Student athletes dicuss rupture in student body

When walking to the academic side of campus, many Lewis & Clark students pass by the Pamplin Sports Center, often paying it little to no mind. The massive complex sits at the corner of our campus, demarcating a boundary both visible and abstract. Any student who has attended LC in recent years has likely encountered one of the college’s infamous problems: The divide between student athletes and the rest of the student body. 

This community issue proves especially concerning when factoring in the amount of LC student athletes that identify as Black, Indigenous and people of color (BIPOC). The separation that exists between student athletes and non-athletes initially appeared to be a form of social exclusivity or an example of like-minded students creating friendships. However, a conversation with student athletes Daelon Floyd ‘21, a power forward for the basketball team, and Eryk Schaftlein ‘21, an offensive linebacker and coach for the football team, emphasized the considerable negative ramifications that student athletes experience as a result of this divide. They often feel alienated and unsupported, both at their games and in the classroom. 

When Floyd first visited the college as a recruit, he recalled a large crowd cheering on the LC basketball during a game. That experience played a role in his decision to attend LC. However, during his four years, Floyd has yet to see such a crowd showing support for student athletes. Unfortunately, the classroom fails to offer respite for student athletes as well. This pocket of our community continues to spend hours outside of the classroom to perfect their sport, yet the triumphs they achieve are often celebrated alone. 

“This isn’t a D1 (Division one) school, and it’s far from it, but as an athlete, we want to have that feeling that someone values our sport, values our craft and what we’re doing,” Floyd said. 

Schaftlein relayed similar sentiments surrounding community turnout at games, stating that there are often times in which “we play a team at home and they have way more people than we do on their own their stands. And we’re getting out-cheered at our house.”

This lack of support for student athletes only  furthers the divide in our community. However, in recent years, student athletes have strived to increase school spirit among the general student body. 

Floyd and Schaftlein also both touched on how their identity as BIPOC athletes shaped their experiences in the classroom at a predominantly white institution. 

“It wasn’t encouraging because my professors and the peers around me looked at me like, ‘Yeah, I don’t know if I want to do a project with Daelon. I think he might just skip out and go shoot some hoops and not even pay attention. He’s gonna be the one that’s like a shackle on our ankles on this project.’ I’m like, why are you looking at me like that?” Floyd said.

“Sometimes it really feels like I can’t catch up to everybody else, and it’s taken a while for me to get comfortable with talking how I talk, being who I am. And part of that is just growing up and part of that is just you know, exploring, who I am as a Black man.” Schaftlein explained.

The two athletes also emphasized how they, like other BIPOC athletes, have become chameleons in the classroom. They often found it necessary to not speak in African American Vernacular English and make an effort to act more similar to the white students. 

“Because that’s what everybody else is doing, and if I wanted to fit in in the classroom, and be respected…I had to fit that mold.” Floyd said.

“We’re expected to be Obama’s,” Schaftlein said. “No, I don’t look like Obama, like, I’m not Obama, I don’t need to talk like Obama.”

More often than not, attempting to fit the mold that Floyd and Schaftlein discussed proves to be not only unsustainable and dehumanizing, but is based in white supremacy as well. 

You have got to be one of the people that fit the mold and that mold is you know, a white man.”

As Floyd and Schaftlein look towards their upcoming graduation this May, they described the change they would like to see going forward on our campus. 

“How can we change that divide for the next generation that comes to LC? And how can we, year by year, make that divide a little bit closer to just being together?” Floyd said. “I want to figure out how you can help us, but also, how can we help you?” 

Schaftlein similarly believes that the divide can be overcome if students can do something as simple as starting a conversation. “I’m not gonna just talk to you out of the blue, because I am a big black man, and it’s, you know, intimidating…. but sometimes I will take the initiative and try to talk to people and I just expect the same for everyone.” 

As a fellow soon-to-be graduate, Floyd and Schaftlein helped me realize how many opportunities I missed to connect with other students. In realizing my mistakes, I remain hopeful for the future like Floyd and Schaftlein. The conversation we shared is emblematic of the way forward to bridge this division on our campus.