Browsing by Subject "intersectionality"
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Item I Love Being their Last Coach: Analyzing the Career Pathways and Profiles of Women Head Coaches with Career Longevity in NCAA D-I(2020-06) Baeth, AnnaEmpirical studies have documented a drastic decline and a continuing stagnation in the percentage of women in collegiate coaching positions since the inception of Title IX in 1972 (LaVoi, 2018a; Lapchick, 2017; Acosta & Carpenter, 2014). Although a number of researchers have examined why women leave coaching, limited attention has been given to those that stay in coaching for the duration of their careers. The purpose of this study is to examine NCAA D-I women head coaches with a career longevity of 20 or more years as a function of their demographic background and career trajectories. Using a three-phase, mixed-method explanatory design of a quantitative followed by a qualitative evaluation (Creswell, Plano Clark, Gutmann, & Hanson, 2003), the first phase of this study includes the development of a dataset of the biographical profiles of every female head coach of a women’s sport program with career longevity. After identifying several key factors in those coaches’ demographics and career trajectories, the second and third phases included qualitative, narrative-based interviews to verify and potentially identify other support networks and factors which have allowed them to survive and thrive within the profession. Findings have implications for current and future female coaches, while also providing insight as to how institutions can better retain women in the profession.Item “It’s Not My Job to Change Your Mind, It’s My Job to Just Live Authentically”: Factors in the Decision to Be ‘Out’ and Experiences of LGB+ NCAA D-I Assistant Coaches of Women’s Sport(2021-08) Glassford, SophieIntercollegiate athletics is well defined in sport scholarship as a realm permeated by homonegativity, heteronormativity, sexism, and racism. While socio-political developments over the last few decades show a cultural progression toward LGBTQIA+ inclusion and acceptance, the evidence of such an evolution in sport is fragmented. Scholars point to increases in visibility, allyship and advocacy organizations, and the implementation of new rules and resolutions evidencing commitment to diversity and inclusion. However, even with these changes, the literature shows that homophobia and heteronormativity, in addition to sexism and racism, are still present in sporting spaces and institutions. This study builds on previous work documenting that university- sanctioned online coaching biographies contribute to the preservation of heteronormativity in intercollegiate coaching (Calhoun et al., 2011; LaVoi & Glassford, 2021). Based on family narratives collected for all paid coaching positions in NCAA D-I women’s sport as part of the annual Women in College Coaching Report CardTM, this study seeks to explore the experiences of LGB+ assistant coaches in NCAA D-I women’s athletics, as well as decision-making structures and outcomes for including or excluding a same-sex partner in one’s online coaching biography. Utilizing a Foucauldian lens and the ecological-intersectional model, this qualitative interview-based study illustrates coaches must navigate dominant heteronormative narratives in intercollegiate coaching, though individual experiences may be largely positive and point to a changing landscape. Implications of the study and recommendations for future research are offered.Item “Like a Rainbow in the Dark:” The Experiences of Metallectuals in Higher Education(2015) Soria, KristaThe purpose of this phenomenological study was to explore the experiences of metallectuals in higher education—college students who belong to the heavy metal subculture. Utilizing intersectionality and social reproduction theories, the results suggest metallectuals encounter alienation and marginalization at the intersections of their social class, gender, race, and subcultural affiliation.Item A Phenomenological Exploration of the Hegemonic Insider-Outsider in Teacher Education(2021-06) Hong, YounkyungSocial justice-oriented teacher education is a way for prospective teachers to learn and practice taking critical perspectives and use reflection for their future teaching practice (McDonald & Zeichner, 2009). Despite preservice teachers’ interest and effort in engaging with racially and culturally just educational work, their approaches often result in (re)producing the marginalization of people of color and/or people from non-dominant backgrounds (Leonardo, 2013). Meanwhile, studies have addressed how preservice teachers feel when they are forced to engage in anti-racist work when they have little space to reconcile the dilemmas they may experience during their journeys to becoming critical educators (Mason, 2016; Philip & Zavala, 2016). In this dissertation research, I seek ways to support preservice teachers’ engagement with the topics and practices related to race, racism, and cultural diversity. This work is grounded in the understanding that various axes and dimensions of power relations deeply inform teacher practice (Asher, 2007) and assumes that future teachers must learn how to navigate various forms of domination and exclusion in society. The four main areas of scholarship are in the foreground of this study: (Critical) Whiteness Studies, Postcolonial Theory, Feminist Theory, and Intersectionality Theory. In terms of research methodology, based on Vagle’s (2018) post-intentional phenomenology, I suggest intercultural post-intentional phenomenology by claiming the necessity of intercultural inquiry because Western/Eurocentric approaches tend to prevent researchers from more fully understanding different cultural aspects involved in educational phenomena (Hong, 2019). This methodological development builds on Lau’s (2016) intercultural phenomenological understanding, which challenges the Eurocentric tradition and tendency of phenomenology and promotes an intercultural and/or decolonizing phenomenological approach. This dissertation captures some of the tentative productions and manifestations of the phenomenon of the hegemonic insider-outsider in a teacher education course. My analysis shows how the hegemonic insider-outsider is produced as individual preservice teachers navigate various forms and levels of relationships, dominant discourses, oppressions, and marginalization. This study finds that the phenomenon of the hegemonic insider-outsider is constructed in multiple ways and levels as it is produced at the intersections of individual students’ positionalities, social systems, and structures.Item The Myth of the Full-Time Student: The incompatibility of student work hours and full-time graduate education(2024-05-15) Oliver, MargaretThe Humphrey School of Public Affairs offers masters degrees that have remained largely unchanged since they were created, despite substantial shifts in conditions affecting students. This paper seeks to understand how changing societal and educational patterns have affected students’ well-being, particularly focusing on the difficulties students have in reconciling the structure of their masters degree programs and their employment. I address economic challenges that students face, including financial hardships, concerns about meeting basic needs, utilization of financial aid resources, and levels and sources of debt, with attention to intersecting identities such as race and sexuality. Data were collected through a comprehensive survey administered to the masters student population. The findings reveal that students, particularly those who were employed, struggled to support themselves and felt as though their job(s) impeded their success in school. Despite their efforts to manage work and study, many had trouble with financial security, meeting monthly expenses, and having enough food. Additionally, debt remains a pervasive issue. These findings underscore the pressing need for the Humphrey School to reassess and update its policies and program structures to better align with the realities and needs of its student body. Addressing these challenges is imperative for fostering an inclusive and supportive academic environment conducive to student success and well-being.