nov 15 krg presentation slides wright
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The Purpose Drives the Methods: A Kinesiology Researchers' Path in Examining Girls' Barriers with Sport Participation in Urban Areas
Dr. E. Missy Wright Assistant Professor, Kinesiology
Objectives for today…1. Provide overview of line of research
1. Methodology2. Results
2. 7 Helpful tips for being a student researcher
Background: Interest and involvementGirls in Sports
PersonalProfessional
What do we know…Benefits of youth sport
Positive youth development, increased competence
Great benefit in particular for girls in sport & PA Decreases in substance abuse and chance of
pregnancy, better mental health (Staurowsky et al., 2009)
What do we know… Large gender gap in youth sport
participation Boys 59% vs. Girls 41% (NFHS, 2012)
Boys 66% vs. Girls 34% (NCYS, 2008)
Girls start later, dropout earlier, and overall participate at lower rates than boys (Sabo & Veliz, 2008; Vilhjalmsson & Kristjansdottir, 2003)
Girls of color and girls in low-income urban areas lowest participators (Sabo & Veliz, 2008)
What do we know…Numerous PA-focused studies with
girls of color (Dwyer, 2006; Grieser et al., 2006; Kimm et al., 2002; Motl et al., 2004; Taylor, W., et al., 1999)
Fewer sport-focused (Slater & Tiggemann, 2010; Stewart & Taylor, 2000; Taylor, T. et al., 1999; Wilson Sporting Good Co., 1988)
Rural US communities, AustraliaMany youths’ PA is in the form of
sport (Weiss, 2008)
Line of Research1. 2010 – Qualitative Examination of
Girls’ Sport Participation in an Urban Environment
Line of Research1. 2010 – Qualitative Examination of
Girls’ Sport Participation in an Urban Environment
2. 2011 – Urban Recreational Sport Program Directors’ Perceptions of Girls’ Sport Participation
Why Qualitative? Process Research
How & Why vs. What/When/Where/Who Knowledge of Experts Exploratory Research The key is to obtain “rich, thick narrative description”
Line of Research1. 2010 – Qualitative Examination of
Girls’ Sport Participation in an Urban Environment
2. 2011 – Urban Recreational Sport Program Directors’ Perception of Girls’ Sport Participation
3. 2013 – Gender Role Conflict and Psychosocial Concerns across Race and School Location as Influences on Adolescent Girls’ Sport Participation and Withdrawal
Purpose of Study #1To examine in-depth the
participation of adolescent girls in Detroit to gain a better understanding of aspects affecting their sport involvement Area 1: Barriers and Benefits Area 2: Social Support (role of
coaches, family, peers) Area 3: Reasons Affecting Participation
Method4 semi-structured focus groups
2 HS and 2 MS aged groups 43 – 65 minutes in length
Inductive hierarchical content analysis (Côté, Salmela, Baria, & Russell, 1993)
Results
Barriers
3 Groupings, 11 General Dimensions
1. Personal Challenges
Physical Health & Safety (34)
Motivation Concerns (10)
Aversion to Sport (20)
Image Concerns (14) Cosmetic Concerns
(25) Physical Challenges
(16)
2. External Barriers
Lack of Available Resources (29)
Lack of Support (6) Negative Role of
Others (20)
3. Other Demands
Time Constraints (26) Academic Issues (18)
3 Groupings, 11 General Dimensions
1. Personal Challenges
Physical Health & Safety (34)
Motivation Concerns (10)
Aversion to Sport (20)
Image Concerns (14) Cosmetic Concerns
(25) Physical Challenges
(16)
2. External Barriers
Lack of Available Resources (29)
Lack of Support (6) Negative Role of
Others (20)
3. Other Demands
Time Constraints (26) Academic Issues (18)
Image/Cosmetic Concerns “But a lot of them, they just like you
say, girly girl and don’t wanna, you know, really participate. All they care about is their hair or their nails, their makeup. All that stuff.” (Older, Non-Participant, P1)
“Like they (girls) kinda feel that it’s kinda boyish to even play a sport, even if it’s like something, cheerleading.” (Older, Participant, P4)
Where To From Here…Follow up study
Triangulation Gate keepers
Psychosocial concerns“Girly Girl”
Study #2 Sport Program Directors in Urban Areas
1. Examine their perceptions of girls’ sport experiences and barriers girls face
1. Girly Girl
2. Barriers PD’s face getting girls involved
3. Strategies PD’s use
Study #2 Sport Program Directors in Urban Areas
1. Examine their perceptions of girls’ sport experiences and barriers girls face
1. Girly Girl
2. Barriers PD’s face getting girls involved
3. Strategies PD’s use
Perceived Barriers to Participation1. Urban area barriers
Cost Safety Transportation
2. Programmatic/structural barriers
Lack of female coaches Lack of other participating
girls
3. Social barriers Cultural views Role of others Social pressures Image concerns
4. Personal barriers Intensity/demand of
sport Health/safety/injury
issues Nervous/not confident
Perceived Barriers to Participation1. Urban area barriers
Cost Safety Transportation
2. Programmatic/structural barriers
Lack of female coaches Lack of other participating
girls
3. Social barriers Cultural views Role of others Social pressures Image concerns
4. Personal barriers Intensity/demand of
sport Health/safety/injury
issues Nervous/not confident
Cultural Views “Some girls, you know I think maybe
cultural-wise they’re taught not to participate in programs where they have to be physical.” PD 1b (Male)
“Whether it’s culturally, stereotypically, uh, you know, some of the girls don’t feel comfortable or their parents, you know, are traditional families; they don’t feel that girls should be playing sports.” PD 4 (Male)
Role of Others “They’ll opt not to come to practice if
they can hang out with their boyfriend.” PD 1b (Female)
“By the time they’re 12 and 13 they might now have to take care of a family of their own (emphasis) in a way because mom and dad, they’re either not around or they’re working three jobs and so they don’t have time to do things after school.” PD 7 (Female)
Social Pressures“In our community it’s not always
cool for a young lady to be playing sports.” PD 3 (Male)
“Trying to fit in. You know, there aren’t a lot of girls that do play, so wanting to hang out, just be more socially active, I think kinda keeps them away from committing to a sport team.” PD 2 (Male)
Image Concerns
“So if I just got my hair done no I’m not going in there to play in the gym.” PD 13 (Female)
“Am I going to be teased about sweating? And not only teased but I think just the mind set; I don’t want to play softball because it’s dirty.” PD 12 (Male)
Thoughts on Girly Girl Mentality“Have you encountered Girly Girl
mind frame in your program” Yes = 9 No, but… = 5 No = 1
“Any differences across race/ethnicity” Mixed findings
1. Impact of Society
“The biggest thing is like…like it’s one of things that we, we have the least control over…like I could eventually raise a whole lot of money and then I could take that money and I could start spending it on girls’ programming, but, you know that money I can’t buy the social stigma away. You know once the money’s gone, the stigma will always be there you know?” PD 10 (Female)
2. Impact of Media
“It’s stuff that happens in the media. You know you don’t typically see um a strong female figure in the media whenever there’s some sort of advertisement. You know usually it’s a pretty girl who’s using their sexuality to get something.” PD 5 (Male)
3. Lesbian stereotype
“So that was her main thing. “I’m not playing basketball. I’m not trying to get stereotyped.” So she looks at basketball as that…” PD 9 (Female)
1. Girls navigate both girly girl and athletic roles
“It’s this fine line they walk between wanting to feel like they’re pretty and people seeing them that way and being an athlete.” PD 6 (Female)
2. PD’s accommodate blend of sport and girly girl
“You don’t have to be two different people, you can simply be you wherever you’re at. You know and if you want to wear makeup when you play, then wear makeup when you play, like there’s no rule that says you can’t.” PD 6 (Female)
Putting it together…Many similar barriers
With PA studiesE.g. safety, cost, self-consciousness
with boys (Dwyer et al., 2006; Leslie et al., 1999)
Between Girls and PD’sE.g. safety concerns, sport intensity,
role of others (Leaper & Brown, 2008; Taylor, T. et al., 1999)
Programmatic Girls-only programming, female coaches
(Stewart & Taylor, 2000)
Girly Girl - “Balancing act” (Adams et al., 2006; Krane et al., 2004)
Seems critical that PD’s support thisDifferences across race
Hair, sweating, “beauty cost” (Boyington et al., 2008; Dwyer et al., 1999; Taylor, W. et al., 1999)
Not “cool” or feminine, fear of muscles, butch sports (Slater & Tiggemann, 2010; Taylor, T., et al., 1999)
What next…
Quantitative study Scale and scope
Construction of Girls’ Psychosocial Concerns with Sport (PSC) instrument for use in dissertation
Differences on PSC across race and school type If their scores predict their current
sport involvement
Conclusion Flexible in approach The purpose of your research dictates
what methodologies you will use
And…
Helpful tips with being a student researcher
Helpful tips with being a student researcher1. Take advantage of available resources
Ask questions Get involved
Helpful tips with being a student researcher2. Find what you're interested in Won’t feel like “work”
* Consider influence of your biases and knowledge
Helpful tips with being a student researcher3. Get involved with a research group!
Benefits of a research group Do more with more
Collaborate on projects Accountability!
Timelines and goals Valuable feedback
Various backgrounds/knowledge of literature
Objective viewpoints
Helpful tips with being a student researcher4. Keep a research “notebook” Helps keep track of research ideas
Helpful tips with being a student researcher5. Develop a method for recording/using the literature
Helpful tips with being a student researcher6. Attend conferences and be an active attendee Take notes Make connections
Helpful tips with being a student researcher7. Understand becoming a good researcher is a process Put yourself “out there” Attain feedback Always look to improve