The post-game: retrospectives of the experiences of Canadian Black student-athletes on US athletic scholarships

"The dream of playing basketball in the National Collegiate Athletic Association (NCAA) on an athletic scholarship is shared by many youth, particularly Black youth, across the Greater Toronto Area (GTA). However, for Canadian Black youth who ""go south"" (i.e. to the U.S.A.) and return to Canada, their stories are not reported in the same way or do not become as well publicized compared to the publicity before they received athletic scholarships. In this research, I explore and describe the ways in which seven Canadian Black male youth understand and make meaning of their experiences of having pursued and accepted athletic scholarships to play basketball in U.S. post-secondary institutions and having returned to Canada. Critical Race Theory and Bourdieu' s theory of distinction provide the framework for my analysis.

Following the life experiences of participants, this thesis is divided into three interrelated sections: The Pre-Game: Pursuing the Scholarship; Game Time: Life as a College Athlete in the United States and; The Post-Game: Coming Back to Canada. The combination of devotion to developing their athletic and academic abilities, and being in the ""right"" environment, surrounded by a large network of supporters, contributed to their successful attainment of US athletic scholarships. At university, participants gained more than an academic education, learning about the business side of athletics and how to successfully manage several competing demands (academic, athletic and social) leading them to ultimately growing and mature as individuals. Following university graduation, it appeared that a variety of factors related to personal aspirations, and resources (e.g. social, cultural, economic and symbolic capital) were taken into account by participants, leading them to pursue professional careers working with youth or continuing to play basketball professionally. In discussing questions of race, class and gender, I note some implications of this research for students, parents, educators, coaches and educational institutions."