Resource Guide for First-Year Student Athletes

HSTEM Connection & Inspiration:

This project was shaped by core themes from the HSTEM course, especially around access, equity, and structural barriers in academic spaces. Inspired by The Privileged Poor, the guide acknowledges how student-athletes, especially those from under-resourced schools, may arrive at Amherst without the same academic preparation or familiarity with college support systems. Like the students Anthony Abraham Jack writes about, many athletes are granted entry to elite institutions without being fully included or supported once there. Additionally, Meanings of Mobility helped frame how access to information, community, and guidance shapes a student’s sense of belonging and success. This reading opened my eyes to how people’s varying socioeconomic status, familial relations, and support systems also contribute to a disconnect in success at rigorous institutions like Amherst. Braiding Sweetgrass and Disarming Humanity also pushed me to rethink how knowledge is shared and valued in STEM spaces. The framing of abundance over scarcity in Braiding Sweetgrass helped me approach this guide as a tool of mutual support rather than gatekeeping, where collaboration, not competition, drives success. Everybody at Amherst deserves an equal chance to succeed. Similarly, Disarming Humanity challenged static ideas of truth, encouraging us to question the systems we inherit and imagine more inclusive ones. By creating a clear, student-informed resource hub, this project puts into practice the HSTEM values of inclusion, visibility, and institutional accountability to help student-athletes experience more supported and equitable transitions to Amherst.

Another source of inspiration came from a previous HSTEM project titled “DEI outline for athletic teams” by Anna Baxter. DEI initiatives in athletic settings can play a powerful role in fostering a culture of inclusion, belonging, and support for athletes from all backgrounds. Research and campus conversations have shown that Black and Latinx students often face additional barriers in predominantly white institutions, and creating dedicated spaces, meetings, or resource networks can help marginalized students feel seen and supported. These efforts not only promote individual well-being but also lead to stronger academic and athletic outcomes. I drew inspiration from these initiatives while developing this project, aiming to build on this framework and provide other forms of support for first-year student-athletes. By centralizing resources and encouraging connection, this guide seeks to extend the spirit of DEI work, creating an environment where all student-athletes can feel more confident, welcomed, and set up for success from the very start.

My own experience transitioning from a less academically rigorous high school to Amherst also played a key role in inspiring this guide. At times, I felt out of place among peers who had already taken similar courses at elite private schools, which led me to question whether I truly belonged. That sense of academic and social disconnect was discouraging, and I know I am not alone in having felt it. With this guide, I hope to ease that transition for other first-year students by reducing feelings of alienation and helping them build confidence as they navigate both academic and athletic life at Amherst.

Student Testimonials

“I constantly found myself falling behind on work because practice took up most of my time outside of class” – Amherst Student-Athlete

“I was unaware of how many resources Amherst had to offer during my first year here. I wish I had known sooner and if they had been easier to access all at once” – Amherst Student-Athlete

“I wish that I had something to refer to during that first semester because it was definitely a big transition [to Amherst] from a less rigorous setting”- Amherst Student