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Girlie Girls and Manly Men: Children's Stigma Consciousness of Gender in Sports and Physical ... |
....Activities
Despite efforts toward equality, social rules of gender play a prominent role in leisure especially within the sport and physical activity arena. Recreational and organized sports are common leisure pursuits among children. From an early age, children show signs of recognizing "appropriate" gendered behavior and activities. The goal of this study was to assess the degree to which children are aware of social stereotypes of gender in sport and physical activity and how their awareness affects their participation choices. Results of the study indicate that in terms of gender stereotypes girls experience greater social latitude in their sport participation than boys. The findings suggest support for further investigations into the effects of gender stigmas on boys' participation and experiences in sport and physical activity.
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Adolescent Girls' Involvement in Disability Sport: A Comparison of Social Support Mechanisms. |
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Women and girls with disabilities are historically disenfranchised from physical recreation due to the "double whammy" of being female and having a disability. The literature suggests that challenges to participation likely include lack of social support for girls with disabilities to participate in sport. Therefore, the purpose of the study was to examine differences in social support received by girls with disabilities who did and did not participate in organized wheelchair sport programs. In addition, the relationship between social support and outcomes tied to wheelchair sport participation were investigated. Data were collected using semi-structured interviews and analyzed using constant comparison techniques. Utilizing a model of social support as a framework, the findings illustrate multiple differences in social support mechanisms for girls who are and who are not involved in wheelchair sport programs.
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"The Schedule Has Been Tough But We Think It's Worth It": The Joys, Challenges, and Recommendations |
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.... of Youth Parents
Substantial research has been conducted on children's experiences in youth sports, and on parental influences on children's affective responses to participation, yet little is known about how parents themselves are impacted by organized programs for their children. The purpose of this study was to understand the positive and negative aspects of parental involvement in youth sports from a sample of 10 focus groups with 55 parents. Parents identified four global themes including: (a) parent joys, (b) parent challenges, (c) factors explaining parental behavior, and (d) adult responsibility. The implications of this study are to provide youth sport leaders, practitioners, and researchers with an understanding of the concerns youth sport parents have in regards to parental conduct at youth sport events.
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Regimes of risk: the need for a pedagogy for peer groups |
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Peer groups matter more than we think. In this paper we assert that peer group commitments and affiliations are often the primary social reference in determining the way young people think about and practice risk. It is, we argue, inappropriate to impose adult constructions of risk-taking and anti-social behaviour when trying to assert influence over the decisions and practices young people make in the context of their peers. Prominent in our discussion is a concern that mainstream educational theory and practice focuses disproportionately on the individual and their capacity to make rational and independent choices. We believe that within this individualizing framework, teachers have only a very limited capacity to influence the practices and decisions young people make in the presence of their peers, their friends. To ground this discussion we juxtapose the actions and interactions of two young male peer groups, to highlight their respective constructions of group identity.
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Family Habitus as the Cultural Context for Childhood |
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The article is based on a longitudinal qualitative study carried out by the author on children and their families in two areas of Belgrade (Serbia) in 1993-4 and 2000. Its goal is to provide an insight into how everyday life is structured and constructed for children by their family habitus. There are significant distinctions in how families from different social strata use their resources and thereby provide different cultural contexts for children. The main conclusion is that family habitus has a strong influence on allocation, distribution and the use of family resources and thereby structures the everyday life of children. At the same time, it activates different kinds of capital for (and by) children and thereby constructs different childhood practices.
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Children's Use of Public Space: the Gendered World of the Playground |
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This article considers the gendered character of the contemporary playground. Based on observational studies in eight Amsterdam playgrounds and interviews with users, it is shown how playground participation, activities and micro-geographies are structured by gender. Furthermore, not only does the playground function as a gendered space, its physical and symbolic landscapes also reinforce this binary divide. In addition, the contested character of this divide is illustrated with examples of girls and boys challenging traditional gender behaviour. In its gendered access, the playground is comparable with other public spaces: in contrast, however, it has not yet been the focus of feminist critique. This article points out the wider significance of creating emancipatory public play environments.
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Throwing Like A Girl? Situating Gender Differences in Physicality Across Game Contexts |
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This study explores interaction in same-sex and cross-sex foursquare games, and, in particular, how throwing (and talk) are adjusted along with diverse configurations of players. The game was played among girls and boys with immigrant backgrounds (Syrian, Kurdish, Chilean) from low-income families in a multiethnic school setting in Sweden. The study investigates girls’ physicality across various game contexts, finding that as the configuration of players shifts, the forms of bodily actions the girls invoke to construct social identities shift as well. The girls used slams - ways of throwing that require force and muscular strength, physical behaviour that is not conventionally seen as part of femininity. The same girls altered throwing (and language) style, ‘throwing like a girl’, to downplay physical skills with less skilled girls. In cross-sex games, the girls (and the boys) playfully mock challenged gender meanings such as boys’ domination and girls’ subordination. The fact that the girls studied here were not restricted in physicality (or spatiality) indicates that there is considerable variation in female physicality. Overall, the findings underscore that studies of girls’ (and boys’) physicality should be grounded in detailed analyses of interaction in specific game contexts, with attention to cultural and institutional frameworks embedded in the games.
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Playing the field(s): an exploration of change, conformity and conflict in girls' understandings of |
...gendered physicality in physical education
This paper draws on data from a year-long ethnographic study of a group of 12- to 13-year-old girls that explored the processes through which they negotiated gendered physicality within the context of physical education. Bourdieu's concepts of habitus and social fields and McNay's extension of his work underpin a discussion of three contexts where girls experience and process understandings of gendered physicality: football and curriculum; home/school; and (hetero)sexuality. Girls' identification of inequitable practices, modifications of behaviours with regard to perceived norms, and reflections on inconsistencies within and across social fields indicated the susceptibility of the gendered habitus to subversions. The notion of regulated liberties rather than resistance captures girls' more subtle negotiations of gendered power relations as well as the ambiguities most girls experienced. Implications for teaching include creating space for critical inquiry, incorporating inclusive practices, recognizing girls' interests, and exploring the influence of peer groups and friends.
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So what exactly do you want? What principals mean when they say 'male role model' |
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The need for more male role models in young boys' lives is one of the main reasons underpinning the call for more male teachers in primary schools. However, the exact responsibilities and attributes associated with the term 'male role model' have yet to be clearly established. The purpose of this survey of 250 New Zealand primary school principals was to investigate the views of one major group of stakeholders to determine how principals defined male role models and what they considered the specific attributes of that role. The study found that the principals favoured men who exhibit a hegemonic masculinity couched in heterosexual, rugby-playing, 'real men' attributes.
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