Title:
Racial identity, perceived social support, and psychological distress among student-athletes: an explanatory analysis
Author:
Zarria A. Stephens
Thesis Advisor:
Jen L. Lowry
Committee Member:
Marianna E. Carlucci
Committee Member:
Heather Z. Lyons
Committee Member:
Frank D. Golom
Committee Member:
Jeffrey E. Barnett
Degree Granting Institution:
Loyola University Maryland--College of Arts and Sciences
Place:
Baltimore (Md.)
Publisher:
Loyola University Maryland
Date Created:
2026
Type of Resource:
text
Genre:
thesis
Language:
eng
Format:
application/pdf
Physical Form:
electronic
Digital Source:
born digital
Abstract:
Research suggests that student-athletes, in maintaining a dual role of both student and athlete, are at higher risk of experiencing psychological distress (e.g., Wolanin, et al., 2015). Despite this, existing research also has indicated that student-athletes utilize mental health resources less than non-athletic college students (e.g., Lopez and Levy, 2013). Student-athletes are unique in that additional sources of social support are built into their immediate communities (e.g., teammates, coaches, academic support, and school administration). However, the nature and perceived effectiveness of social support unique to student-athletes is currently understudied. Existing research also indicates that college students of color report more psychological distress than their white peers and are less likely to access mental healthcare resources, such as counseling or psychotherapy. With this, one may consider what the psychological reality is for an individual who occupies both the student-athlete and student of color identities. The present study examined role of racial identity in levels perceived social support and psychological distress among Division I student-athletes at Loyola University Maryland. Using a Community Participatory Action Research framework, 160 student-athletes completed a modified end-of-year Loyola Athletics survey that included a measure of social support created by the researcher, and the Psychotherapy Outcome Assessment and Monitoring System – College Counseling Center Version (POAMS-CCV). Quantitative analyses revealed high levels of perceived social support and low levels of psychological distress across the sample. Student-athletes of color (SAC) did not report lower social support or higher psychological distress than White student-athletes (WSA), though they accessed slightly higher numbers of support sources and ranked family and non-teammate friends as more personally significant than teammates and coaches, compared to WSA. Qualitative analyses highlighted themes of community and belonging, perceived inequities across sports, and a desire for increased mental resources, cultural responsiveness, and accountability within Loyola Athletics. Findings of the current study highlight the complexity of social support within athletic environments and suggest that enhancing relational safety, cultural awareness, and institutional equity may strengthen student-athletes’ wellbeing, especially those with minoritized cultural identities.
Degree:
Doctor of Clinical Psychology
Level:
Doctoral
Discipline:
Psychology
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Identifier:
StephensZA-26
