Great expectations

In May, allegations surfaced that a University of Memphis basketball player from the 2007-2008 season knowingly submitted SAT scores that were not his own in order to gain entry to the university. The NCAA conducted an investigation into the matter once made aware of its existence-and for good reason, because the moral implications of such an act are both numerous and grave.

Although the case mentioned above dominated much of the summer's sports news, it is a relatively easy one to solve and seems void of any real moral dilemma. The accusations are serious and universally recognized as such, and the consequences of a vacated season seem to fit the crime. But the extended coverage of the story was enough to keep me thinking about the subject. When considered closely, it becomes evident that the incident raises a larger issue, one that seems to have gone unnoticed by the media and that even stretches to Duke's campus.

The issue in question is one that could be perceived as an exaggerated burden placed on college athletes, with an emphasis on basketball players (although the specific sport may vary with locale). Certainly no one will disagree that violations such as cheating and plagiarism have no place in any respected institution. Furthermore, if the allegations against the unknown player are true, it is only logical that his achievements be invalidated because he directly violated league policy.

The differences between the expectations placed on the typical college student and those placed on students like the Memphis basketball player are glaring. On one hand, reasonable expectations of the average college student are likely to include regular attendance of classes, a concerted scholastic effort outside of the classroom and, among other things, a relatively healthy lifestyle. However, it is important to note that the third item in this list is in no way mandated, but simply recommended by our society. There is no entry examination one must pass to gain entry to school concerning the ability to dunk a basketball or throw a touchdown pass. If we do not ask our students to be superior athletes, why should we ask our athletes to be intellectuals?

Perhaps it has something to do with the premium put on education. One could argue that although athletic ability is appreciated, it cannot serve as a substitute for erudition. However, this seems at best to be a matter of personal opinion. Similarly, true excellence in the realm of athletics can, at times, prove more financially promising than its counterpart in the "real world."

And, while we're on the subject of money, ticket sales and endorsements generate large amounts of revenue for Division-I programs each year, made possible only by the athletes themselves. One must also take into account the bonus cash each tournament team receives, not to mention all of the positive press generated by and for winning programs. Combine all of the above with the handsome donations of well-to-do fans, team paraphernalia sales and any sort of community outreach completed by the university teams, and it's safe to say that college athletes are more than doing their part for the school.

Now, nothing that has been said here is meant to undermine the hard work and extended effort of the true renaissance man or woman. The idea of being an athlete and that of being a student are not mutually exclusive, and there are certainly athletes on our campus that prove as much every day. For all my knowledge on the subject, it is entirely possible that every athlete on our campus proves as much every day.

I am rather observing the mild hypocrisy of a system that heaps expectations on dutiful athletes, yet at the same time demands much less of its everyday students. Regardless of where a student's hard work is taking place, be it in the gym or in the classroom, the fact remains that it is hard work. Thus it should be rewarded, no matter what shape it takes.