Anthony P. Kontos and Alfiee M. Breland-Noble
This article examines from a theoretical perspective the most pertinent issues related to providing sport psychology consulting to athletes of color. A review of multicultural concepts including identity, acculturation/enculturation, generalizations, and stereotyping is presented. These concepts provide a framework within which to address issues and examples pertinent to African American, Latino, Asian American, and American Indian athletes. A multicultural sport psychology approach incorporating worldview and integrative theory is examined. Finally, future issues in multicultural sport psychology including changes in the population, female athletes of color, and the need for sport psychologists of color are discussed.
Robert Schinke and Zella E. Moore
Sport psychologists work with athletes from a vast array of cultural backgrounds. Numerous factors comprise the cultural composition of both the client and the practitioner, including, though not necessarily limited to, ethnicity, socioeconomic background and status, race, socialization, sexual orientation, religion, gender, and geographic location. These intersecting and often deeply ingrained personal variables can certainly impact the nature of the therapeutic relationship, intervention strategies, and intervention outcomes with athletic clientele. Yet, while other domains of professional psychology have long embraced the integration of cultural aspects, the field of sport psychology has been slow to join the dialogue or to learn from these relevant sources. Therefore, this special issue of the Journal of Clinical Sport Psychology was conceptualized and constructed with the intention of opening these lines of discussion to help ensure that sport psychologists are gaining a comprehensive understanding of the athletes with whom they work, demonstrating respect for and integration of cultural constructs in the treatment room, and maintaining personal and professional self-awareness. As Co-Editors of this unique special issue, Drs. Robert Schinke and Zella Moore provide the present paper to begin this important dialogue. This paper sets the stage for six informative articles by leading professionals in their areas, including both theoretical articles and articles highlighting culturally informed direct service provision with athletes from around the world. We hope that this timely special issue leads to numerous additional questions, cutting-edge research ideas, and most importantly, an enhanced or renewed commitment from sport psychologists to integrate the concepts found within these pages, and those already found within the professional literature of mainstream psychology, into their daily work with athletes.
Do cultural environments influence motor skills? Are there “motor styles” common to members of a given cultural group? While anthropology has for a long time focused on the different ways in which people move their bodies, why should this diversity be of interest to understand motor skills and
John B. Bartholomew and Sherri L. Sanders
cuts, the desire for greater diversity and inclusion, or programmatic emphasis. These changes are often strongly resisted by faculty and, again, require the timely and skillful management of the leader. This paper focuses on the role of the department chair in managing challenging faculty and
Jared A. Russell, Sheri Brock and Mary E. Rudisill
be valued and supported in their endeavors and roles. Leaders who prioritize inclusive excellence position diversity, inclusion, and equity at the heart of their unit’s strategic vision because they are deemed critical to achieving a unit’s mission and goals and demonstrating academic excellence
Adele Pavlidis, Millicent Kennelly and Laura Rodriguez Castro
did better than others at representing sportswomen, yet all embraced the image of “white women celebrating and smiling”. Despite the diversity of women from the Commonwealth competing in GC2018, our analysis concurred with Bruce’s ( 2016 , p. 366) assessment that media depictions of sportswomen
Aquasia A. Shaw, Merry Moiseichik, Heather Blunt-Vinti and Sarah Stokowski
sample were White, while 33% labeled themselves as non-White. Results indicated that teachers who undergo “color conscious” diversity training are less likely to acknowledge color-blind racism and more likely to engage their students in racial/cultural discourse ( Atwater, 2007 ). Racial (Multicultural
Kirsti Van Dornick and Nancy L.I. Spencer
and reflections. In part, we chose to explore the experiences of paraswimmers due to the significant diversity in sport classes among athletes in this sport who have been classified within the functional classification system. We hoped understanding the classification process from this perspective