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References: Sport & Crime Reduction |
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Baldwin, C. K. (2000). Theory, program and outcomes: Assessing the challenges of evaluating at-risk youth recreation programs. Journal of Park and Recreation Administration, 18(1), 19-33.
Carter, V. L. (1998). From the neighborhood to the nation: The social history of midnight basketball, unpublished doctoral dissertation, University of Oklahoma, Department of Sociology, Norman.
Coakley, J. (2002). Using sports to control deviance and violence among youths: Let's be critical and cautious. In M. Gatz, M. A. Messner, & S. J. Ball-Rokeach (Eds.), Paradoxes of youth and sport (pp. 13-30). Albany: State University of New York Press.
Correira, M. E. (1997). Boot camps, exercise and delinquency: An analytical critique of the use of physical exercise to facilitate decreases in delinquent behavior. Journal of Contemporary Criminal Justice, 13(2), 94-113.
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The relationship between athletic participation and high school students' leadership ability |
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This study examined the relationship between adolescents' participation in athletics and their leadership skills. In a sample of 60 suburban high school students, athletes demonstrated significantly greater leadership ability than did nonathletes (according to their mean scores on the Leadership Ability Evaluation). Female athletes showed greater leadership ability than did male athletes, although the difference between their scores was not statistically significant. The implications of these findings for school athletic programs are discussed.
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Cultural Capital and High School Bullies: How Social Inequality Impacts School Violence |
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This analysis of male peer hierarchies in schools argues that battles for cultural capital are a significant causal factor in the spate of school shootings across the United States between 1996 and 2002. The hallmarks of normalized masculinity—hypermasculine identification, athletics, fighting, distance from homosexuality, dominant relationships with girls, socioeconomic status, and disdain for academics—do not include alternative ways to build cultural capital when young men do not fit into rigid traditional social structures. Lacking such cultural capital, the perpetrators attempted to prove their masculinity through overwhelming violence—responses that in Michel Foucault’s theoretical framework, reinforced the very power structures they seemed to want to destroy. The analysis concludes with positive directions for change including pedagogical strategies.
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Athletic Agression On The Rink and Off The Ice: Athlete Violence and Aggression in Hockey and ... |
...Interpersonal Relationships
Because male athletes have exhibited aggressive tendencies in a variety of settings, they may be at risk for using violence both within and beyond their sports involvement. Five former college/professional hockey players were interviewed to determine their perspectives on the nature of aggression and violence in sports competition as well as in social relationships.The informants were asked aboutathletes’violence and aggression toward teammates, acquaintances, and female intimates. This analysis includes participants’ experiences, observations, and explanations of the instances of violence in hockey culture. The study findings yield (1) a greater understanding of the ways in which hockey socialization and athletes’notions of masculinity combine to create a culture of aggression and violence and (2) two major factors—consumption of alcohol and the objectification of women—that contribute to exporting violence outside the athletic arena.
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A good education: girls' extracurricular pursuits and school choice |
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This paper draws on the case studies of six girls between the ages of 10 and 13 and considers their transition to secondary school and involvement in extracurricular sports. Within it, I explore how the girls' understandings of 'a good education' affects both their academic and extracurricular/sporting choices. Despite government educational targets which seem to value 'performative' academic results, I argue that ideas about a 'well-rounded student' continue to hold particular resonance for middle-class parents and students. Conversely, I suggest that models of excellence and achievement within education are increasingly echoed in students' sporting participation and that this has specific consequences for working-class and middle-class students. I draw particular attention to the girls' experiences of these systems with a view to their ability to convert physical capital accrued in physical activity into other forms of social or cultural capital.
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