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Leslee A. Fisher

The purpose of this paper is to demonstrate how case study methodology, an advocacy practice and policy model (APPM), and new directions in feminist theory can be utilized to educate coaches about sexual misconduct. Case studies are useful for both research and teaching purposes because they provide a potential framework for analyses of “real-world” problems. The APPM provides guidance on moving from analysis to action; in particular, advocacy is about education, negotiation, and persuasion. Feminist theorists push us to consider how the embodied experiences of female athletes and feminine subjectivities can unsettle and disrupt normative assumptions about the way that sport should be conducted. The case of Larry Nassar is utilized because of the amount of reporting available to analyze; this includes female athlete survivor voices. Having coaches wrestle with such questions as (a) Do I know the definitions of sexual misconduct? (b) Do I understand the warning signs a female athlete might be displaying if she is being abused by significant other in sport? (c) When do I have to report abuse to authorities? and (d) Do I know how to intervene on the athlete’s behalf? is important if we are to increase the likelihood of creating systemic change.

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Jamie M. Fynes and Leslee A. Fisher

The purpose of this study was to explore the congruence of identity in 10 former U.S. NCAA Division I (DI) lesbian student-athletes using a semistructured personal identity interview guide (adapted from Fisher, 1993) and Consensual Qualitative Research (CQR) (Hill, 2012; Hill, Knox, Thompson, Williams, Hess, & Ladany, 2005). Five domains, nineteen categories, and related core ideas were found in the transcribed interviews. The five domains were: (a) stereotypes and perceptions of female athletes; (b) stereotypes and perceptions of lesbians and lesbian athletes; (c) climate for LGBT athletes; (d) negotiating identities; and (e) recommendations for college campuses. The main goal of the current study was to determine whether lesbian athletes felt comfortable being who they are in the context of U.S. DI sport. Recommendations for how applied sport psychology consultants, coaches, and administrators, all of whom play an important role in athletes’ collegiate sport experience, could change the structure of U.S. universities to help lesbian student-athletes become more comfortable are given.

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Karen M. Appleby and Leslee A. Fisher

Rock climbing has been traditionally defined as a “masculine” sport (Young, 1997). The experiences of women in this sport have rarely been studied. The purpose of this study was to investigate the experiences of high-level female rock climbers. Qualitative analysis of interviews with eight high-level female climbers (ages 19 to 30 years) revealed three general themes: (a) compliance to hegemonic gender norms, (b) questioning hegemonic gender norms, and (c) resisting hegemonic gender norms. A discussion and analysis of these themes suggests that these female rock climbers engaged in a process of negotiated resistance as they attained a climbing identity, gained acceptance into the climbing subculture, and increased performance in the sport of rock climbing.

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Nicole M. LaVoi, Jennifer E. McGarry, and Leslee A. Fisher