This qualitative study uses expectancy-value and life course theories (Giele & Elder, 1998) to examine both the proximal and distal impact of early family socialization on enduring female participation in sport. Seventeen National Collegiate Athletic Association (NCAA) Division I female head coaches from the U.S. participated in interviews regarding parental influence on their sport involvement. Participants revealed three general mechanisms of sport socialization: a) role modeling, b) providing experience, and c) interpreting experience. Parental influence impacted their enduring involvement in sport by normalizing the sport experience, particularly in terms of gender, and by allowing them a voice in their own participation decisions. Insights regarding the roles of both parents and the interactive and contextual nature of socialization for increasing female participation are discussed.
Marlene A. Dixon, Stacy M. Warner, and Jennifer E. Bruening
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.