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Power, Bodies and Identity: how different forms of physical education construct varying .... |
....masculinities and feminities in secondary schools
Physical education (PE) lessons are an important arena for the
construction and consolidation of dominant and subordinate
masculinities and femininities within schools. The gym, sports hall,
playing field and associated areas such as changing rooms and showers
function as sites both for the gendered display of hegemonic forms of
heterosexual masculinity and for the subordination of alternatives.
Femininities of different sorts are also played out through the
acceptance and refusal of different forms of school PE and
out-of-school exercise activities. This paper considers how different
forms of physical education and sports in schools contribute to the
construction and perpetuation of different forms of heterosexual
masculinities and femininities. In it I attempt to map Frank's (1991,
1995) ideal types of bodily usage against activities in the male and
female traditions of school PE. I look at the gender marking of Frank's
ideal types and the corresponding PE, sports and fitness activities and
at how the different bodily usages encouraged by different forms of
secondary school PE permit and encourage the development of particular
masculinities and femininities while discouraging others.
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How Did the Sport Make You Feel? Looking at the Three Dimensions of Emotion through a Gendered Lens |
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Emotional responses to mediated messages are dependent on the viewer and the content of the message. In this experiment, self-reported emotional responses of undergraduate females (N=43) to gendered sports portrayals featuring male and female athletes were measured on the self-assessment mannikin. Female viewers felt more positive, aroused and dominant while watching sports broadcasts featuring female athletes rather than broadcasts featuring male athletes. These finding suggest that female viewers have these emotional responses due to the fact that these female athletes are surpassing the expectations their participation held in a traditionally masculine area. Also, feelings of positivity and arousal toward male athletes participating in feminine sports shows an acceptance of male athletes exhibiting characteristics traditionally thought exclusive to females.
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Footballs Versus Barbies: Childhood Play Activities as Predictors of Sport Participation by Women |
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The present study examined the extent to which childhood play activities predict future sport participation by women. Eighty-four college women (40 Division III varsity athletes and 44 nonathletes) at a predominantly White liberal arts school in the Southwest completed a questionnaire that measured their adult experiences with sports as well as their childhood play activities. The results revealed that playing with ‘‘masculine’’ (rather than ‘‘feminine’’) toys and games, playing in predominantly male or mixed-gender groups, and being considered a tomboy distinguished between women who later became college athletes and those who did not. These findings suggest that childhood play activities should be considered, along with other agents of socialization (i.e., family, peers, coaches), as important factors in predicting future sport participation by females.
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Being Female and Athletic: A Cause for Conflict? |
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This study examined the interrelationships among role conflict, gender role orientation, and female sport participation. One hundred six female high school athletes and nonathletes were administered the Personal Attributes Questionnaire and a role conflict inventory. Multivariate analyses revealed that athletes experienced significantly higher levels of role conflict than nonathletes, but a nonsignificant relationship was found between role conflict and gender role orientation. Role conflict was also unrelated to type of sport, although team athletes high in feminine orientation perceived higher role conflict than low feminine oriented athletes. Overall, levels of perceived and experienced role conflict were low. In sum, role conflict does not appear a major concern for adolescent female athletes nor was gender role orientation a factor related to conflict between the roles o f female and athlete.
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Adolescents' Perceptions of Masculine and Feminine Values in Sport and Physical Education: |
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A Study of Gender Differences
In present study we investigated possible gender differences in how 357 secondary-school students valued the importance of masculine and feminine characteristics within sport and physical education and how their ratings of values were related to their participation in gendered sport. The results indicated that boys rated appearance strength, sports competence, endurance strength, and masculinity as significantly more important than did girls. Girls rated appearance good looking face, appearance slender, and femininity as significantly more important than did boys. Further, more boys participated in traditionally masculine sports, whereas girls to a greater extent participated in traditionally feminine sports. A discriminant function analysis separated the masculine sport group from the feminine sport group, which suggests that higher scores on the masculine function were indicative of lower value on appearance slender and flexibility, accompanied by higher value on appearance strength and masculinity. For the feminine sport group, this pattern was the opposite.
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