What about NCAA Division II Athletes? A Qualitative Inquiry into DII Student-Athletes' Experiences with Academic Support

Abstract

The National Collegiate Athletic Association (NCAA) Division II provides opportunities for athletes from around the world to compete at a high level while pursuing higher education in the United States. However, the academic success rate of NCAA Division II student-athletes (77%) is considerably lower than that of their Division I (90%) and Division III (88%) counterparts. Previous research on student-athletes’ academic experiences emphasize the importance of academic support in fostering success, yet much of this work has focused primarily on Division I athletes, leaving the experiences of Division II athletes relatively underexplored. The purpose of this study was to investigate how NCAA Division II student-athletes describe their experiences with academic support at their universities. Grounded in self-determination theory and utilizing phenomenological research design, this study investigated how student-athletes recounted their pathways to college athletics, college experiences, motivation for academic success, and the support they received in achieving that success. Semi-structured interviews (n=20) were conducted with student-athletes from 17 NCAA Division II institutions across 14 conferences in the United States, using purposive and convenience sampling methods. The findings revealed three overarching themes: (1) faculty and staff were central to academic support, with professors, advisors, and tutors serving as the most consistent and valued sources of assistance; (2) student-athletes demonstrated strong intrinsic motivation, often describing academic persistence as rooted in personal interest, accountability, and internalized family and cultural values; (3) balancing dual academic and athletic roles emerged as a defining challenge, as participants navigated demanding schedules and competing responsibilities while striving for both academic and athletic success. This study contributes to existing literature by amplifying the underrepresented voices of Division II student-athletes and extending the application of SDT to a less-studied athletic context. The results underscore the importance of relational engagement between academic and athletic departments and highlight how fostering autonomy, competence, and relatedness can promote academic success even in resource-limited environments.