244 Midterm 1 Flashcards
What are the key concepts?
- Equity
- Diversity
- Inclusion
- Justice
Inequlaity
Equality is hard to acheive
- Unequal access to opportunies from local-global scale
- Created through societal constructs
- Created & maintained (doesn’t occur naturally)
- Functions under assumption that each indidvual or group are given the same resources/opportunities
- Social change requires understanderstanding barriers and how to overcome them (equity)
- Created & maintained thruogh social practices
- Lead to one set of people being denied the privilages of others
Equity
Fair & just distribution of resources to ensure equity deserbing populations are given opportunity
Diversity
- Mix of people in a social space
- Recognizes & understands that each individual is unique (bring own perspective & skills)
- Dimensions;
- Race
- SES
- Gender (socially constructed)
- Sexual orientation
- Faith
- Ability
- Age
Dimensions shape identity & diversity but also generate barriers
Inclusion
- Introducing safety into the environment
- Not bringing people together in what already exists but creating a new better space (allows diversity)
- Related to making a new space, a better space for everyone & not bringing people into a space that already has specific practices that may be discriminatory
Social justice
Equitable opportunity
- Equal access to wealth, opportunities & privilages in society
- Requires significant fundamental change to oppressive systems & structures (tear down to shift)
Equity is achieved when each individual or group of people is given the same resources or opportunities
False
Equality
Inclusive practices are best described as;
a. Identifying oppresive barriers targeting marginalized groups
b. Creating new spaces that create fair & safe spaces for individuals
c. Reconstructiong pre-existing spaces for diverse populations
d. Sharing wealth & opportunities for all individuals & groups
B
Sociological imagination
social construct & macrolense of the world
- Differs depending on individual (experience shapes people)
- Framework for recognizing hoe individual experiences are shaped through & produced by social factors
- Understanding the link between movement culture experiences & broader societal factors
- Wearing a pair of glasses that helps you see how your personal experiences are influenced by larger social forces e.g. like how a drop of water in a river is connected to the entire flow
Society
influence each other & are bidirectional
- Military
- Medicine
- Sport
- Economy
- Politics
- Law
- Religion
- Art
- Mass media
Goal of qualitative
Academic literature
- Provide depth through the voices of participants as they relate their lived experiences
- Identify & map out how these experiences relate to productions of social issues
- Using data to challenge societal norms & advocate for social change & reform
Qualitative literarture
Academic literature
Academic
-Written by the researchers & provide detailed overviews of the background of the topic/issue, methodolgy, methods & theory, the themes or topics of interest & an in-depth discussion of how these findings either parallel or challenge our current knowledge
Grey literature
- Written by either the researcher or a secondary journalist & provide an abbreviated, succint & easily digestible document that allows for a greater audience to engage with
Movement cultures
- Social spaces oranized around movement e.g. sport, dance & fitness
- Unique characteristics & traits
- Reflect contexually specific norms & values
- Contribute to contexually social norms & values
- Provide great opportunity to use our sociological imagination
Social theories
- Tools that helop us identify & explain problems in social life
- Metaphorical microscope or magnifying glass
- Used to question, challenge, interrogate or explore “taken-for-granted” aspect of social life
- Differ form personal theories
Personal theories underpin our beliefs e.g. punishment creates barrier
Social constructionism
Idea of challenging (deconstruct & reconstruct)
A lens to think critically about social life
- Critical stance toward “taken-for-granted” knowledge
- Suspicion in our assumption about how the world apears to be
- Conceptulizing social life is not as “black & white but “grey”
- Knowledge is produced through social interatctions & social porcesses
Takes stance that accepting something ‘as the way it is’ is problematic
Knowledge is contextual; it can be challenged, deconstructed, reconstructed & transformed
e.g. laws & people’s bodies (abortion)
Define social contructionism
- Knowledge reproduced, reflied, reconstructed through social interaction
- Social lense to challenge assumptions
- Made up by society
Dr. Cooky
The missing female athlete
- Launguage used
- Critized & viewed based on outfit
- Athletes referred to other labels before athlete e.g. mother, wife
- Lower levels of hype in interviews
- You can’t be what you can’t see
Concussion ingorance or ambiguity
Top 3 reasons for not reporting or achknowledging a concussion;
1. Limited amount of time to surf at a specific location- **windows of opporunity **
2. Peer pressure
3. FOMO - Favourable conditions & the edge
Sociological imagination is best described as
A framework to understanding social theory
Movement cultures both reflect & contribute to social norms & values
True
Traditional ideas of sex & gender
- Male & female sexes
- Catagorized based on biological & physiologcal categories/criteria
- Jlia Butler put forth the herterosexual framework/matrix
- Assumption gender & sex are interconnected;
- Male - masculine
- Female - feminine
Gender roles & gender expression - Reduces our ideas of sex & gender to overly simplisitic binary categories (norms & assumptions)
Genderbread person
- Sex & gender on a spectrum e.g. David Beckam metrosexual pushed spectrum
- Gender spectrum; feminine, endrogenous, masculine shapes identity
- 0.7-1.7% are born intersex often present in one or more than the other
- Sexual orientation on a spectrum
Experiences, idnetities & bodies
Surrounded by;
- Ideological formation (values, beliefs & ides around the body assigned at birth)
- Cultural texts (social media communication)
- Cultural practices (assumptions of roles men & women should be in)
- Institutional structures (religion, military, law, education reinforce specific gender practices)
Gender ideologies present in everday life
- Behaviour
- Clothing
- Language
- Body ideas (hetero-normativity)
- Expectations of employment/life ambitions
- Male privialge (unacknowledged)
- Expected sexual/emotional/romatic partner
Gender
- Socially constructed (knowledge is (re)produced through societal actions values & beliefs)
- Influenced by ideological format/formations, cultural texts, institutional structures & cultural practices
- Gender is performed societal, cultural & environmental context (Butler 1990)
- Results in the creation of hierarchy that value certain performances of gender over others
Performed gender
- Being a boy/man or gil/women are learned through societal practices
- Gender is performed according to societal, cultural & environmental context (Butler 1990)
- Results in the creation of hiearchy that values certain performances of gender over others
Male preserve
Sport “serves as a medium for celebrating the achievements of men & promoting values of masculinity, while marginalizing women status
Education goormed boys to prepare for military
Anrocentrism
Assuming the masculine point of view is the norm for society/humity
Anti-drocentrism lense
History “male preserve”
- Sport made by and for men women exluded
- Men were allowed to take up space women less so
Patriarchy
- System of unequal gender roles, identities & experiences marginalize women & privilage men
- Extends beyons gender identity & captures forms of masculinity & femininity
- Power & privilage lend to greater affordances & outcomes to one goup over another (men-women)
Patriarchy in movement culture
- Wage gaps
- Rules
- Media representations & sponsorshipd
- Language
- Expectations of the body
Sociological imagination through theories
(upside down pyramid)
- Personal theories
- Social theories
- Social constructionismm
- Sociological imagination
bottom to top
Macro lens
- Sociological imagination
- Framework for analyzing how the individual & societ interact
- Individual experiences are shaped through & produced by overarching social factors
Knowledge production
- Social constructionism
- Production of a meaning, concept or dominant interoretation (arbitarily) created by human in a society & upheld though customs/tradition
Challenges knowledge on our understanding of sport or space
Social theories
- Theories used to understand how or why specefic behaviours, narratives/traditions are upheld & practiced
- Analyze specific topics
Social reality
- The way we view our problems
- Challenge reality
Masculinity
- Sport as a “male preserve” functions under the assumption that physicality is “natural” to boys
- Hegemonic masculinity may result in a negative effects on a boys/mens mental, social, emotional & physical health
- Hegemonic masculinity also reinforces mal dominance & oppresses other gender expressions
- Sport & PE spaces as places where boys can learn to become men;
- Strength & power
- Aggressions
- Virility
- Acceptance of pain, injury & machismo
- Dominance over opponents
- Win at all costs e.g. sacrifice the body
- Rationality over emotionality
- Heterosexuality
Hegemonic = ideal
Dominant sporting masculinity
- Largely promoted through men’s team contact sports, presented across all sport e.g. getting “chicked”
- Militaristic language
- Homophobic & misogynistic discourse amoungst peers, from coaches & fans e.g. locker room talk
- Reinforces unethical practices
Limited conceptualizations of manliness & masculinity
- Expect too little of boys, young men & men
- Impact on mental, physical, emotional & social health
- Can contribute to disordered eating, body dysmorphia & use of performance enhancing substances
- Impact on interpersonal relationships
- Self harm, attempted suicide, suicide
- Abuse/violence against others
Toxic masculinity
Impact of sports on girls & women
- Continued struggle for media representation & economic support
- Fewer opportunities (athlete; coach; administration)
- Continued narravtive that certain sports or activities are “appropriate” for women & girls
- Continued appropriation of cosemetic fitness
- Implementation & continued use of rules, regulations or changes to game play based on false assumptions & historical narractives
According to scolars
Femininity in sport
- Aesthetics (potential to lead to disordered eating)
- Women’s bodies, performance of gender moves beyond athletic performance becomes political (hyper sexualized) e.g. body hierarchies
- Context dependent (e.g. figure skating vs hockey)
- “Women who appear heterosexually feminine are privileged over women who are percieved as masculine” (Krance 2011)
Results in sexualization
Are we failing our girls & women
- Expect too little od girls, young women & women
- “You can’t be what you can’t see”
- Concerns of aesthetics over athletics
- Can contribute to eating disorders & body dysmorphia
- Impact on health (mental, physical, social & emotional)
- Impact life choices
- Impact on interpersonal relationships
Limited conceptualizations of girls & women & femininity
Sport & PE spaces reinforce norms, values & beliefs that influence how boys learn to become men. This is better known as
Male preserves
Toxic masculinity does not
Promote feeling of self-worth
Issue with gender
- Creates rigid categories- required to fit in for enrollment
- Can be problematic in sport, which still functions under binary codifying
- E.g. Layshia Renee (non-binary WNBA)
Gender non-binary
- Identify & expression don’t fit into heteronormative binary of masculine & feminine (fluid identity)
- Experience erasure ( policy & procedures don’t utliize the right language so they’re excluded)
- Forgotten about in policy, programming & offerings
Trans
- Sex assigned at birth & gender identity & expression aren’t aligned
- Focus often on trans-women & womens sport (impartial or full)
- E.g. Lia Thomas (swimming) - non-binary
Intersex
1-7% of global population
- Someone who is born with reproductive or sexual anatomy that doesn’t fit “neatly” into the catecories of biological sex of “male” or “female” as typically defines
- E.g. Caster Semya
Basis of sex & sport segregation
- Minimal research to demonstrate this is warranted
- Research demonstrates that there is significant differents witihn sex than between sex true of physical performance
-
Importance of sexuality & sport
- LGBTQ+ youth drop out of sport & PE at a higher rate than cisgender, heterosecual peers (begin grade 7)
- Canadian youth experience more homophobic language in team sport settings than other countries in the Global North & even more after they’ve come out
- LGBTQ+ adults experience overt & covert forms of discirmination in gyms & fitness facilities (not always targeted but still said)
Importance of sexuality & sport pt 2
- LGBTQ+ adults less likely to participate in sport & PA due to negative experiences in their youth
- Social spaces like sport, dance & the gym reproduce heteronormative assumptions about people, their bodies & behaviours (various)
- Little initiative has been taken by Canadian sport organizations to meaningfully address homophobia in sport
- Locker rooms as (potentially) unsafe spaces for LGBTQ+ people
- Lack of clear inclusion/anti-discrimination policies
- Lack of education for fitness professionals, facility staff
- Importance of LGBTQ+ PA spaces
Heteronormativity
Cultural & societal bias often unconscious that privileges heterosexuality & ignores or under-represents diversity in attraction & behaviour by assuming all people are heterosexual
Critiques of exisitng research
- Little research on bisexual athletes; no research on other sexual identities e.g. asexual
- Lack of racial diversity in research participants (athletes that are disabled)
- Little discussion of diability in the scolarships
- Crtitical scoalrships in dance lacking (ballroom as an exception)
- Almost no inclusion of sport officials (figure skating as an exception)
Lesbian & gay athletes & coaches
- Experiences of outright homophobia - very problematic in junior high
- Culture of silence; don’t ask don’t tell
- Social isolation if remain in “toxic” sport environment (toxic masculinity)
- Coming out is often presented as having “gone better” than anticipated (problematic thinking)
- Wished there were role models when younger
- Easier when one has athletic capital
Lesbian & gay athletes & coaches pt 2
- Improved performance after coming out
- Worried about employment (coaches but also pro athletes)
- Locker rooms as unsafe spaces
- Expectations to fit dominant ideas about femininity or masculinity
- Have considered, attempeted or died by suicide (alot due to locker environment)
- Demonstrated resiliency in unwelcoming spaces for the love of sport
Experiencing homophobic language
Canadian sport has 3 offical languages; English, French & homophobia
Locker room talk
- “Casual” banter between teammates (or training mates) in a so-called private space
- Carries over the social spaces related to sport (bars, parties, travel)
- Is often misogynistic, homophobic, racist, ableist
- Normalized as “just a part of sport culture” or locker rooms writ large
