivity, impacting academic achievements. The interplay between mental health challenges and educational outcomes is well-documented, and their findings echo the sentiment that institutions must address holistic well-being in their overarching educational mandates. By prioritizing mental health as an essential component of academic success, universities can help students navigate their educational journeys more effectively.

Despite the shadows cast by the pandemic, there is potential for growth and adaptation. The study paints a hopeful picture of the resilience and ingenuity displayed by students and faculty at MSIs. Innovative programming, such as wellness workshops and peer support groups, can become vital tools in addressing the disparities exacerbated by the pandemic. These initiatives can empower individuals, encouraging them to engage actively in their communities while navigating their own mental health journeys.

The researchers conclude their analysis by advocating for continued efforts to understand and mitigate FoMO, especially in minority communities severely affected by multifaceted challenges. The lessons learned during the pandemic must inform policy developments, institutional changes, and community outreach efforts to ensure that no student is left behind. By addressing the mental health implications of social connectivity in this unique context, both researchers and practitioners can work collaboratively towards fostering environments that nurture resilience, belonging, and academic success.

As society continues to grapple with the repercussions of COVID-19, understanding the nuances of FoMO offers a crucial lens through which to examine mental health in the context of academic institutions. The findings from Yuksel and Zhang serve as a clarion call for researchers, educators, and policymakers to foster environments where social and academic connectivity thrive, paving the way for a brighter, more inclusive future in the post-pandemic landscape.

Both the findings and the urgent call to address mental health within minority communities underscore the importance of research that informs practice. There is an undeniable need for tailored approaches that resonate with the experiences of diverse populations. As we move forward, the research highlighted in this report offers a roadmap for fostering communities where every individual feels valued, supported, and connected.

In essence, Yuksel and Zhang’s exploration into FoMO and its implications on mental health within Minority Serving Institutions contributes significantly to our understanding of the pandemic’s broader impacts. Their findings urge us to reflect on our approaches to education, community building, and mental health support. The narrative surrounding FoMO is far from complete; as we collectively navigate this evolving landscape, the need for empathetic and informed action remains paramount.

It is imperative that as we forge ahead, we take heed of the challenges illuminated by this research. By integrating comprehensive mental health strategies into educational frameworks, we can transform the experiences of students, ensuring that the lessons of this pandemic galvanize positive change for future generations.

Subject of Research: Fear of Missing Out (FoMO) and its relation to mental health and well-being in Minority Serving Institutions

Article Title: A brief report on making meaning of FoMO: post-Covid mental health and wellbeing in Minority Serving Institute

Article References:

Yuksel, P., Zhang, W. A brief report on making meaning of FoMO: post-Covid mental health and wellbeing in Minority Serving Institute.
Discov Ment Health 5, 99 (2025). https://doi.org/10.1007/s44192-025-00240-3

Image Credits: AI Generated

DOI: 10.1007/s44192-025-00240-3

Keywords: FoMO, Mental Health, Well-being, Minority Serving Institutions, Post-COVID, Resilience, Community Engagement.