Abstract
This phenomenological case study examined the experiences of student athletes at the University of St. Thomas who maintained roster spots during the transition from DIII to DI athletics. This study focuses solely on St. Thomas student athletes who experienced this transition from the 2019-2020 athletic season to the 2021-2022 athletic season. Participants included 21 student athletes representing eight sports and 12 teams. Each participant completed a survey which asked questions about their athletic and academic identities while DIII and DI athletes. These results were statistically analyzed to highlight differences between participants’ athletic and academic identities at the DIII and DI levels. I interviewed participants and asked about their experiences before, during, and after the recategorization from DIII athletics to DI athletics. Qualitative interview data yielded five major themes: 1) decision to attend St. Thomas, 2) DIII experience,3) announcement of recategorization, 4) DI experience, and 5) overall differences between DIII and DI experiences. I interpreted the findings using Schlossberg’s (2022) transition theory and Baxter-Magolda’s (2001) theory of self-authorship. This study provides recommendations for administrators, coaches, and practitioners.
Keywords: academic identity, athletic identity, DI, DIII, phenomenological case study, student athletes