The world we live in doesn't provide equitable opportunities, resources, facilities, treatments for all aspiring and current athletes. This course has given me the awareness and tools to combat inequalities and create a diverse, inclusive, experience for all. From this course I have taken away the importance of training and educating staff and students on how to create such environment. This means implementing equitable facilities, changing rooms, recreational programs, feedback channels, uniforms, transportation, and team culture. I have taken away the importance of challenging the status quo. We don't see diversity in decision makers, and they are inclined to continually hire people that look like and agree with them (Anderson. Sport, Theory, Social Problems Ch.5). This combined with he cultural norms about power in sports, and who should play sports is deeply rooted. It presents a great challenge; include those from marginalized groups in positions of power and break the airtight cultural norm of sports. All while maintaining current athletic stakeholders support and investment.
My definition of inequity has become more complete. As a former collegiate athlete I thought I knew all about the differences and barriers there are within athletics because I played it. Throughout this course I quickly learned there was aspects and avenues that I never thought of. I learned that inequity isn't a cookie cutter concept. I gained more knowledge on the origin of inequity for athletes. In early sports gender ideology was heavily utilized. This meant the social world was male dominated, male centered, and male identified (Coakley. Sports in Society, Ch.7). The emergence of Title IX greatly helped women however will still have a long way to go. Title IX is 'legislation to ensure the equity between male and female in athletics is part of the Education Amendments of 1972 and signed into law by Nixon. It prohibits sex discrimination in all educational programs that receive federal funding (Watch & Interact week 2).' Women's participation in sport has increased however their presence and influence in high authority, decision-making positions is still lacking.
I learned about the deep rooted stereotypes of race in sport and how this cultural construct contributes to inequalities. Race was used as a biological concept that dictated certain external traits. Therefore scientists early on claimed to have proof of the natural inferiority of colored people and the natural superiority of white people. Whiteness then became the basis for involvement and achievement in sport (Coakley. Powerpoint, Ch.8). Stereotypes and deep rooted beliefs make it difficult for people of color and other races to reach equality in sport. Even when people of color show courageous acts or amazing performances whites used racial ideology to say they were acts of ignorance and desperation, not character (Coakley. Sports in Society, Ch.8). There is lack of participation in sport among other ethnic identities in the United States as well. For example Native Americans are hesitant to become involved because they may not fit into the culture of power at most schools, a culture defined and designed by whites (Coakley. Sports in Society, Ch.8).
I was exposed to the alarming amount of inequality and exclusion in sports and recreation among LGBGQ+ and other sexualities. Due to sports heteronormativity focus, those on the LGBTQ spectrum have to negotiate harassment and exclusion on an organizational and institutional level (Watch & Interact week 3). The LGBGQ+ community faces barriers entering sports and recreation programs and once they build up the courage to join they face another set of challenges. 10.2% LGBTQ say they have been prevented or discouraged from school sports bc of how they identify. 27.2 have been prevented from using locker rooms (GLSN. Game Plan for...). This is just to name a few along with LGBTQ athletes hiding their identity, hearing constant slurs and derogatory comments, and not having the facilities and resources like other athletes.
BEFORE YOU KEEP SCROLLING: A VIDEO AND STORY EVERYONE SHOULD WATCH TO GET YOU THINKING ABOUT INEQUALITY!
MEET THE INTERVIEWEE: KEKE
Our first interviewee is Kaitlin (Keke) Tholl. Kaitlin is a University of Michigan graduate (2024) where she earned a Bachelors degree from the Ross school of Business in Business Administration. Tholl was a four year student athlete with Michigan Softball. She has held leadership roles such as Missouri Softball graduate assistant, U of M Advisory Board for Intercollegiate Athletics Committee, Student Athlete Advisory Committee vice president, and a two year captain for the softball team. Kaitlin is excited to use her experiences to share perspectives and knowledge on the field of sports and recreation!
MEET THE INTERVIEWEE: LILLY
Our next interviewee is Lillian (Lilly) Vallimont. Lilly is a current student athlete at the University of Michigan where she excels on and off the field. One the field she is a competitive, selfless, determined player and one of the toughest teammates I had ever had. Off the field she has begun to use her Kinesiology degree along with her passion for giving back to own and run a business with her sister! She owns BK Softball Lounge in southeast Michigan. At BK Softball Lilly gives softball lessons, runs youth and elite camps, and conducts strength and speed training sessions. She is committed to improving the recreational sports opportunities for youth in the area!
MEET THE INTERVIEWEE: JILL
Our last interviewee is my mom Jill. She played college softball at Michigan State University. A lot of our course literature has looked at what sports were then compared to know. I thought it would be beneficial to get perspective from someone who played sports in a different era of athletics. My mom will bring to the table some of the struggles or inequities she faced as a female athlete. It will give us insight as to how far female sports have come. She learned from exceptional leaders in the field so we will also get insight into leadership styles and strategies. With her current occupation as a teachers assistant, she sees the impact of a socially constructed society in youth. There is a difference in kids who grow up playing extracurriculars and participating in recreational activities. I am excited to provide knowledge on those differences!
EDUCATION/TRAINING
- One solution to combat inequality is for institutions and organizations to require mandatory staff/faculty/athlete training and education on diversity and inclusion
- This would take form in workshops, case studies, presentations, role playing activities
- "Do professional development bc many teachers simply lack the training and knowledge to be advocates for LGBTQ+, the training can empower them to help (GLSN. Game Plan for...)."
- 'Quality training will address sexism, ableism, racism, agism, as well at ethnicity, sexual orientation, gender identity, demographics and all components necessary to maintain a diverse work force (Watch & Interact Week 7).'
- The goal with this is once leaders and decision makers understand what to do then can proceed with actually implementing effective strategies towards diversity and inclusion
INCREASE AWARENESS
- Most are unaware this (hetreonormative assumptions) exist bc we take for granted what's ‘acceptable’ and ‘appropriate’ without much thought (Schneider, Ch.5)
- Leaders and decision makers can be more aware of what is causes inequalities and exclusion. These barriers are hiring biases, lack of resources, religious practices, spiritual practices, attitudes towards those with disabilities, budgets, assumptions/stereotypes, deep rooted 'norms', and media representation just to name a few
- In a similar course I analyzed a case study about using social media to engage NCAA student athletes in strategic efforts to promote diversity and inclusion. Awareness on this topic greatly increased.
- Leader, Jamie, created a social media campaign. “The key to this campaign’s success is to provide as much guidance for campaign participants as we can, while keeping the campaign themes general enough for schools and conference offices to make the campaign their own and take action that is suitable to their unique circumstances. First step; heighten individuals awareness of their own social and cultural identities. (SRL 502, Case Study #2).'
- The campaign week consisted of five days, each with their own theme. Day 1, 'more than an athlete,' blew up on Twitter. University of Nebraska even created handout, Northwestern wrote identities on white boards, and Wright State created videos sharing their identities (SRL 502, Case Study #2).
- Day 2, 'beyond a label,' led to athletes writing down their labels and cutting it up showing strength and unity. Day 3, 'the facts,' resulted in athletes doing their own research on data, and posting tweets and videos about their findings. Day 4, 'diversity is...,' was tons of personal definitions, and athlete action shots to go with it. Day 5, 'I pledge...,' resulted in the Southeast American conference creating their own inclusivity pledge and standards to live by (SRL 502, Case Study #2).
- This campaign is a great example of the power in awareness and getting people talking and moving. 'Despite a decrease in campaign engagement towards the end of the week, the campaign had generated more than 25,000 posts and had reached over 64 million people on Twitter alone....#NCAAinclusion was trending at #8 in the United States at one point... the campaign was a success overall (SRL 502, Case Study #2).'
RECOGNITION
- We need to recognize athletes who have broken barriers and learn from their experiences as they are advocates for change and inequality. If we don't recognize these athletes and use their knowledge, courage, and expertise to empower change we will continue to fall into the same stereotypes and inequalities. We will not see an increase in diversity and inclusion
- 'There are few models of women in positions of power, many men who control sports organizations and have no clue how to make sports gender inclusive (Coakley, Ch.7).
- ‘If she can see her she can be her (Game On: Women can coach). This is in regards to youth watching athletes and sports growing up. When they see someone like them they have a role model. They gain the confidence and belief that they can do it and reach their goals.
- The media has a huge role in recognition of marginalized groups in sports and recreation.
- 'Women only have 3-5% of coverage and this gives viewers false impression. Lead stories are about men's sports and often have more production value (Playing Unfair: The media image...).'
- When disability sports are covered in mainstream media, athletes are often portrayed as ‘courageous victims’ or ‘heroic supercrips’ who engage in inspiring athletic performances (Powerpoint, Adaptive Athletics).' We choose to recognize the disability rather than the athlete.
- Having strong powerful women in sports is good for boys, helps shape their view by watching this growing up (Playing Unfair: The media image...)
- ‘The curriculum needs to start talking about leaders who have made tremendous headway (Megan Rapinoe). All athletes who have challenged systems, showing they can be more than just an athlete. We always say that but we don’t show that (Bennett, advice for athletes, coaches...).'
IMPLEMENT STRICT POLICIES
- Leaders need to collaborate and work collectively to create and implement policies that promote diversity and inclusion within their teams and institutions. These policies need to be strict, have consequences if not followed, and made visible for all staff, athletes, members, participants, etc.
- This policies will clearly state what behavior is acceptable and unacceptable in the given environment. They are meant to hold everyone involved accountable and be a constant reinforcement of what the program, team, or institution stands for.
- A lot of the texts from the course state policymaking as an effective strategy and necessary action:
- 'Taking justice focused action means understanding people from different walks of life to design and provide quality and safe programs, services, and policies (Watch & Interact Week 7).'
- 'Institutional strategies involve multicultural hiring and retention policies (Watch & Interact Week 7).' Retention in our context means maintaining participation, engagement, and enjoyment among members for a long period of time.
- Proof policies can make a difference: 'LGBTQ+ students in schools with comprehensive bullying and harassment prevention policies were more likely to report that staff intervened when hearing anti LGBTQ+ remarks or slurs...They experienced less victimization compared to those with no policy (GLSN. Game Plan for...).'
TAKE ACTION AND CHALLENGE THE STATUS QUO
- I believe all the research, all the suggestions, and all the examples presented during this course do leaders no good if we don't put it to use and take action. Leaders need to get in the minds of decision makers, present the facts, question motives behind initiatives, review budgets, create programs; actually do something!
- Professionals should be careful not to simplify the complex issues of gender inclusion by offering easy answers...They need to challenge the status quo (Schneider, Ch.4). Men and women aren't the same so we can't take a one size fits all approach. This essentialist thinking doesn't take into consideration preferences, values, personalities, etc.
- To get gender equality need to recognize achievements of men and women we need to questioning that status quo... Accommodate voices of women who may or may not want same experience of men (Watch & Interact Week 3).
- Example: ‘Recreation and leisure can be a context where stereotypical and limiting images of age and aging can be resisted, challenged, and transformed. Only offering bingo, shuffle board, and crafts ignores the fact that only ~10% of old adults participate in senior centers because of the unchallenging activities provided (Schneider, Ch.3).' This proves we need to think outside the box, specifically with with activities elders want.
- Charlene, an Illinois student, is an example of taking actions. She felt the use of Chief Illiniwek as mascot was disrespectful to the Native American community. She was raised in a community where the feathers worn, paint worn, dance moves shown, had meaning. Now she was watching a inaccurate representation during halftime. She would stand outside the basketball arena with signs, get spit on, and yelled at. She attended Tom Livingston's speech, started movements on social media, and even used her passion to challenge the Washington Redskins mascot as well (In Whose Honor: American Indian...).
USE YOUR VOICE, USE YOUR KNOWLEDGE, WE NEED YOU!