Northeastern United States Urban High Schools’ Preparation of Black Student-Athletes Seeking Initial Academic Eligibility in NCAA Divisions I and II Institutions: A Phenomenological Analysis

This phenological study explored a total of 11 participants who were employed as either high school principals, guidance counselors, or athletic directors by Northeastern United States urban school districts. The participants were interviewed regarding their knowledge of the NCAA initial academic eligibility standards for Divisions I and II student-athletes and the support they provided to prepare their Black student-athletes to succeed academically in high school and throughout college. The findings revealed significant organizational knowledge gaps regarding NCAA requirements, with only one school aligning its course programming to with NCAA standards while the other schools focused primarily on local graduation requirements. Schools faced key barriers including limited funding, inconsistent communication, and staff who were not familiar with the NCAA requirements. The study concludes that despite NCAA reforms, many Northeastern secondary schools require systemic changes to better prepare Black student- athletes for collegiate athletic eligibility in NCAA Division I and II programs, including staff training, improved communication, and more equitable resource and information distribution.