, 2016b ). Moreover, disparities in levels of physical activity continue to exist. Based on the most recent National Health Interview Survey on all age groups ( U.S. Department of Health and Human Services [USDHHS], Office of Disease Prevention and Health Promotion, 2016b ), 43.6% of African Americans
Maria Kosma, David Buchanan, and Jan Hondzinski
Rebecca E. Hasson
al., 2008 ; Whitt-Glover et al., 2009 ; Youth Risk Behavior Surveillance System, 2009 ). Self-reported physical activity levels indicate that African-American and Latino adolescents age 9–13 participate in less leisure-time physical activity than their White counterparts ( Youth Risk Behavior Surveillance
Sofiya Alhassan, Christine W. St. Laurent, and Sarah Burkart
prekindergarten programs; Federal Interagency Forum on Child and Family Statistics, 2017 ). Compared with their non-Hispanic White counterparts (63%), a higher percentage of African American (68%) children spend a significant portion of their day at preschool centers ( Federal Interagency Forum on Child and
Brian Tyo, Rebecca Spataro-Kearns, and David R. Bassett Jr.
African American women have higher rates of obesity as measured by body mass index (BMI; BMI ≥30 kg·m −2 ) ( Flegal, Kruszon-Moran, Carroll, Fryar, & Ogden, 2016 ; Ladabaum, Mannalithara, Myer, & Singh, 2014 ; Ogden, Carroll, Kit, & Flegal, 2014 ). For example, according to National Health and
Shaun M. Anderson and Matthew M. Martin
Comedian Chris Rock explained in a 2015 interview on Real Sports With Bryant Gumbel that Major League Baseball (MLB) lacks a relatability factor in the African American community. He stated that “Black people and baseball ain’t a good match anymore” ( Axisa, 2015 ). Furthermore, he explained that
Jenny Lind Withycombe
Stereotypes have the power to dynamically structure African American female athletes’ oppression (Buysse & Embser-Herbert, 2004; Kane, 1996), for example, by trivializing their athletic efforts (Douglas, 2002). The purpose of this paper was to examine how African American women athletes experience such stereotypes. Drawing from Collins (1990) and Crenshaw’s (1991) work on intersectionality, data were gathered from eight African American female athletes regarding their sport experiences. Qualitative analyses revealed two major themes: Gendered Stereotypes and Racial Stereotypes. Findings suggested that complex intersections of these stereotypes significantly impacted African American female athletes’ sport experiences. It is concluded that future research should explore in greater depth the sexist, racist, and classist incidences of African American female athletes’ experiences at all levels of sport participation.
Sanaz Nosrat, James W. Whitworth, Nicholas J. SantaBarbara, Shira I. Dunsiger, and Joseph T. Ciccolo
have a similar affective response to different resistance exercise intensities. Thus, we aimed to explore the acute psychological effects of resistance exercise intensity with sedentary Black/African American PLWH who experience depressive symptoms. Specifically, the aim of this study was to further
Rodney P. Joseph, Kathryn E. Royse, and Tanya J. Benitez
combination of moderate to vigorous PA [MVPA] equivalent to the previously mentioned recommendations). 5 Moreover, when examining the PA patterns of Americans by race and gender, African American (AA) and Hispanic women perform lower PA levels than white women and their male counterparts. For example, only
Louis Harrison Jr., Albert Y. Bimper Jr., Martin P. Smith, and Alvin D. Logan
The African American male student-athlete occupies one of the most peculiar positions in American society. While lauded for their sport performance, they are often viewed as problematic in the broader society. While their performance generates millions of dollars for universities and the NCAA, for most, their labor often produces comparatively little personal gain. While they are recruited as student-athletes, they soon realize that the demands of their athletic commitment renders them athlete-students. Many outside of sport would argue that this is a choice and an informed decision. But we argue much of this is a consequence of the mis-education of the African American student-athlete. We examine this phenomenon through the lens of Critical Race Theory to provide an alternative view of the issues faced by African American student-athletes and suggest an alternative pedagogy that might be investigated to meet their needs.
Takahiro Sato and Samuel Russell Hodge
The purpose of this study was to describe and explain the teaching experiences of African American physical education teacher candidates in secondary physical education programs at urban schools. The research design was explanatory multiple-case study situated in positioning theory (Harré & van Langenhove, 1999). The participants were seven African American physical education teacher candidates. The data sources were interviews, self-reflective journal logs, and e-portfolios. The data were analyzed using a constant comparative method (Boeije, 2010). The thematic findings were: (a) tacit positioning (unconscious and unintentional), (b) self–other discourse, and (c) reflective positioning. The study’s findings offer additional empirical evidence that physical education teacher education programs must do more to better prepare teacher candidates for working in urban schools with greater cultural competency and higher self-efficacy.