The purpose of this article is to articulate the need for a strong commitment to transgender inclusion in sport and physical activity, including in locker rooms and team spaces. The authors begin by defining key constructs and offering a theoretical overview of stigma toward transgender individuals. The focus then shifts to the changing opportunities for transgender athletes at all participation levels, case law and rulings germane to the topic, and the psychological, physical, and social outcomes associated with inclusion and exclusion. Next, the authors present frequently voiced concerns about transgender inclusion, with an emphasis on safety and privacy. Given the review, the authors present the case for inclusive locker rooms, which permit access by transgender athletes to facilities that correspond to their gender identity. The authors conclude with the official AKA position statement—“The American Kinesiology Association endorses inclusive locker rooms, by which we mean sex-segregated facilities that are open to transgender athletes on the basis of their gender identity”—and implications for sport and physical activity.
George B. Cunningham, Erin Buzuvis, and Chris Mosier
Beverly D. Ulrich and Deborah L. Feltz
In this article we present the results of the 2015 review and ranking of U.S. doctoral programs in kinesiology conducted by the National Academy of Kinesiology (NAK) and based on data for the calendar years 2010 through 2014. This is the third consecutive five-year review and represents the only continuous effort to create rankings for the field of kinesiology today. As in previous reviews, this evaluation was built, using objective measures, on a norm-referenced survey of kinesiology doctoral programs in the United States. Of the 77 programs invited to participate, 52 provided complete sets of the required data. The raw data comprised 9 faculty indices contributing 66% of the total score, and 7 doctoral student indices, which made up the remaining 34%. Raw data for individual indices were converted to normative values by first transforming them into z-scores and then converting the z-scores into T-scores, to which weightings were applied. From the total T-scores, two sets of rankings were determined: unadjusted and adjusted to number of faculty members in each program. Rankings based on total T-scores are presented as well as T-scores for individual indices for each program. We also share raw data means and standard deviations for individual variables, organized into subgroups based on total T-scores. Finally, we compare the outcomes of this review with the previous review conducted by the NAK.