This article examines the piloting of a cultural safety training module in the Canadian Red Cross’s (CRC’s) Water Safety Instructor Development Program. Thematic analysis of interviews with program participants and facilitators revealed two main themes: Inclusion is important and valued by instructors, and accommodation for cultural and ethnic diversity is difficult to achieve in aquatics settings. Doherty and Chelladurai’s (1999) framework was used to understand the strengths and weaknesses of the pilot module. In conclusion, the authors propose that cultural safety training for the instructors alone will not lead to the provision of culturally safe sport; rather, there needs to be a change in the overall organizational culture in which the CRC’s programs are offered if they are to succeed. These findings make three contributions to the literature. First, the authors bridge the existing bodies of literature on critical Whiteness theory and sport management literature that addresses the management of diversity. Second, the authors explore the novel application of cultural safety training for instructors of a sport program. Finally, the authors offer recommendations to enable the development of an organizational culture that is facilitative and supportive with respect to inclusion (i.e., is welcoming) and accommodation (i.e., is flexible and adaptable) of cultural and ethnic diversity in aquatics programming.
Kyle A. Rich and Audrey R. Giles
Marissa Banu-Lawrence, Stephen Frawley, and Larena Hoeber
for career development, it can also provide organizations with a highly desirable source of competitive advantage ( Day, 2001 ). Simultaneously, the importance of gender diversity in leadership teams is becoming increasingly recognized—both in scholarly and popular literature—as critical to the
Erin E. Ayala, Alison Riley-Schmida, Kathryn P. A. Faulkner, and Kelsey Maleski
; Kaskan & Ho, 2016 ). Women and culturally diverse athletes may be especially prone to microaggressions when competing in sports with little diversity ( Hall, 2001 ). The gender disparity in competitive cycling is larger than in many other sports, with only 15% of licensed cyclists registered as women for
Allyson C. Hartzell and Marlene A. Dixon
Diversity in organizations has distinct positive implications. Organizations with more female representation are more successful than those headed solely by men ( Adler, 2001 ; Catalyst, 2013 ; Desvaux, Devillard-Hoellinger, & Baumgarten, 2007 ; Wittenberg-Cox, 2010 ; Wittenberg-Cox, 2014 ). A
Jason Laurendeau, Tiffany Higham, and Danielle Peers
on recent considerations of diversity work in sport and physical culture (e.g., Hammond, Jeanes, Penny, & Leahy, 2019 ; Spaaij, Knoppers, & Jeanes, 2020 ). After introducing and contextualizing MEC, we unpack “diversity work” in terms of relevant literature and our theoretical grounding. Then
George B. Cunningham
The purpose of this study was to examine the prevalence, antecedents, and outcomes of diversity training in intercollegiate athletics. Data were collected from senior level administrators and aggregated to the department level for NCAA Division I (n = 239), Division II (n = 205), and Division III (n = 231) athletic departments. Only 53% of the athletic departments offered training. Logistic regression indicated that gender diversity, sexual orientation diversity, divisional affiliation, and the presence of a proactive diversity culture were all predictive of whether the department offered training. Additional analysis indicated that sensitivity to individual needs and understanding different cultures were the topics most covered in the training. Finally, the motivation for training (either compliance- or effectiveness-based) and the degree to which the training was systematically integrated were predictive of transfer of training, with the latter variable holding the strongest association. Implications, limitations, and future directions are discussed.
Jared A. Russell
(HBCUs) and Hispanic-serving institutions (HSIs) that may not have considered Auburn University as a destination for graduate studies. A Brief History of the School of KINE’s Diversity and Inclusion Imperative In 2005, the School of KINE (formerly the Department of Health and Human Performance
Alison J. Doherty and Packianathan Chelladurai
The article focuses on the management and impact of cultural diversity in sport organizations. It is proposed that the potentially constructive or destructive impact of cultural diversity is a function of the management of that diversity, which is ultimately a reflection of organizational culture, or “how things are done around here.” Organizational culture is described along a continuum of valuing similarity and diversity in the organization. It is argued that the benefits of cultural diversity (e.g., creativity, challenge, constructive conflict) will be realized when an organizational culture of diversity underlies the management of that diversity. These benefits are heightened when the situation dictates a high degree of task interdependence and complexity. Implications for increasing cultural diversity and developing an organizational culture that values that diversity, as a social responsibility and a contributing force to organizational performance, are discussed.
NiCole R. Keith and Jared A. Russell
This article describes the characteristics of diversity within academia and professional organizations in general and specifically within Kinesiology departments and Kinesiology-related organizations. While other types of diversity exist, this article refers to diversity in terms of race/ethnicity, gender, age, physical capability, socioeconomic background, and/or sexual orientation. Two Kinesiology departments, within the context of their universities, in two different regions of the United States are presented as models of best practice to improve institutional diversity. Also presented are one detailed example and several general examples of methods by which Kinesiology-related professional organizations have developed intentional strategies to improve diversity in membership and leadership. Presented models could, at least in part, be used by administrators and leaders to improve diversity within academic institutions and professional organizations.
Dana D. Brooks, Louis Harrison Jr., Michael Norris, and Dawn Norwood
The primary purpose of this article is to engage in a dialogue regarding why faculty, students, and administrators should care about diversity and inclusion in kinesiology. Recent American population growth trends data clearly reveals an increase in ethnic minority populations, particularly Hispanics. American public schools and colleges are experiencing greater ethnic diversity, leading to increased diversity within our classrooms. A review of the literature quickly reveals a lack of clarity in defining the terms diversity and inclusion. Throughout the article we define these terms and at the same time identify barriers (on and off campus) to promoting and ensuring a diverse learning environment. Strong arguments are presented supporting the value of diversity within the academy, especially in kinesiology. The value of diversity in kinesiology is refected in scholarly publications, conference programming, awards recognition activities, and in the recruitment and retention of a diverse faculty and student population.