Amy E. Cox, Lauren Beasley, and Robin Hardin
Fallon R. Mitchell, Paula M. van Wyk, and Sara Santarossa
Through user-generated posts on Instagram, Paralympians’ self-presentation may mitigate stereotypes associated with disability, counteracting negative assumptions. Using content analyses and paired t tests, visual content posted by Paralympians was examined for the portrayal of disability stereotypes. Compared with the social media content of able-bodied athletes, which typically focus on personal and lifestyle aspects, the majority of the Paralympians’ visual content depicted them engaged in sport or fitness-related activities. By posting content that depicts physical competence and elite abilities, Paralympians may change the narrative to promote the capabilities of athletes with a disability. Through the portrayal of sport and exercise engagement on social media platforms, these Paralympians are potentially mitigating disability stereotypes with the intent to curate a culture that is more accepting and inclusive.
Jaime R. DeLuca, Michael Mudrick, Molly Hayes Sauder, and Elizabeth A. Taylor
Colleges and universities should serve as inclusive environments positioned to provide a strong education to all students. However, bias and discrimination mar the college atmosphere for many. Simultaneously, there is a paucity of research that examines student views of diversity and inclusion in both higher education and sport management. Employing mixed methods, this research examined the perceptions of diversity and inclusion among undergraduate students in sport management programs. Data demonstrate that student perceptions differ across measures of sex, race/ethnicity, upbringing, internship experiences, and transfer status. Findings suggest implications for embedding diversity and inclusion topics within sport management curricula to develop competencies crucial to students’ educational success and future in the sport industry.
Robin Hardin, Elizabeth A. Taylor, and Emily Sleadd
Internships provide professional preparation for aspiring sport management professionals, because they allow for professional and personal growth, as well as for being exposed to a professional work environment. Unfortunately, part of the exposure to a professional work environment also means being subjected to its negative aspects, which include sexual harassment. The purpose of this study was to examine the sexual harassment experiences of female students in a sport management internship setting. Nearly 66% of the respondents had experienced some type of sexual harassment while completing an internship. Internship satisfaction was lower for those who had experienced sexual harassment, but experiencing sexual harassment had no impact on their intent to enter the sport management profession. Sport management educators, as well as internship supervisors, must work together to create a safe and professional environment for female students.