Women are underrepresented in coaching positions, both at the assistant and head coach levels. The purpose of this study was to examine one reason for this occurrence: gender differences in occupational turnover. The authors provided a review of the literature related to occupational turnover, integrating coaching and organizational psychology literatures. Based on these frameworks, the authors then conducted a meta-analysis of the quantitative research in the area, statistically aggregating results from 10 samples and 2,802 coaches. Results indicated that women intend to leave coaching sooner than do men (d = .38). Drawing from the review, the authors then examined potential reasons for the differences. Contrary to expectations, women were younger (d = −.56) and had shorter occupational tenures (d = −.59) than men, suggesting that other factors, such as their aspirations for advancement or the macro-level barriers they encounter, make coaching an unattractive option. Women had lower aspirations for advancement in the profession (d = −.74) and less positive experiences in coaching (d = −.23), though organizational experiences did not vary by gender. The results collectively suggest that occupational constraints can limit women’s aspirations and intentions to remain in coaching, even beyond what would be expected based on their age and time in the profession.
George B. Cunningham, Na Young Ahn, Arden J. Anderson, and Marlene A. Dixon
Daniel L. Springer, Arden J. Anderson, Stuart M. Dixon, Stacy M. Warner, and Marlene A. Dixon
Sport management scholars have called for educators and students to increase their global perspectives to better reflect the globalization of the industry. Short-term study abroad trips represent an alternative to long-term study abroad trips and help address financial and temporal barriers associated with longer trips. Based on a holistic model of study abroad, the current study examined the associated outcomes of an intentional pretrip and in-trip design for sport management undergraduate students in a short-term study abroad program. Utilizing a mixed-methods design, the researchers asked students on a short-term trip to complete journals and an online survey regarding their cognitive, interpersonal, and intrapersonal outcomes and corresponding experiences. Results indicate that students demonstrated learning in all three areas and highlight the importance for educators to identify opportunities to assist students in making meaning of their experiences and the corresponding lessons associated with those experiences. These findings provide guidance for educators on how intentionally planning pretrip and in-trip lessons can enhance holistic learning for short-term study abroad students.