When compared with other disciplines, sport management educators are more likely to encounter student-athletes in their classrooms. While faculty mentoring is a key to student success for all, better understanding of this mentoring dynamic between sport management faculty and student-athletes is important to advancing pedagogical knowledge within the discipline. And perhaps, even more importantly, it can aid in creating a pathway for faculty advocacy and dispelling stigmas related to student-athletes. Consequently, the Mentor Role Instrument was used to determine if faculty mentorship of student-athletes differs by function type (RQ1) and if this was impacted by gender or faculty appointment (RQ2). An online survey of 88 sport management educators indicated that a significant difference was found, F(8, 783) = 44.16; p < .001, among mentoring function type. Friendship and Acceptance were the most prevalent mentoring functions, while Protection was the least frequent. Results did not indicate that gender or faculty appointment impacted faculty mentorship styles toward student-athletes.
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Sport Management Faculty Members’ Mentorship of Student-Athletes
Stacy M. Warner, Sarah Stokowski, Alison Fridley, and Kibaek Kim
Application of Social Work Theory in Sport Management Curriculum: Ecological Systems Theory
Amy E. Cox, Lauren Beasley, and Robin Hardin
context, and time” ( McDowell & Carter-Francique, 2017 , p. 395). Diversity specifications are outlined further within the National Association of Social Work’s ( 2015 ) cultural competencies, which require self-awareness, cultural humility, cross-cultural knowledge, empowerment and advocacy practices
Deontological Ethics, Naomi Osaka, and the 2021 French Open: A Teaching Case Study for Deontological Ethics
Chuck Provencio
utilitarian perspective). Rather, this tenet is upheld by the value of personal health and advocacy for those who struggle with these issues. 2. Osaka : It could also be argued that Twietmeyer’s two additional tenets of justice and self-improvement were upheld. Justice in that Osaka’s withdrawal from the
Introduction to the Special Issue on Diversity and Inclusion in Sport Management Education
Jacqueline McDowell, Andrew C. Pickett, and Brenda G. Pitts
requiring diversity training (e.g., Oklahoma House Bill 1775) and prevent them from awarding credit for student service-learning opportunities with advocacy groups (e.g., Texas HB3979). If allowed to progress, these efforts by a few will have negative implications for all academic programs, including sport
“As Falcons, We Are One Team!” Launching a Grassroots Institutional Change Initiative to Promote Diversity and Inclusion Through Sport at an NCAA Division I Institution
Yannick Kluch and Terry L. Rentner
, titled Rhetoric of Sport, for which he included assignments that required students to identify guest speakers and future advocacy projects for WA1T. After winning the award, WA1T was even able to offer a graduate assistantship position for WA1T, a position that was funded by the Graduate College at the
What Female Sport Management Professors Think: Adherence to Gender Roles and the Impact on Salary Negotiation
Heidi Grappendorf, Cynthia M. Veraldo, Annemarie Farrell, and AJ Grube
strategies implemented. Wade ( 2001 ) suggested the concepts of self-advocacy, and other advocacy (i.e., learning to advocate for others) were important topics to discuss with both men and women. Establishing mentors and support networks within ones field is also a key to success. Wade also noted the
The Marshall Plan: How Diversity and Inclusion Transformed the Dallas Mavericks’ Organizational Culture
Mark A. Beattie and Leeann M. Lower-Hoppe
Schein ( 2017 , p. 183). Social Justice Advocacy in Sport Organizations Beyond increasing diversity and creating more inclusive cultures, sport organizations should also strive to be leaders toward social justice. Broadly speaking, social justice is a vision of a society in which all people have equal
Differences in Sport Management Doctoral Students’ Experiences With Gender Microaggressions and Stereotype Threat by Gender
Sarah B. Williams, Elizabeth A. Taylor, T. Christopher Greenwell, and Brigitte M. Burpo
al., 2018 ). Gaines ( 2017 ) recommended networking, affinity groups, and better communication practices as a means to improve workplace equality in male-dominated fields, which can also be beneficial to many women graduate students in sport management programs. This may coincide with increasing advocacy
Understanding Student Perceptions of Diversity and Inclusion
Jaime R. DeLuca, Michael Mudrick, Molly Hayes Sauder, and Elizabeth A. Taylor
reflect this idea as sport is used as a platform for activism around social justice issues both sport and nonsport related ( Zaru, 2017 ). Players, coaches, and sport organizations are demonstrating support for diversity and inclusion via advocacy efforts. This is ironic, however, as the sport industry
Women and Members of Socially Diverse Groups in a Sport Management Program: Key Lessons From Creating and Leading a Student-Led Equity, Diversity, and Inclusion Club
Sullivan Murphy, Dawn E. Trussell, Mackayla Petrie, Brooklyn Groves, and Shannon Kerwin
officially ratified. Despite the existence of numerous student clubs at Brock University centered on advocacy, community development, culture, and well-being, SHEMA is the only sport-related club of this focus. SHEMA works to foster an inclusive and empowering community through celebrating, uniting, and
