Although both female and male athlete students have higher GPAs than non-student athletes do, the contribution from female student-athletes is great on the differences that appear when making the comparison (NFSHSA 1991). Both non-athlete and athlete boys score lower grades besides behavior badly compared to girls. Besides achieving highly in GPAs, sports increase the odds for female students by forty percent after graduating from college when making comparisons with non-athlete female students. On the contrary, higher scores in GPAs for both Hispanic and Black athletes with the comparison to counterparts, the same does not extend to long-term success in their later lives (Dinnger 1993).
Whiter athlete students attend and complete schooling compared to their Black counterparts. Griffith, (2004) says in the article that students in high school participating in sports are less hostile towards their peers and have higher chances of completing schooling compared to non-athletes. Goals in sports are mutual thereby; students playing sports understand the value of teamwork geared towards success. Sports help school-going children in learning and recognizing the unique value of teamwork in success. The by Mock, (2003) mentions that taking part in sports palsy an important role in helping at-risk youths.
At an average of ten percentage points, students with African origin plan to enroll for AP courses in college and plan attending college education compared to non-athletes. Taking part in sports enhances the academic investment, aspirations, and achievements of students (NHSAW 2001). By quoting the national report, Tublitz, (2007) posits that learning institutions that emphasize on extracurricular and sporting activities witness reduced conflicts among learners even from different races. This explains why in learning institutions should be aware of influences of sporting activities in schools before making a decision on either retaining or eliminating sports (Carr 2005).
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