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Athletics on college campuses is one of the oldest traditions in higher education. To this day, most institutions of higher education have intercollegiate athletic programs which means that a large number of student-athletes exist on American campuses. Student-athletes, like other special populations on campus, have unique needs that make them different from other students. One area that student-athletes need help in is in accessing and learning how to use the library system on their campus. Issues such as heavy practice and travel schedules make it difficult for student-athletes to make effective use of library resources. Further, many in higher education are biased in their dealings with student-athletes and are reluctant to give the special population assistance even if other special populations on campus are receiving similar assistance. This all conspires to make the first year even more difficult for student-athletes. Librarians at Michigan State University have worked with Student-Athlete Support Services to design a program to help student-athletes make better use of the resources in the library system. This includes bibliographic instruction and site specific reference service to student-athletes. 

Literature Review 

A great deal of literature deals with students-athletes in higher education. This paper will focus on those studies that establish the student-athlete as a special population on campus that is treated differently than other student populations. In particular, the negative stereotyping of athletes has resulted in widespread bias that poses difficulties for the student-athlete in receiving an education. It will also examine the efforts of academic librarians to reach the student-athlete population and make libraries more accessible to them. 

The classical Greek model of a well-rounded individual postulated that the person should work towards excellence in both athletics and in scholarship. These two areas have been disconnected from each other by many individuals in higher education who have chosen to hold athletes in contempt. The dumb jock stereotype of athletes (Zingg 1982) is widely believed by many in higher education and as a consequence many student-athletes have difficulty in being taken seriously by their peers, faculty, and administrators. Zingg also found that other students on campus tend to waver from being avid fans of the athletes to holding condescending stereotypes of all athletes. Another researcher (Sellers 1992) found that a large portion of the campus community believe student-athletes are both socially inept and do not do well in the classroom. Since many believe that the student-athlete is stupid, this results in student-athletes dealing with people on campus who do not believe the student-athlete truly belongs in the classroom. 

The negative views of faculty in particular can harm student-athletes. One study (Leach and Conners 1984) indicated that faculty held more negative attitudes toward student-athletes than do other students, administrators, and alumni. Leach and Conners postulated that faculty perceive that athletics is incompatible with the basic values of academic integrity and academic excellence. A more recent study (Engstrom, Sedlacek, and McEwen 1995) confirmed that faculty do view student-athletes (particularly those in revenue producing sports) less favorably than they do other students. For example, faculty perceived more favorably students who were not involved with athletics getting a scholarship, driving an expensive car, being mentioned in the campus paper, or even receiving a good grade in their class. 

The nature of student athletics can often isolate student-athletes from the larger campus community. This reason alone (Hamilton and Trolier 1986) may explain why the student-athlete special population is so susceptible to stereotyping. Regardless, Hamilton and Trolier wrote that the general campus view of the dumb athlete is internalized by many student-athletes. The athlete experiences the low opinion that others have of him and begins to believe it. The athlete begins to think it is OK to have poor academic performance because that is what everyone expects. This cycle is damaging to the student-athletes self-esteem and their ability to succeed academically. 

African-American student-athletes often bear the brunt of the "dumb jock" stereotype even more than athletes (Adler and Adler 1985, Roper and McKenzie, 1988). People on campus believe the athletes possess innate athletic abilities but lack academic competencies or abilities. These people fail to see this characterization as racist because they believe they are focusing on the student-athlete's athletic status rather than race. Even those who work to add to racial diversity on campus often are reluctant to work with African-American student-athletes because they feel the athletes reinforce stereotypes that they are not comfortable with. This puts African-American student-athletes in a double bind as they are dealing with both racial discrimination and the athlete stereotype with fewer opportunities to participate in activities that may help them succeed. 

Librarians have been attempting to help student-athletes by starting special programs for them in some instances. Indiana University started a program (England 1982) in the early 1980s that addressed a large number of academic issues including library skills for student-athletes. The first apparent write up about a library run student-athlete program (Jesudason 1984) dealt with a program at the University of Wisconsin, Madison in the mid-1980s. Jesudason wrote about how important library education was for athletes in regards to Preposition 48 that had been passed by the National Collegiate Athletic Association (NCAA) to require minimum academic standards of new student-athletes. This meant that many new athletes were not eligible to play their first year in college and that remedial education was needed for these athletes to make them eligible. This gave academic libraries an opening to make an impact on the education of student-athletes. The library approached the athletic department at the University of Wisconsin and was given permission to create an education module for student athletes. This module included the development of a brochure and sending student-athletes through two library instruction sessions. 

Like the University of Wisconsin program, the library instruction program for student-athletes at the University of Central Florida also put athletes through two library instruction sessions. It was noted (Ruscella 1993) that contrary to stereotype that the student-athletes had a higher graduation rate than the rest of the student population. Despite this, a program was started for the special population of student-athletes because it was believed that the student-athletes needed more library help due to their extensive athletic schedules. The program was well received and in evaluating the program the student-athletes found the program to be successful. 

In 1996, the Seattle Times reported on a unique student-athlete support program at the University of Washington. The men's basketball had been given laptops so that the athletes would be better able to complete school work when traveling. In addition, the athletes were all enrolled in a two credit hour course on how to use the laptops. The program was not initiated by the library but the librarians did assist by making arrangements at the university libraries at the schools the athletes were visiting to have study space set aside for the athletes to use the laptops. The program had been considered successful and the laptop program was going to be expanded to include more of the student-athlete population at the University of Washington. 

Barriers to Effective Library Use by College Athletes 

Student-athletes face barriers that other students on campus do not have to deal with. This can include dealing with heavy practice schedules that eliminate a great deal of free time. Travel schedules (particularly for some sports like basketball and baseball) can be extensive sometime requires 20+ away games in a single season. Further, other aspects of the student-athlete's schedule is controlled by the institution and mandatory study halls and NCAA compliance meetings can hinder the athletes ability to access the library. The documented bias in higher education against athletes as well can be assumed to effect librarians as well and this may explain why the literature documents few attempts by libraries to help the special student population of student-athletes. 

Few on campus seem to realize how time consuming the pursuit of athletics can be for student-athletes. During the season for a sport, it is not uncommon for athletes to have two practices a day, one in the early morning and the other in the late afternoon. Even during the off-season, conditioning and weight training are usually mandated for the student-athlete. This is coupled with travel schedules that require the athletes to be off campus for a day or sometimes a week at a time to compete at other schools or at tournaments. Obviously, library access can be difficult or impossible at times for the student-athletes at no fault of their own. 

In addition to practice and travel, other aspects of the student-athlete's schedule are effected by athletics. Most institutions of higher education require their student-athletes to participate in study halls or study tables. At Michigan State University, for example, the athletes are required to be at study tables from 7pm to 10pm every weeknight during the Fall and Spring Semesters. While this is almost certainly helpful to the students academically, it does pose problems for student-athletes in accessing services on campus. Through no fault of their own, little time is left to take advantage of campus services and opportunities that other students take for granted. And few seem to realize that this time barrier exists and that allowances need to be made to help student-athletes get the same educational opportunities that other students receive. 

The first year of college is a difficult one for most students. Everything changes suddenly for the student who now experiences living away from home, more freedom, and a confusing campus environment. The first-year student-athlete deals with this as well. However, the athlete must also become oriented to NCAA regulations, practice and game schedules, and the stress that comes with being a student-athlete. Athletes who compete in fall sports may be on campus weeks earlier than other students for practice purposes. Normal support programs to help first-year students miss the student-athletes because they do not have time to avail themselves of the services. First-year student-athletes may be the highest need group of the entire student-athlete population. 

Institutions of higher education are morally obligated to help student-athletes get an education. When the schedule of the student-athlete prevent the athlete from being able to access the full array of campus services, the institution must step in to make special arrangements for the student-athletes to have an opportunity to benefit from these services. This is not giving preferential to athletes, this is leveling the playing field so that the student-athletes have a chance to get the education they are entitled to as college students. As demonstrated by the literature (Zingg 1982, Leach and Conners 1984, Engstrom, Sedlacek and McEwen 1995), student-athletes also face stereotyping and bias on campus. Despite the fact that they need extra help, they are not always going to receive it. 

It is probably safe to assume that many librarians mirror many others on campus in having a biased attitude towards student-athletes. The authors of this paper have meet many librarians who react strongly and negatively towards any suggestion that student-athletes should be given assistance different from what other students receive. These librarians have stated that athletes are "spoiled" or "pampered" and already given too much special treatment. Obviously, these librarians are oblivious to the challenges student-athletes face. Yet, to give student-athletes an opportunity to access the library, special services will almost certainly have to be extended to the student-athlete. This special student population does not have the same opportunity to have the time to even go the library. The library needs to be ready to reach out and help this stereotyped group of patrons. 

The question that a librarian needs to ask to help avoid bias towards this group is, would I do this for another group on or off campus? If the Honors College asked for special services from the library, would the library assist them? How about international students? In the case of distance education students, if the institution is supporting online courses, the library has almost certainly extended special services to these students. Student-athletes are in essence distance education students every time they travel to compete. If the library would do it for other groups, then it must be willing to assist student-athletes as well. Most instructional librarians have at times approached groups and offered assistance without it being requested because a need for it was seen by the librarian. The need of student-athletes is such that a proactive instructional librarian should move forward and create a program that addresses the problems student-athletes have in accessing the library. Treating the student-athlete population different from other campus groups perpetuates the bias that this group faces. If the librarian can be aware of what they do for other groups, and treat student-athletes the same, they can avoid discriminating against the athletes. 

Not all student-athletes are football or basketball players. Most athletes compete in non-revenue generating sports like track, lacrosse, swimming, fencing, golf, etc. Not all athletes are men either. Title IX of the Higher Education Act of 1972 has greatly expanded the opportunities of women to compete in athletics. Institutions now must have gender balanced athletic programs that reflect the gender makeup of their student body. Helping student-athletes means mostly helping athletes who are not in big time college sports, will not be on TV, and have no aspirations of being a professional athlete. It also helps advance the cause of gender equity on campus. 

It is important for critics of athletics in higher education to remember that the student-athletes are not responsible for the system. Athletics in higher education dates back to the mid-19th Century. For example, the football program at Michigan State University is older than the College of Education. This is not a new event in higher education. It is an ingrained part of campus life. The student-athlete is coming into this system with no power over it. If athletics in higher education needs to be reformed, then work to change it. In the meantime, librarians and others should reach out and assist the student-athletes so that the athletes can succeed academically despite the obstacles that schedules and bias lay before them. 

The BI Program for Student-Athletes at Michigan State University 

Michigan State University has a large student-athlete population with over 800 students. The university offers 22 Division I varsity sports and competes in the Big Ten Conference and the Central Collegiate Hockey Association. The program is considered part of big time college athletics and is nationally known. The men's basketball team won the 1999-2000 National Championship further increasing the visibility of Michigan State University nationally and of the student-athletes on campus. 

The Clara Bell Smith Center is the highlight of the student-athlete services on campus. A former MSU athlete playing in the National Basketball Association donated millions of dollars to the university to help support student-athletes. He named the building in honor of his mother. The Smith Center has a large auditorium with a huge screen for use in team meetings and for academic purposes. There are also several computer labs and rooms for tutoring sessions. Both Career Services and the Writing Center have satellite branches in the Smith Center for the purpose of supporting the student-athlete population. The building was opened in 1998 and has attracted interest from other institutions of higher education who are considering building such a facility. Many student-athletes have reported that they choose to come to Michigan State because of the Smith Center. 

The library has been offering library orientation sessions at the Smith Center for several years now. All freshmen athletes are required to attend one of three library instruction sessions offered by the library. The focus of the sessions is on how to access electronic library resources. Tours of the Main Library are also arranged for student-athletes at request. The freshmen football players have a library tour every year before the Fall Semester begins. The tutors of the student-athletes are also given a library orientation session so that they are aware of what is accessible fore the student-athletes. In the Spring Semester, one of the business librarians gives a library instruction session to graduating student-athletes on how to find company information for job hunting. 

The most popular part of the special library services for student-athletes has been on-site reference assistance at the Smith Center. One night a week in the Fall and Spring Semesters, a librarian is available during mandatory study hours. The librarian assists the athletes in finding information in the electronic library collection and on the World Wide Web. Other appropriate help is also provided such as assistance with using application software, ideas for papers, etc. A librarian is always at the Smith Center on the selected night of the week and if the regular librarian can not be there another librarian will substitute for them. In this way, the student-athletes can be sure a librarian will be there to assist them on the selected day. 

The Student-Athlete Support Services has been grateful for the assistance that the library has given the student-athletes. For the past two years, a librarian has been invited to be a guest coach during a football game in the fall. This entailed a visit to practice and a meal with the team during the week before the game as well as a tour of the student-athlete support programs. On game day, the librarian was given a tour of the stadium and the press box and was allowed to stay on the sidelines to observe the team. Unfortunately, neither librarian was given the opportunity to call any plays despite the "coach" part of their titles. 

Reference Service at the Smith Center 

The most successful aspect of the special services for student-athletes has been reference assistance provided at the Smith Center. It has been well received by the athletes and the librarian has become an accepted member of the student-athlete community. During the mandatory library instruction sessions that the first-year students attended, the librarian who would be providing on-site reference assistance was introduced. An e-mail was sent to the student-athletes by one of the Student-Athlete Support Services staff reminding the students that the librarian would be available to assist on the given evening. 

The start of the reference assistance in the computer lab at the Smith Center was begun shortly after the Fall Semester began. The student-athletes were slow to warm up to the librarian. To them, the librarian was an outsider to their community. However, after several weeks, the student-athletes began to warm up to the librarian and started asking questions. The librarian wore a nametag identifying her as a librarian and that helped in the acceptance process. By the end of the Fall Semester, the students were greeting the librarian by name and speaking to her when they saw her on campus or in the Main Library. The librarian was also able to assist several Student-Athlete Support Services staff members in their own research. 

The number of reference questions was low early in the semester with only four or five a night. However, as the semester progressed, the questions increased from seven to eleven a night. By the time finals were approaching, around fifteen questions were being asked a night. In addition, the students asked for assistance with the computer applications, printer jams, and other aspects of the computer lab. They also asked for advice in writing their papers, surfing the Web, and dealing with their boyfriends! They saw the librarian as a helpful person and did not always limit their questions to research inquiries. The reference questions asked had a broad range. They included questions dealing with sports including athletes and their families, finding pictures of recent MSU sporting events on the Web, steroids, biography of famous athletes, sport statistics, and self-esteem in college athletes. Other questions dealt with book reviews, marijuana, high blood pressure, company information, solar power and automobiles, etc. A lot of assistance was given in the use of the library catalog and a variety of electronic databases subscribed to by the library and how to cite online sources. 

The librarian allowed students to make appointments in advance and many did so. The students were also encouraged to e-mail reference questions to the librarian during the week. They were told to put student-athlete in the subject line so that the librarian could identify and answer the question quickly. The answers would refer the students to appropriate sources online and at the library. Brief factual information would also be found for the students. If relevant articles could be found in full-text databases, these would be forwarded via e-mail to the students to help them get started. 

The staff and students at the Smith Center were very accepting of the librarian and made her feel like part of the team. The students came to appreciate the services of the librarian and realized that the library would help them in their quest to excel in academics. At the time of this writing, the on-site reference assistance has been in operation for three years and has continued to be successful. 

Conclusion 

Student-athletes on college campuses have many obstacles to academic success including difficult schedules and dealing with bias. They have difficulty in accessing many services on campus including the library. It is important to reach this group if the library wants to aid the academic success of this diverse special population. Librarians at Michigan State University have worked with student-athletes by offering many library instruction sessions and by offering on-site reference assistance to the athletes where they study. It is important not to buy into the stereotypes that many hold about student-athletes. They are part of a large group of patrons on campus that the library will find both receptive and grateful for assistance. Librarians can help student-athletes succeed academically and with a little effort on the part of the librarian will given the opportunity to do so. 

(Michael Lorenzen is no longer at MSU and can not answer questions on the current status of this project.  Please direct questions to Nancy Lucas.)

Selected Bibliography 

Adler, P. and P. A. Adler. 1985. From idealism to pragmatic detachment: The academic performance of college athletes. Sociology of Education, 58, no. 4:241-250. 

Anonymous. 1996. Huskies never very far from classroom - UW players packing laptops on the road. Seattle Times, 19 January, D1. 

Cook, Kevin. 1999. The NCAA loses its props. Sports Illustrated, 22 March, 32. 

England, David. 1982. Athletics, academics, and ethics: Interview with Bob Knight. Phi Delta Kappan, 64, November:159. 

Engstrom, Cathy McHugh, William E. Sedlacek, and Marylu K. McEwen. 1995. Faculty attitudes toward male revenue and nonrevenue student-athletes. Journal of College Student Development, 36, no. 3: 217-227. 

Hamilton, D. L. and T. K. Trolier. 1986. Stereotypes and stereotyping: An overview of the cognitive approach. In Prejudice, discrimination, and racism, edited by J. F. Dovidio and S. L. Gaertner. San Diego, CA: Academic Press, 127-163. 

Jesudason, Melba. 1989. Proposition 48 and user education for athletes. RSR, 17, no. 1:13-20+. 

Leach, B. and B. Conners. 1984. Pygmalion on the gridiron: The black student-athlete in a white university. New Directions for Student Services, no. 28:31-49. 

Roper, L. D. and A. McKenzie. 1988. Academic advising: A developmental model for black student- athletes. National Association of Student Personnel Administrators Journal, 26, no. 2:91-98. 

Ruscella, Phyliss L. 1993. Scoring: Bibliographic instruction helps freshman athletes compete in the academic league. Journal of Academic Librarianship, 19, no. 4:232-236. 

Sellers, Robert. 1992. Racial differences in the predicators for academic achievement of student-athletes in Division 1 revenue producing sports. Sociology of Sport Journal, 9, no. 1:48-59. 

Suggs, Welch. 1999. Graduation rates hit lowest level in 7 years for athletes in football and basketball. The Chronicle of Higher Education, 46, no. 3:A58-A59. 

Zingg, P. J. 1982. Advising the student-athlete. Educational Record, 63, no. 2:16-19. 

Copyright (c) 2003, Michael Lorenzen and Nancy Lucas.  All rights reserved