Graduate School of Education
2102 Sproul Hall
My research interests are located in the broad field of higher education and include racial equity issues, student engagement, intercollegiate athletics, as well as diversity competence and leadership in student affairs using an explicit framework of social justice and activism. The primary objective of my research has been to interrogate the ways in which the interaction between person characteristics (e.g., identity, personal epistemologies, and culture) and characteristics of the campus environment (or events, activities) influence subsequent experiences and educational outcomes.
- B.A., American Studies, University of California, Berkeley
- M.S., Sport Management, United States Sports Academy
- M.A., Education, University of California, Los Angeles
- Ph.D., Education, University of California, Los Angeles
Dr. Eddie Comeaux serves as associate professor of higher education in the Graduate School of Education. He maintains an active research agenda that examines the college student experience—with special attention on athletes and underrepresented students— and how those experiences influence their subsequent outcomes. Central to much of his work are issues of access and equity. Comeaux has authored numerous peer-reviewed articles in the major journals for higher education and other related fields including Educational Researcher, Journal of Higher Education, Journal of Intercollegiate Sport, Journal of College Student Development, Journal of Student Affairs Research and Practice, and Sociology of Sport Journal. He also has published two recent books, Introduction to Intercollegiate Athletics (Johns Hopkins University Press, 2015) and Making the Connection: Data-Informed Practices in Academic Support Centers for College Athletes (Information Age publishing, 2015), and has a forthcoming co-authored book, College Athletes’ Rights and Well-Being: Critical Perspectives on Policy and Practice (Johns Hopkins University Press).
Having spent several years conducting research on college athletes and students from underrepresented groups, Comeaux is committed to creating more inclusive and optimal learning environments for these students. Recently, he developed the Career Transition Scorecard (CTS), an action-oriented approach to accountability and change in intercollegiate athletics. Comeaux is currently working with participating athletic departments to implement the CTS and other “best practices” not only to foster evidence-based approaches among higher education practitioners in order to better understand the educational landscape of college athletes but also to enhance the quality of athletes’ school-to-career transitions. Additionally, in a research project commissioned by the UC Office of the President, Comeaux is currently working to understand college choice processes of African American students who did not elect to enroll in a UC campus.
Dr. Comeaux teaches courses on college student development theories, intercollegiate athletics, foundations of research, and diversity issues in higher education. He is the co-founder and former Chair of the Special Interest Group, Research Focus on Education and Sport for the American Educational Research Association. In addition, Comeaux serves on several editorial boards. Prior to earning his Ph.D. at UCLA, he was drafted out of the University of California, Berkeley in the amateur free draft by the Texas Rangers baseball organization– and spent four years playing professionally.
Jayakumar, U. M., & Comeaux, E. (2016). The cultural cover-up of college athletics: How organizational culture perpetuates an unrealistic and idealized balancing act. Journal of Higher Education, 87(4), 488- 515.
Comeaux, E. (2015). Innovative research into practice in support centers for athletes: Implications for the academic progress rate initiative. Journal of College Student Development, 56(2), 274-279.
Comeaux, E., Snyder, E. M., Speer, L., & Taustine, M. (2014). The role of engagement activities on college outcomes: A retrospective study of division I male and female student-athletes. College Student Affairs Journal, 32(1), 205-217.
Comeaux, E. (2013). Faculty perceptions of high-achieving male collegians: A critical race theory analysis. Journal of College Student Development, 54(5), 453-465.
Comeaux, E. (2013). Rethinking academic reform and encouraging organizational innovation: Implications for stakeholder management in college sports. Innovative Higher Education,38(4), 281-293.
Comeaux, E. (2013). The long-term benefits of cross-racial engagement on workforce competencies for division I White student-athletes. Journal of Student Affairs Research and Practice, 50(1), 37-55.
Comeaux, E. (2012). Unmasking athlete microaggressions: Division I student-athletes engagement with members of the campus community. Journal of Intercollegiate Sport, 5(2), 189-198.
Comeaux, E. & Harrison, C.K. (2011). A conceptual model of academic success for student-athletes. Educational Researcher, 40(5), 235-245.
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.
Comeaux, E. & Allen, W. R. (2009). Exclusions and illusions: Rethinking the mysterious UC admissions process that disadvantages deserving African American students. In L. Tillman (ed), The Sage Handbook of African American Education (pp. 273- 281). Sage Publications, Inc.
Comeaux, E. & Harrison, C.K. (July, 2007). Faculty and male student athletes in American higher education: Racial differences in the environmental predictors of academic achievement. Race, Ethnicity and Education, 10(2), 199-214.