college athletes should be paid thesis statement

Choose Your Test

Sat / act prep online guides and tips, should college athletes be paid an expert debate analysis.

Extracurriculars

The argumentative essay is one of the most frequently assigned types of essays in both high school and college writing-based courses. Instructors often ask students to write argumentative essays over topics that have “real-world relevance.” The question, “Should college athletes be paid?” is one of these real-world relevant topics that can make a great essay subject! 

In this article, we’ll give you all the tools you need to write a solid essay arguing why college athletes should be paid and why college athletes should not be paid. We'll provide:

• An explanation of the NCAA and what role it plays in the lives of student athletes
• A summary of the pro side of the argument that's in favor of college athletes being paid
• A summary of the con side of the argument that believes college athletes shouldn't be paid
• Five tips that will help you write an argumentative essay that answers the question "Should college athletes be paid?" 

The NCAA is the organization that oversees and regulates collegiate athletics. 

What Is the NCAA? 

In order to understand the context surrounding the question, “Should student athletes be paid?”, you have to understand what the NCAA is and how it relates to student-athletes. 

NCAA stands for the National Collegiate Athletic Association (but people usually just call it the “N-C-double-A”). The NCAA is a nonprofit organization that serves as the national governing body for collegiate athletics. 

The NCAA specifically regulates collegiate student athletes at the organization’s 1,098 “member schools.” Student-athletes at these member schools are required to follow the rules set by the NCAA for their academic performance and progress while in college and playing sports. Additionally, the NCAA sets the rules for each of their recognized sports to ensure everyone is playing by the same rules. ( They also change these rules occasionally, which can be pretty controversial! ) 

The NCAA website states that the organization is “dedicated to the well-being and lifelong success of college athletes” and prioritizes their well-being in academics, on the field, and in life beyond college sports. That means the NCAA sets some pretty strict guidelines about what their athletes can and can't do. And of course, right now, college athletes can't be paid for playing their sport. 

As it stands, NCAA athletes are allowed to receive scholarships that cover their college tuition and related school expenses. But historically, they haven't been allowed to receive additional compensation. That meant athletes couldn't receive direct payment for their participation in sports in any form, including endorsement deals, product sponsorships, or gifts.  

Athletes who violated the NCAA’s rules about compensation could be suspended from participating in college sports or kicked out of their athletic program altogether. 

The Problem: Should College Athletes Be Paid? 

You know now that one of the most well-known functions of the NCAA is regulating and limiting the compensation that student-athletes are able to receive. While many people might not question this policy, the question of why college athletes should be paid or shouldn't be paid has actually been a hot-button topic for several years.

The fact that people keep asking the question, “Should student athletes be paid?” indicates that there’s some heat out there surrounding this topic. The issue is frequently debated on sports talk shows , in the news media , and on social media . Most recently, the topic re-emerged in public discourse in the U.S. because of legislation that was passed by the state of California in 2019.

In September 2019, California governor Gavin Newsom signed a law that allowed college athletes in California to strike endorsement deals. An endorsement deal allows athletes to be paid for endorsing a product, like wearing a specific brand of shoes or appearing in an advertisement for a product.

In other words, endorsement deals allow athletes to receive compensation from companies and organizations because of their athletic talent. That means Governor Newsom’s bill explicitly contradicts the NCAA’s rules and regulations for financial compensation for student-athletes at member schools.

But why would Governor Newsom go against the NCAA? Here’s why: the California governor believes that it's unethical for the NCAA to make money based on the unpaid labor of its athletes . And the NCAA definitely makes money: each year, the NCAA upwards of a billion dollars in revenue as a result of its student-athlete talent, but the organization bans those same athletes from earning any money for their talent themselves. With the new California law, athletes would be able to book sponsorships and use agents to earn money, if they choose to do so. 

The NCAA’s initial response to California’s new law was to push back hard. But after more states introduced similar legislation , the NCAA changed its tune. In October 2019, the NCAA pledged to pass new regulations when the board voted unanimously to allow student athletes to receive compensation for use of their name, image, and likeness. 

Simply put: student athletes can now get paid through endorsement deals. 

In the midst of new state legislation and the NCAA’s response, the ongoing debate about paying college athletes has returned to the spotlight. Everyone from politicians, to sports analysts, to college students are arguing about it. There are strong opinions on both sides of the issue, so we’ll look at how some of those opinions can serve as key points in an argumentative essay.

Let's take a look at the arguments in favor of paying student athletes!

The Pros: Why College Athletes Should B e Paid

Since the argument about whether college athletes should be paid has gotten a lot of public attention, there are some lines of reasoning that are frequently called upon to support the claim that college athletes should be paid. 

In this section, we'll look at the three biggest arguments in favor of why college athletes should be paid. We'll also give you some ideas on how you can support these arguments in an argumentative essay.

Argument 1: The Talent Should Receive Some of the Profits

This argument on why college athletes should be paid is probably the one people cite the most. It’s also the easiest one to support with facts and evidence. 

Essentially, this argument states that the NCAA makes millions of dollars because people pay to watch college athletes compete, and it isn’t fair that the athletes don't get a share of the profits

Without the student athletes, the NCAA wouldn’t earn over a billion dollars in annual revenue , and college and university athletic programs wouldn’t receive hundreds of thousands of dollars from the NCAA each year. In fact, without student athletes, the NCAA wouldn’t exist at all. 

Because student athletes are the ones who generate all this revenue, people in favor of paying college athletes argue they deserve to receive some of it back. Otherwise, t he NCAA and other organizations (like media companies, colleges, and universities) are exploiting a bunch of talented young people for their own financial gain.

To support this argument in favor of paying college athletes, you should include specific data and revenue numbers that show how much money the NCAA makes (and what portion of that actually goes to student athletes). For example, they might point out the fact that the schools that make the most money in college sports only spend around 10% of their tens of millions in athletics revenue on scholarships for student-athletes. Analyzing the spending practices of the NCAA and its member institutions could serve as strong evidence to support this argument in a “why college athletes should be paid” essay. 

I've you've ever been a college athlete, then you know how hard you have to train in order to compete. It can feel like a part-time job...which is why some people believe athletes should be paid for their work!

Argument 2: College Athletes Don’t Have Time to Work Other Jobs

People sometimes casually refer to being a student-athlete as a “full-time job.” For many student athletes, this is literally true. The demands on a student-athlete’s time are intense. Their days are often scheduled down to the minute, from early in the morning until late at night. 

One thing there typically isn’t time for in a student-athlete’s schedule? Working an actual job. 

Sports programs can imply that student-athletes should treat their sport like a full-time job as well. This can be problematic for many student-athletes, who may not have any financial resources to cover their education. (Not all NCAA athletes receive full, or even partial, scholarships!) While it may not be expressly forbidden for student-athletes to get a part-time job, the pressure to go all-in for your team while still maintaining your eligibility can be tremendous. 

In addition to being a financial burden, the inability to work a real job as a student-athlete can have consequences for their professional future. Other college students get internships or other career-specific experience during college—opportunities that student-athletes rarely have time for. When they graduate, proponents of this stance argue, student-athletes are under-experienced and may face challenges with starting a career outside of the sports world.

Because of these factors, some argue that if people are going to refer to being a student-athlete as a “full-time job,” then student-athletes should be paid for doing that job.  

To support an argument of this nature, you can offer real-life examples of a student-athlete’s daily or weekly schedule to show that student-athletes have to treat their sport as a full-time job. For instance, this Twitter thread includes a range of responses from real student-athletes to an NCAA video portraying a rose-colored interpretation of a day in the life of a student-athlete. 

Presenting the Twitter thread as one form of evidence in an essay would provide effective support for the claim that college athletes should be paid as if their sport is a “full-time job.” You might also take this stance in order to claim that if student-athletes aren’t getting paid, we must adjust our demands on their time and behavior.

Argument 3: Only Some Student Athletes Should Be Paid

This take on the question, “Should student athletes be paid?” sits in the middle ground between the more extreme stances on the issue. There are those who argue that only the student athletes who are big money-makers for their university and the NCAA should be paid.  

The reasoning behind this argument? That’s just how capitalism works. There are always going to be student-athletes who are more talented and who have more media-magnetizing personalities. They’re the ones who are going to be the face of athletic programs, who lead their teams to playoffs and conference victories, and who are approached for endorsement opportunities. 

Additionally, some sports don't make money for their schools. Many of these sports fall under Title IX, which states that no one can be excluded from participation in a federally-funded program (including sports) because of their gender or sex. Unfortunately, many of these programs aren't popular with the public , which means they don't make the same revenue as high-dollar sports like football or basketball . 

In this line of thinking, since there isn’t realistically enough revenue to pay every single college athlete in every single sport, the ones who generate the most revenue are the only ones who should get a piece of the pie. 

To prove this point, you can look at revenue numbers as well. For instance, the womens' basketball team at the University of Louisville lost $3.8 million dollars in revenue during the 2017-2018 season. In fact, the team generated less money than they pay for their coaching staff. In instances like these, you might argue that it makes less sense to pay athletes than it might in other situations (like for University of Alabama football, which rakes in over $110 million dollars a year .) 

There are many people who think it's a bad idea to pay college athletes, too. Let's take a look at the opposing arguments. 

The Cons: Why College Athletes Shouldn't Be Paid

People also have some pretty strong opinions about why college athletes shouldn't be paid. These arguments can make for a pretty compelling essay, too! 

In this section, we'll look at the three biggest arguments against paying college athletes. We'll also talk about how you can support each of these claims in an essay. 

Argument 1: College Athletes Already Get Paid

On this side of the fence, the most common reason given for why college athletes should not be paid is that they already get paid: they receive free tuition and, in some cases, additional funding to cover their room, board, and miscellaneous educational expenses. 

Proponents of this argument state that free tuition and covered educational expenses is compensation enough for student-athletes. While this money may not go straight into a college athlete's pocket, it's still a valuable resource . Considering most students graduate with nearly $30,000 in student loan debt , an athletic scholarship can have a huge impact when it comes to making college affordable . 

Evidence for this argument might look at the financial support that student-athletes receive for their education, and compare those numbers to the financial support that non-athlete students receive for their schooling. You can also cite data that shows the real value of a college tuition at certain schools. For example, student athletes on scholarship at Duke may be "earning" over $200,000 over the course of their collegiate careers. 

This argument works to highlight the ways in which student-athletes are compensated in financial and in non-financial ways during college , essentially arguing that the special treatment they often receive during college combined with their tuition-free ride is all the compensation they have earned.

Some people who are against paying athletes believe that compensating athletes will lead to amateur athletes being treated like professionals. Many believe this is unfair and will lead to more exploitation, not less. 

Argument 2: Paying College Athletes Would Side-Step the Real Problem

Another argument against paying student athletes is that college sports are not professional sports , and treating student athletes like professionals exploits them and takes away the spirit of amateurism from college sports . 

This stance may sound idealistic, but those who take this line of reasoning typically do so with the goal of protecting both student-athletes and the tradition of “amateurism” in college sports. This argument is built on the idea that the current system of college sports is problematic and needs to change, but that paying student-athletes is not the right solution. 

Instead, this argument would claim that there is an even better way to fix the corrupt system of NCAA sports than just giving student-athletes a paycheck. To support such an argument, you might turn to the same evidence that’s cited in this NPR interview : the European model of supporting a true minor league system for most sports is effective, so the U.S. should implement a similar model. 

In short: creating a minor league can ensure athletes who want a career in their sport get paid, while not putting the burden of paying all collegiate athletes on a university. 

Creating and supporting a true professional minor league would allow the students who want to make money playing sports to do so. Universities could then confidently put earned revenue from sports back into the university, and student-athletes wouldn’t view their college sports as the best and only path to a career as a professional athlete. Those interested in playing professionally would be able to pursue this dream through the minor leagues instead, and student athletes could just be student athletes. 

The goal of this argument is to sort of achieve a “best of both worlds” solution: with the development and support of a true minor league system, student-athletes would be able to focus on the foremost goal of getting an education, and those who want to get paid for their sport can do so through the minor league. Through this model, student-athletes’ pursuit of their education is protected, and college sports aren’t bogged down in ethical issues and logistical hang-ups. 

Argument 3: It Would Be a Logistical Nightmare

This argument against paying student athletes takes a stance on the basis of logistics. Essentially, this argument states that while the current system is flawed, paying student athletes is just going to make the system worse. So until someone can prove that paying collegiate athletes will fix the system, it's better to maintain the status quo. 

Formulating an argument around this perspective basically involves presenting the different proposals for how to go about paying college athletes, then poking holes in each proposed approach. Such an argument would probably culminate in stating that the challenges to implementing pay for college athletes are reason enough to abandon the idea altogether. 

Here's what we mean. One popular proposed approach to paying college athletes is the notion of “pay-for-play.” In this scenario, all college athletes would receive the same weekly stipend to play their sport . 

In this type of argument, you might explain the pay-for-play solution, then pose some questions toward the approach that expose its weaknesses, such as: Where would the money to pay athletes come from? How could you pay athletes who play certain sports, but not others? How would you avoid Title IX violations? Because there are no easy answers to these questions, you could argue that paying college athletes would just create more problems for the world of college sports to deal with.

Posing these difficult questions may persuade a reader that attempting to pay college athletes would cause too many issues and lead them to agree with the stance that college athletes should not be paid. 

5 Tips for Writing About Paying College Athletes

If you’re assigned the prompt “Should college athletes be paid," don't panic. There are several steps you can take to write an amazing argumentative essay about the topic! We've broken our advice into five helpful tips that you can use to persuade your readers (and ace your assignment).

Tip 1: Plan Out a Logical Structure for Your Essay

In order to write a logical, well-organized argumentative essay, one of the first things you need to do is plan out a structure for your argument. Using a bare-bones argumentative outline for a “why college athletes should be paid” essay is a good place to start. 

Check out our example of an argumentative essay outline for this topic below: 

• The thesis statement must communicate the topic of the essay: Whether college athletes should be paid, and 
• Convey a position on that topic: That college athletes should/ should not be paid, and 
• State a couple of defendable, supportable reasons why college athletes should be paid (or vice versa).
• Support Point #1 with evidence
• Explain/interpret the evidence with your own, original commentary 
• Support Point #2 with evidence
• Explain/interpret the evidence with your own, original commentary
• Support Point #3 with evidence
• New body paragraph addressing opposing viewpoints
• Concluding paragraph

This outline does a few things right. First, it makes sure you have a strong thesis statement. Second, it helps you break your argument down into main points (that support your thesis, of course). Lastly, it reminds you that you need to both include evidence and explain your evidence for each of your argumentative points. 

While you can go off-book once you start drafting if you feel like you need to, having an outline to start with can help you visualize how many argumentative points you have, how much evidence you need, and where you should insert your own commentary throughout your essay. 

Remember: the best argumentative essays are organized ones! 

Tip 2: Create a Strong Thesis 

T he most important part of the introduction to an argumentative essay claiming that college athletes should/should not be paid is the thesis statement. You can think of a thesis like a backbone: your thesis ties all of your essay parts together so your paper can stand on its own two feet! 

So what does a good thesis look like? A solid thesis statement in this type of argumentative essay will convey your stance on the topic (“Should college athletes be paid?”) and present one or more supportable reasons why you’re making this argument. 

With these goals in mind, here’s an example of a thesis statement that includes clear reasons that support the stance that college athletes should be paid: 

Because the names, image, and talents of college athletes are used for massive financial gain, college athletes should be able to benefit from their athletic career in the same way that their universities do by getting endorsements. 

Here's a thesis statement that takes the opposite stance--that college athletes shouldn’t be paid --and includes a reason supporting that stance: 

In order to keep college athletics from becoming over-professionalized, compensation for college athletes should be restricted to covering college tuition and related educational expenses.

Both of these sample thesis statements make it clear that your essay is going to be dedicated to making an argument: either that college athletes should be paid, or that college athletes shouldn’t be paid. They both convey some reasons why you’re making this argument that can also be supported with evidence. 

Your thesis statement gives your argumentative essay direction . Instead of ranting about why college athletes should/shouldn’t be paid in the remainder of your essay, you’ll find sources that help you explain the specific claim you made in your thesis statement. And a well-organized, adequately supported argument is the kind that readers will find persuasive!

Tip 3: Find Credible Sources That Support Your Thesis

In an argumentative essay, your commentary on the issue you’re arguing about is obviously going to be the most fun part to write. But great essays will cite outside sources and other facts to help substantiate their argumentative points. That's going to involve—you guessed it!—research. 

For this particular topic, the issue of whether student athletes should be paid has been widely discussed in the news media (think The New York Times , NPR , or ESPN ). 

For example, this data reported by the NCAA shows a breakdown of the gender and racial demographics of member-school administration, coaching staff, and student athletes. These are hard numbers that you could interpret and pair with the well-reasoned arguments of news media writers to support a particular point you’re making in your argument. 

Though this may seem like a topic that wouldn’t generate much scholarly research, it’s worth a shot to check your library database for peer-reviewed studies of student athletes’ experiences in college to see if anything related to paying student athletes pops up. Scholarly research is the holy grail of evidence, so try to find relevant articles if you can. 

Ultimately, if you can incorporate a mix of mainstream sources, quantitative or statistical evidence, and scholarly, peer-reviewed sources, you’ll be on-track to building an excellent argument in response to the question, “Should student athletes be paid?”

Having multiple argumentative points in your essay helps you support your thesis.

Tip 4: Develop and Support Multiple Points

We’ve reviewed how to write an intro and thesis statement addressing the issue of paying college athletes, so let’s talk next about the meat and potatoes of your argumentative essay: the body paragraphs. 

The body paragraphs that are sandwiched between your intro paragraph and concluding paragraph are where you build and explain your argument. Generally speaking, each body paragraph should do the following: 

• Start with a topic sentence that presents a point that supports your stance and that can be debated, 
• Present summaries, paraphrases, or quotes from credible sources--evidence, in other words--that supports the point stated in the topic sentence, and
• Explain and interpret the evidence presented with your own, original commentary. 

In an argumentative essay on why college athletes should be paid, for example, a body paragraph might look like this: 

Thesis Statement : College athletes should not be paid because it would be a logistical nightmare for colleges and universities and ultimately cause negative consequences for college sports. 

Body Paragraph #1: While the notion of paying college athletes is nice in theory, a major consequence of doing so would be the financial burden this decision would place on individual college sports programs. A recent study cited by the NCAA showed that only about 20 college athletic programs consistently operate in the black at the present time. If the NCAA allows student-athletes at all colleges and universities to be paid, the majority of athletic programs would not even have the funds to afford salaries for their players anyway. This would mean that the select few athletic programs that can afford to pay their athletes’ salaries would easily recruit the most talented players and, thus, have the tools to put together teams that destroy their competition. Though individual athletes would benefit from the NCAA allowing compensation for student-athletes, most athletic programs would suffer, and so would the spirit of healthy competition that college sports are known for. 

If you read the example body paragraph above closely, you’ll notice that there’s a topic sentence that supports the claim made in the thesis statement. There’s also evidence given to support the claim made in the topic sentence--a recent study by the NCAA. Following the evidence, the writer interprets the evidence for the reader to show how it supports their opinion. 

Following this topic sentence/evidence/explanation structure will help you construct a well-supported and developed argument that shows your readers that you’ve done your research and given your stance a lot of thought. And that's a key step in making sure you get an excellent grade on your essay! 

Tip 5: Keep the Reader Thinking

The best argumentative essay conclusions reinterpret your thesis statement based on the evidence and explanations you provided throughout your essay. You would also make it clear why the argument about paying college athletes even matters in the first place. 

There are several different approaches you can take to recap your argument and get your reader thinking in your conclusion paragraph. In addition to restating your topic and why it’s important, other effective ways to approach an argumentative essay conclusion could include one or more of the following: 

While you don’t want to get too wordy in your conclusion or present new claims that you didn’t bring up in the body of your essay, you can write an effective conclusion and make all of the moves suggested in the bulleted list above. 

Here’s an example conclusion for an argumentative essay on paying college athletes using approaches we just talked about:

Though it’s true that scholarships and financial aid are a form of compensation for college athletes, it’s also true that the current system of college sports places a lot of pressure on college athletes to behave like professional athletes in every way except getting paid. Future research should turn its attention to the various inequities within college sports and look at the long-term economic outcomes of these athletes. While college athletes aren't paid right now, that doesn’t necessarily mean that a paycheck is the best solution to the problem. To avoid the possibility of making the college athletics system even worse, people must consider the ramifications of paying college students and ensure that paying athletes doesn't create more harm than good.

This conclusion restates the argument of the essay (that college athletes shouldn't be paid and why), then uses the "Future Research" tactic to make the reader think more deeply about the topic. 

If your conclusion sums up your thesis and keeps the reader thinking, you’ll make sure that your essay sticks in your readers' minds.

Should College Athletes Be Paid: Next Steps 

Writing an argumentative essay can seem tough, but with a little expert guidance, you'll be well on your way to turning in a great paper . Our complete, expert guide to argumentative essays can give you the extra boost you need to ace your assignment!

Perhaps college athletics isn't your cup of tea. That's okay: there are tons of topics you can write about in an argumentative paper. We've compiled 113 amazing argumentative essay topics so that you're practically guaranteed to find an idea that resonates with you.

If you're not a super confident essay writer, it can be helpful to look at examples of what others have written. Our experts have broken down three real-life argumentative essays to show you what you should and shouldn't do in your own writing.

Ashley Sufflé Robinson has a Ph.D. in 19th Century English Literature. As a content writer for PrepScholar, Ashley is passionate about giving college-bound students the in-depth information they need to get into the school of their dreams.

Ask a Question Below

Have any questions about this article or other topics? Ask below and we'll reply!

Improve With Our Famous Guides

• For All Students

The 5 Strategies You Must Be Using to Improve 160+ SAT Points

How to Get a Perfect 1600, by a Perfect Scorer

Series: How to Get 800 on Each SAT Section:

Score 800 on SAT Math

Score 800 on SAT Reading

Score 800 on SAT Writing

Series: How to Get to 600 on Each SAT Section:

Score 600 on SAT Math

Score 600 on SAT Reading

Score 600 on SAT Writing

Free Complete Official SAT Practice Tests

What SAT Target Score Should You Be Aiming For?

15 Strategies to Improve Your SAT Essay

The 5 Strategies You Must Be Using to Improve 4+ ACT Points

How to Get a Perfect 36 ACT, by a Perfect Scorer

Series: How to Get 36 on Each ACT Section:

36 on ACT English

36 on ACT Math

36 on ACT Reading

36 on ACT Science

Series: How to Get to 24 on Each ACT Section:

24 on ACT English

24 on ACT Math

24 on ACT Reading

24 on ACT Science

What ACT target score should you be aiming for?

ACT Vocabulary You Must Know

ACT Writing: 15 Tips to Raise Your Essay Score

How to Get Into Harvard and the Ivy League

How to Get a Perfect 4.0 GPA

How to Write an Amazing College Essay

What Exactly Are Colleges Looking For?

Is the ACT easier than the SAT? A Comprehensive Guide

Should you retake your SAT or ACT?

When should you take the SAT or ACT?

Stay Informed

Get the latest articles and test prep tips!

Looking for Graduate School Test Prep?

Check out our top-rated graduate blogs here:

GRE Online Prep Blog

GMAT Online Prep Blog

TOEFL Online Prep Blog

Holly R. "I am absolutely overjoyed and cannot thank you enough for helping me!”

Should College Athletes Be Paid Essay: Useful Arguments and Sources

Did you know that college sports generate billions of dollars in revenue each year? Yet, the athletes who dedicate countless hours to their craft often receive no financial compensation for their efforts. This has sparked a heated debate on whether college athletes should be paid for their contributions to their respective sports programs. Writing a Should College Athletes Be Paid essay is a good way to delve into the controversial topic and explore the various arguments surrounding this issue.

Arguments in Favor of Paying College Athletes

Here are three most compelling arguments to support the idea of paying for playing:

• The time commitment and sacrifices made by athletes . College athletes dedicate countless hours to their sport, often sacrificing their personal lives and academic pursuits. They endure grueling training sessions, travel extensively for competitions, and face immense pressure to perform at their best. These commitments can significantly impact their ability to excel academically and enjoy a well-rounded college experience.
• The financial benefits colleges and universities reap from athletics. Colleges and universities generate substantial revenue from their athletic programs. Ticket sales, merchandise, and television contracts contribute to the financial success of these institutions. Without the talent and hard work of the athletes, the financial gains enjoyed by colleges and universities would not be possible.
• The potential for exploitation and unfair treatment of athletes. College athletes may be required to sign contracts that limit their rights and control their image, preventing them from profiting from their own success. Additionally, the intense physical demands can lead to injuries that may have long-term consequences, without adequate compensation or support.

Other arguments to support this idea is a strong public support and the fact that colleges get not only financial benefits, but also use sports to attract non-athlete students and donors.

Counter Arguments Against Paying College Athletes

Below are the counterarguments against paying college athletes, which can be useful for writing your essay:

• The value of a college education and scholarships. First, the value of a college education and scholarships is a crucial point to consider. Many argue that the opportunity to receive a free education and valuable scholarships is already a form of compensation for athletes.
• The potential impact on college athletes’ motivation to study . If college athletes are approached as employees who are paid to play, their academic obligations may be taken less seriously.
• The potential financial strain on smaller athletic programs . These programs often operate on limited budgets and rely heavily on revenue generated by larger sports programs. Introducing payment for athletes would require additional funds to be allocated towards compensating these individuals, which could result in reduced resources for other aspects of the athletic program.

Alternative Solutions and Compromises

An interesting angle for a Should College Students Be Paid essay is to refuse from YES/NO stances and suggest alternative policies that will account for the associated shortcomings and risks. Four potential solutions that been discussed as a good alternative, and some of these have already been implemented:

• Allowing athletes to profit from their name, image, and likeness (the right eventually granted to college athletes in 2021 );
• Enhanced scholarship opportunities for athletes, including improved healthcare, academic support, and career development programs (In the same year of 2021, NCAA was prohibited to limit education-related compensation that colleges offer athletes, including computers and internships)
• Implementing revenue-sharing models that will distribute a portion of the profits generated by college sports programs to student-athletes;
• Establishing trust funds to provide financial support to athletes after their college careers, ensuring long-term benefits.

This alternative approach acknowledges the dedication and hard work of athletes and enables profit-generating opportunities, while maintaining the distinction between amateur and professional sports.

How to Write a Should College Athletes Be Paid Essay

Here is how to write a good essay on the topic Should College Athletes Be Paid step by step:

1. Find Credible Sources and Know Your Stance

Look for credible sources discussing pros and cons of paying college athletes and/or presenting other relevant facts to decide what your personal attitude to the topic is and have quality sources that will help you support your argument.

Here are some great sources to start with:

Why The Public Strongly Supports Paying College Athletes

Britannica: Pro and Con: Paying College Athletes

At Risk: Are Unpaid College Athletes Exploited While Others Reap Millions?

College athletes are unpaid. What if injury ruins their chance of turning pro?

Google Scholar database search for the latest studies related to the topic

2. Write an Introduction

Write an engaging essay introduction paragraph . It is good to start with background information about the NCAA and its regulations and the financial landscape of college sports. You appeal to readers’ emotions and thus make your essay more persuasive by starting an essay with a personal story of a sportsman.

Mind that you’ll need to use a different story, depending on what side you’re on. If you suggest that college students should be paid, look for the stories of injuries that didn’t let a promising college athlete excel in sports and get a well-deserved revenue after graduating from the college. If your main argument is that the opportunity to receive a free education and valuable scholarships is already a good form of compensation, tell a story of an athlete from a low-income background who received a good education thanks to achievements in sports but chose not to pursue a career as a sportsman.

3. Write a Strong Thesis Statement

Your introduction paragraph should finish with a thesis statement – a sentence that shows your position on the controversial topic and gives a roadmap to your argument.

For example, good thesis statements for an essay advocating that college athletes should be paid would be:

“College athletes deserve to be compensated for their dedication, talent, and the immense revenue they generate for their institutions.”

“College athletes should be compensated for their participation in collegiate sports due to the high probability of injury and the substantial revenues generated for colleges.”

A strong thesis statement arguing against paying college athletes that presents three key arguments may be:

“While college athletes contribute greatly to the success and revenue generation of their respective institutions, they should not be paid due to the potential negative consequences it may have on the integrity of collegiate sports, the educational priorities of student-athletes, and the financial stability of smaller athletic programs.”

4. Write the Body of Your Essay

Now, develop each of your arguments in a separate paragraph. Begin a paragraph with a topical sentence presenting this argument. Then, develop the idea, presenting quotes from the sources and explaining their relevance in your own words. Restate what readers learnt in this paragraph and how it supports your general argument (thesis statement).

5. Write a Concluding Paragraph

Round up your essay by restating your arguments and showing the impact of following the route you have suggested. For example,

In conclusion, paying college athletes is a topic that warrants serious consideration. The time commitment and sacrifices made by athletes, the financial benefits colleges and universities receive from athletics, and the potential for exploitation and unfair treatment all highlight the need for a fair compensation system. By acknowledging the contributions and challenges faced by college athletes, NCAA and colleges can work towards creating a more equitable and supportive environment for these dedicated individuals.

All in all, whether you are a sports enthusiast, a student-athlete, or simply interested in the intersection of sports and academia, Should College Athletes be Paid is a great topic to choose for an essay. Examining the current state of college athletics, exploring arguments both for and against paying college athletes, and considering alternative solutions will help you be well-informed about the ongoing debate.

Good Transition Words for Essays: Enhancing Coherence and Flow

50 Problem Solution Essay Topics for College Students

50 Process Essay Topics for High School and College Students

Should College Athletes Be Paid: Pros, Cons, and Structure Tips for an Essay

How to Quote in an Essay: A Step-by-Step Guide with Examples

The American Dream Essay: Best Topics and Controversies to Consider

• Bachelor’s Degrees
• Master’s Degrees
• Doctorate Degrees
• Certificate Programs
• Nursing Degrees
• Cybersecurity
• Human Services
• Science & Mathematics
• Communication
• Liberal Arts
• Social Sciences
• Computer Science
• Admissions Overview
• Tuition and Financial Aid
• Incoming Freshman and Graduate Students
• Transfer Students
• Military Students
• International Students
• Early Access Program
• About Maryville
• Our Faculty
• Our Approach
• Our History
• Accreditation
• Tales of the Brave
• Student Support Overview
• Online Learning Tools
• Infographics

Home / Blog

Should College Athletes Be Paid? Reasons Why or Why Not

January 3, 2022 

Tables of Contents

Why are college athletes not getting paid by their schools?

How do student athlete scholarships work, what are the pros and cons of compensation for college athletes, keeping education at the center of college sports.

Since its inception in 1906, the National Collegiate Athletic Association (NCAA) has governed intercollegiate sports and enforced a rule prohibiting college athletes to be paid. Football, basketball, and a handful of other college sports began to generate tremendous revenue for many schools in the mid-20th century, yet the NCAA continued to prohibit payments to athletes. The NCAA justified the restriction by claiming it was necessary to  protect amateurism  and distinguish “student athletes” from professionals.

The question of whether college athletes should be paid was answered in part by the Supreme Court’s June 21, 2021, ruling in  National Collegiate Athletic Association v. Alston, et. al.  The decision affirmed a lower court’s ruling that blocked the NCAA from enforcing its rules restricting the compensation that college athletes may receive.

• As a result of the NCAA v. Alston ruling, college athletes now have the right to profit from their  name, image, and likeness  (NIL) while retaining the right to participate in their sport at the college level. (The prohibition against schools paying athletes directly remains in effect.)
• Several states have passed laws  that allow such compensation. Colleges and universities in those states must abide by these new laws when devising and implementing their own policies toward NIL compensation for college athletes.

Participating in sports benefits students in many ways: It helps them focus, provides motivation, builds resilience, and develops other skills that serve students in their careers and in their lives. The vast majority of college athletes will never become professional athletes and are happy to receive a full or partial scholarship that covers tuition and education expenses as their only compensation for playing sports.

Athletes playing Division I football, basketball, baseball, and other sports generate revenue for their schools and for third parties such as video game manufacturers and media companies. Many of these athletes believe it’s unfair for schools and businesses to profit from their hard work and talent without sharing the profits with them. They also point out that playing sports entails physical risk in addition to a considerable investment in time and effort.

This guide considers the reasons for and against paying college athletes, and the implications of recent court rulings and legislation on college athletes, their schools, their sports, and the role of the NCAA in the modern sports environment.

Back To Top

Discover a first-of-its-kind sport business management program

The online BS in Rawlings Sport Business Management from Maryville University will equip you with valuable skills in marketing, finance and public relations. No SAT or ACT scores required.

• Engage in a range of relevant course topics, from sports marketing to operations management.
• Gain real-world experience through professional internships.

The reasons why college athletes aren’t paid go back to the first organized sports competitions between colleges and universities in the late 19th century. Amateurism in college sports reflects the “ aristocratic amateurism ” of sports played in Europe at the time, even though most of the athletes at U.S. colleges had working-class backgrounds.

By the early 20th century, college football had gained a reputation for rowdiness and violence, much of which was attributed to the teams’ use of professional athletes. This led to the creation of the NCAA, which prohibited professionalism in college sports and enforced rules restricting compensation for college athletes. The rules are intended to preserve the amateurism of student participants. The NCAA justified the rules on two grounds:

• Fans would lose interest in the games if the players were professional athletes.
• Limiting compensation to capped scholarships ensures that college athletes remain part of the college community.

NCAA rules also prohibited college athletes from receiving payment to “ advertise, recommend, or promote ” any commercial product or service. Athletes were barred from participating in sports if they signed a contract to be represented by an agent as well. As a result of the NIL court decision, the NCAA will no longer enforce its rule relating to compensation for NIL activities and will allow athletes to sign contracts with agents.

Major college sports now generate billions in revenue for their schools each year

For decades, colleges and universities have operated under the assumption that  scholarships are sufficient compensation  for college athletes. Nearly all college sports cost more for the schools to operate than they generate in revenue for the institution, and scholarships are all that participants expect.

But while most sports don’t generate revenue, a handful, notably football and men’s and women’s basketball, stand out as significant exceptions to the rule:

• Many schools that field teams in the NCAA’s Division I football tier  regularly earn tens of millions of dollars  each year from the sport.
• The NCAA tournaments for men’s and women’s Division I basketball championships  generated more than $1 billion in 2019 .

Many major colleges and universities generate a considerable amount of money from their athletic teams:

• The Power Five college sports conferences — the Atlantic Coast Conference (ACC), Big Ten, Big 12, Pac 12, and Southeastern Conference (SEC) —  generated more than $2.9 billion  in revenue from sports in fiscal 2020, according to federal tax records reported by  USA Today .
• This figure represents an increase of $11 million from 2019, a total that was reduced because of restrictions related to the COVID-19 pandemic.
• In the six years prior to 2020, the conferences recorded collective annual revenue increases averaging about $252 million.

What are name, image, likeness agreements for student athletes?

In recent years some college athletes at schools that field teams in the NCAA’s highest divisions have protested the restrictions placed on their ability to be compensated for third parties’ use of their name, image, and likeness. During the 2021 NCAA Division I basketball tournament known familiarly as March Madness, several players wore shirts bearing the hashtag “ #NotNCAAProperty ” to call attention to their objections.

Following the decision in NCAA v. Alston, the NCAA  enacted a temporary policy  allowing college athletes to enter into NIL agreements and other endorsements. The interim policy will be in place until federal legislation is enacted or new NCAA rules are created governing NIL contracts for college athletes.

• Student athletes are now able to sign endorsement deals, profit from their use of social media, and receive compensation for personal appearances and signing autographs.
• If they attend a school located in a state that has enacted NIL legislation, they are subject to any restrictions present in those state laws. As of mid-August 2021,  40 states had enacted laws  governing NIL contracts for college athletes.
• If their school is in a state without such a law, the college or university will determine its own NIL policies, although the NCAA prohibits pay-for-play and improper recruiting inducements.
• Student athletes are allowed to sign with sports agents and enter into agreements with school boosters so long as the deals abide by state laws and school policies.

Within weeks of the NCAA policy change, premier college athletes began signing NIL agreements with the potential to  earn them hundreds of thousands of dollars .

• Bryce Young, a sophomore quarterback for the University of Alabama, has nearly $1 million in endorsement deals.
• Quarterback Quinn Ewers decided to skip his last year of high school and enroll early at Ohio State University so he could make money from endorsements.
• A booster for the University of Miami pledged to pay each member of the school’s football team $500 for endorsing his business.

How will the change affect college athletes and their schools?

The  repercussions of court decisions and state laws  that allow college athletes to sign NIL agreements continue to be felt at campuses across the country, even though schools and athletes have received little guidance on how to manage the process.

• The top high school athletes in football, basketball, and other revenue-generating college sports will consider their potential for endorsement earnings while being recruited by various schools.
• The first NIL agreements highlight the disparity between what elite college athletes can expect to earn and what other athletes may realize. On one NIL platform, the average amount earned by Division I athletes was $471, yet one athlete made $210,000 in July alone.
• Most NIL deals at present are for small amounts, typically about $100 in free apparel, in exchange for endorsing a product on social media.

The presidents and other leaders of colleges and universities that field Division I sports have not yet responded to the changes in college athlete compensation other than to reiterate that they do not operate for-profit sports franchises. However, the NCAA requires that  Division I sports programs  be self-supporting, in contrast to sports programs at Division II and III institutions, which receive funding directly from their schools.

Many members of the Power 5 sports conferences have reported shortfalls in their operations, leading analysts to anticipate  major structural reforms  in the governing of college sports in the near future. The recent changes have also caused some people to believe the  NCAA is no longer relevant  or necessary.

How do highly competitive athletic scholarships work? According to the NCAA and Next College Student Athlete: $3.6 billion+ in athletic scholarships are awarded annually, and 180,000+ student athletes receive scholarships every year. Additionally, about 2% of athletes win a sports scholarship; college coaches award scholarships based on athletic ability; full scholarships are given for the top six college sports categories; and athletic scholarships are renewable each year.

The primary financial compensation student athletes receive is a scholarship that pays all or part of their tuition and other college-related expenses. Other forms of financial assistance available to student athletes include  grants, loans, and merit aid .

• Grants  are also called “gift aid,” because students are not expected to pay them back (with some exceptions, such as failing to complete the course of study for which the grant was awarded). Grants are awarded based on a student’s financial need. The  four types of grants  awarded by the U.S. Department of Education are  Federal Pell Grants ,  Federal Supplemental Educational Opportunity Grants ,  Iraq and Afghanistan Service Grants , and  Teacher Education Assistance for College or Higher Education (TEACH) Grants .
• Loans  are available to cover education expenses from government agencies and private banks. Students must pay the loans back over a specified period after graduating from or leaving school, including interest charges. EducationData.org estimates that as of 2020, the  average amount of school-related debt  owed by college graduates was $37,693.
• Merit aid  is awarded based on the student’s academic, athletic, artistic, and other achievements.  Athletic scholarships  are a form of merit aid that typically cover one academic year at a time and are renewable each year, although some are awarded for up to four years.

Full athletic scholarships vs. partial scholarships

When most people think of a student athlete scholarship, they have in mind a  full-ride scholarship  that covers nearly all college-related expenses. However, most student athletes receive partial scholarships that may pay tuition but not college fees and living expenses, for example.

A student athlete scholarship is a nonguaranteed financial agreement between the school and the student. The NCAA refers to full-ride scholarships awarded to student athletes entering certain Division I sports programs as  head count scholarships  because they are awarded per athlete. Conversely, equivalency sports divide scholarships among multiple athletes, some of whom may receive a full scholarship and some a partial scholarship. Equivalency awards are divided among a team’s athletes at the discretion of the coaches, as long as they do not exceed the allowed scholarships for their sport.

These Division I sports distribute scholarships per head count:

• Men’s football
• Men’s basketball
• Women’s basketball
• Women’s volleyball
• Women’s gymnastics
• Women’s tennis

These are among the Division I equivalency sports for men:

• Track and field
• Cross-country

These are the Division I equivalency sports for women:

• Field hockey

All Division II and National Association of Intercollegiate Athletics (NAIA) sports programs distribute scholarships on an equivalency basis. Division III sports programs do not award sports scholarships, although other forms of financial aid are available to student athletes at these schools.

How college athletic scholarships are awarded

In most cases, the coaching staff of a team determines which students will receive scholarships after spending time scouting and recruiting. The NCAA imposes  strict rules for recruiting student athletes  and provides a guide to help students  determine their eligibility  to play college sports.

Once a student has received a scholarship offer from a college or university, the person may sign a national letter of intent (NLI), which is a voluntary, legally binding contract between an athlete and the school committing the student to enroll and play the designated sport for that school only. The school agrees to provide financial aid for one academic year as long as the student is admitted and eligible to receive the aid.

After the student signs an NLI, other schools are prohibited from recruiting them. Students who have signed an NLI may ask the school to release them from the commitment; if a student attends a school other than the one with which they have an NLI agreement, they lose one full year of eligibility and must complete a full academic year at the new school before they can compete in their sport.

Very few student athletes are awarded a full scholarship, and even a “full” scholarship may not pay for all of a student’s college and living expenses. The  average Division I sports scholarship  in the 2019-20 fiscal year was about $18,000, according to figures compiled by ScholarshipStats.com, although some private universities had average scholarship awards that were more than twice that amount. However, EducationData.org estimates that the  average cost of one year of college  in the U.S. is $35,720. They estimate the following costs by type of school.

• The average annual cost for an in-state student attending a public four-year college or university is $25,615.
• Average in-state tuition for one year is $9,580, and out-of-state tuition costs an average of $27,437.
• The average cost at a private university is $53,949 per academic year, about $37,200 of which is tuition and fees.

Student athlete scholarship resources

• College Finance, “Full-Ride vs. Partial-Ride Athletic Scholarships”  — The college expenses covered by full athletic scholarships, how to qualify for partial athletic scholarships, and alternatives to scholarships for paying college expenses
• Student First Educational Consulting, “Athletic Scholarship Issues for 2021-2022 and Beyond”  — A discussion of the decline in the number of college athletic scholarships as schools drop athletic programs, and changes to the rules for college athletes transferring to new schools

According to College Strategic, Fansided, and Future of Working, reasons why paying college athletes is fair include: 1. Playing sports resembles a full-time job. 2. Sports take time away from studies. 3. Sports generate corporate profits. 4. Pay minimizes athlete corruption. 5. Pay provides spending money. 6. Playing sports creates injury risk. 7. Sports elevate school brands. 8. Pay motivates performance. 9. Scholarships reduce poverty.

There are many reasons why student athletes should be paid, but there are also valid reasons why student athletes should not be paid in certain circumstances. The lifting of NCAA restrictions on NIL agreements for college athletes has altered the landscape of major college sports but will likely have little or no impact on the majority of student athletes, who will continue to compete as true amateurs.

Reasons why student athletes should be paid

The argument raised most often in favor of allowing college athletes to receive compensation is that  colleges and universities profit  from the sports they play but do not share the proceeds with the athletes who are the ultimate source of that profit.

• In 2017 (the most recent year for which figures are available), the NCAA recorded $1.07 billion in revenue. The organization’s president earned $2.7 million in 2018, and nine other NCAA executives had salaries greater than $500,000 that year.
• Elite college coaches earn millions of dollars a year in salary, topped by University of Alabama football coach Nick Saban’s $9.3 million annual salary.
• Many of the athletes at leading football and basketball programs are from low-income families, and the majority will not become professional athletes.
• College athletes take great physical risks to play their sports and put their future earning potential at risk. In school they may be directed toward nonchallenging courses, which denies them the education their fellow students receive.

Reasons why student athletes should not be paid

Opponents to paying college athletes rebut these arguments by pointing to the primary role of colleges and universities: to provide students with a rewarding educational experience that prepares them for their professional careers. These are among the reasons they give for not paying student athletes.

• Scholarships are the fairest form of compensation for student athletes considering the financial strain that college athletic departments are under. Most schools in Division I, II, and III spend more money on athletics than they receive in revenue from the sports.
• College athletes who receive scholarships are presented with an opportunity to earn a valuable education that will increase their earning power throughout their career outside of sports. A Gallup survey of NCAA athletes found that  70% graduate in four years or fewer , compared to 65% of all undergraduate students.
• Paying college athletes will “ diminish the spirit of amateurism ” that distinguishes college sports from their professional counterparts. Limiting compensation for playing a sport to the cost of attending school avoids creating a separate class of students who are profiting from their time in school.

According to Best Colleges, Salarship, and CollegeVine, reasons why paying college athletes is less than ideal include: 1. Money may harm students. 2. Pay diminishes love of the game. 3. Pay deemphasizes academic purpose. 4. Secondary sports struggle. 5. Rich schools monopolize talent. 6. The financial benefit is marginal. 7. Setting salaries can be messy. 8. Academic requirements are substandard. 9. Other program budgets are reduced.

How do college athlete endorsements work?

Soon after the Supreme Court released its decision in NCAA v. Alston, the NCAA issued  guidelines for schools  that allow college athletes to make money from product endorsements, social media accounts, autographs, and other uses of their name, image, or likeness. This counters the NCAA’s longstanding opposition to student athletes profiting from endorsements. At present, implementation of the guidelines varies from school to school and state to state, which means athletes at some institutions may benefit more from NIL agreements than those attending other schools.

Several  NIL consultancy firms  are actively soliciting endorsements from college athletes in the aftermath of the rule change.

• Highly touted 19-year-old basketball recruit Hercy Miller, who joined the Tennessee State University basketball team in 2021, signed a $2 million endorsement deal with Web Apps America.
• University of Michigan quarterback Cade McNamara has entered into an endorsement deal with cryptocurrency company More Management that will  pay him in cryptocurrency .
• Twin sisters Haley and Hanna Cavinder of the Fresno State University basketball team have  marketing agreements  to promote Boost Mobile and Six Star Pro Nutrition to the 3.3 million followers of their TikTok account.
• Gable Steveson, a wrestler for the University of Minnesota, entered into an endorsement deal with the delivery service Gopuff; Steveson has 245,000 followers on Instagram and 30,000 on Twitter.

Despite the rush of high-profile college athletes signing endorsement deals, some educators and analysts express concern about the  impact of the endorsements  on schools, athletes, and college sports.

• Schools with more favorable endorsement rules may entice student athletes away from the schools they are currently attending.
• Likewise, states that have enacted endorsement laws that provide more earning potential for college athletes may see more top recruits choosing to attend schools in those states.
• The time college athletes spend meeting the requirements of their endorsement contracts could detract from study and practice time. This can have an adverse effect on their education and athletic careers — if they are unable to maintain grade requirements, for example, they may be disqualified from playing.
• If a college athlete’s performance in the sport declines, they may be less likely to attract and retain endorsement deals. While the NCAA has banned NIL agreements based on the athlete meeting specific performance criteria, the group acknowledges that a student’s athletic performance  may enhance their NIL value .
• Because of complicated contracts and tax laws, student athletes will have to rely on agents, advisers, and managers, which may leave them vulnerable to exploitation.

From the onset of intercollegiate sports, students have benefited from their participation by learning dedication to their sport, building relationships, and being part of a team. Sports allow students to acquire many important values, such as fair competition and physical and mental health. Education should remain at the forefront of all aspects of college, including sports, whether or not collegiate athletes are paid.

Infographic Source

Best Colleges, “Should College Athletes Be Paid?”

College Strategic, “Why College Athletes Should Be Paid”

CollegeVine, “Should College Athletes Be Paid? Pros and Cons”

Fansided, “64 Reasons College Athletes Need to Be Paid”

Future of Working, “17 Advantages and Disadvantages of Paying College Athletes”

NCAA, “Scholarships”

Next College Student Athlete, “What Are the Different Types of Offers I Could Get?”

Salarship, “Should College Athletes Be Paid: Pros and Cons”

Bring us your ambition and we’ll guide you along a personalized path to a quality education that’s designed to change your life.

Take Your Next Brave Step

Receive information about the benefits of our programs, the courses you'll take, and what you need to apply.

• Sign in to save searches and organize your favorite content.
• Not registered? Sign up

Recently viewed (0)

• Save Search
• Previous Article
• Next Article

Should College Athletes Be Allowed to Be Paid? A Public Opinion Analysis

Click name to view affiliation

• Get Citation Alerts
• Download PDF

Traditionally, public opinions have largely opposed further compensation for U.S. college athletes, beyond the costs of going to school. This study uses new data from the National Sports and Society Survey ( N  = 3,993) to assess recent public opinions about allowing college athletes to be paid more than it costs them to go to school. The authors found that a majority of U.S. adults now support, rather than oppose, allowing college athletes to be paid. Also, the authors found that White adults are especially unlikely, and Black adults are especially likely, to support allowing payment. Furthermore, recognition of racial/ethnic discrimination is positively, and indicators of traditionalism are negatively, associated with support for allowing college athletes to be paid.

The compensation of U.S. college athletes, beyond educationally tethered compensation such as scholarships, has been the subject of significant concern and empirical inquiry for decades ( Nocera & Strauss, 2016 ; Mondello et al., 2013 ; Sack & Staurowsky, 1998 ). Many college sports programs generate massive amounts of revenue, specifically in the highest competitive division (i.e., Division I) of the National Collegiate Athletic Association (NCAA). The sports of football and men’s basketball hold special distinction and generate billions of dollars of annual revenue—much more than other college sports combined ( Branch, 2011 ; Nocera & Strauss, 2016 ; Sanderson & Siegfried, 2015 ).

Notably, these two sports are disproportionately played by Black males. Although Black males make up <5% of the undergraduate population in U.S. colleges and universities, they comprise 56% of the participants in NCAA Division I men’s basketball and 55% of the participants in football. Conversely, athletic administrators and coaches are overwhelmingly White ( Harper & Simmons, 2019 ; Lapchick, 2019 ). For example, 80% of men’s basketball coaches and 86% of head football coaches are White, very much out of proportion to the percentage of racial/ethnic minority athletes that they coach. Furthermore, White males are disproportionately NCAA administrators, and over 90% of conference commissioners are White ( Gore-Mann & Grace, 2020 ; Lapchick, 2019 ). Consequently, the leadership and policymakers in charge of college sports are overwhelmingly White, while the athletic revenue generators are disproportionately Black.

Also, the commercially popular college sport industry is replete with highly paid coaches, well-compensated administrators, multimillion-dollar facilities, and significant perquisites for college athletes beyond academic scholarships—but no payment in excess of the full cost of attendance has been allowed for the athletes ( Nocera & Strauss, 2016 ; Ridpath, Rudd & Stokowski, 2019 ). Still, revenues in intercollegiate athletics have dramatically increased in the past 20 years. There is now a 14-year $10.8 billion television contract with Columbia Broadcasting System (CBS) and Turner Sports for the rights to televise the NCAA men’s basketball tournament. Also, a $7.3 billion television contract exists for the College Football Playoff and six associated football Bowl games ( Berkowitz, Upton & Brady, 2013 ; Gore-Mann & Grace, 2020 ). Nevertheless, revenue increases have not resulted in much of an increase in compensation to the group that generates the money, the players ( Nocera & Strauss, 2016 ; Sanderson & Siegfried, 2015 ).

Even with increased revenue streams and the ability to provide more compensation to athletes, the long-held concept of amateurism and the new public-relations-driven moniker of the “collegiate model” are presented by defenders as nondebatable ideals for the industry of intercollegiate athletics. It is argued that college athletes should not be paid a salary or direct remuneration for performance; otherwise, the popularity of the industry will suffer economic damage ( Nocera & Strauss, 2016 ; Tatos, 2017 ). Consequently, college athletes are denied access to billions of the dollars that they generate, and adults in leadership positions defend the status quo, while disproportionately claiming the rewards. Yet, resistance to this arrangement has been clearly building ( Branch, 2011 ; Hruby, 2016 ; Huma & Staurowsky, 2011 ; Seton Hall Sports Poll, 2019 ).

The purpose of this study is to analyze public opinions about college athletes being allowed to be paid, as athletes, more than it costs them to go to school. Information from public opinion research is commonly used to help inform interested parties about the public’s concern over key issues that can directly or indirectly affect them. It can also provide insight into the factors that predict public opinions, if variance in public opinion is analyzed comprehensively with appropriate theory and research methods ( Price & Neijens, 1997 ; Winter, 2008 ). Specifically, we used information from a large, new, national sample of U.S. adults ( N  = 3,993) to gauge public opinion support for allowing college athletes to be paid. Then, using regression analyses, we tested hypotheses about the significance of race/ethnicity, sports involvement, and traditionalism in shaping public opinions about allowing college athletes to be paid. We built upon and extended previous research by (a) analyzing new public opinions about college athletes’ basic economic rights; (b) contextualizing our research more fully within understandings of power, control, and exploitation processes—especially as informed by critical race theory (CRT); and (c) leveraging these unique data to more comprehensively analyze predictors of public opinion attitudes about compensation. Our main predictors include measures of sports fandom, racial/ethnic identities, recognition of racial/ethnic discrimination, conservatism, and two sets of demographic characteristics associated with race/ethnicity and traditionalism: age and urbanicity. Previous work on public opinions about college athlete compensation has focused on descriptive reports of opinions about paying college athletes, the implications of different anti-Black framings of the issue, and Black–White differences in public opinions about paying college athletes ( Druckman, Howat, & Rodheim, 2016 ; Mondello et al., 2013 ; Seton Hall Sports Poll, 2019 ; Wallsten, Nteta, McCarthy, & Tarsi, 2017 ).

Conceptual Framework

The conceptual framework for this study draws upon CRT to help situate the history of amateurism in college sports, the increased commercialization of it, and an apparently emerging willingness to approve of higher levels of compensation for athletes to anticipate public opinion support for allowing college athletes to be paid. Critical analyses of race in society are central to the advent of sociology (e.g., W. E. B. Du Bois) and the sociology of sport (e.g., Harry Edwards), but the emergence of CRT in the 1970s from the work of legal scholars such as Derrick Bell, Kimberlé Crenshaw, Richard Delgado, and Alan Freeman has become particularly influential in not only attempting to address racial/ethnic inequalities through the judicial system, but also in helping to better understand, and theorize about, race in society. Now integrated within the theory and practice of many different academic disciplines and applied to the study of countless fields of inquiry, CRT has become a prominent and instructive approach to understanding the history and the continuity of embedded racial/ethnic prejudice and discrimination—including within sports, education, and other parts of society ( Cooper, 2012; 2019 ; Delgado & Stafancic, 2001 ; Solorzano & Yosso, 2001 ). Central to CRT is its recognition of the origin and maintenance of White property rights, control, and hegemony in society; these conditions are evident in the history and current application of amateurism in college sports as well ( Cooper, 2012; 2019 ; Comeaux, 2010 ; Rankin-Wright, Hylton, & Norman, 2016 ; Shaw, Moiseichik, Blunt-Vinti, & Stokowski, 2019 ). CRT encourages us to understand that the logics, structures, practices, and opinions of compensation for college athletes are eminently, and even originally, racialized and social justice issues ( Cooper, 2012, 2019 ; Hruby, 2016 ; Meyer & Zimbalist, 2020 ; Wallsten, et al., 2017 ).

Theorizing that has stemmed from CRT has included common principles that help to direct a rigorous awareness and redress of racial/ethnic inequalities; still, different authors and studies often adapt these principles in nuanced ways. Our study is informed by the following CRT tenets: (a) race is socially constructed ( Delgado & Stafancic, 2001 ; Shaw et al., 2019 ); (b) racial/ethnic prejudice and discrimination are endemic to society ( Bell, 1992 ; Shaw et al., 2019 ); (c) Whiteness as property norm ( Cooper, 2019 ; Harris, 1993 ); (d) counter narratives, counter storytelling, and experiential knowledge, especially from voices of color, are neglected ( Delgado & Stafancic, 2001 ; Solorzano & Yosso, 2001 ); (e) interest convergences enable changes in racial/ethnic inequalities ( Bell, 1980, 1992 ; Shaw et al., 2019 ); and (f) challenges to dominant ideologies are necessary for social justice ( Delgado Bernal, 2002 ; Solorzano & Yosso, 2001 ).

In turn, these tenets note that race has been socially constructed in ways that are connected to and based upon false premises of racial/ethnic inequalities, such that notions of White supremacy and justifications of racial/ethnic inequalities are perpetuated. Thus, corresponding racial/ethnic prejudices and discrimination are endemic to individuals’ thoughts and experiences, as well as societal structures, cultures, and policies ( Bell, 1992 ; Cooper, 2012, 2019 ; Comeaux, 2010 ). The Whiteness as property tenet recognizes that Whiteness carries with it identities, status, and a set of rights (e.g., rights of disposition, use and enjoyment, reputation and status, exclusion of others) that were originally connected to owning property, the ability of which has been facilitated by racially unjust means, but came to embody the characteristics of White privilege (i.e., Whiteness). Consequently, the statuses, privileges, and rights of Whiteness are normalized ( Cooper, 2012, 2019 ; Harris, 1993 ). The voices-of-color tenet references the neglect, discounting, and need of counter narratives and perspectives based on experiential knowledge from people of color; oftentimes, CRT methodologies utilize storytelling and narrative approaches—although we did not employ these in the present study ( Delgado Bernal, 2002 ; Solorzano & Yosso, 2001 ). The interest convergences tenet observes that there has been little motivation or action among White individuals to reduce racial/ethnic inequalities in society; gains that have occurred have largely been facilitated by a convergence of antiracist interests with the self-interests of Whites ( Bell, 1980, 1992 ; Solorzano & Yosso, 2001 ). Finally, CRT advocates for social justice outcomes, and this process is connected to the need to dismantle dominant ideologies that perpetuate racial/ethnic inequalities ( Delgado Bernal, 2002 ; Solorzano & Yosso, 2001 ).

In analyzing variance in public opinion support for allowing college athletes to be paid, besides being informed by these CRT tenets, we also recognize the usefulness of considering aracial (i.e., purported disregard of race/ethnicity) racism and an understanding of traditionalism as a propensity to be resistant to change ( Bonilla-Silva, 2003 ; Hochschild, 2016 ; Love & Hughey, 2015 ; Winter, 2008 ). Overall, due to racialized origins and practices of college sports that idealized amateurism but became particularly exploitative of commercialized college athletes, we expected that racial/ethnic identities and beliefs about racial/ethnic prejudices and discrimination were likely to shape public opinion support for allowing college athletes to be paid—despite the common understanding of one’s own opinions, particularly in sports, as being based on an aracial approach to thinking about lofty ideals that involve assumptions about morality, responsibility, hard work, and integrity ( Druckman et al., 2016 ; Mondello et al., 2013 ; Wallsten et al., 2017 ). Furthermore, indicators of traditionalism—such as those that can be tapped by age, urbanicity, and self-identified conservatism—are likely to lead to greater levels of resistance to changing rules about compensation to college athletes ( Druckman et al., 2016 ; Seton Hall Sports Poll, 2019 ; Wallsten et al., 2017 ).

• CRT, College Sports, and Amateurism

The application of CRT tenets to better understand the issue of college athlete compensation leads to a number of observations. First, the social construction and endemic nature of race tenets direct us to observe that the creation and implementation of U.S. college sports has been done in a country with a sordid history of socially constructing race to justify and reify racial/ethnic inequalities and perpetuating, as well as institutionalizing, racial/ethnic inequalities; college sports, and public opinions about it, have been similarly shaped and influenced by constructions of race and perpetual and corresponding racial/ethnic prejudice and discrimination processes within structures, cultures, and policies—anti-Black racial/ethnic prejudice and discrimination have been especially prominent ( Branch, 2011 ; Cooper, 2012, 2019 ; Krysan & Moberg, 2016 ). Second, it is instructive to recognize that college sports, and the ideals and priorities of amateurism, were originally created by White individuals for White participants. Non-White voices were not seriously considered, and non-White experiences were not a priority; this dynamic has largely continued such that voices of color are not well represented and valued ( Branch, 2011 ; Cooper, 2012, 2019 ; Hruby, 2016 ; Lapchick, 2019 ; Singer, 2019 ). Third, White control, and emerging profiteering, over college sports has ties to the origin of property rights, and Whiteness as property has been naturalized and viewed as normative. This is not unique to college sports ( Cooper, 2012, 2019 ; Krysan, 2000 ; Krysan & Moberg, 2016 ; Lapchick, 2019 ). Fourth, interest convergences have occasionally led to increased opportunities for non-Whites, and especially Blacks, in college sports. Interest convergences have also led to shifting and flexible definitions of amateurism in attempts to regulate and control college sports and pursue commercial interests ( Huma & Staurowsky, 2011 ; Meyer & Zimbalist, 2020 ; Southall & Staurowsky, 2013 ). These modifications in college sports appear to mostly follow American practices of White Racism Capitalism rather than exemplify magnanimity and concern for (non-White) athletes. That is, increased opportunities for non-Whites in college sports and adjustments in the definition and application of amateurism have amplified the exploitation of non-White, and primarily Black, labor in efforts to pursue commercial interests and profits—which have been largely maintained by Whites ( Branch, 2011 ; Cooper, 2019 ; Hruby, 2016 ; Krysan, 2000 ). Finally, challenges to the dominant ideologies and practices of college sports are necessary for social justice ( Cooper, 2019 ; Huma & Staurowsky, 2011 ; Southall, Eckard, Nagel, & Randall, 2015 ; Southall & Southall, 2018 ; Southall & Staurowsky, 2013 ). Below, we have integrated these observations into a brief history of amateurism in college sports before focusing on public opinions about compensation for college athletes.

American intercollegiate athletics are structured as an amateur sport enterprise. Amateurism was developed as part of a White, Eurocentric, middle/upper class vision of sport for developmental and enjoyment purposes—for White males. By strict definition, an amateur athlete should not receive any remuneration for athletic performance; thus, amateurism ideals have also functioned as barriers for widespread sport participation for those with lesser means. Non-White individuals were not prominent in creating intercollegiate athletics, participating in them during much of their history, or creating or romanticizing amateurism. Although interest convergences have enabled many non-Whites to participate in collegiate athletics, and commercialized college sports are now largely associated with Black athletes and some Black adults in leadership positions, the ideologies and practices of amateurism have continued to disproportionately reflect the ideologies and experiences of White adults ( Branch, 2011 ; Cooper, 2012, 2019 ; Edwards, 1969 ; Hruby, 2016 ; Lapchick, 2019 ; Singer, 2019 ). Furthermore, the increasing commercialization of college sports has exemplified what Cooper ( 2019 ) described as the American tradition of White Racism Capitalism. Centrally, White Racism Capitalism is the historical and continual exploitation of non-White and, especially, Black labor. In the process, non-Whites are frequently problematized, scapegoated, blamed for any relative lack of achievement, and dismissed as being unworthy of concern ( Cooper, 2012, 2019 ; Leonard, 2017 ; Singer, 2019 ). Consequently, the issues that surround compensation for collegiate athletes are racialized in many ways. Thus, we expect that racial/ethnic identities, views about racial/ethnic discrimination, and even traditionalism reflect this racialization of the notions and practices of amateurism—and U.S. adults’ public opinions about whether college athletes should be allowed to be paid.

Relatedly, remarkable changes have occurred in who participates in college sports and how amateurism has been defined. Interest convergences led NCAA schools to increasingly integrate Black athletes into their athletic programs and modify their practices of amateurism during the middle of the 20th century. The NCAA moved away from a strict definition of amateurism in 1956 by offering a scholarship to pay for college expenses based on athletic ability. Thus, challenges to racial/ethnic inequalities and increased demands for athletic talent enabled more opportunities for Black men, especially, to attend predominantly White institutions, as athletes. Increasingly, also, Black and other non-White individuals were afforded athletic scholarships. Consequently, interest convergences have allowed for more racial/ethnic diversity among college athletes. Yet, disproportionate White control of predominantly White institutions and athletic programs has persisted ( Branch, 2011 ; Cooper, 2019 ; Edwards, 1969 ; Lapchick, 2019 ). Also, the presumptive overriding concerns for a student’s personal development and educational enrichment while participating in college sports appear to have been taken over by concerns about winning, financial gains, and maintaining control over an increasingly lucrative and valuable college sports system ( Branch, 2011 ; Cooper, 2019 ; Singer, 2019 ; Southall et al., 2015 ; Southall & Southall, 2018 ; Southall & Staurowsky, 2013 ).

Indeed, the NCAA has leaned into its definition and mythologizing of amateurism over the past 75 years, especially ( Branch, 2011 ; Huma & Staurowsky, 2011 ; Meyer & Zimbalist, 2020 ; Southall & Staurowsky, 2013 ). According to the NCAA Division I Manual, intercollegiate athletes “shall be amateurs in intercollegiate sport and their participation should be motivated primarily by education and the physical, mental and social benefits to be derived. Student participation in intercollegiate athletics is an avocation, and college athletes should be protected from exploitation by professional and commercial enterprises” ( National Collegiate Athletic Association [NCAA], 2019 , p. 4). Still, rule violations that have often included payments to players have remained common throughout the entire history of college sports. Also, the definition of amateurism has been fluid and flexibly applied ( Branch, 2011 ; Huma & Staurowsky, 2011 ; Meyer & Zimbalist, 2020 ).

At least through 2015, any payment amount above the standard full-ride scholarship (tuition, room, board, course-related books, and course-related fees) could cause an athlete to lose their amateur status and result in further individual or team sanctions or penalties. This applied to any extra benefit from boosters; companies seeking endorsements; or licensors of an athlete’s name, image, and likeness (NIL; Meyer & Zimbalist, 2020 ; National Collegiate Athletic Association [NCAA], 2019 ). This even extended beyond payments to actions, such as signing a professional contract, entering a professional draft, or hiring an agent. All of these occurrences have been considered violations of amateurism and a form of payment that renders an athlete a professional and terminates eligibility for intercollegiate athletics ( Meyer & Zimbalist, 2020 ; Ridpath, Kiger, Mak, Eagle, & Letter, 2007 ; Ridpath et al., 2019 ; Rudd & Ridpath, 2019 ).

However, in an attempt to provide greater flexibility in interpretation, the NCAA now consistently uses the term “collegiate model ” instead of amateurism to describe the relationship between the organization of intercollegiate athletics and the participating athletes ( Southall & Staurowsky, 2013 ). The Collegiate Model of Athletics is essentially “a term of art” that was created by former NCAA President Myles Brand ( Branch, 2011 ; Southall & Staurowsky, 2013 ). It is used to refer to enrolled students who are not directly compensated by salary for competition, but can receive whatever the NCAA allows. After significant pressure and landmark rulings in the courts, and continued record-breaking salaries and revenues from the commercialization of college sports, the NCAA passed legislation to allow a cost-of-attendance stipend starting in 2015, which allows for compensation commensurate with the average estimate of a student’s educational expenses for the period of one full academic year ( Meyer & Zimbalist, 2020 ; Nocera & Strauss, 2016 ).

More recently, California passed SB 206, the Fair Play to Play Act, into law in 2019. This will allow college athletes in the state to hire agents and earn endorsement money relating to their own NIL. Since SB 206, over 30 states have passed similar legislation regarding NIL rights, with the state of Florida notably passing legislation that speeds up the timeline for NIL opportunities to emerge in 2021. The NCAA continues to strategize about how to respond, but has indicated they will likely capitulate to the pressures to uphold key aspects of the California law and similar efforts by other states’ legislatures ( Meyer & Zimbalist, 2020 ; Seton Hall Sports Poll, 2019 ). Although the NCAA and its members have continually resisted allowing college athletes to hire agents and earn endorsement money, they seem to be now signaling that interest convergences may once again shape changes in amateurism and their willingness to partially address racial/ethnic inequalities. That is, pressures to maintain control and financial rewards in an exploitative system may urge them to change the definition of amateurism yet again and allow for some basic economic rights for college athletes. Consequently, the disproportionate numbers of Black athletes in commercialized college sports appear likely to become the most common beneficiaries of new compensation from the use of their name, images, and likenesses—which is widely seen as some measure of social justice, by many ( Branch, 2011 ; Huma & Staurowsky, 2011 ; Nocera & Strauss, 2016 ). Still, an actual pay-for-play salary has not been permissible, and it is still considered to be contrary to the promotion of the collegiate model ( Rudd & Ridpath, 2019 ; Southall & Staurowsky, 2013 ).

• Public Opinions About Allowing Athlete Compensation

Public opinion is expected to be mixed but increasingly supportive of allowing college athletes to be paid. There is increased recognition of the disparities in compensation between the adults in charge of organizing college sports and the players who are working hard and risking their health, in many cases, to compete in sports—in a hypercommercialized setting for men’s basketball and football, at least. Furthermore, basic human economic rights, to many, suggest that one should own, and be able to profit from, one’s own name recognition, images, and likenesses. Relatedly, court decisions and collective actions by athletes, activists, scholars, legislators, and attorneys are increasingly promoting and affecting changes in public opinions and policies ( Huma & Staurowsky, 2011 ; Meyer & Zimbalist, 2020 ; Seton Hall Sports Poll, 2019 ). Still, the celebration and mythologizing of amateurism, concerns about disrupting the status quo of college sports, and opposition to modifying amateurism by institutionalized stakeholders continue to hold great sway ( Meyer & Zimbalist, 2020 ; Southall & Staurowsky, 2013 ; Wallsten et al., 2017 ).

Historically, in response to questions about paying college athletes and supporting college-athlete unionization movements, overall public opinion sentiment has been opposed to paying college athletes and treating them as workers ( Druckman et al., 2016 ; Mondello et al., 2013 ; Seton Hall Sports Poll, 2019 ; Wallsten et al., 2017 ). However, public opinion appears to be shifting such that there is now initial evidence that it is supportive of college athletes being allowed to at least profit from the use of their NIL—still, a seemingly marked change over previous public opinion polls that consistently registered opposition to forms of compensation, beyond a college scholarship ( Druckman et al., 2016 ; Mondello et al., 2013 ; Seton Hall Sports Poll, 2019 ; Wallsten et al., 2017 ). In fact, in an October 2019 poll of 714 U.S. adults, 60% responded that they believe that college athletes should be able to benefit from their NIL ( Seton Hall Sports Poll, 2019 ). In previous research, there is some evidence that sports fans are less supportive of allowing college athletes to be paid, but we suspect that this is also changing, as fans have become more comfortable with the Olympic model (i.e., sponsorship and endorsement opportunities), knowledgeable about athletic revenues, and mindful of addressing social justice concerns ( Huma & Staurowsky, 2011 ; Nocera & Strauss, 2016 ; Seton Hall Sports Poll, 2019 ).

• Race/Ethnicity and Public Opinions About Payment to College Athletes

We now turn to consider the explicit salience of racial/ethnic identities and beliefs about racial/ethnic discrimination. A CRT focus, as well as previous research and theorizing about amateurism, suggests that there are inextricable influences of racial/ethnic identities, prejudices, and knowledge of discrimination in shaping public opinions—including opinions about paying college athletes ( Druckman et al., 2016 ; Hylton, 2010 ; Krysan & Moberg, 2016 ; Mondello et al., 2013 ; Wallsten et al., 2017 ).

Especially given that disproportionate percentages of athletes in the two main revenue-generating sports of football and men’s basketball are Black and disproportionate percentages of leaders in college sports organizations are White, one might expect that racial/ethnic identities and prejudices are likely to influence perceptions about whether college athletes should be allowed to be paid ( Branch, 2011 ; Gore-Mann & Grace, 2020 ; Wallsten et al., 2017 ). For example, racial/ethnic in-group solidarities may shape perceptions. Blacks, Whites, Latinx individuals, and members of other racial/ethnic groups may simply want members of their own racial/ethnic group to succeed and to obtain a larger proportion of the revenue from college sports. In-group boundaries may also surround Whites and non-Whites, given the historical power imbalances in society and sports ( Hylton, 2010 ; Kendi, 2016 ; Krysan, 2000 ; Lapchick, 2019 ; Wallsten et al., 2017 ).

Racial/ethnic identities may also be indicative of lived experiences that normalize, or attune one toward, the racialized power dynamics in sports and society ( Kendi, 2016 ; Lapchick, 2019 ; Leonard, 2017 ). Indeed, the origin and history of college sports and the prioritization of amateurism are rooted in White experiences and hegemonic ideals. Also, due to the overrepresentation of White males in positions of power in sports and society, Whites may be less mindful or concerned about the racialized power imbalances in sports, compared with non-Whites—even when athletes in particular sports (e.g., basketball, football, pro baseball) are disproportionately non-White ( Lapchick, 2019 ; Mondello et al., 2013 ; Wallsten et al., 2017 ).

Furthermore, there is reason to believe that racial/ethnic prejudices, especially anti-Black sentiments, and beliefs about the existence and influence of racial/ethnic discrimination may shape public opinions about allowing college athletes to be paid ( Cooper, 2012, 2019 ; Druckman et al., 2016 ; Wallsten et al., 2017 ). Racial/ethnic prejudices, resentments, and discriminatory processes persist in society. Also, racial resentments, beliefs about the presence and influence of discrimination, and other forms of racial/ethnic prejudice often sway public policy attitudes ( Krysan, 2000 ; Krysan & Moberg, 2016 ; Wallsten et al., 2017 ; Winter, 2008 ). Anti-Black sentiment, actions, and structures continue to be especially common and influential ( Kendi, 2016 ; Krysan, 2000 ; Krysan & Moberg, 2016 ; Winter, 2008 ). Yet, many adults believe that racial/ethnic discrimination of non-Whites is not very prevalent or impactful ( Krysan & Moberg, 2016 ; Public Religious Research Institute [PRRI], 2017 ).

As commercialized college athletes are commonly recognized as being disproportionately Black and likely beneficiaries of any additional compensation that may be given to college athletes, prejudices about the character, intellectual, and athletic capacities of Black college athletes, in particular, may influence perceptions on whether college athletes should be compensated with payment beyond the cost of going to school ( Druckman et al., 2016 ; Mondello et al., 2013 ; Wallsten et al., 2017 ). There continue to be widespread beliefs that racial/ethnic minority, especially Black, athletes would not be in such a premier position in college sports with access to a university education, but for their athletic ability. Thus, they should be thankful for what they already receive for playing a game and should not expect or agitate for more ( Branch, 2011 ; Druckman et al., 2016 ; Edwards, 1969 ; Wallsten et al., 2017 ).

In addition, recognizing institutionalized patterns of racial/ethnic inequalities in society may urge one to perceive the NCAA system of commercialized college sports as exploitative of Black males, especially—and advocate for changes in the status quo ( Branch, 2011 ; Hylton, 2010 ; Nocera & Strauss, 2016 ; Van Rheenen, 2012 ). Indeed, sociological perspectives and CRT tenets encourage the recognition of these patterns and pushes for social justice ( Cooper, 2012, 2019 ; Edwards, 1969 ). In contrast, blaming non-Whites for not having the same levels of status attainment in society as Whites is thought to reflect symbolic racism, notions of White superiority, and a lack of a sociological imagination; thus, expressing such beliefs may reveal that one is less cognizant of racial/ethnic inequalities and maybe less motivated to advocate for eliminating them ( Krysan, 2000 ; Krysan & Moberg, 2016 ; Winter, 2008 ; Wallsten et al., 2017 ).

Empirical evidence suggests that racial/ethnic identities influence public opinions about payment to college athletes. Mondello et al. ( 2013 ) analyzed 2009 national survey data from 400 households, sampled through random digit dialing, and found that Black respondents were more than three times as likely to support financial compensation for college athletes as Whites. In addition, even with age, education, gender, and employment status included as predictors, only race was found to be a statistically significant factor in shaping public opinion about paying college athletes. Similarly, Druckman et al. ( 2016 ) used national data from survey volunteers ( N  = 1,500) to assess both public opinion support for paying college athletes and allowing college athlete unionization. They also found that Blacks were especially likely to support more resources and rights for college athletes. Finally, Wallsten et al. ( 2017 ) focused on 674 White respondents to a 2014 online survey conducted by YouGov. Consistent with previous research, they found that nearly 60% of White respondents opposed paying college athletes a salary, beyond any scholarship money that they may receive. In sum, previous research suggests that Whites are especially opposed to paying college athletes and giving them more rights, while Blacks are generally supportive of paying college athletes.

Also, there is evidence that beliefs about racial/ethnic discrimination, and particularly anti-Black resentments, shape attitudes about college athlete compensation. Druckman et al. ( 2016 ) found that support for affirmative action policies, designed to account for Black–White differences in educational and job opportunities, was positively associated with support for paying college athletes and allowing them to unionize. Also, racial/ethnic prejudices that reflected anti-Black racial resentments were negatively associated with support for paying college athletes and allowing them to unionize. Similarly, Wallsten et al. ( 2017 ) found that higher levels of racial resentment were positively associated with opposing salaries for college athletes. Furthermore, in innovative experimental procedures, they found that the presentations of pictures and names of Black athletes hardened responses in opposition to supporting greater compensation for college athletes among racially resentful Whites.

Still, many individuals who do not express racial/ethnic resentments or prejudices, and are mindful of racial/ethnic discrimination patterns, appear to support college sports as a way to improve diversity and social mobility for racial/ethnic minorities—ostensibly under the belief that many could not attend college otherwise—but that support does not extend to advocating for more compensation for college athletic participation ( Huma & Staurowsky, 2011 ; Van Rheenen, 2012 ). A college education is extremely valuable, but CRT theorists and many other scholars note that even the primary college athletic scholarship benefit of greater access to a quality higher education is not being adequately delivered for Black athletes, especially, particularly in football and basketball ( Benson, 2000 ; Beamon, 2008 ; Hawkins, 2010 ; Southall et al., 2015 ; Southall & Southall, 2018 ).

Alongside CRT, the concept of aracial racism is often used to inform understandings of racialized issues ( Bonilla-Silva, 2003 ; Love & Hughey, 2015 ). Aracial racism refers to the use of purportedly noble principles, and “aracial” structures and criteria for decision making, that nonetheless often have unequal racial/ethnic effects ( Bonilla-Silva, 2003 ; Kendi, 2016 ; Rankin-Wright et al., 2016 ). White individuals, especially, are prone to deny the influence of race/ethnicity on their behaviors, beliefs, and advocacies—and become appalled and often resentful when they believe that they are being accused of being racist ( Bonilla-Silva, 2003 ; Cramer, 2016 ; Kendi, 2016 ). Yet, the origins of amateurism, the dismissal of the voice and interests of commercialized sport athletes—who are disproportionately Black—notions about racial/ethnic abilities and who is deserving of rewards, and the perpetuation of the control and disproportionate profiteering from college sports by Whites, make the issue of compensation for college athletes an eminently and inescapably racialized issue ( Branch, 2011 ; Cooper, 2012, 2019 ; Hruby, 2016 ). Still, opinions about the ideals of “amateurism,” “student-athletes,” and even the capabilities of White and Black athletes are often viewed as aracial understandings and are connected to major issues in college sports ( Druckman et al., 2016 ; Rankin-Wright et al., 2016 ; Wallsten et al., 2017 ). Indeed, sports-related interactions and understandings are rife with aracial racism ( Leonard, 2017 ; Love & Hughey, 2015 ; Rankin-Wright et al., 2016 ).

• Traditionalism and Payment to College Athletes

Thus, we also drew upon understandings of traditionalism in anticipating public opinions about whether college athletes should be allowed to be paid. In this sense, traditionalism is tied up with a resistance to change and nostalgia for the past. Traditionalism is also frequently reactive to perceived threats to established ways of doing things ( Johnson & Tamney, 2001 ; Jost, Glaser, Kruglanski, & Sulloway, 2003 ; Wallsten et al., 2017 ; Winter, 2008 ). Indeed, changes to amateurism can be seen as destroying the student-athlete ideal and threatening the uniqueness of college sports. Furthermore, traditionalism is also associated with discomfort with changes that are designed to address racial/ethnic inequalities, as well ( Jost et al., 2003 ; Wallsten et al., 2017 ). For example, among conservatives, affirmative action is often viewed as “reverse racism” and eliminating racially insensitive terms and images is derided as “political correctness.” Consequently, traditionalism is commonly indicative of at least aracial racism, too ( Hochschild, 2016 ; Kendi, 2016 ; Wallsten et al., 2017 ).

Traditionalism, often supported by older, White, more rural, and more conservative individuals, has led to an array of defenses of the NCAA’s definition of amateurism and resistance to allowing college athletes to be paid ( Branch, 2011 ; Cramer, 2016 ; Nocera & Strauss, 2016 ; Wallsten et al., 2017 ). Foremost among these is a concern that allowing college athletes to be paid could irrevocably damage the sanctity of traditional principles that are connected to intercollegiate athletics, such as amateurism and students only playing sports for the love of the game and their institutions ( Nocera & Strauss, 2016 ; Tatos, 2017 ). There is also a fear that allowing college athletes to be paid would result in the uniqueness of college sports being destroyed, with the marketing and allure of them then becoming diminished ( Druckman et al., 2016 ; Wallsten et al., 2017 ). Thus, backed by previous research findings about, particularly, age differences and political identities in supporting payment for college athletes, we anticipated that traditionalism would be associated with a resistance to allowing college athletes to be paid ( Druckman et al., 2016 ; Seton Hall Sports Poll, 2019 ; Wallsten et al., 2017 ).

In fact, one of the main public relations strategies of the NCAA is to portray intercollegiate athletics as an extracurricular activity played by students and then to argue that its product would not be as popular with the public, and procompetitive with other options for consumers, if its athletes were paid a salary for performance. Then, the NCAA cites and uses public opinion as a reason to maintain a tradition of not allowing college athletes to be paid ( Southall & Staurowsky, 2013 ; Meyer & Zimbalist, 2020 ). Yet, the NCAA defined and continues to employ the “student-athlete” moniker in order to minimize the appearance of college sports operating as a business, with employers (i.e., adults in charge) and employees (i.e., college athletes). This public relations strategy has helped to uphold the myth of amateurism and the support for its ideals, especially among traditionalists ( Druckman et al., 2016 ; Nocera & Strauss, 2016 ; Van Rheenen, 2012 ).

• Other Factors

Other factors such as gender, socioeconomic status, family structures, and regional contexts may confound our understandings of the associations between race/ethnicity, traditionalism, and public opinion support for allowing college athletes to be paid. Gender may matter in that men may be more supportive of male athletes benefitting from the revenue that is produced through their labor; similarly, women may be especially concerned about the Title IX and gender equity implications of allowing college athletes to be paid ( Meyer & Zimbalist, 2020 ; Sanderson & Siegfried, 2015 ; Staurowsky, 2018 ). Socioeconomic status may also shape one’s resistance to changing the status quo, with more privileged individuals likely being less amenable to change ( Druckman et al., 2016 ; Van Rheenen, 2012 ). Family structures may influence perceptions as well, as intimate partners and kin may shape one’s opinions. Finally, geographic region may correlate with public opinions, especially since the landmark passage of the California law that allows for endorsement opportunities, with persons from the West potentially being more supportive of allowing college athletes to be paid, compared with others ( Gore-Mann & Grace, 2020 ; Seton Hall Sports Poll, 2019 ).

Overall, the conceptual framework for this study and previous research leads to four main hypotheses:

Hypothesis 1: There will be substantial, but mixed, support for allowing college athletes to be paid. Yet, adults’ sports involvement will be positively associated with support for allowing college athletes to be paid.

Hypothesis 2: Racial/ethnic identities will be predictive of support for allowing college athletes to be paid. White identities will be negatively, and Black identities will be positively, associated with support for allowing college athletes to be paid.

Hypothesis 3: Recognition of racial/ethnic discrimination will be positively associated with support for allowing college athletes to be paid.

Hypothesis 4: Traditionalism will be negatively associated with support for allowing college athletes to be paid. That is, older, less urban, and more conservative individuals will be less supportive of allowing college athletes to be paid.

We used data from the National Sports and Society Survey (NSASS), a landmark new survey that offers a wealth of information about sports and society issues from a large sample of U.S. adults ( N  = 3,993). The NSASS was explicitly created to enable comprehensive and wide-ranging social science research projects on sports and society issues. Thus, it is well suited for our focus on public opinions about allowing college athletes to be paid. The sample for the NSASS was drawn from participants in the American Population Panel, a panel of over 20,000 volunteers who have signed up to be invited to participate in social science research surveys. The American Population Panel was created by the Center for Human Resource Research, a longstanding and respected survey research organization, which also collaborated in the design and data collection of the NSASS.

The NSASS was designed as a quota sample of N  = 4,000 to maximize its sample size within a fixed budget that demanded timely and economically efficient data collection. Between the fall of 2018 and spring of 2019, American Population Panel members who reported years of birth that were 21–65 years ago were sent invitations to take the NSASS. The survey was offered online, and respondents were given $35 for their participation. The respondents represented all 50 states and Washington, DC, but were disproportionately female, White, and Midwestern  ( Knoester & Cooksey, 2020 ). Still, the large sample of the NSASS offers unique information across many different subgroups. Furthermore, the data were being weighted to offer more representative descriptive statistics about U.S. adults.

In the present study, we initially utilized a sample that consists of the 3,868 NSASS respondents who answered ( N  = 125 of the total 3,993 NSASS respondents refused to answer) a survey question about allowing college athletes to be paid, in order to report estimates of U.S. adult public opinions about the issue of college athlete compensation. That is, we first considered the responses from the participants who indicated some level of (dis)agreement about allowing college athletes to be paid—or that they “Don’t Know.” Then, for our regression analyses, we employed a primary sample ( N  = 3,519) that further removed the 349 respondents who replied with “Don’t Know.” The decision to eliminate “Don’t Know” responses from our main analysis follows previous research ( Mondello et al., 2013 ). Missing data for our predictor variables were addressed with the use of multiple imputations with chained equations, a preferred approach for dealing with missing data. Nonetheless, our results are robust to the use of listwise deletion of missing data, as well. Sensitivity analyses that considered Don’t Know responses as a middle response category and others that coded support for allowing college athletes to be paid as a binary variable produced results that are consistent with what is reported in the present study.

• Dependent and Independent Variables

The dependent variable for this study indicates support for allowing college athletes to be paid. It is an ordinal variable that represents responses (1 =  strongly disagree , 2 =  somewhat disagree , 3 =  somewhat agree , and 4 =  strongly agree ) to the statement “College athletes should be allowed to be paid, as athletes, more than it costs them to go to school.”

The primary independent variables include measures of adults’ racial/ethnic identities, beliefs about racial/ethnic discrimination, traditionalism, and sports involvement. Racial/ethnic identities were coded with mutually exclusive dummy variables that indicate whether one self-identified as only White (used as the reference category), (any) Black, (non-Black) Latinx, or another racial/ethnic identity. Recognition of racial/ethnic discrimination is a variable that was formed from responses (1 =  strongly disagree , 2 =  somewhat disagree , 3 =  somewhat agree , and 4 =  strongly agree ) to the following statement: “On average, non-whites have worse jobs, income, and housing than white people. Do you think these differences are … mainly due to discrimination?”

Indicators of traditionalism include measures of adults’ age, urbanicity, and self-reported conservatism. Age was coded with dummy variables for being (a) ≤30 years old (used as the reference category), (b) 31–40, (c) 41–50, or (d) 51 or above. Similarly, urbanicity was coded with mutually exclusive dummy variables that indicate self-reports of living in a (a) large city, (b) suburb near a large city, (c) small city or town, or (d) rural area. Conservatism was created based on responses to the question “In terms of politics, do you consider yourself … ?” The response options range from 1 =  Very liberal to 5 =  Very conservative .

Adults’ sports involvement includes reports of sports fandom, sports participation, and whether one was ever an athlete on a college team. Sports fandom was formed from responses (0 =  Not at all ; 4 =  Very much so ) to the question: “Are you a sports fan?” Sports participation indicates whether the adults reported (1 =  yes ) playing a sport(s) regularly (i.e., more than occasionally), over the past year. Finally, college athlete status indicates whether the adults reported (1 =  yes ) playing on a college team in their responses to either of two questions. Specifically, the respondents were asked a series of questions about the sport that they played the most while growing up (i.e., through age 18). One question asked them to identify all of the levels (e.g., youth recreational, high school varsity, college team, etc.) at which they played this sport while growing up. Later, the respondents were asked to identify all of the levels at which they played this sport since the age of 19 years.

• Control Variables

Finally, background characteristics such as gender, socioeconomic status, family structure, and geographic region served as control variables for our analyses. Gender was based on reports of identifying as female (1 =  yes ). Educational attainment variables, which were drawn from reports of the respondents’ highest level of education, consisted of mutually exclusive dummy variables that indicated whether the respondents attained a (a) college (used as the reference category), (b) some college, or (c) high school or less education. Household income (in $10,000s, up to 15+) and working in paid labor (1 =  yes ) were reported by the respondents and were also used as socioeconomic status indicators. Family structure measures were created from reports of marital status (i.e., married, cohabiting, or single [used as the reference category]) and the number of one’s own minor children or one’s partner’s minor children who were living in the household. Finally, census regions were coded as proxies for geographical contexts (i.e., West [used as the reference category], Midwest, Northeast, and South).

To analyze public opinions about allowing college athletes to be paid, we first examined the distribution of responses about allowing college athletes to be paid. Then, we proceeded to predicting public opinions about allowing college athletes to be paid in a series of nested, ordinal logistic regression models.

Consistent with our first hypothesis, there is mixed but substantial support for allowing college athletes to be paid. Specifically, 25% of the NSASS respondents strongly disagreed, 19% somewhat disagreed, 25% somewhat agreed, and 23% strongly agreed with allowing college athletes to be paid, as athletes, more than it costs them to go to school; 9% of the NSASS respondents indicated that they didn’t know. Thus, overall, a plurality of the NSASS respondents endorses allowing college athletes to be paid. As shown in Table  1 , among the adults who provided a response that indicated support or opposition (i.e., after removing the “Don’t Know” responses for our main regression analyses), over half of the NSASS respondents reported agreement with allowing college athletes to be paid.

Descriptive Statistics for All Variables Used in the Regression Analyses

Note . N  = 3,519.

a The response options that are used for descriptive analyses of public opinions include the following: (a) strongly disagree, (b) somewhat disagree, (c) somewhat agree, (d) strongly agree, and (e) don’t know.

Next, to better estimate public opinions about allowing college athletes to be paid among all U.S. adults, we used poststratification weighting based on the 2018 American Community Survey demographic characteristics. This procedure generates more accurate estimates of U.S. adults’ public opinions, because the American Community Survey is a preeminent compilation of yearly population estimates, based on millions of households that are surveyed by the U.S. Census Bureau, whereas, the NSASS respondents are disproportionately female, White, and Midwestern, for example. These weighted NSASS estimates are displayed in Figure  1 and indicate greater support for allowing college athletes to be paid, as compared with the unweighted estimates. As shown in Figure  1 , the weighted estimates of support for allowing college athletes to be paid, as athletes, more than it costs them to go to school suggest that 51% of U.S. adults ages 20–64 support allowing college athletes to be paid, 41% of adults do not support allowing college athletes to be paid, and 8% of adults do not know.

—Weighted comparison estimates of public opinion support for allowing college athletes to be paid, among U.S. Adults. Note . These NSASS estimates are weighted according to 2018 American Community Survey demographics for U.S. adults aged 20–64, based on age, gender, race, education, work status, marital status, income, and region. NSASS = National Sports and Society Survey.

Citation: Sociology of Sport Journal 38, 4; 10.1123/ssj.2020-0015

• Download Figure
• Download figure as PowerPoint slide

We now turn to predicting public opinions about allowing college athletes to be paid in ordinal logistic regression models. These results are shown in Table  2 . We first focused on racial/ethnic identities and other common demographic characteristics; to do so, we initially emphasized White/non-White differences and then used White as a reference category. As displayed in Model 1, and anticipated by our second hypothesis, the individuals who identified as White (only) were 36% less likely than non-Whites to strongly agree that college athletes should be allowed to be paid, as opposed to another response option ( b  = −0.44, p  < .001, odds ratio [OR] = 0.64). Also, as predicted in our fourth hypothesis, there is evidence that older generations of adults are less likely to support allowing college athletes to be paid. Compared with adults ages 30 years or younger, adults ages 41–50 ( b  = −0.37, p  < .001, OR = 0.69) and ages 51+ ( b  = −0.64, p  < .001, OR = 0.53) are markedly less likely to support allowing college athletes to be paid. Although gender is not a focus of this study, it is also striking that women ( b  = −0.51, p  < .001, OR = 0.60) are much less likely than men to support allowing college athletes to be paid. One interpretation of this finding is that women may be disproportionately concerned about the implications that allowing college athletes to be paid may have on gender equity in college sports.

Results From Ordinal Logistic Regressions Predicting Public Opinion Support for Allowing College Athletes to Be Paid

Note. N  = 3,519. OR = odds ratio.

* p < .05; ** p < .01; *** p < .001.

As shown in Model 2 of Table  2 , and anticipated by our second hypothesis, Black adults ( b  = 0.91, p  < .001, OR = 2.50) were especially supportive of allowing college athletes to be paid. In fact, they were 2.5 times as likely as Whites to strongly agree that college athletes should be allowed to be paid, as athletes, more than it costs them to go to school. Latinx adults ( b  = 0.23, p  < .05, OR = 1.26) were also more likely than Whites to support allowing college athletes to be paid. Thus, moving forward, based on our conceptual framework, these empirical results, and our indicator of recognizing White/non-White discrimination, we only include a White/non-White racial/ethnic indicator in our models.

Model 3 includes the addition of adult sports involvement indicators. Consistent with our first hypothesis, we found that sports fandom is positively associated with support for allowing college athletes to be paid ( b  = 0.16, p  < .001, OR = 1.17). Little else changes in Model 3 when compared with previous models, as expected.

Finally, in Model 4, we showed the results after including additional indicators of traditionalism and discrimination into the previous model. As anticipated by our third hypothesis, a greater recognition of the influence of racial/ethnic discrimination was positively associated with support for allowing college athletes to be paid ( b  = 0.25, p  < .001, OR = 1.28). Also, consistent with our fourth hypothesis, urbanicity and conservatism were associated with support for paying college athletes, in expected directions. That is, conservatism was negatively associated with support for allowing college athletes to be paid. Also, compared with living in a large city, living in a suburb ( b  = −0.20, p  < .05, OR = 0.82), a town or small city ( b  = −0.35, p  < .001, OR = 0.70), or in a rural area ( b  = −32, p  < .001, OR = 0.72) was negatively associated with support for allowing college athletes to be paid.

The present study sought to advance research by analyzing the patterns and predictors of public opinions about allowing college athletes to be paid, as athletes, more than it costs them to go to school. This research is particularly important because there are vast and longstanding racial/ethnic inequalities in the production and receipt of revenue that is tied to college sports ( Branch, 2011 ; Nocera & Strauss, 2016 , Smith, 2009 ). Furthermore, the recent passage of The Fair Pay to Play Act, and related legislation efforts, has challenged the status quo of defining amateurism ( Meyer & Zimbalist, 2020 ; Nocera & Strauss, 2016 ). As the NCAA and member schools continue to negotiate a strategic response to this new challenge, they have argued and cited that college sports are unique, and celebrated, because the athletes are not allowed to be paid, as athletes, more than it costs them to go to school ( Meyer & Zimbalist, 2020 ; Sack & Staurowsky, 1998 ; Southall & Staurowsky, 2013 ).

The present study offers valuable new insights into the extent to which public opinions are aligned with these traditional NCAA defenses of their view of amateurism. We went beyond previous research by assessing responses to a recent survey question from new landmark data that gets to the heart of the current debate about amateurism. In asking about support for allowing college athletes to be paid, rather than asking about whether or not they should be paid or opinions about the precise mechanisms and amounts of payment, the question focuses on support for college athletes’ basic economic rights. We uniquely utilized a series of multiple regressions to assess the extent to which various factors, including indicators of racial/ethnic identities, beliefs about racial/ethnic discrimination, and traditionalism, predict public opinions about allowing college athletes to be paid. Finally, we advanced a conceptual framework for understanding public opinions about allowing college athletes to be paid that emphasized CRT tenets and the roles of both race/ethnicity and traditionalism in shaping public opinions. Below, we review the support that emerged for these hypotheses and further contextualize our findings.

Our first hypothesis anticipated that there would be substantial, but mixed, public opinion support for allowing college athletes to be paid. It also anticipated that adults’ sports involvement would be positively associated with support for allowing college athletes to be paid. In fact, we did find support for these expectations. Both weighted and unweighted data indicate that U.S. adults are now prone to support allowing college athletes to be paid. Nonetheless, over 40% of U.S. and NSASS adults seem to still disagree that college athletes should be allowed to be paid, as athletes, more than it costs them to go to school. This finding is consistent with recent research from a Seton Hall Sports Poll ( N  = 714) that found that 60% of U.S. adults endorsed college athletes being able to profit from the use of their name, image, or likeness ( Seton Hall Sports Poll, 2019 ). We also found evidence that sports fandom is positively associated with support for college athletes being allowed to be paid, in our regression models. Thus, in contrast with the fears of the NCAA and its member schools, it appears that sports fans are now especially likely to endorse allowing college athletes to be paid. Overall, it seems that most U.S. adults support changes in the notions of amateurism in college sports, notions that were born from White privilege and that have served as flexible, lucrative, and exploitative ideals ( Branch, 2011 ; Hruby, 2016 ; Smith, 2009 ; Southall & Staurowsky, 2013 ). Indeed, CRT suggests that Black male athletes are particularly exploited and that changes in the ideologies and practices of amateurism in college sports are necessary for social justice ( Branch, 2011 ; Cooper, 2012, 2019 ; Huma & Staurowsky, 2011 ; Singer, 2019 ; Southall et al., 2015 ; Southall & Southall, 2018 ).

Our second and third hypotheses looked at the salience of race/ethnicity, through racial/ethnic identities and beliefs about racial/ethnic discrimination, in predicting support for allowing college athletes to be paid. First, we anticipated that identifying as White would be especially likely to be negatively, and identifying as Black positively, associated with support for allowing college athletes to be paid. Indeed, our regression results indicated that White adults were consistently less likely than non-White adults, and especially Black adults, to endorse allowing college athletes to be paid. This finding is consistent with previous research that notes Black–White differences in adults’ views about paying college athletes, but also extends the analyses and findings to other non-White racial/ethnic groups ( Branch, 2011 ; Mondello et al., 2013 ; Wallsten et al., 2017 ). As part of this pattern, and informed by CRT, it seems probable that in-group loyalties, unique lived experiences, and patterned perspectives about the promises and deliveries of amateur ideals are at work, especially in the case of Black adults wanting to see the labor of young Black athletes being appropriately rewarded—in a society that has perpetually exploited non-White and particularly Black labor ( Branch, 2011 ; Cooper, 2012, 2019 ; Krysan, 2000 ; Mondello et al., 2013 ; Smith, 2009 ; Wallsten et al., 2017 ).

Second, we expected to find that recognition of racial/ethnic discrimination would be positively associated with support for allowing college athletes to be paid. Indeed, this is what we found. Consistent with previous theorizing and research, this result suggests that CRT and sociological perspectives, which emphasize and criticize the prevalence and effects of racial/ethnic inequalities, encourage one to make connections between general patterns of racial/ethnic discrimination and the exploitative nature of commercialized college sports ( Branch, 2011 ; Cooper, 2012, 2019 ; Huma & Staurowsky, 2011 ; Krysan, 2000 ; Krysan & Moberg, 2016 ). Furthermore, our finding corresponds with previous research on how racial/ethnic prejudices and resentments, sometimes indicated by a lack of awareness of systematic racial/ethnic discrimination, shape attitudes about college athletes being paid ( Cooper, 2012 ; Krysan & Moberg, 2016 ; Mondello et al., 2013 ; Wallsten et al., 2017 ). Specifically, as Afro-Pessimist scholars emphasize, anti-Black sentiments and practices are particularly prevalent and influential ( Cooper, 2019 ; Kendi, 2016 ; Krysan & Moberg, 2016 ; Olaloku-Teriba, 2018 ; Sexton, 2016 ; Wallsten et al., 2017 ), although, in the present study, we focused on racial/ethnic prejudices and beliefs about discrimination that affect non-Whites. Beliefs and practices that adversely affect non-Whites, as opposed to just Blacks, are also common and have been largely neglected in public opinion research ( Delgado Bernal, 2002 ; Krysan, 2000 ; Krysan & Moberg, 2016 ; Public Religious Research Institute [PRRI], 2017 ).

Finally, our final hypothesis anticipated that indicators of traditionalism would be negatively associated with support for allowing college athletes to be paid. We viewed traditionalism as emblematic of a resistance to change the status quo; in this case, the status quo refers to the tradition of NCAA-defined amateurism in college sports. Yet, our indicators of traditionalism—age, urbanicity, and conservatism—are also commonly associated with racial/ethnic prejudice ( Bonilla-Silva, 2003 ; Crowder & Krysan, 2016 ; Winter, 2008 ). Furthermore, as our conceptual framework and CRT observations highlight, the history of amateurism in college sports in America is born out of, and continually infused with, racial/ethnic prejudices, inequalities, and exploitation. Thus, it was not surprising to find that older generations, adults who did not live in large cities, and self-identified conservatives were less likely to advocate for allowing college athletes to be paid. In fact, the processes that encourage a resistance to change the status quo in collegiate athletics may be akin to the processes of encouraging resistance to modifying other policies (e.g., affirmative action, criminal justice reform, welfare policies) in ways that are expected to alleviate racial/ethnic inequalities, injustices, and sufferings for social justice ( Bonilla-Silva, 2003 ; Cramer, 2016 ; Druckman et al., 2016 ; Kendi, 2016 ; Winter, 2008 ).

Overall, the results of the present study bring to light evidence of majority support for allowing college athletes to be paid, as athletes, more than it costs them to go to school. In fact, this support appears to be highest among passionate sports fans. Yet, we find that Whiteness and a lack of recognition of racial/ethnic discrimination are significant predictors of believing that college athletes should not be allowed to be paid. Although expected, this is concerning, due to the historic and continual racial/ethnic discrimination that has led to, defended, and prioritized White voices, experiences, statuses, and control in society, including in the realm of sports ( Branch, 2011 ; Kendi, 2016 ; Nocera & Strauss, 2016 ; Lapchick, 2019 ). Notions of White supremacy in abilities and character and a comfort with exploiting non-White and especially Black labor are endemic to this history ( Bonilla-Silva, 2003 ; Branch, 2011 ; Kendi, 2016 ). Indeed, the results of our study and previous work suggest that norms of White power and control, notions of White supremacy, and, especially, anti-Blackness are linked to attitudes about allowing college athletes to be paid, although this issue is commonly seen as “aracial.” In society, traditionalism frequently acts to resist and obstruct attempts at addressing racial/ethnic inequalities, including in sports ( Kendi, 2016 ; Lapchick, 2019 ; Nocera & Strauss, 2016 ; Winter, 2008 ). Consequently, it is notable that, in this study, traditionalism seemed to generate opposition to allowing college athletes to be paid, too. A sociological perspective, CRT tenets, and an antiracist approach, defined as working to enact racial/ethnic equalities, suggest that changes in the ideologies, practices, and policies of college sports are needed ( Branch, 2011 ; Cooper, 2012, 2019 ; Huma & Staurowsky, 2011 ; Kendi, 2016 ; Singer, 2019 ).

There are limitations to note this study. For example, the NSASS respondents were survey volunteers and not randomly selected. Thus, their responses may not accurately reflect the characteristics and beliefs of the general U.S. adult population—even after introducing statistical controls. In addition, we relied on closed-ended survey question responses in analyzing the factors that lead adults to formulate their opinions about allowing college athletes to be paid. Future work may complement this focus by further investigating how people view this issue, in their own words and in greater detail. Finally, comprehensive analyses in future research are needed to consider how intersectionality considerations, particularly between race/ethnicity and gender, may better inform our understandings of college athlete experiences and U.S. adults’ public opinions about the structures and practices of college sports.

Nonetheless, this study improves our understanding of the extent to which U.S. adults support allowing college athletes the right to be paid as athletes. It offers new information that suggests that most adults now support this right. In fact, our findings fit nicely into the recognition of an upward trend over recent years in support for allowing college athletes to be paid ( Seton Hall Sports Poll, 2019 ). Currently, sports fans appear mostly in favor of allowing college athletes the right to be paid. Yet, beliefs about payment to college athletes are integrally intertwined with race/ethnicity and traditionalism. White adults are especially likely to oppose payment to college athletes, Black adults are particularly likely to endorse payment, and the recognition of racial/ethnic discrimination appears to encourage support for allowing college athletes to be paid, as athletes, more than it costs them to go to school. Finally, indicators of traditionalism, such as old age, residence outside of large cities, and conservatism, seem to galvanize levels of resistance to allowing college athletes to be paid. Yet, although previous research and a CRT interpretation of these findings point to continued challenges, and defenses, of the status quo in college sports, they also suggest another likely set of interest convergences is ahead ( Druckman et al., 2016 ; Hylton, 2010 ; Lapchick, 2019 ; Leonard, 2017 ; Wallsten et al., 2017 ). Apparently, increasing public opinion support for allowing college athletes to be paid and market pressures from The Fair Pay to Play Act and other related legislation seem to be pushing the NCAA and its member schools to enact more socially just policies and practices ( Meyer & Zimbalist, 2020 ; National Collegiate Athletic Association [NCAA], 2020 ). Future research should seek to extend this work and continue to explore public opinions about the structure and historic ideals of college sports—and their links to race/ethnicity and traditionalism.

• Acknowledgments

The authors thank the anonymous reviewers for their very helpful comments. The NSASS was generously funded and supported by the College of Arts & Sciences, the Sports and Society Initiative, and CHRR at The Ohio State University.

Beamon , K. ( 2008 ). Used goods: Former African American college student-athletes’ perception of exploitation by Division I universities . Journal of Negro Education, 77, 352 – 364 .

• Search Google Scholar
• Export Citation

Bell , D. ( 1992 ). Faces at the bottom of the well: The permanence of racism . New York, NY : Basic Books .

Bell , D.A. ( 1980 ). Brown v. Board of Education and the interest-convergence dilemma . Harvard Law Review, 93 ( 3 ), 518 – 533 . doi:10.2307/1340546

Benson , K. ( 2000 ). Constructing academic inadequacy: African American athletes’ stories of schooling . The Journal of Higher Education, 71 ( 2 ), 223 – 246 .

Berkowitz , S. , Upton , J. , & Brady , E. ( 2013 ). Most NCAA Division I athletic departments take subsidies . USA Today . Retrieved from http://www.usatoday.com/story/sports/college/2013/05/07/ncaa-financessubsidies/2142443

Bonilla-Silva , E. ( 2003 ). Racism without racists: Color-blind racism and the persistence of racial inequality in America. New York : Rowman & Littlefield .

Branch , T. ( 2011 ). The shame of college sports . The Atlantic . Retrieved from http://www.theatlantic.com/magazine/archive/2011/10/the-shame-of-college-sports/8643

Comeaux , E. ( 2010 ). Racial differences in faculty perceptions of collegiate student-athletes’ academic and post-undergraduate achievements . Sociology of Sport Journal, 27 ( 4 ), 390 – 412 . doi:10.1123/ssj.27.4.390

Cooper , J.N. ( 2012 ). Personal troubles and public issues: A sociological imagination of Black athletes’ experiences at predominantly white institutions in the United States . Sociology Mind, 2 ( 3 ), 261 – 271 . doi:10.4236/sm.2012.23035

Cooper , J.N. ( 2019 ). From exploitation back to empowerment: Black male holistic (under)development through sport and (mis)education . New York : Peter Lang .

Cramer , K.J. ( 2016 ). The politics of resentment: Rural consciousness in Wisconsin and the rise of Scott Walker . Chicago, IL : University of Chicago Press .

Crowder , K. , & Krysan , M. ( 2016 ). Moving beyond the big three: A call for new approaches to studying racial residential segregation . City & Community, 15 ( 1 ), 18 – 22 . doi:10.1111/cico.12148

Delgado Bernal , D. ( 2002 ). Critical race theory, Latino critical theory, and critical raced-gendered epistemologies: Recognizing students of color as holders and creators of knowledge . Qualitative Inquiry, 8 ( 1 ), 105 – 126 . doi:10.1177/107780040200800107

Delgado , R. , & Stefancic , J. ( 2001 ). Critical race theory: An introduction . New York : New York University Press .

Druckman , J. , Howat , A. , & Rodheim , A. ( 2016 ) The influence of race on attitudes about college athletics . Sport in Society, 19 ( 7 ), 1020 – 1039 . doi:10.1080/17430437.2015.1096250

Edwards , H. ( 1969 ). Revolt of the black athlete . New York : Free Press .

Gore-Mann , D. , & Grace , D. ( 2020 , January 9 ). Pay for student-athletes is a racial justice issue . SFchronicle.com . Retrieved from https://www.sfchronicle.com/opinion/openforum/article/Pay-for-student-athletes-is-a-racial-justice-issue-14960591.php

Harper , S.R. , & Simmons , I. ( 2019 ). Black students at public colleges and universities: A 50-state report card. Los Angeles : University of Southern California, Race and Equity Center .

Harris , C.I. ( 1993 ). Whiteness as property . Harvard Law Review, 106 ( 8 ), 1707 – 1791 . doi:10.2307/1341787

Hawkins , B. ( 2010 ). The new plantation. New York : Palgrave Macmillan .

Hochschild , A.R. ( 2016 ). Strangers in their own land: Anger and mourning on the American right . New York : New Press .

Hruby , P. ( 2016 ). Four years a student-athlete: The racial injustice of big-time college sports . Vice Sports . Retrieved from https://www.vice.com/en_us/article/ezexjp/four-years-a-student-athlete-the-racial-injustice-of-big-time-college-sports

Huma , R. , & Staurowsky , E. ( 2011 ). The price of poverty in big time college sport . National College Players Association. Retrieved from http://www.ncpanow.org/research/body/The-Price-of-Poverty-in-Big-Time-College-Sport.pdf

Hylton , K. ( 2010 ). How a turn to critical race theory can contribute to our understanding of “race”, racism and anti-racism in sport . International Review for the Sociology of Sport, 45 ( 3 ), 335 – 354 . doi:10.1177/1012690210371045

Johnson , S.D. , & Tamney , J.B. ( 2001 ). Social traditionalism and economic conservatism: Two conservative political ideologies in the United States . The Journal of Social Psychology, 141 ( 2 ), 233 – 243 . PubMed ID: 11372568 doi:10.1080/00224540109600549

Jost , J.T. , Glaser , J. , Kruglanski , A.W. , & Sulloway , F.J. ( 2003 ). Political conservatism as motivated social cognition . Psychological Bulletin, 129 ( 3 ), 339 – 375 . PubMed ID: 12784934 doi:10.1037/0033-2909.129.3.339

Kendi , I.X. ( 2016 ). Stamped from the beginning: The definitive history of racist ideas in America . New York : Nation Books .

Knoester , C. , & Cooksey , E.C. ( 2020 ). The National Sports and Society Survey methodological summary . doi:10.31235/osf.io/mv76p

Krysan , M. ( 2000 ). Prejudice, politics, and public opinion: Understanding the sources of racial policy attitudes . Annual Review of Sociology, 26 ( 1 ), 135 – 168 . doi:10.1146/annurev.soc.26.1.135

Krysan , M. , & Moberg , S. ( 2016 ). Trends in racial attitudes . University of Illinois Institute of Governement and Public Affairs. Retrieved from http://igpa.uillinois.edu/programs/racial-attitudes

Lapchick , R. ( 2019 ). The 2018 racial and gender report card . The Institute for Diversity and Ethics in Sport. Retrieved from https://43530132-36e9-4f52-811a-182c7a91933b.filesusr.com/ugd/7d86e5_b9332a76bbf342c2b44d40cb47e09f79.pdf

Leonard , D. ( 2017 ). Playing while White: Privilege and power on and off the field . Seattle : University of Washington Press .

Love , A. , & Hughey , M. ( 2015 ). Out of bounds? Racial discourse on college basketball message boards . Ethnic and Racial Studies, 38 ( 6) , 877 – 893 , doi:10.1080/01419870.2014.967257

Meyer , J. , & Zimbalist , A. ( 2020 ). A win win: College athletes get paid for their names, images, and likenesses and colleges maintain the primacy of academics . Harvard Journal of Sports & Entertainment Law, 11, 247 – 303 . Retrieved from: https://ssrn.com/abstract=3590190

Mondello , M. , Piquero , A. , Leeper Piquero , N. , Gertz , M. , & Bratton , J. ( 2013 ) Public perceptions on paying student athletes , Sport in Society, 16 ( 1) , 106 – 119 . doi:10.1080/17430437.2012.690408.

National Collegiate Athletic Association [NCAA] . ( 2019 ). 2019-20 NCAA Division I Manual . Retrieved from https://www.ncaapublications.com/p-4577-2019-2020-ncaa-division-i-manual-august-version-available-for-presell-now.aspx

National Collegiate Athletic Association [NCAA] . ( 2020 ). NCAA Board of Governors: Federal and state legislation working group . Final report and recommendations. Retrieved from https://ncaaorg.s3.amazonaws.com/committees/ncaa/wrkgrps/fslwg/Apr2020FSLWG_Report.pdf

Nocera , J. , & Strauss , B. ( 2016 ). Indentured: The inside story of the rebellion against the NCAA . New York : Portfolio

Olaloku-Teriba , A. ( 2018 ). Afro-pessimism and the (un)logic of anti-blackness . Historical Materialism, 26 ( 2 ), 96 – 122 . doi:10.1163/1569206X-00001650

Price , V. , & Neijens , P. ( 1997 ). Opinion quality in public opinion research . International Journal of Public Opinion Research, 9 ( 4 ), 336 – 360 . doi:10.1093/ijpor/9.4.336

Public Religious Research Institute [PRRI] . ( 2017 ). Majority of Americans oppose transgender bathroom restrictions . Retrieved from http://www.prri.org/research/lgbt-transgender-bathroom-discrimination-religious-liberty/

Rankin-Wright , A.J. , Hylton , K. , & Norman , L. ( 2016 ). Off-colour landscape: Framing race equality in sport coaching . Sociology of Sport Journal, 33 ( 4 ), 357 – 368 . doi:10.1123/ssj.2015-0174

Ridpath , B.D. , Kiger , J. , Mak , J. , Eagle , T. , & Letter , G. ( 2007 ). Factors that influence the academic performance of NCAA Division I athletes . The SMART Journal, 4 ( 1 ), 59 – 83 .

Ridpath , B.D. , Rudd , A. , & Stokowski , S. ( 2019 ). Perceptions of European athletes that attend American colleges and universities for elite athletic development and higher education access . Journal of Global Sport Management, 5 ( 1 ), 34 – 61 . doi:10.1080/24704067.2019.1636402

Rudd , A. , & Ridpath , B.D. ( 2019 ). Education versus athletics: What will Division I football and basketball players choose? Journal of Amateur Sport, 5 ( 1 ), 76 – 95 . doi:10.17161/jas.v5i1.7731

Sack , A.L. , & Staurowsky , E.J. ( 1998 ). College athletes for hire . Westport, CT : Praeger .

Sanderson , A. , & Siegfried , J. ( 2015 ). “The case for paying college athletes .” Journal of Economic Perspectives, 29 ( 1 ), 115 – 138 . doi:10.1257/jep.29.1.115

Seton Hall Sports Poll . ( 2019 ). American public supports college athletes receiving endorsement money, As approved in California this week . Retrieved from https://www.shu.edu/sports-poll/upload/Oct-3-2019-Endorsement-money.pdf

Sexton , J. ( 2016 ). Afro-pessimism: The unclear ord . Rhizomes: Cultural Studies in Emerging Knowledge, 29 . doi:10.20415/rhiz/029.e02

Shaw , A.A. , Moiseichik , M. , Blunt-Vinti , H. , & Stokowski , S. ( 2019 ). Measuring racial competence in athletic academic support staff members . Sociology of Sport Journal, 36 ( 2 ), 162 – 170 . doi:10.1123/ssj.2018-0062

Singer , J. ( 2019 ). Race, sports and education: Improving opportunities and outcomes for Black male college athletes. Cambridge : Harvard Education Press .

Smith , E. ( 2009 ). Race, sport, and the American dream . Durham, NC : Carolina Academic Press .

Solorzano , D.G. , & Yosso , T.J. ( 2001 ) Critical race and LatCrit theory and method: Counter-storytelling . International Journal of Qualitative Studies in Education, 14 ( 4 ): 471 – 495 . doi:10.1080/09518390110063365

Southall , R.M. , Eckard , W. , Nagel , M. , & Randall , M. ( 2015 ) Athletic success and NCAA profit-athletes’ adjusted graduation gaps . Sociology of Sport Journal, 32 ( 4 ), 395 – 414 . doi:10.1123/ssj.2014-0156

Southall , R.M. , & Southall , C.R. ( 2018 ). The National Collegiate Athletic Association’s “Nothing short of remarkable” Rebranding of academic success . In R. King-White (Ed.), Sport and the Neoliberal University: Profit, Politics, and Pedagogy (pp.  131 – 152 ). New Brunswick, NJ: Rutgers University Press .

Southall , R.M. , & Staurowsky , E.J. ( 2013 ). Cheering on the collegiate model: Creating, disseminating, and imbedding the NCAA’s redefinition of amateurism . Journal of Sport and Social Issues, 37 ( 4 ), 403 – 429 . doi:10.1177/0193723513498606

Staurowsky , E.J. ( 2018 ). College athletes as employees and the politics of Title IX . In R. King-White (Ed.), Sport and the Neoliberal University: Profit, politics, and pedagogy (pp.  97 – 128 ). New Brunswick, NJ: Rutgers University Press .

Tatos , T. ( 2017 ). Deconstructing the NCAA’s procompetitive justifications to demonstrate antitrust injury and calculate lost compensation: The evidence against NCAA amateurism . The Antitrust Bulletin, 62 ( 1 ), 184 – 236 . doi:10.1177/0003603X16688968

Van Rheenen , D. ( 2012 ). Exploitation in college sports: Race, revenue, and educational reward . International Review for the Sociology of Sport, 48 ( 5 ), 550 – 571 . doi:10.1177/1012690212450218

Wallsten , K. , Nteta , T.M. , McCarthy , L.A. , & Tarsi , M.R. ( 2017 ). Prejudice or principled conservatism? Racial resentment and white opinion toward paying college athletes . Political Research Quarterly, 70 ( 1 ), 209 – 222 . doi:10.1177/1065912916685186

Winter , N.J.G. ( 2008 ). Dangerous frames: How ideas about race & gender shape public opinion . Chicago : University of Chicago Press .

* Knoester is with The Ohio State University, Columbus, OH, USA. Ridpath is with the Department of Sports Administration, Ohio University, Athens, OH, USA.

Sociology of Sport Journal

Related Articles

Article sections.

• View raw image
• Download Powerpoint Slide

Article Metrics

• Chris Knoester
• B. David Ridpath

Google Scholar

© 2024 Human Kinetics

Powered by:

• [66.249.64.20|162.248.224.4]
• 162.248.224.4

Character limit 500 /500

Should College Athletes Be Paid? Essay Examples & Guide

• 👍 Advantages
• 👎 Disadvantages
• 💡 Essay Topics
• 📑 Outlining Your Paper
• 💸 Essay Example #1
• 🙅 Essay Example #2

🔗 References

There are a lot of benefits of doing sports in college, for everyone except the athletes themselves. Surely, your sports achievements can get you recognition and respect. But the issue here is not being paid at all.

You see, sport is arduous labor. And any labor, according to common sense, must be rewarded with a salary. On the other hand, doing sports for the sake of sports can also be justified. There is no clear answer for “Should college athletes be paid?”. Writing an essay, though, can help you find it.

⚖️ Should College Athletes Be Paid: Pros and Cons

This matter is very recent. Therefore, there is a lot of space for discussion here. Some may say that athletes are paid. They actually get scholarships for their work.

Others may argue that only 1% of all the sportspeople get the full amount of money. Both statements are true, and the correct answer doesn’t really exist. To help you form your own opinion on the topic, here are some pros and cons:

• It would be fair to pay sportspeople for their hard work.
• The sport takes a lot of time from studies, and it must be compensated.
• The health risk is very high, and the reward for it is a must.
• The sport would become an excellent alternative for a work-study job.
• Many athletes’ families require monetary support, which athlete payments can give.
• A lot more people would be attracted to doing sports.
• The athletes already enjoy enough compensations.
• The amount of actual future sports pros is depressing.
• It can undermine the overall studying experience.
• Most of the sports programs cannot afford salaries.
• It would create room for inequity.
• Mixing studying and sports would become even more difficult due to increased demand.
• The concept of playing for the love of sports would cease to exist.

We will look into them deeper in the next section.

👍 Paying College Athletes: Advantages

• It is simply fair to pay athletes for their endeavors. A single sportsperson can generate millions of dollars for their college. It would be only fair if the stars themselves got at least some of this money.
• It is a great way to compensate for taking away from studies. Sport is a time-consuming activity. And time is a valuable thing when you are a student. Let’s not forget that college athletes also need time to study. Or at least compensation for the time they put into the sport.
• The money would at least partially make up for possible injuries. While health is priceless, risking it must be rewarded properly. And that’s exactly what college athletes do. They put their well-being on the line for their universities. Unfortunately, universities don’t seem to give the favor back.
• It would be a great way to substitute work. An average athlete puts 40 hours a week into doing sports for his college. You can easily compare this amount of time to a generic work-study job. The only difference is the latter brings you money, and the former does not.
• It’s a great way to motivate athletes to continue their sports careers. After graduation, the majority of college athletes will stop playing for their team. They are far more likely to simply find a job and get a steady income. Paying them would make a choice between sports and career not that obvious.
• It would support a lot of students’ families. While college sportspeople bath in success, their families often suffer financially. Sustaining a starting athlete can be really costly at times. That’s where a salary would be a saving grace for struggling families.
• It is a great motivation for more students to pursue a sports career. The possibility of making money will attract more people into playing for a sports team. And that brings a better chance to find young talent.

👎 Paying College Athletes: Disadvantages

• The athletes already have their compensations. The coach’s advice, the medical treatment, the strength training. All of these cost money. But the athletes don’t have to pay a single cent for these and many other services. They are provided for free as compensation already.
• Not a lot of athletes will actually become professionals. Out of all college athletes, a mere 2% go pro as a result. Most of them see doing sports as a way to receive education and nothing more.
• It can harm other colleges’ programs. Since the salary would come from the college budget, there would be inevitable cutbacks. As a result, every student in the institution suffers.
• There are not many sports that make a profit. More often than not, sport doesn’t bring a lot of money. Exceptions are basketball and football. Should football players make more money than, for example, swimmers? Here’s where the next issue occurs.
• Possible inequity. You see, if some students participate in a sport that has no profit, then why pay them? As a result of such logic, whole college teams will cease to exist.
• Possible study problems. With the appearance of salaries, the expectations from the players will rise. Attending training sessions and games will become a definite must. No skips would be allowed. In this case, ping-ponging your priorities from sports to studies is much more difficult.
• The love for the game would go away. College students play sports mostly because they want to do what they love. Paying them might destroy the compassion for doing sport. The amateur leagues will be filled with players who are in it for the money and nothing else.

💡 Should College Athletes Be Paid Essay Topics

• Balancing college sports and academic mission.
• Payments to collegiate athletes.
• Top college athletes are worth six figures.
• Title IX in the female sports development.
• Kids and sports: Lack of professional sports guides.
• College athletes do not deserve the degrees they’re studying for.
• Steroid abuse in the world of sports .
• Shortage of officials at the high school sports level.
• College sports should be made professional.
• Steroid use effects on professional young athletes.
• Is it justified for college athletes to be paid?
• College sports should not require missing classes.
• Professional athletes allowed to use steroids.
• Paying college athletes: Reinforcing privilege or promoting growth?
• If colleges pay college athletes, it would increase the disparity between small and bigger college teams.
• School athletes and drug tests.
• Arguments for adequate remuneration for college athletes.
• The NCAA definition of college athletes as amateurs is outdated.
• Sports-related problems and conflicts.
• African American studies. Negro baseball league.
• The moral side: “A gentlemen never competes for money” (Walter Camp).
• Running injuries, workout and controversies.
• Should college athletes be paid?
• Ed O’Bannon’s lawsuit: Using athletes’ images in video games.
• Does youth sports play a part in character formation?
• Children participation in sports.
• Where does college sports money go?
• Sports analysis: steroids and HGH in sports.
• Steroid usage in professional sports.
• College athletes work as marketers for their college, as their success in sports improves admission rates.
• Physical activity and sports team participation.
• Using performance-enhancing drugs and in the world of sport.
• Research handbook of employment relations in sport.
• Successfully luring college athletes.
• College athletes should be paid.

Haven’t found anything inspiring in the list above? Try using our topic-generating tool !

📑 Should College Athletes Be Paid Essay Outline

Before writing your work, the first thing you want to do is outline. An argumentative-style essay would be perfect for writing on our topic.

We will go with a generic 5-paragraph format :

• Hook. A flashy sentence or two to evoke interest in your work. A joke or a shocking fact, for example.
• Background information. General info that the reader needs to know before going deeper into the essay.
• Thesis statement. It is a sentence that reflects the main idea of the further text. It leaves room for debate and briefly showcases the arguments you will discuss further.
• Body. The body is the biggest part of your work. In our case, it will be three paragraphs long. Each paragraph names and explains the argument you want to make.
• Conclusion. The end of your essay. Nothing new should be added. Just restate your thesis, summarize the points you made in the body, and be done with it.

💸 Why College Athletes Should Be Paid Essay Example

In 2017 National Collegiate Athletic Association (NCAA) made over $1.04 billion in revenue. None of the college athletes have seen any part of this sum. A survey made the same year showed 60% of the sportspeople to be satisfied with the scholarship-only payments. The situation, however, has drastically changed over the years. The same 60% now agree that college athletes need monetary compensation. While college athletes' payments are a controversial topic, their hard work and health must be fairly compensated no matter what, and a salary seems to be the best way for it.

It is no surprise that doing sports consumes a solid number of things. Time is one of them. An average college student puts in their sports activities 35 hours a week. It can be compared to having a generic work-study job. The only difference is the job brings you money as any hard labor should. However, in the case of college sport, it seems to profit anyone but the athletes themselves. While the NCAA executives make six-figure salaries, the players, the actual stars of the competition, have the status of the unpaid workforce.

Another thing consumed by sports activities is health. In 2017 over 60% of all Division I players were reported to suffer a major injury. Although, this phenomenal danger to athletes' well-being seems to go unnoticed as well. The only "compensation" provided to people who risk their soundness for the sake of university is education itself. Usually, the health risk is considered a reason for a salary raise. Unfortunately, in our case, there is nothing to give a raise to.

Putting yourself to the fullest in any activity must be rewarded. And the sportspeople truly give it their best. Time, passion, health, everything is given. And for now, everything they give is given for nothing.

🙅 College Athletes Should Not Be Paid Essay Example

There are hundreds of sports college athletes do. Only two of them bring the college profit. The issue of paying the students involved with the college sports activities has been around for a while. Some are satisfied with their scholarship and the possibility to get an education. Others, however, demand more tangible rewards for their achievements. While payments may seem justified, the fact that the athletes already receive enough compensation for their work via scholarship and education is often overlooked.

National Collegiate Athletic Association (NCAA) reports more than $3.6 billion in athletic scholarships to be provided annually to more than 180,000 student-athletes. A simple calculation shows $20.000 a year for each athlete. This sum is more than enough to cover the average cost of an academic year of $17,797.

Furthermore, most college athletic programs make barely enough money to sustain themselves, not to mention paying salaries. The only two kinds of sport that make enough profit to afford salaries are football and basketball. Others, sadly, do not. And this fact creates a significant equity problem. Do we pay all players equally? And if not, who do we pay more? All these questions remain unanswered.

While it seems just, creating salaries brings more problems than solves. The extent of the compensation necessary is, of course, negotiable. But all efforts made by college athletes are compensated in some way. That is a fact.

We hope that this info helped you with your assignment. Make sure to let us know what part you’ve found the most useful in the comments. And also, check out our title page maker . And good luck with your studies!

• 16 college athletes already getting paid under new NCAA rule
• Should College Athletes Be Paid? | BestColleges
• Should College Athletes Be Paid? Reasons Why or Why Not
• All college athletes in California can now get paid – KTVU
• Pay for Play: Should College Athletes Be Compensated?

Research Paper Analysis: How to Analyze a Research Article + Example

Film analysis: example, format, and outline + topics & prompts.

• Share full article

Advertisement

Supported by

Guest Essay

At Notre Dame, We Believe ‘Student’ Should Come First in ‘Student-Athlete’

By John I. Jenkins

Father Jenkins is the president of the University of Notre Dame.

We college presidents have learned to tread lightly when it comes to the passions of alumni and other fans for our athletic teams, whether it is one competing for a national championship or a less heralded group playing a rivalry game.

Recently, though, we have seen passions aroused in other quarters, as state legislatures have passed bills enabling our student-athletes to profit from the use of their name, image and likeness (often referred to as “N.I.L.”). Now, the N.C.A.A. has approved a historic change to allow student-athletes to be compensated for use of their N.I.L., with schools and conferences allowed to adopt their own additional policies. The Supreme Court recently issued a ruling against N.C.A.A. regulations limiting education-related funds a school can provide to its student-athletes. Such developments will undoubtedly, in the short term at least, create disruption and uncertainty for college sports.

Rather than treading lightly around this situation, we should seize the opportunity for reform and improvement. As we consider the shape of such reform, I propose the following as a guiding principle: Any changes adopted should support and strengthen the educational purpose central to our institutions, and enhance the educational outcomes for our student-athletes.

In an interview with The Times six years ago, I expressed support for relaxing prohibitions against student-athletes profiting from use of their own names, images and likenesses for one simple reason — other students are allowed to do so. For example, a student writing a popular fashion blog may earn money by endorsing a product, or another in a rock band may try to profit from a poster with his or her image. We should allow our student-athletes similar opportunities. Certainly, there is potential for abuse here. Institutions or their boosters may offer what are actually recruiting or other enticements under the guise of payments for the use of N.I.L. We must fashion regulations to prevent such abuses, while still allowing student-athletes to earn fair market value for the use of their N.I.L. I believe that regulations currently under consideration by the Senate Committee on Commerce, Science and Transportation are on the right track.

There are other steps the N.C.A.A. and its member institutions should take to enhance the educational experience for and well-being of our students who play on athletic teams.

A disturbing disparity exists in the graduation rates from sport to sport, and too often the sports with lower graduation rates are those, such as football and basketball, with a high number of Black student-athletes. The most regrettable exploitation occurs when a student plays her or his sport for the full extent of eligibility and then leaves the institution without a college degree. We must take all reasonable steps to ensure that student-athletes, at the end of their college career, leave with a degree.

To that end I believe — and our practices at Notre Dame reflect this — that once a scholarship is granted, it should stay with the student through graduation, regardless of injuries or performance on the field. Furthermore, if grant-in-aid student-athletes in good standing interrupt their education to go professional or for other reasons, we will cover their tuition at any time should they return to college to complete their degrees. Such guarantee of educational benefits should be standard at all of the N.C.A.A.’s colleges and universities. Doing so would keep the education of our student-athletes front and center.

Additionally, a national policy should be established to limit the number of days during any academic term in which an institution may require its students to be away from campus for athletic purposes. This is necessary because there are schools where classes are made available online for student-athletes, or class schedules are arranged so that a student-athlete attends classes, for example, only two days a week. In-person engagement with faculty members and fellow students on a regular basis is an essential part of the college experience. Competition schedules and off-campus practice trips that make students miss much of the academic term cheat those young people of a genuine college experience.

For similar reasons, universities should be prohibited from concentrating student-athletes in so-called athletic dorms (which the N.C.A.A. banned in the 1990 s but still endure in various forms at some schools ) and instead include them in the general student housing population. If students’ interactions and relationships are predominantly defined by their athletic programs, they are not receiving the educational experience they deserve.

For the well-being of our student-athletes, health care coverage for athletic injuries should be extended. Currently, the N.C.A.A. requires universities to extend health care coverage for any injuries to student-athletes for two years after they exhaust their eligibility. At Notre Dame, we provide coverage for 10 years after the injuries occur. We should extend the provision of coverage for athletic injuries to student-athletes across the nation, and find ways for schools with more limited resources to cover these added costs.

Some have called for compensating student-athletes for their athletic performance in college — sometimes called the “pay-for-play” model. I oppose this course. If we take it, our relationship to these young people will be that of an employer to an employee paid for services rendered, rather than to a student for whose education we, the institution, are responsible. There can be no doubt that our student-athletes — whether the star quarterback on our football team or the backup goalie on our women’s soccer team — receive something extremely valuable. They have their tuition, room and board underwritten, giving them the chance to earn a bachelor’s degree, which economists estimate is worth about $1 million in average earnings over the course of a lifetime. More than that, they can enjoy the many ways in which education can enhance one’s life that are not measured by greater earning power.

Of course, talented athletes who want to play professionally should not be forced to go to college to develop their talents in their sport. Every professional sport should create a minor or development league open to athletes with high potential. Professional baseball, hockey, basketball and many Olympic sports have systems in place that allow athletes to become professional while forgoing the opportunity to participate in intercollegiate athletics. Perhaps it is time for football to develop one as well. Young athletes would then have a choice: They could either sign up with a development league, or they could attend college and pursue a degree, while playing the sport they love.

Cynicism about college athletics is abundant and perhaps understandable, because some of its practices have given observers good reasons to be cynical. Still, I have spoken to many alumni who say the challenge of competing in their sport at a high level while attending college taught them invaluable lessons for their personal and professional lives. There is still reason to pursue that ideal of college sports, without making them into a semi-pro league.

Let’s seize the opportunity for reform, while focusing on the work that is at the heart of our mission: the education of young people.

John I. Jenkins is the president of the University of Notre Dame.

The Times is committed to publishing a diversity of letters to the editor. We’d like to hear what you think about this or any of our articles. Here are some tips . And here’s our email: [email protected] .

Follow The New York Times Opinion section on Facebook , Twitter (@NYTopinion) and Instagram .

Should College Athletes Be Paid?

Lead Higher Education Analyst

Editorial Director

• College sports generate billions of dollars for schools, networks, and corporate sponsors.
• Everyone is making money off college athletics — except the players.
• The Supreme Court ruled that colleges can offer "education-related" payments to student-athletes.
• The ruling opened the door for name, image, and likeness endorsement deals, and athletes already are cashing in.

On a crisp Saturday afternoon in Ann Arbor, the University of Michigan is set to battle its archrival, The Ohio State University, for gridiron supremacy in the Big Ten Conference — and perhaps a shot at the national championship.

Some 107,000 spectators have packed the "Big House," paying an average ticket price of $141 . The game airs on ESPN, one of three networks linked to the Big Ten, thanks to a $2.64 billion contract .

Players are awash in Nike gear owing to the apparel giant's $174 million deal with Michigan and $252 million deal with Ohio State. On the sidelines, Michigan head coach Jim Harbaugh (salary: $8 million ) and his counterpart, Ryan Day (salary: $5.7 million ), finalize their game plans.

“College athletic programs collected $14 billion in total revenue in 2019, not including income from broadcasting rights and corporate sponsorships.”

The scene is played out nationwide that same day across dozens of U.S. college campuses — packed stadiums, network contracts, apparel deals, wealthy coaches.

College sports, particularly football, are a big deal and a big business. The Department of Education reported that college athletic programs collected $14 billion in total revenue in 2019, up from $4 billion in 2003. And that doesn't include income from broadcasting rights and corporate sponsorships.

More than 100 Division I coaches earn over $1 million per year . The top 25 football coaches take home an average of $5.2 million, while the top 25 basketball coaches bring in $3.2 million. In 41 states, the highest-paid public employee is a football or basketball coach.

Student-Athletes Get Scholarships, Not Salaries

Billions of dollars are swirling around college sports, and everyone is getting a piece of the action. Everyone, that is, except the players.

What about scholarships though? Some argue student-athletes are "paid" through full scholarships , something most college students can only dream about — and that's partially true. According to the NCAA , over 150,000 Division I and Division II student-athletes receive $2.9 billion in scholarships each year (Division III schools don't offer athletic scholarships).

Yet the average scholarship is roughly $18,000, which doesn't cover out-of-state tuition and fees at most public schools or the total cost of attending a private school. In short, most college athletes on scholarships aren't receiving a full ride.

But some are. In what's called "head count" sports — i.e., Football Bowl Subdivision (formerly Division I-A) football and Division I basketball for men, and Division I basketball, tennis, volleyball, and gymnastics for women — students receive full athletic scholarships covering tuition and fees, room and board, and books.

The rest are termed "equivalency sports," which receive lump sums that are allocated among players according to a coach's determination. These scholarships, which aren't guaranteed, are awarded year to year and can be rescinded for numerous reasons, including injuries. All told, only about 1% of student-athletes receive a full scholarship.

That's just the institutional side of it. Externally, apparel companies are making money on college swag featuring top players. When Nike sells an $80 Clemson University jersey with quarterback Trevor Lawrence's name and number on it, shouldn't he get a cut of the profits?

“The average athletic scholarship is roughly $18,000. Only about 1% of student-athletes receive a full scholarship.”

Folks in California think so. In 2019, Governor Gavin Newsom signed a law allowing college athletes in the state to sign endorsement deals with brands. The Fair Pay to Play Act would enable athletes at California schools earning more than $10 million in annual media revenue to make money from their likenesses and hire agents without losing eligibility. If the bill passes, the law will go into effect on January 1, 2023.

The NCAA warned that because California schools might have an unfair recruiting advantage over schools in other states, institutions would be banned from championship competition. That's why some colleges, such as the University of Southern California and Stanford University, opposed the bill .

Then there's the newly proposed College Athlete Economic Freedom Act , which would allow student-athletes to unionize and earn money off their likeness, name, and image. Introduced in February by Senator Chris Murphy of Connecticut, the bill promises to be one of the most expansive yet in terms of getting college athletes officially recognized as employees.

Before we dive into the debate over paying student-athletes, let's be clear about the NCAA's position. Its regulations state, "You are not eligible for participation in a sport if you have ever … taken pay, or the promise of pay, for competing in that sport … [or] used your athletics skill for pay in any form in that sport."

Further, the NCAA stipulates, "You are not eligible in any sport if, after collegiate enrollment, you accept any pay for promoting a commercial product or service or allow your name or picture to be used for promoting a commercial product or service."

Against this backdrop, here are both sides of the issue.

6 Reasons Why College Athletes Should Be Paid

They rake in cash for their schools.

College athletes make their schools millions of dollars, so they should naturally receive a cut of the action. This argument holds true especially for football and basketball players, who become household names during their respective seasons.

Everyone around them makes money, but the students responsible for generating revenue receive nothing. To the truly jaded, this is a blatant form of exploitation.

They Give Their Schools Valuable Exposure

The exposure student-athletes bring to their schools can boost applications and donations. The Flutie Effect on college admissions — named for Doug Flutie, the Boston College quarterback who put his institution on the map in 1984 with his famous Hail Mary pass against the University of Miami and his Heisman-winning season — can be dramatic. For BC, the effect was a 30% increase in applications over two years.

More broadly, a study showed that when a football team "rises from mediocre to great," applications increase 18.7% . Similarly, if a team improves its win total by five games in a season, alumni donations go up 28% .

Playing Equals Working

Participating in intercollegiate athletics constitutes a full-time job. A 2017 NCAA survey revealed that Division I athletes dedicate an average of 35 hours per week to their sport during the season.

The opportunity cost of not working is considerable. A work-study job could pay several thousand dollars each year, and working at the typical minimum wage — $7.25 per hour — for 35 hours a week would earn the student a little over $1,000 per month.

Sports Take Away From Studies

Sports' considerable time commitment cuts into students' study time. Leaving aside barbs about the "student" part of "student-athlete," how is an athlete supposed to keep up with academics during their playing season? What about earning good grades and positioning oneself for the competitive job market? Might some form of financial compensation make this compromise easier to take?

Athletes Need Spending Money

Like other college students, athletes need spending money. Even if a student receives a full-ride scholarship, the award doesn't provide pocket money for incidentals and entertainment. If a student doesn't hold a part-time job , where does that money come from (besides their parents)?

The Potential for Injury Makes Compensation a Must

Athletes constantly risk injury and therefore deserve proper compensation. A seriously injured athlete could lose their scholarship (which is guaranteed only for one year at a time), jeopardize their opportunity to play professionally and potentially earn millions, or even face lifelong disability if the damage is permanent.

We're far more savvy today about concussions and the long-term effects of chronic traumatic encephalopathy (CTE). A 2017 study found that 91% of former college football players who had died had CTE, a degenerative brain disease linked to dementia.

6 Reasons Why College Athletes Should Not Be Paid

They already get full scholarships.

One of the primary arguments against paying student-athletes rests on the assumption that they already receive full college scholarships. But as we've discussed, this is seldom the case — most athletes only receive partial scholarships.

Secondary Sports Would Suffer

If a university decided to pay student-athletes, where would that money come from? Not likely from the school itself. Of the roughly 1,100 athletic programs governed by the NCAA, only 25 had a net positive revenue in 2019. The vast sums earned from football and basketball subsidize all other sports on campus. And not, of course, from the NCAA.

A likely scenario would involve universities cutting minor sports to pay athletes competing in the marquee sports. So while a few athletes would benefit financially, a greater number of students would see their athletic opportunities disappear.

Determining Salaries Could Get Messy

Exactly who gets paid and how much? The economics of a paid-athlete system is messy at best. At worst, it's chaotic and threatens team morale. Should all athletes be paid? That's not likely .

How about only football and basketball players? What determines how much each player should earn? Is the third-string left guard worth as much as the starting quarterback? Will the coach make these determinations? What if the coach's son plays on the team?

This scenario offers too many thorny questions and too few sufficient answers.

Rich Universities Would Benefit the Most

Assuming a free-market system, the chasm between the haves and have-nots would widen even further. Universities best positioned to pay athletes top dollar would win bidding wars and recruiting battles against institutions with limited budgets. Athletic competition nationwide would suffer as a result. Might this exacerbate booster interference and create a black market for top talent funded surreptitiously?

It Would Take Away From the Love of the Game

Paying student-athletes turns them into professionals and sullies the purity of amateur athletic competition. Student-athletes are students first and foremost, attending college primarily to receive an education and secondarily to compete in their sport. College students should participate in sports for the love of the game, not for financial gain, following the long-forgotten credo held dear by Olympic athletes.

Title IX Could Muddy Payment Structures

Title IX stipulates that colleges must provide equal opportunities for male and female athletes. Does this rule apply to payment structures, too, though? Would a university have to pay female athletes in aggregate the same amount as their male counterparts? Not necessarily — but a school would be required to ensure that female athletes receive proportionate opportunities for scholarships .

The Era of Name, Image and Likeness Profiting Begins

In a unanimous decision issued on June 21, 2021, the Supreme Court ruled the NCAA cannot bar universities from making education-related payments to student-athletes.

The case, NCAA vs. Alston et al — named for former West Virginia University football player Shawne Alston, one of several athletes who initiated the suit — centered on student-athletes from Division I men's and women's basketball and FBS football.

While the Court's decision doesn't necessarily permit colleges to pay athletes salaries, it does allow them to compensate students for "education-related benefits" including paid internships, study abroad programs, tutoring, computers, equipment, and graduate scholarships.

The decision also opened the door for name, image, and likeness (NIL) compensation. In June, the governing boards for all three NCAA divisions approved what they termed " a uniform interim policy " that suspends previous rules regarding endorsements for all incoming and current student-athletes in all sports.

"This is an important day for college athletes since they all are now able to take advantage of name, image, and likeness opportunities," NCAA President Mark Emmert said in a statement.

Since the ruling, college athletes have been cashing in on NIL deals, with a few resulting in seven-figure incomes . Last October, U.S. Sen. Richard Burr of North Carolina introduced the NIL Scholarship Tax Act , legislation seeking to tax the scholarships of college athletes earning more than $20,000 per year.

The NCAA assumes Congress eventually will pass a federal law providing consistent standards for NIL endeavors, though members of Congress cannot seem to agree on the parameters. Meanwhile, 18 states have NIL laws in place. Similar measures in additional states have passed but are slated to be in effect sometime in the future.

As university leaders wait patiently for federal guidelines promising to corral some of the chaos, the free market will continue to dictate individual and institutional fortunes.

Latest News

Democratic Lawmakers Push for Pell Grant Spending Increase

American indian college fund launches voter registration campaign, study: for nearly one-third of students, higher ed doesn't pay off, 3 white students sue university of oklahoma alleging school awards black students more financial aid, related stories, ncaa focus on big-money sports creates gender disparities: report.

Companies Rush to Make Name, Image, Likeness Deals With College Athletes

Inside the NCAA's Name, Image, Likeness Madness

Featured Stories

College students can now get paid to work polls, register voters through work-study.

The Most Innovative MBA Programs for AI

President Biden's New Student Debt Forgiveness Plan: Everything We Know

These States' Anti-DEI Legislation May Impact Higher Education

Latest Analysis

Are college protest encampments legal.

Every Issue With the 2024-25 FAFSA Rollout: Updates

College Accreditation Is Changing. Here’s What Students Need To Know.

11 Red States Are Suing to Block Biden's SAVE Loan Repayment Plan. Here's What Borrowers Need to Know.

Data Studies

The majority of college students worry about ai's impacts on the workforce: survey.

More Than Half of College Students Experience Doubt About Their Choice of Major

Just One-Third of Students Say College Is Worth the Cost

Two-Thirds of College Students Disapprove of the Economy

• < Previous

Home > Honors College > Honors Theses > 532

Honors Theses

The ethicality and financial impact of paying collegiate athletes.

Keaton J. Vann , University of Mississippi. Sally McDonnell Barksdale Honors College

Date of Award

Document type.

Undergraduate Thesis

Accountancy

First Advisor

Dave Nichols

Relational Format

Dissertation/Thesis

The purpose of this study is to explain why collegiate athletes should be paid and the financial impact of paying them. The study looks at how the NCAA's student-athlete model has exploited collegiate athletes and denied them from receiving a share of the revenues they generate each year. It includes the reasons for paying players, and the troubles athletes go through because of the way the NCAA is orchestrated. The goal is to determine the financial effect of paying athletes across the NCAA, as well as by divisions and conferences. Additionally, the financial statements of the NCAA and some of its Division I schools were analyzed to determine discrepancies and weaknesses in the reporting process that misinform the public on the state of most athletic departments. The study focuses on Division I athletic departments, as well as football, men's basketball, and women's basketball players. Through financial databases, interviews, and court cases, the study aims to identify the problems with the current NCAA system while addressing the financial impact of paying collegiate athletes.

Recommended Citation

Vann, Keaton J., "The Ethicality and Financial Impact of Paying Collegiate Athletes" (2015). Honors Theses . 532. https://egrove.olemiss.edu/hon_thesis/532

Accessibility Status

Searchable text

Since September 01, 2019

Included in

Accounting Commons

To view the content in your browser, please download Adobe Reader or, alternately, you may Download the file to your hard drive.

NOTE: The latest versions of Adobe Reader do not support viewing PDF files within Firefox on Mac OS and if you are using a modern (Intel) Mac, there is no official plugin for viewing PDF files within the browser window.

• Collections
• Disciplines

Advanced Search

• Notify me via email or RSS

Author Corner

• Submit Thesis

Additional Information

• Request an Accessible Copy

Home | About | FAQ | My Account | Accessibility Statement

Privacy Copyright

Survey shows most people want college athletes to be paid. You hear that, NCAA?

It's difficult for any fair-minded american to look at the vast amounts of money flowing into college sports and not see hypocrisy in its reliance on an unpaid labor force. .

When the legal threats to amateurism began to emerge about a dozen years ago, the NCAA’s main strategy was to claim that college sports would become less popular if athletes earned money. 

Administrators said it repeatedly in the media. They said it in court. They even threatened to take their ball and go home if schools had to pay the athletes who help generate hundreds of millions of dollars playing college football and basketball.

And now they all need to admit that they were wrong. Historically, spectacularly, wrong. 

A new national survey commissioned by Sportico in cooperation with The Harris Poll found that 67 percent of American adults believe college athletes should be paid — not just through name, image and likeness payments but in direct compensation from the school. 

Further, 64 percent of those surveyed believed athletes should be able to claim status as employees, and 59 percent were in favor of college athletes being able to bargain as a union. 

The numbers were relatively consistent across a variety of demographic groups. Whether man or woman, Democrat or Republican, white or Black, the notion of paying college athletes was supported by a majority of respondents. The only category registering less than 50 percent approval was respondents over the age of 58. 

This is only one poll and one data point in a long-running narrative, but the trends are clear. College sports officials would be wise to pay attention.

TOP 25 RANKINGS: A closer look at every team in college football's preseason coaches poll

A similar survey conducted in 2014 by the Washington Post and ABC News found that only 33 percent supported paying college athletes, including just 24 percent of white people. So when former NCAA president Mark Emmert testified during the O’Bannon vs. NCAA trial in 2014 that paying athletes would be “tantamount to converting it into minor league sports, and we know that in the U.S., minor league sports aren’t very successful either for fan support or for the fan experience,” he had at least some data to support it. 

But in the real world, there’s never been a link between the popularity of a sport and players being unable to make money. 

Golf and tennis exploded across the world once they became fully professionalized. The International Olympic Committee was staunchly against including professional athletes until the 1980s. Once they opened the floodgates, the Olympics only got bigger and more popular. And even amidst all the consternation over the messy implementation of NIL in college, there’s absolutely nothing in the data from ticket sales to television ratings to suggest that fans are being turned off because the star quarterback has a nice car to drive. 

It's been the same story time and time again throughout history: People like watching the games far more than they care about who’s getting paid to play them. 

So perhaps former Big Ten commissioner Jim Delany was slightly out of touch when he said during the O’Bannon trial: “These games are owned by the institution, and the notion of paying athletes for participation in these games is foreign to the notion of amateurism.”

Maybe Delany and his colleagues really believed that at the time — or had convinced themselves of it — because they had spent their entire careers in the amateur model and had no other frame of reference for what college sports would look like if the athletes had the same access to large amounts of money that coaches and administrators did. 

Or maybe they always knew they were full of it and used whatever rhetoric they could to preserve a dying system.

But you'd be laughed out of any room these days — and particularly a courtroom — if you tried to argue that college sports are widely consumed by the American public because players are unpaid students. 

Not only is it flatly untrue, as Sportico’s poll illustrates, but it is difficult for any fair-minded American to look at the vast amounts of money flowing into college sports and not see hypocrisy in its reliance on an unpaid labor force. 

We can have a good-faith argument about how sharing those revenues with college athletes would work and the variety of complications attached to things like Title IX, employment law and collective bargaining. The implementation might not be simple. But it wouldn’t offend the vast majority of fans, and it certainly wouldn’t lead to college sports turning into Triple-A baseball. 

In fact, when you look at how quickly the attitudes have shifted from being pretty strongly against paying college athletes to a significant majority in favor, it likely wouldn’t be controversial at all within a few years. 

The NCAA, which has built up a pretty bad track record in court trying to argue for amateurism over the last decade, simply can’t afford to ignore which way the wind is blowing on this. Even among some administrators, there is a growing resignation that revenue-sharing is the end game. Short of Congress giving the NCAA a lifeline, it’s probably the only way to end the stream of lawsuits that arise from a system that only restricts athletes’ earnings while everybody else’s go up, up and up. 

If you believe that’s an important principle to preserve in the NCAA model, go right ahead. But arguing that fans will revolt if athletes get paid is now officially a talking point from the Stone Age. 

College Athletes Have a Right to Be Paid Essay

Introduction, works cited.

College athletics is one of the biggest and fastest growing industries in the United States of America. This phenomenon has been necessitated by the increasing ratings of college athletes every year. This means that universities and colleges that manage to produce stronger, bigger, and faster athletes generate more revenue because of increased sponsorship (Terp 17). In addition, the institutions make additional income through concessions, as well as sale of tickets and merchandise.

Over the years, colleges and universities across the United States have continually used their athletic success to entice a high number of applicants by promoting their institution as a center of excellence (Karaim 9). The plight of college athletes in America has been a major topic of discussion across all spheres in the country, with some people championing for them to be paid while others want to maintain the status quo. Without a doubt, college athletics has been one of the critical pillars of America’s cultural setting and economic prosperity over the years.

However, numerous proposals to have college athletes be allowed to make money have faced a lot of criticism and rejection from colleges and athletics administrators in the country. Although student-athletes are classified as armatures, that does not mean they cannot earn while still in school because college often acts as a stepping stone for those who end up having prolonged playing careers with professional teams (Terp 26). Considering the numerous financial benefits that student-athletes bring to their institutions, it would only be fair if they were paid for their efforts.

Student-athletes should be paid for their efforts just like any other sportsperson because their talents are often used to generate revenue. Paying college athletes will give them an opportunity to demonstrate to the world that sports talent has significant value regardless of the level at which it is utilized (Karaim 12). Notable athletes such as LeBron James and Richard Sherman have openly expressed their support for proposals that would allow college athletes to be paid (McLaughlin par.2).

This cause has also received a lot of backing from politicians, with Senators Bernie Sanders and Chris Murphy showing a lot of support by describing college athletes as workers. A big percentage of college athletes do not turn professional when they are done with their studies, a situation that leaves most of them disillusioned because they often struggle penetrating the job market (Terp 29). In the contemporary world where the competition for the limited job opportunities is very high, allowing college athletes to be paid would be the most sensible thing to do. The main reason for this is the fact that it will give them a chance to make something out of their talents for the short period they will be in school incase they do not get a chance to advance into full professionals.

In October this year, a major milestone was reached in the quest to achieve this feat. The governor of the state of California, Gavin Newsom signed into law the Fair Pay to Play Act (FPPA), which allows college athletes in the state to start earning money when their names, images, and likenesses are used for commercial purposes (McLaughlin par.2). However, the law does not allow universities and colleges to pay students for playing sports. This legislation allows college athletes in California to make money from endorsements such as billboards advertisements, promoting sports camps, and social media feed among others.

The enactment of FPPA has introduced a new dimension into the way stakeholders in college sports have viewed this issue over the years. It is very clear that this legislation addresses so many other issues that affect college sports in the United States beyond the money factor. It looks to address the long-standing issues of race, gender, and the psychological wellbeing of college athletes (McLaughlin par.7).

The industry that is college sports has seen many young people from the African American community contribute towards its growth over the years without getting much in return. In contrast, the head coaches of the university and college sports teams with expensive contracts are predominantly white, a phenomenon that has brought about the debate of racism and inequality. Over the years, the coaches and managers of university sports teams have been earning millions of dollars from the talents of young Americans who end living in miserly after finishing college (McLaughlin par.9). The National Collegiate Athletics Association (NCCA) and universities generate a lot of revenue through media deals and ticket sales. Sharing part of that revenue with the people who work to generate it would steer the industry to unlimited growth, while at the same time help the students deal with pressing issues such as paying their tuition fees and student loans (Terp 38).

Being paid for work done is important with regard to helping people meet their material and economic needs, as well as building a person’s sense of autonomy. Once these needs have been met in a satisfactory manner, an individual tends to benefit from a heightened sense of personal value. Paying college athletes is long overdue, thus the need for all the relevant stakeholders to make the necessary change and allow all the talented students in American universities to have control over the way the world perceives them and their talents.

Karaim, Reed. Paying College Athletes: Are Players School Employees? CQ Press, 2014.

McLaughlin, Eliott. “ California wants its College Athletes to get Paid, but the NCAA is Likely to put up Handles. ” CNN . Web.

Terp, Gail. The Debate about Paying College Athletes . North Star Editions, 2018.

• The Merits and Demerits of Paying Student-Athletes for Participating In College Sports
• NCAA Bylaws Potential Violation
• College Athletics: Should College Athletes Be Paid?
• Overpaid Athletes: Debate
• Face of the NFL?
• Hijabi Hockey: Athletes Experience
• William Ellsworth Hoy, a Deaf Baseball Player
• How to Become a Stronger Runner: Instructions
• Chicago (A-D)
• Chicago (N-B)

IvyPanda. (2021, July 1). College Athletes Have a Right to Be Paid. https://ivypanda.com/essays/college-athletes-have-a-right-to-be-paid/

"College Athletes Have a Right to Be Paid." IvyPanda , 1 July 2021, ivypanda.com/essays/college-athletes-have-a-right-to-be-paid/.

IvyPanda . (2021) 'College Athletes Have a Right to Be Paid'. 1 July.

IvyPanda . 2021. "College Athletes Have a Right to Be Paid." July 1, 2021. https://ivypanda.com/essays/college-athletes-have-a-right-to-be-paid/.

1. IvyPanda . "College Athletes Have a Right to Be Paid." July 1, 2021. https://ivypanda.com/essays/college-athletes-have-a-right-to-be-paid/.

Bibliography

IvyPanda . "College Athletes Have a Right to Be Paid." July 1, 2021. https://ivypanda.com/essays/college-athletes-have-a-right-to-be-paid/.

Thesis Statement For College Athletes

Thesis: College athletes deserve be paid because they invest a lot of time, work and take significant risks but do not receive enough of the money they generate for the NCAA and schools. I. Time Consumption A. On average, College Athletes spend at least 30 hours a week practicing, with many spending more than 40 hours a week at practice alone. Although, the NCAA is supposed to have a rule that limits practice to 20 hours a week in-season, many athletes have reported that it isn’t enforced. B. Not only do student-athletes spend more than 40+ hours a week with practice, they also have to attend class. So, that’s 40+ hours of practice, and then however many credit hours they have to complete for the semester. That means student-athletes …show more content…

I. Time Consumption A. On average, College Athletes spend at least 30 hours a week practicing, with many spending more than 40 hours a week at practice alone. Although, the NCAA is supposed to have a rule that limits practice to 20 hours a week in-season, many athletes have reported that it isn’t enforced. B. Not only do student-athletes spend more than 40+ hours a week with practice, they also have to attend class. So, that’s 40+ hours of practice, and then however many credit hours they have to complete for the semester. That means student-athletes are dedicating essentially all their time to a company like an actual full-time job. II. Risks taken A. Concussions are a major issue in sports and these athletes are put at risk because of it. B. These risks of suffering a life-long injury is much higher than people realize. C. Full-time employees receive workman’s compensation in the event of an injury, why shouldn't they? D. Employees working more than 30 hours weekly receive benefits, so why don't these

Should College Athletes Be Paid?

Collegiate sports have turned into a billion dollar industry and are probably just as popular, if not more popular than professional sports. College athletes put their bodies on the line to play a sport they love, many with hopes and dreams to one day make it to the professional leagues. Athletic facilities are the major money makers for all universities. Colleges bring in billions of dollars in revenue annually, yet athletes do not get paid. Some fans believe athletes should not get paid due to their sports level being “amateurish.”; however, this is far from the truth. There is much more to being a college athlete than just practicing and playing games. These student-athletes must practice, weight lift, go to meetings, travel, go to tutoring and study groups, all the while maintaining sufficient grades. This is very tedious work and is very time consuming. College athletes have a high standard to live up to (Frederick Web; Huma Web; Patterson Web ).

The Life of a College Football Player

(2)Footballs players have practice and weightlifting everyday. Usually the team works out before the head out to practice because practice carries out longer then the workouts. During workouts

College Athletes Should Get Paid Speech Essay

A recent survey was also published by the NCAA stating that the average football player spends 50 hours a week devoted to their football team. That’s more than a full time job!

Neil Petrie Athletes And Education Summary

In the article Athletes and Education, Neil Petrie argues, that some colleges let student athletes get little to some amount of homework or projects in classes, while other students have to

Essay On Paying College Athletes

The student athletes at most universities can be compared to employees, yet receiving no wages (Cooper 12). Along with time in the classroom and being a full-time student, athletes are expected to spend just as much time on their respective sport. In an article “Top 10 Reasons College Athletes Should Be Paid,” Dave Anderson explains that a college athlete spends just over 43 hours a week devoted to their sport. Those hours are spent with mandatory lifting workouts, conditioning workouts, watching film, position meetings, and practice. As I stated earlier, all this time that is spent on their sport is in addition to the time spent in the classroom with homework and studying. All of that added up well surpasses the time of the average work week at 40 hours and these athletes can quite honestly be looked at as workers for their universities.

Essay On Should College Athletes Be Paid

Athletes are giving it there all both on the field and in the classroom. College athletes are brought to the school on scholarships to play sports. These athletes are giving it there all going back and forth from classes, to the weight room, to studying, and to practices. But they mostly spend a lot of time practicing rather than going to classes. ““These young men are laboring under very strict and arduous conditions, so they really are laborers in terms of the physical demands on them while there also trying to go to school and being required to go to school.” Says Robert McCormick (2011, Kenneth J. Cooper). What Robert means is that these students have a huge amount of work load on them while also being required to go to school at the same time. These athletes aren’t like every other students. Even before the school year starts, athletes have to come to schools weeks early. Having a summer off is what normal college students have

College Athletes Should Not Be Paid

Many people believe that the college athletes are just like the professionals because they train and work just as hard as hard as the pros. First of all college students are working and training so hard because they want to make it to the major-leagues some day. “Students are not professional athletes who are paid salaries and incentives for a career in sports. They are students receiving access to a college education through their participation in sports, for which they earn scholarships to pay tuition, fees, room and

Should Student Athletes Be Paid?

Students in college have to balance many activities: school, friends, work, health, and everything in between. Being a student athlete adds a whole new workload. Not only do student athletes have to balance class, studying, and homework, but they also have workouts, meetings, events, games, and of course, practice. Not even mentioning a social life, a student athlete 's daily schedule is already packed full. Typically, a student athlete wakes up, goes to a workout that is followed by classes, then another workout, and finally time for studying and homework.

Persuasive Essay On Paying College Athletes

(Attention Getter) What if I told you that for decades, students have worked over 40 hours a week and received absolutely no pay. College athletes are expected to balance the immense workload of school work and represent their school well in athletics.

College Athletes Persuasive Speech

Credibility material: According to an NCAA study on the experiences of college athletes have revealed that 60% of student athletes reported viewing themselves “more as athletes than students.”

Should College Athletes Be Paid Essay

The NCAA proclaimed this rule because they felt that athletes who are working for alumni that have a tight relationship with the school will be treated more with better care and receive special benefits and stipends. These rewards that can be received include the following; college athletes who are still paid when not at work or athletes that are receiving a higher raise than their fellow co-workers.(Anstine 4) Also, another predicament dealing with college athletes working is the time confliction. College athletes now-a-days have very busy schedules that they have to follow and once they are finished with their schedules for today, athletes do not have that much time on their hands. College athletes these years are now required by the NCAA to have at least four classes, which is a minimum of twelve credit hours, at the start of the semester and are required to only pass three classes or nine credit hours by December which is the also the end of the semester. With this having to be achieved, most athletes spend countless hours studying, doing homework and attending class every day. Besides the fact that student athletes study and attend class all day, they also have practice too. Attending practice and

Dumb Jock Stereotypes

Athletes additionally have better control over their time management due to the fact that they have less free time. Athletes are required to juggle 15-18 hour semesters, three to six three hour practices a week, an additional hour

Being A Student Athlete Essay

Despite the many stereotypes that are connected with being a student athlete, student athletes in general are held to much higher standards by their institutions. Before a prospective student athlete even enters college, they are made fully aware of the academic standings and requirements of the college they choose. Although the academic requirements vary from college to college, the standards are still held high for all student athletes. The transition into college can be exceptionally difficult especially for the

Essay on Life as a Student Athlete

• 5 Works Cited

The third articles problem in the study is that students involved in athletics always seem to have struggles in their studies especially during college. With classes in random times of the day, an athlete can be coming from a sport class, or having a sports class the next block and has to worry about that particular

Persuasive Paper On Coaching

Coaches do not have regular schedules like the normal person. Former NFL and college coaches have said “Coaches and scouts often work irregular hours, including evenings, weekends, and holidays. Professional or college coaches usually work more than 40 hours a week for several months during the sport’s season”(“ Coaches and Scouts”).Most of the time coaches will miss out on a lot of things because of their job. The average pay for coaching is not all that but it varies for each level of coaching. ”Colleges, universities, and professional schools; state,

Home — Essay Samples — Life — Paying College Athletes — Leveling the Playing Field: An Argument for Paying College Athletes

Leveling The Playing Field: an Argument for Paying College Athletes

• Categories: Paying College Athletes Student Athletes

About this sample

Words: 730 |

Published: Mar 1, 2019

Words: 730 | Pages: 2 | 4 min read

Works Cited

• Edelman, M. (2016). Paying College Athletes: A Solution to the Problems Facing the NCAA. Seton Hall Journal of Sports and Entertainment Law, 26(2), 267-306.
• Eitzen, D. S., & Sage, G. H. (2015). Debating Issues in American Education: Should College Athletes Be Paid? SAGE Publications.
• Fleisher, A. A., Goff, B. L., & Tollison, R. D. (2013). The Case for Paying College Athletes. The Independent Review, 18(4), 537-553.
• Hawkins, B. (2018). The Case for Paying College Athletes. The Atlantic. Retrieved from https://www.theatlantic.com/education/archive/2018/09/why-college-athletes-should-be-paid/570981/
• McMurphy, B. (2019). Athlete Compensation: What's Fair and What's Legal? National Collegiate Athletic Association. Retrieved from http://www.ncaa.org/about/resources/media-center/news/athlete-compensation-whats-fair-and-whats-legal
• Miller, K. (2018). Should College Athletes Be Paid? Pros, Cons, and Perspectives. Frontiers: The Interdisciplinary Journal of Study Abroad, 30, 45-59.
• Sack, A. L. (2019). Pay for Play: A Historical Analysis of the Arguments Surrounding the Compensation of College Athletes. Virginia Sports & Entertainment Law Journal, 18(1), 1-37.
• Suggs, W. (2015). NCAA Athletic Departments and the Money They Make: Should College Athletes Be Compensated? Journal of Sport and Social Issues, 39(2), 106-128. doi:10.1177/0193723515576591
• Tulane University Law School. (n.d.). Pay for Play: The Ethics of Student-Athlete Compensation. Retrieved from https://scholarship.law.tulane.edu/cgi/viewcontent.cgi?article=1842&context=sportslaw
• Zimbalist, A. (2019). Unwinding Madness: What Went Wrong with College Sports and How to Fix It. Brookings Institution Press.

Cite this Essay

Let us write you an essay from scratch

• 450+ experts on 30 subjects ready to help
• Custom essay delivered in as few as 3 hours

Get high-quality help

Verified writer

• Expert in: Life

+ 120 experts online

By clicking “Check Writers’ Offers”, you agree to our terms of service and privacy policy . We’ll occasionally send you promo and account related email

No need to pay just yet!

Related Essays

2 pages / 711 words

3 pages / 1316 words

3 pages / 1325 words

2 pages / 725 words

Remember! This is just a sample.

You can get your custom paper by one of our expert writers.

121 writers online

Still can’t find what you need?

Browse our vast selection of original essay samples, each expertly formatted and styled

Related Essays on Paying College Athletes

The discussion whether the college athletes should be paid has been re-hashed several times. There are those who advocates in favor and many against the idea of paying athlete who plays sports for their colleges. Many reasons [...]

The question of whether coaches and players should receive equal compensation in the realm of professional sports is a topic that has sparked intense debate. The Should Coaches and Players Make the Same Amount of Money Essay [...]

In the past five to ten years, there has been a controversial question going around: should students who play a sport get paid as a reward of being a College Athlete? The answer is no. Student athletes should not get paid [...]

On common on average only 1/3 of college athletes are given a scholarship and a majority are half as much as a full scholarships as stated by the National Collegiate Athletic Association. From that 1/3 about two percent make it [...]

Imagine dedicating 20 hours a week to playing a sport in college while having to balance your schedule with school work with no financial gain. In high school, I played three sports and often found myself struggling to excel in [...]

In our society today many people believe that student athletes have it easier than the average everyday student. They have these ideals about student athletes because they think that every athlete is on scholarship and has their [...]

Related Topics

By clicking “Send”, you agree to our Terms of service and Privacy statement . We will occasionally send you account related emails.

Where do you want us to send this sample?

By clicking “Continue”, you agree to our terms of service and privacy policy.

Be careful. This essay is not unique

This essay was donated by a student and is likely to have been used and submitted before

Download this Sample

Free samples may contain mistakes and not unique parts

Sorry, we could not paraphrase this essay. Our professional writers can rewrite it and get you a unique paper.

Please check your inbox.

We can write you a custom essay that will follow your exact instructions and meet the deadlines. Let's fix your grades together!

Get Your Personalized Essay in 3 Hours or Less!

We use cookies to personalyze your web-site experience. By continuing we’ll assume you board with our cookie policy .

• Instructions Followed To The Letter
• Deadlines Met At Every Stage
• Unique And Plagiarism Free

Why College Athletes Should Not Be Paid, Essay Sample

College athletics has been a topic of discussion for years, with one of the most contentious issues being whether or not college athletes should be paid. The debate has been ongoing, with strong arguments on both sides. In this essay, we will examine why college athletes should not be paid, covering various reasons such as the potential for budget cuts, concerns about amateurism, unfairness among athletes, educational compromise, and the slippery slope effect. Through a critical analysis of these arguments, we will demonstrate why paying college athletes could have detrimental consequences.

It could lead to budget cuts

One of the main arguments against paying college athletes is that it could lead to budget cuts for other academic and athletic programs at universities. College sports programs already require significant funding, and paying athletes would require even more money, potentially putting a strain on university budgets.

Opponents of paying college athletes argue that universities may be forced to cut funding for other programs, such as academic departments or other athletic teams, in order to pay for athlete compensation. In some cases, universities may even be forced to cut the size of their sports programs altogether, eliminating opportunities for athletes to participate in college sports.

In addition, it is argued that paying college athletes could also lead to a disparity between larger and smaller schools, with the larger and more profitable schools having an advantage in recruiting athletes. This could create an even greater imbalance in college sports and undermine the competitive balance that currently exists.

Furthermore, some critics argue that paying college athletes would detract from the amateur nature of college sports, and could lead to legal issues and complications, such as disputes over pay rates and contract negotiations.

It goes against the amateurism model

College sports have traditionally been associated with amateurism, meaning that the athletes participate for the love of the sport and the experience, rather than for financial gain. The NCAA and many universities maintain that paying college athletes would be a violation of this amateurism model and could have negative consequences.

The argument is that if college athletes were paid, they would no longer be considered amateurs and would instead be seen as professional athletes. This could cause issues with the organization of college sports, as well as the eligibility of athletes to participate in NCAA-sanctioned events. Additionally, paying some college athletes but not others could lead to legal challenges and accusations of discrimination.

It could create unfairness among athletes: Paying college athletes would likely result in some athletes receiving more compensation than others, which could create an unfair playing field.

It could create unfairness among athletes

One of the arguments against paying college athletes is that it could create unfairness among athletes. While it is true that college athletes contribute significantly to the success and revenue of their respective sports programs, paying them could lead to some athletes receiving more compensation than others. This could create an unfair playing field, as some athletes may have more bargaining power or be more valuable to the team than others.

It’s also important to note that not all college sports generate the same amount of revenue. Football and men’s basketball, for example, are generally the most profitable college sports, while many other sports operate at a loss. If college athletes were to be paid, it’s likely that the compensation would be distributed unevenly across different sports and even different athletes within the same sport.

Furthermore, paying college athletes could create divisions within teams and lead to decreased team cohesion. Athletes who are paid more may be perceived as having more status or importance, leading to potential resentment from teammates who are paid less. This could create a toxic team environment and negatively impact team performance.

It could compromise the educational aspect of college sports

The concern is that if college athletes are compensated, they may focus more on their sport and less on their studies, which goes against the primary purpose of attending college.

College sports are intended to provide a platform for student-athletes to develop their skills while receiving a quality education. Universities argue that compensating college athletes would go against this purpose and may even discourage some students from pursuing sports at the college level. Furthermore, if college athletes are paid, they may feel that they do not need to prioritize their education, leading to lower graduation rates and academic performance.

There is also the concern that if college athletes are paid, it could create a divide between those who receive compensation and those who do not. This could lead to resentment among teammates and create an unfair playing field. Additionally, paying college athletes could create financial strains on smaller universities that may not have the resources to pay their athletes, further exacerbating the divide.

It could lead to a slippery slope: Some worry that if college athletes are paid, it could lead to similar demands from high school athletes, which could fundamentally change the landscape of amateur sports.

It could lead to a slippery slope

If high school athletes were to demand payment for their participation in sports, it could put pressure on schools to allocate more funding towards sports programs, and possibly lead to an arms race where schools compete for the best athletes by offering them more money. This could result in a system where only the top-tier athletes receive compensation, leaving behind those who are not as talented or who participate in less popular sports.

Furthermore, if high school athletes were to receive compensation, it could create a situation where they are no longer considered amateurs and are instead seen as professionals. This could lead to issues with eligibility and participation in college sports, as the NCAA has strict rules on the participation of professional athletes.

In conclusion, while there are certainly arguments for paying college athletes, there are also valid concerns that need to be considered. The potential budget cuts, violations of amateurism, unfairness among athletes, compromising of the educational aspect, and slippery slope of demands from other athletes all need to be carefully examined. The current system is not perfect, but it is important to remember that college sports are fundamentally different from professional sports, and the amateurism model has been in place for a long time. Ultimately, paying college athletes would require a significant restructuring of the current system, and it remains to be seen whether it would truly benefit college athletes in the long run. Therefore, it is important for universities and the NCAA to continue to explore and evaluate all options for improving the current system while also considering the potential consequences of any changes.

Related posts:

• College Research Paper Example
• Freedom of Speech Argumentative Essay
• Exploring My Motivations for Pursuing a Supervisory Role
• The Importance of Women’s Choice: Exploring the Reasons Why Abortion Should Be Legal Essay

Improve your writing with our guides

Youth Culture Essay Prompt and Discussion

Why Should College Athletes Be Paid, Essay Sample

Reasons Why Minimum Wage Should Be Raised Essay: Benefits for Workers, Society, and The Economy

Get 15% off your first order with edusson.

Connect with a professional writer within minutes by placing your first order. No matter the subject, difficulty, academic level or document type, our writers have the skills to complete it.

100% privacy. No spam ever.

We use cookies to enhance our website for you. Proceed if you agree to this policy or learn more about it.

• Essay Database >
• Essay Examples >
• Essays Topics >
• Essay on Students

Should College Athletes Be Paid? Thesis Example

Type of paper: Thesis

Topic: Students , Sports , College , Money , Athletes , Soccer , American Sports , Football

Published: 12/26/2021

ORDER PAPER LIKE THIS

Introduction

Increasingly, American universities make a significant if not a majority of their revenues from college sports. For instance, from college football alone, the National College Athletic Association (NCAA), which represents over 1,200 colleges and universities, will make U.S. $7.3 billion in licensing fees for the right to broadcast the College Football Playoffs (CFP) over the next 12 years (Yee, 2016). On the individual school level, the four football teams that participated in this year’s CFP, namely Alabama, Clemson, Michigan State, and Oklahoma will have the right to a substantial cut of the U.S. $ 50 million in expected revenues that the playoffs are expected to generate (Yee, 2016). Furthermore, these revenues that universities make does not even include the money they can earn from merchandise, such as caps and sweatshirts; or concession sold at their stadiums. The only element of college sports that does not enjoy it financial benefits are the players themselves. But why should a college athlete “work” for nothing? The clear answer is that they should not. To be sure, college athletes need to be paid for the work that they do and especially for the outsized revenues that they earn for their schools.

While colleges earn enormous amount of money off their sports programs, those funds are, for the most part, kept out of the hands to the individuals that are most responsible for making those revenues, namely the players. To be sure, outside of scholarships, college players are paid little to nothing for the immense amount of money they earn for their schools. If this were to take place anywhere outside of higher education, some might call it indentured servitude or worse. This is no way for a high-minded higher education should act towards its students. Paying the athletes would not only compensate them for the services that they provide, like any other job; but also, based on the revenues that they generate from sports, the universities have plenty of money to pay.

Money in College Sports

The Players’ Situation Why Pay for Play in Needed Conclusion

Yee. D.H. (2016, Jan. 08). College sports exploits unpaid black athletes. But they could force a change. Retrieved from https://www.washingtonpost.com/posteverything/wp/2016/01/08/college-sports-exploits-unpaid-black-athletes-but-they-could-force-a-change/

Cite this page

Share with friends using:

Removal Request

Finished papers: 1305

This paper is created by writer with

ID 258266429

If you want your paper to be:

Well-researched, fact-checked, and accurate

Original, fresh, based on current data

Eloquently written and immaculately formatted

275 words = 1 page double-spaced

Get your papers done by pros!

Other Pages

Future business plans, lobbying argumentative essays, deontology argumentative essays, miracle argumentative essays, ethical dilemma argumentative essays, pilgrimage argumentative essays, longevity argumentative essays, foster care argumentative essays, archetype argumentative essays, heavy duty essays, multimeter essays, namaste essays, decertification essays, aminoquinoline essays, annular essays, pall essays, electronegative essays, amphibious essays, smithfield foods essays, g actin essays, perini essays, approach to care term paper example, the right of habeas corpus in the context of the war on terror research paper examples, employee insurance essay examples, rough day in tornado alley critical thinkings example, deviant behaviour essay samples, example of datea essay, sampling and copyright essay sample, research paper on modernism, good research paper on japanese culture, good example of ceremony essay, free society of the spectacle foucaults truth and power the eye of power essay sample, example of weekly fitness regimen for increasing muscle mass and decreasing body fat course work, asian american history essays example, comparing and contrasting japanese and american commercials essay, example of play it again sam thesis, good family conflict between parents and teens research paper example, sample essay on as mentioned earlier the influence mapping of stakeholders gives an effectual way, argumentative essay on russian and italian futurism, battling google microsoft changes how it builds software essay sample, free essay on poverty and inequality.

Password recovery email has been sent to [email protected]

Use your new password to log in

You are not register!

By clicking Register, you agree to our Terms of Service and that you have read our Privacy Policy .

Now you can download documents directly to your device!

Check your email! An email with your password has already been sent to you! Now you can download documents directly to your device.

or Use the QR code to Save this Paper to Your Phone

The sample is NOT original!

Short on a deadline?

Don't waste time. Get help with 11% off using code - GETWOWED

No, thanks! I'm fine with missing my deadline

College Athletes should not be Paid

This essay will further argue against the payment of college athletes, emphasizing the educational focus of colleges, the benefits athletes already receive, and the complexities of implementing payment systems. More free essay examples are accessible at PapersOwl about College.

How it works

Many college athletes help their schools receive revenue, but that doesn’t mean these athletes should automatically get a percentage because of their contributions. ESPN wants us to view college athletes as if they are in training for a job or working for an unpaid internship. If college athletes were paid, college sports would be abolished forever. Paying these athletes would only benefit them; therefore, these players should not be paid. This argumentative essay on why college athletes shouldn’t be paid will explore the thesis statement that professional and college sports should keep definitive t lines between one another.

While most people disagree on whether college athletes should be paid, there are several factors that should be taken into consideration when debating this topic. Because basketball and football bring such a large profit to colleges, the money earned through these sports pays for less profitable sports, such as volleyball and soccer). If basketball and football athletes were being paid, smaller athletic teams would potentially be cut due to the lack of profitable money. It is not fair that these smaller teams would be terminated. An evaluation done in 2013 proved that only 23 of 228 Division I college schools actually have the money to pay their student-athletes. Title IX – a law that prohibits discrimination and exclusion of anyone based on sex or gender from a program receiving Federal financial assistance – would potentially be violated, as male student-athletes playing basketball and football garner the most income. Even though college athletes seem like they earn a payday, the effects of paying college athletes are way too heavy and disastrous.

If college athletes were to get paid, there are many questions and unknown variables. If college athletes were paid, how much would they make? The answer to this would differ from school to school, depending on how much the school can give. Would these athletes still be paid if they were injured? If records were broken, championships were won, or performances were exceptional, would an athlete be paid more? Because football and basketball are more popular and make more profits, would these players be paid more? This would mean that smaller sports, if not abolished, would be paid considerably less. In professional sports, winning a championship means a big payday is coming, but the expectations may be different for college athletes. Would there be new rules about how much money one can receive? Since there are countless questions, college athletes should not be paid for essays.

Some people want college athletes to be paid, but many argue that these athletes get paid in many other ways. Statistics show that according to the National Collegiate Athletic Association, or NCAA, more than 150,000 college athletes receive $2.7 billion in scholarships each year). These student-athletes are also often given access to high-quality equipment, support staff, and coaching, and they also have their travel expenses covered.t These college athletes learn teamwork, leadership, loyalty, hard work, and communication while playing college sports, but many argue that since they are playing at school, their focus should be on academics and the love of the game, not making a profit for playing a particular sport.

When looked at in-depth, paying college athletes would benefit the athletes but not the schools themselves. Rashad McCants, a former basketball player, said of his experience, “You’re not there to get an education. You’re there to make revenue for the college. You’re there to put fans in the seats. You’re there to bring prestige to the university by winning games.” While many students are able to work part-time while attending classes, most college athletes can’t get a job because they spend countless hours practicing, playing, and traveling for games). One proposed solution to paying college athletes is a salary cap, meaning each player only receives a certain amount of money. A salary cap would favor schools with more money as students clamor to play there, but it would provide a way to pay college athletes.

College athletes should not be paid. Even though they help benefit their schools by increasing capital, they should not be rewarded with money. Many smaller sports would potentially be terminated due to paying high-performing athletes. Paying college athletes is not what college sports need or want. Let’s work together to find the best solution to support these students.

Several reasons exist to support the stance that colleges should not remunerate their athletes. Initially, such a move would create a disparity between the athletes who receive payment and those who do not. Additionally, assessing a suitable wage for the athletes would be challenging since their abilities and significance differ considerably. Moreover, paying college athletes would be a financial burden for universities, which could translate to escalated tuition fees. Finally, some contend that college athletes already receive compensation through scholarships and other forms of perks.

One of the significant concerns for college athletes is the possibility of being exploited. Athletes might face coercion to enroll in a school where they can generate revenue, even if it is not their preferred option. Moreover, they may encounter pressure to ink endorsement agreements or other contracts that could compromise their eligibility.

The question of whether college athletes should be remunerated elicits diverse opinions from the athletes themselves. A few athletes consider that obtaining a free education while participating in a sport they adore is sufficient compensation. Conversely, some believe that they do not receive fair recompense for the energy and time they dedicate to the sport and that they are not granted equivalent benefits to other college students.

Cite this page

College athletes should not be paid. (2019, Jan 06). Retrieved from https://papersowl.com/examples/college-athletes-should-not-be-paid/

"College athletes should not be paid." PapersOwl.com , 6 Jan 2019, https://papersowl.com/examples/college-athletes-should-not-be-paid/

PapersOwl.com. (2019). College athletes should not be paid . [Online]. Available at: https://papersowl.com/examples/college-athletes-should-not-be-paid/ [Accessed: 22 May. 2024]

"College athletes should not be paid." PapersOwl.com, Jan 06, 2019. Accessed May 22, 2024. https://papersowl.com/examples/college-athletes-should-not-be-paid/

"College athletes should not be paid," PapersOwl.com , 06-Jan-2019. [Online]. Available: https://papersowl.com/examples/college-athletes-should-not-be-paid/. [Accessed: 22-May-2024]

PapersOwl.com. (2019). College athletes should not be paid . [Online]. Available at: https://papersowl.com/examples/college-athletes-should-not-be-paid/ [Accessed: 22-May-2024]

Don't let plagiarism ruin your grade

Hire a writer to get a unique paper crafted to your needs.

Our writers will help you fix any mistakes and get an A+!

Please check your inbox.

You can order an original essay written according to your instructions.

Trusted by over 1 million students worldwide

1. Tell Us Your Requirements

2. Pick your perfect writer

3. Get Your Paper and Pay

Hi! I'm Amy, your personal assistant!

Don't know where to start? Give me your paper requirements and I connect you to an academic expert.

short deadlines

100% Plagiarism-Free

Certified writers

• Election 2024
• Entertainment
• Newsletters
• Photography
• Personal Finance
• AP Investigations
• AP Buyline Personal Finance
• AP Buyline Shopping
• Press Releases
• Israel-Hamas War
• Russia-Ukraine War
• Global elections
• Asia Pacific
• Latin America
• Middle East
• Election Results
• Delegate Tracker
• AP & Elections
• Auto Racing
• 2024 Paris Olympic Games
• Movie reviews
• Book reviews
• Personal finance
• Financial Markets
• Business Highlights
• Financial wellness
• Artificial Intelligence
• Social Media

Paying college athletes appears closer than ever. How could it work and what stands in the way?

FILE - Footballs stand ready before the Virginia Tech at Wake Forest NCAA college football game in Winston-Salem, N.C., Saturday Oct. 15, 2011. A settlement being discussed in an antitrust lawsuit against the NCAA and major college conferences could cost billions and pave the way for a new compensation model for college athletes. (AP Photo/Bob Leverone, File)

FILE - NCAA signage outside the headquarters in Indianapolis, Thursday, March 12, 2020. A settlement being discussed in an antitrust lawsuit against the NCAA and major college conferences could cost billions and pave the way for a new compensation model for college athletes. (AP Photo/Michael Conroy, File)

FILE - Referees try to break up an altercation between Alabama and Auburn during the second half of an NCAA college football game, Saturday, Nov. 25, 2023, in Auburn, Ala. A settlement being discussed in an antitrust lawsuit against the NCAA and major college conferences could cost billions and pave the way for a new compensation model for college athletes. (AP Photo/Vasha Hunt, File)

FILE - Boston College play SMU during the first half of the Fenway Bowl NCAA football game at Fenway Park Thursday, Dec. 28, 2023, in Boston. With the expanded College Football Playoff locked in through 2031, questions still remain about what the rest of the postseason will look like. One thing is certain, there will still be bowl games. (AP Photo/Winslow Townson, File)

FILE - Southern California coach Lincoln Riley has eggnog poured onto him after USC defeated Louisville in the Holiday Bowl NCAA college football game, Wednesday, Dec. 27, 2023, in San Diego. With the expanded College Football Playoff locked in through 2031, questions still remain about what the rest of the postseason will look like. One thing is certain, there will still be bowl games. (AP Photo/Denis Poroy, File)

FILE - In this Oct. 11, 2011, file photo, the new Big Ten Conference logo “B1G” is stained into the wood of the newly-renovated Crisler Arena court during NCAA college basketball media day in Ann Arbor, Mich. Southern California and UCLA will play two road games apiece against the Big Ten’s easternmost schools while fellow conference newcomers Oregon and Washington will make one cross-country trip each during the 2024-25 men’s basketball season. (AP Photo/Tony Ding, File)

• Copy Link copied

A settlement being discussed in an antitrust lawsuit against the NCAA and major college conferences could cost billions and pave the way for a compensation model for college athletes.

An agreement has not been finalized and many questions remain unanswered. It is also unclear if new rules could withstand further legal scrutiny, but it appears college sports is heading down a revolutionary path with at least some schools directly paying athletes to participate. Here’s what is known and what still needs to be figured out:

FILE - NCAA signage outside the headquarters in Indianapolis, Thursday, March 12, 2020. (AP Photo/Michael Conroy, File)

House vs. NCAA is a class-action federal lawsuit seeking damages for athletes who were denied the opportunity, going back to 2016, to earn money from use of their name, image or likeness — often referred to by the acronym NIL. The plaintiffs, including former Arizona State swimmer Grant House, are also asking the court to rule that NIL compensation should include billions of dollars in media rights fees that go to the NCAA and the wealthiest conferences (Big Ten, Big 12, Atlantic Coast and Southeastern), mostly for football and basketball.

FILE - Referees try to break up an altercation between Alabama and Auburn during the second half of an NCAA college football game, Saturday, Nov. 25, 2023, in Auburn, Ala. (AP Photo/Vasha Hunt, File)

The settlement being discussed could have the NCAA paying nearly $3 billion in damages over 10 years, with help from insurance and withholding of distributions that would have gone to the four big conferences. Last year, NCAA revenue approached $1.3 billion and the association projects a steady rise in coming years, thanks mostly to increases baked into the television contract with CBS and Warner Bros. Discovery for the men’s basketball tournament. A new, eight-year deal with ESPN worth $920 million for the Division I women’s basketball tournament and other championship events takes effect in 2025.

The potential settlement also calls for a $300 million commitment from each school in those four conferences over 10 years, including about $20 million per year directed toward paying athletes. Administrators have warned that could lead to program cuts for the so-called non-revenue sports familiar to fans who watch the Olympics.

“It’s the Olympic sports that would be in jeopardy,” Alabama athletic director Greg Byrne said during a March panel in Washington led by Sen. Ted Cruz (R-Texas) . “That’s men and women. If you look at the numbers for us at the University of Alabama, with our 19 sports outside of football and men’s basketball, we lost collectively almost $40 million.”

WHO GETS PAID?

FILE - Boston College play SMU during the first half of the Fenway Bowl NCAA football game at Fenway Park Thursday, Dec. 28, 2023, in Boston. (AP Photo/Winslow Townson, File)

Not entirely clear. Presumably, it would start with the athletes in sports that produce most of the revenue: football and men’s basketball players at the biggest and wealthiest programs. Women’s basketball is likely next in line, but it is possible athletes in all sports could see some benefit — but probably not at all schools.

What’s being considered is allowing schools to pay athletes, but not requiring those payments. Schools that don’t rake in millions in TV revenue wouldn’t necessarily be on the hook. There are also unanswered questions about whether the federal gender equity law Title IX would require equal funding for male and female athletes.

WHO MAKES THE CALL?

FILE - Footballs stand ready before the Virginia Tech at Wake Forest NCAA college football game in Winston-Salem, N.C., Saturday Oct. 15, 2011. (AP Photo/Bob Leverone, File)

Getting the presidential boards of four conferences and the NCAA board of governors to approve a settlement is not a given, not to mention the plaintiffs in the House case. Still, the possibility of having to pay $4 billion in damages — and the NCAA has been on the losing end of many recent court cases — has spurred interest in a deal before trial begins in January.

The case is being heard in the Northern District of California by U.S. Judge Claudia Wilken, who has already ruled against the NCAA other landmark antitrust lawsuits and ordered the sides in House to seek a settlement.

EMPLOYMENT AND COLLECTIVE BARGAINING

Settling existing cases is only one step. A new system for compensating college athletes would be needed to avoid similar challenges in the future; for example, anything that looks like a cap on compensation by, say, the four major conferences would be ripe for another lawsuit.

The NCAA has been asking Congress for some kind of antitrust exemption for years, but the emphasis has shifted lately from regulating NIL compensation to keeping the athletes from being deemed employees.

A ruling from an NLRB regional director paved the way for members of the Dartmouth men’s basketball team to vote to join a union after being deemed employees, and many have advocated for collective bargaining as a solution to college sports’ antitrust exposure.

Jason Stahl, executive director of the College Football Players Association advocacy group, says lawmakers should create a special status for college athletes that would give them the right to organize and collectively bargain without actual employee status.

Stahl said even though many college athletes are apprehensive about being employees and joining a union, they should have the right to decide that.

“My concern is there would be some type of one-two punch,” Stahl said of a lawsuit settlement followed quickly by federal legislation to codify a revenue-sharing plan that precludes athletes from employee status and the right to organize. “A lot of things I’m hearing about this cap are not things I want to be hearing.”

WHAT’S NEXT

FILE - Southern California coach Lincoln Riley has eggnog poured onto him after USC defeated Louisville in the Holiday Bowl NCAA college football game, Wednesday, Dec. 27, 2023, in San Diego. (AP Photo/Denis Poroy, File)

There are so many moving parts that it is hard to say with certainty, though settling House seems to a priority for late spring or summer. The earliest for any true changes noticed on campus would be fall of 2025.

AP college football: https://apnews.com/hub/college-football

Should College Athletes Be Paid? Essay Example, with Outline

Published by gudwriter on November 23, 2017 November 23, 2017

Here is an essay example on whether college athletes should be paid or not. We explore the pros and cons and conclude that college students have a right to be paid.

Elevate Your Writing with Our Free Writing Tools!

Did you know that we provide a free essay and speech generator, plagiarism checker, summarizer, paraphraser, and other writing tools for free?

If you find yourself struggling to complete your essay, don’t panic. We can help you complete your paper before the deadline through our homework help history . We help all students across the world excel in their academics.

Should College Athletes Be Paid Essay Outline

Introduction.

Thesis: College students should be paid given the nature and organization of college athletics.

Reasons Why College Athletes Should Be Paid

Paragraph 1:

Since college athletics programs are geared towards turning a profit at the end in terms of the revenue generated during the programs, it would only be fair to pay the athletes involved.

• Some of the revenues should be passed to the people who actually cause the fans to come to the pitch, the players.
• The NCCA should consider passing regulations that control the compensation made to coaches so that they do not get paid salaries that are unnecessarily high.

Paragraph 2:

Paying college athletes would also limit or even end corruption from such external influences as agents and boosters.

• Bribing players kills the spirit of whatever game they are involved because they would be playing to the tune of the bribe they receive.
• If they cannot get well compensated by their respective parent institutions, a player would be easily lured into corruption.

Paragraph 3:

Student athletes are subjected to huge workloads that only make it fair that they get paid.

• They are required to regularly attend physical therapy, weight trainings, team meetings, film sessions, and practice for the various sports they take part in.
• They are still required to attend all classes without fail and always post good grades

Reasons Why College Athletes Should Not Be Paid

Paragraph 4:

Paying college athletes would remove their competitive nature and the passion they have for the games they participate in.

• It would culminate into a situation where the only motive the athletes have for playing is money and not the sportsman drive of winning games and trophies.
• The hunger and passion usually shown in college sports would be traded for “lackadaisical plays and half-ass efforts that we sometime see from pros.”

Paragraph 5:

Paying college athletes would also lead to the erosion of the connection between athlete students and college values.

• College sports would be effectively reduced to a market where students who are yet to join college and are talented in sports are won over by the highest bidding institution.
• A student would join a college not for its values in academics and social values but because it offers the best compensation perks in sports.

Intercollegiate athletic competitions continue to grow and gain more prominence in the US. The NCAA and the institutions of higher learning involved continue to make high profits from college athletic programs. College athletes deserve being paid because without them, college sports would not be existent.  

Crucial question to explore; describe how you have taken advantage of a significant educational opportunity .

Essay on “Should College Athletes Be Paid?”

College athletics is a prominent phenomenon in the United States of America and is controlled and regulated by the National Collegiate Athletic Association (NCAA). The Association is non-profit and is in charge of organizing the athletic programs of many higher learning institutions including universities and colleges. From the programs, the Association reaps significant revenues which it distributes to the institutions involved in spite of it being a non-profit organization. Noteworthy, the participants in the athletic programs from which the revenues are accrued are college students. This scenario has led to the emergence of the question of whether or not college students deserve being paid for their participation. This paper argues that college athletes should be paid given the nature and organization of college athletics.

Since college athletics programs are geared towards turning a profit at the end in terms of the revenue generated during the programs, it would only be fair to pay the athletes involved. “A report by  CNN’s Chris Isidore  in March 2015 named the Louisville Cardinals as the NCAA’s most profitable college basketball team for the 2013-14 season…” (Benjamin, 2017). Additionally, the programs have attracted huge coaching salaries which continue rising, with a basketball coach getting as high as $7.1 million in salaries. So, would it not be prudent to pass some of these revenues to the people who actually cause the fans to come to the pitch, the players? The NCCA should consider passing regulations that control the compensation made to coaches so that they do not get paid salaries that are unnecessarily high. This would allow for some part of the revenue to be channeled to compensating the players and give more meaning to collegiate athletics.

Paying college athletes would also limit or even end corruption from such external influences as agents and boosters. “Over the years we have seen and heard scandals involving players taking money and even point-shaving” (Lemmons, 2017). Bribing players kills the spirit of whatever game they are involved in because they would be playing to the tune of the bribe they would have received. But again, if they cannot get well compensated by their respective parent institutions, a player would be easily lured into corruption. It should be noted that since it is some sort of business, an institution would do all within its reach to enable its college sports team(s) win matches and even trophies, including bribing players of opponent teams. The most effective way of curbing this practice is to entitle every player to a substantial compensation amount for their services to college athletics teams.

Perhaps you maybe interested in understanding some of the mistakes to avoid when crafting an MBA essay .

Further, student athletes are subjected to huge workloads that only make it fair that they get paid. They are required to regularly attend physical therapy, weight trainings, team meetings, film sessions, and practice for the various sports they take part in. On top of all that, they are still required to attend all classes without fail and always post good grades (Thacker, 2017). Is this not too much to ask for from somebody who gets nothing in terms of monetary compensation? Take a situation whereby an athlete gets out of practice at about 7 pm and has got a sit-in paper to take the following day. He or she is expected to study just as hard as every other student in spite of being understandably tired from the practice. It beats logic how a student in such a tight situation is expected to get all their work successfully done. It becomes even less sensible when it is considered that these students still have a social life to make time for (Thacker, 2017). Being paid for this hectic schedule may give them the motivation they need to keep going each day despite the toll the schedule takes on them.

Paying college athletes would remove their competitive nature and the passion they have for the games they participate in. It would culminate into a situation where the only motive the athletes have for playing is money and not the sportsman drive of winning games and trophies. As noted by Lemmons (2017), the hunger and passion usually shown in college sports would be traded for “lackadaisical plays and half-ass efforts that we sometime see from pros.” College sports would morph into full blown business ventures whereby the athletes are like employees and the colleges the employers. Participation in a sport would become more important for students than the actual contribution their participation makes to the sport. Moreover, students would want to take part not in sports in which they are richly talented but in sports that can guarantee better payment.

Paying college athletes would also lead to the erosion of the connection between athlete students and college values. “If a high-school football prodigy reported that he chose Michigan not for its academic quality, tradition, or beautiful campus but because it outbid all other suitors, a connection to the university’s values would be lost” (Yankah, 2015). College sports would be effectively reduced to a market where students who are yet to join college and are talented in sports are won over by the highest bidding institution. The implication is that a student would join a college not for its values in academics and social values but because it offers the best compensation perks in sports. It is clear here that the connection would purely be pegged on sports and payment. This will also turn colleges from grounds of molding future professionals to sports ventures.

Intercollegiate athletic competitions continue to grow and gain more prominence in the US. The NCAA and the institutions of higher learning involved continue to make high profits from college athletic programs. There are even coaches whose salaries for offering their services to college sports teams run into millions of dollars. Yet, those who work so hard so that this revenue can be realized are sidelined when it comes to payment. College athletes deserve being paid because without them, college sports would not be existent. It is thus less logical to continue engaging them while they do not enjoy the proceeds from their work.

Benjamin, J. (2017). “ Is it time to start paying college athletes? Tubby Smith and Gary Williams weigh in” . Forbes . Retrieved 21 November 2017, from https://www.forbes.com/sites/joshbenjamin/2017/04/04/is-it-time-to-start-paying-college-athletes/#72b48b3af71f

Lemmons, M. (2017). “ College athletes getting paid? Here are some pros and cons” . HuffPost . Retrieved 21 November 2017, from https://www.huffingtonpost.com/entry/college-athletes-getting-paid-here-are-some-pros-cons_us_58cfcee0e4b07112b6472f9a

Thacker, D. (2017). Amateurism vs. capitalism: a practical approach to paying college athletes.  Seattle Journal for Social Justice , 16(1), 183-216.

Yankah, E. (2015). “ Why N.C.A.A. athletes shouldn’t be paid” . The New Yorker . Retrieved 21 November 2017, from https://www.newyorker.com/news/sporting-scene/why-ncaa-athletes-shouldnt-be-paid

Special offer! Get 20% discount on your first order. Promo code: SAVE20

Related Posts

Free essays and research papers, artificial intelligence argumentative essay – with outline.

Artificial Intelligence Argumentative Essay Outline In recent years, Artificial Intelligence (AI) has become one of the rapidly developing fields and as its capabilities continue to expand, its potential impact on society has become a topic Read more…

Synthesis Essay Example – With Outline

The goal of a synthesis paper is to show that you can handle in-depth research, dissect complex ideas, and present the arguments. Most college or university students have a hard time writing a synthesis essay, Read more…

Examples of Spatial Order – With Outline

A spatial order is an organizational style that helps in the presentation of ideas or things as is in their locations. Most students struggle to understand the meaning of spatial order in writing and have Read more…

• Grand Rapids/Muskegon
• Saginaw/Bay City
• All Michigan

Agent reveals how NIL really works in college sports

• Updated: May. 17, 2024, 5:06 a.m. |
• Published: May. 16, 2024, 10:46 a.m.

The NCAA began allowing athletes to get paid for their name, image, and likeness in 2021, and NIL payments are now common practice across college sports. (Photo: Matt Slocum | AP, File) AP

• Andrew Kahn | [email protected]

Three years ago, the NCAA began allowing college athletes to profit off their name, image, and likeness. What many thought NIL was going to be -- high-achieving athletes snagging endorsements from local companies; a handful of especially marketable players earning bigger deals -- was naïve and/or misguided.

In reality, players are being compensated based on their athletic performance and choosing colleges -- out of high school or through the transfer portal -- with money as a major factor.

For those not actually involved in these transactions, there is plenty of intrigue, confusion, and misinformation.

“From the outside looking in, it is this whole mystery box of madness,” said Daniel Poneman.

Poneman is an insider, an agent who is confident saying he has the largest stable of college basketball clients in the country.

In two recent appearances on Doug Gottlieb’s “All Ball” podcast and a phone interview with MLive, Poneman explained how the NIL system works, listed problems he encounters, and offered potential improvements.

His client list only included professional basketball players until NIL became a thing in college sports in the summer of 2021. He helped one player transfer that offseason, learned about collectives -- groups that organize NIL payments at a particular school -- and found a new niche. While he has helped negotiate deals for college athletes in football, women’s basketball, and other sports, he doesn’t currently represent any clients outside of men’s basketball. Many of his comments, however, apply to NIL in general.

The vast majority of the money is coming from collectives. Even many of the funds from local businesses are being funneled through collectives, Poneman said, with the athletes often doing appearances or social media posts in return.

A large number of high-major men’s basketball programs are working with a $3 million annual budget to spend on the roster, Poneman said. Only a handful are higher. There are high-majors spending as little as $500,000 and everywhere in between. Spending doesn’t necessarily correlate to winning. Some teams spent less than $1 million last season and had great success; others were at the $3 million mark and missed the NCAA Tournament.

A program’s budget can change year to year as well. A new coach can lead to an influx of cash, with John Calipari’s arrival at Arkansas a prime example. A losing season, or a coach falling out of favor with prominent donors, might cause the well to dry up.

There is an actual market for a player and typically an outlier, Poneman said. For example, five schools might offer the same player $300,000 and another offers twice as much because it is flush with cash at the moment. Or a player who’s best offer is mid five figures for most of the portal season receives an offer twice that by a desperate program.

Poneman said $500,000 deals for top men’s college basketball players have been far more common this year than even last, with outlets reporting multiple $1 million deals. Great Osobor transferred from Utah State to Washington for what ESPN reported as a $2 million deal. Unsurprisingly, not everything on the internet is true. The recruiting website On3, for example, lists “NIL valuations” for college athletes. Darren Heitner, a lawyer who teaches and NIL course at the University of Miami’s law school, told MLive those are “subjectively-based valuations and not at all even relative to what many of these athletes are receiving.”

So how does an agent factor into this operation? Poneman said a good one adds value by understanding the market and not negotiating based off rumors; reviewing contracts; and ensuring players get paid. “There are stories -- many true -- of kids being promised $100,000 and getting $20,000,” he said.

For their work, agents take a percentage of the money the athlete receive, with those commissions varying based on the agent, the athlete, and the services provided.

When Poneman signs a new client, he has the player rate the importance of several factors in a potential school: money, academics, team success, location, and player development, among others. He views it as his job to find a school that best fits the player’s preferences.

Poneman has connections to coaches all over the sport. He appreciates when a program has a general manager or someone who understands the market. He feels he has a legitimate sparring partner as opposed to dealing with a coach who is busy coaching and recruiting.

Likewise, he said that legitimate, well-funded collectives enjoy working with him because he can usually find a pathway to a deal with a player. Collectives without serious money, he said, would rather deal with an amateur agent -- or the player directly -- in the hopes of fleecing the player.

One of Poneman’s favorite situations is when a coach at a mid-major program knows his star player will leave after the season and asks Poneman to represent him with the hope that Poneman can find that coach a replacement -- perhaps a player from a high-major program who didn’t get as much playing time as he’d hoped.

Poneman referenced an instance where a mid-major player was thinking about transferring. Poneman reached out to seven high-major head coaches, learned he was not likely to be a starter at that level, and the player decided to stay put.

Poneman also does a lot of what he calls “retention negotiations,” in which a player has a good general situation at a particular school but is being offered more money elsewhere.

Some coaches are more understanding than others when it comes to these negotiations and NIL in general, Poneman said. Many coaches are used to being “dictators” in their own program and the NIL era has shifted the balance of power.

Poneman pointed out several problems with the current landscape, starting with bad contracts or, in some cases, the absence of written agreements.

Just recently he finalized deals for three players with a particular collective and had to negotiate hard to remove contract language that, he said, allowed the collective to end payments for any reason. “They said, ‘Don’t worry, we wouldn’t do that to you.’ (I said), ‘OK, if you wouldn’t do it, then put it in writing.” He could only assume athletes at that school without good representation were exposed.

Poneman said a dollar amount from a school can mean many different things. A $200,000 offer might include the full value of a car even if it will only be leased. A multi-year deal could be backloaded so the player doesn’t get the bulk of the money if he transfers, which could lead a school to run the player out of the program.

Poneman said he saw a situation two years ago where boosters wanted the head coach fired so they stopped paying the players, many of whom -- not his clients -- were on handshake deals negotiated by parents or inexperienced agents. Poneman has had to use the courts -- or the threat of a lawsuit -- to get his clients paid.

Poneman is a National Basketball Players Association-certified agent, meaning he passed a written test and a background check, and pays annual dues.

He highlighted a handful of others in the NIL industry doing good work: George Langberg, Drew Kelso, Austin Walton, and Paolo Zamorano. Poneman doesn’t mind promoting some of his competitors.

“We need more good agents in the space because any kid who is making more than $50,000 should have a professional in their corner helping them,” he said. “Even if they’re not negotiating or guiding their career, at least reading the contracts and making sure they’re protected. At least making sure the schools and the collectives can’t screw them over.”

Poneman said there are far too many college students or recent grads who “read about NIL and call themselves NIL agents.” He regularly receives messages on social media from these people, who’ve managed to land clients, requesting basic advice, like seeing a copy of an NIL contract with a collective. He admitted there might not be enough qualified agents to go around given the sheer number of college athletes.

Even if all athletes could be properly assisted, issues remain. Poneman would like to see more multi-year deals with buyouts. If a player leaves a school, he would have to return some of the money he was given or forfeit future payments from the school, depending on the case. In these scenarios, Poneman said, the player would be recouping that money (and more) from whatever deal he was signing at his new school.

To avoid schools and players holding each other hostage midseason, Poneman advocated for set “free agency” windows, just like in professional sports, when NIL contracts can be negotiated and signed. For basketball, perhaps that window is mid-March to June 1.

He likes the idea of team performance bonuses and conferences sharing TV revenue with collectives. Many of his proposals, he conceded, might require college athletes to be recognized as employees and, in turn, unions.

This new era is different from what many envisioned. For those who complain it is simply pay-for-play -- which the NCAA initially tried to ban -- and not legitimate name, image, and likeness compensation, Poneman disagrees.

“It’s not getting an endorsement deal from Nike or a local pizza shop,” he said. “But I actually do believe in most of these cases this is players making money from their name, image, and likeness because these universities are using sports as a marketing vehicle for the university.”

When a school’s athletic teams have success, that school’s admissions increase and so does revenue.

“Players are acting as a marketing vehicle for universities that bring in millions, if not billions of dollars.”

The distinction between an athlete’s college career and professional career is eroding, Poneman said. It might be better to think of it as one long journey, with the NCAA being the starting point.

“The NCAA has been hellbent on putting the toothpaste back in the tube,” Poneman said, referencing the organization’s lobbying for government intervention. “It’s not going back in the tube.

“The toothpaste is on the toothbrush, so let’s figure out how to work together to move forward.”

Latest Michigan basketball news:

• Michigan basketball announces new assistant coach
• Dusty May embracing NIL as Michigan steps up its player compensation
• Ex-Michigan basketball captain to break ground on community complex in Detroit
• Ex-Michigan basketball commit Khani Rooths announces college choice
• Michigan basketball transfer commits to Miami

If you purchase a product or register for an account through a link on our site, we may receive compensation. By using this site, you consent to our User Agreement and agree that your clicks, interactions, and personal information may be collected, recorded, and/or stored by us and social media and other third-party partners in accordance with our Privacy Policy.