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Differences in Sport Management Doctoral Students’ Experiences With Gender Microaggressions and Stereotype Threat by Gender

Sarah B. Williams, Elizabeth A. Taylor, T. Christopher Greenwell, and Brigitte M. Burpo

members and depends upon the relationship networks within the doctoral student’s university ( Motshoane & McKenna, 2014 ). Doctoral education in the field of sport management is no different and relies heavily upon the student’s interaction with and guidance from faculty ( Jisha & Pitts, 2004 ). Sport

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Influence of Occupational Socialization on Sport Pedagogy Doctoral Students’ Beliefs and Actions

Richard F. Jowers, Jamie J. Brunsdon, Jacob T. Peterson, Hayden L. Mitchell, and Matthew D. Curtner-Smith

to improvements in recruiting preservice teachers, physical education (PE) teacher education (PETE), and the conditions in which inservice physical educators work ( Curtner-Smith, 2009 ). More recently, a small number of researchers has also begun to ask why prospective (i.e., doctoral students [DSs

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Understanding Physical Education Doctoral Students’ Perspectives of Socialization

K. Andrew R. Richards, Gabriella M. McLoughlin, Victoria Nicole Ivy, and Karen Lux Gaudreault


Despite an abundance of research on doctoral student socialization in higher education, little attention has been paid to physical education doctoral students. This study sought to understand physical education doctoral students’ perceptions of their socialization as preparation for faculty roles.


Participants included 32 physical education doctoral students (16 female, 16 male) from US institutions of higher education. Data were collected in three phases using focus group interviews, an open-ended survey, and individual interviews.


Three first-order themes described: (a) indirect, but common pathways to pursuing a doctoral degree, (b) relationships are essential to the doctoral program experience, and (c) becoming a faculty member is a complex and ongoing process.


Relationships, particularly with faculty members, are integral to doctoral education. Training for the role of doctoral advisor could be beneficial, as could connecting cohort members and promoting opportunities to learn the role of teacher educator and publish research.

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Impact of Occupational Socialization on the Perspectives and Practices of Sport Pedagogy Doctoral Students

Hong-Min Lee and Matthew D. Curtner-Smith

The purpose of this study was to examine the impact of occupational socialization on the perspectives and practices of sport pedagogy doctoral students in terms of physical education (PE) teaching and physical education teacher education (PETE). Participants were 12 students. Data were collected through formal and informal interviews, observations, and self-reflective posters. They were analyzed using analytic induction and constant comparison. Key findings were that doctoral students espoused both conservative and liberal forms of PE and PETE. These views were shaped by the various phases of their socialization. Doctoral students recalled being oriented to teaching and coaching. The longer coaching orientations remained intact, the more likely they were to espouse conservative versions of PE and PETE. The students’ graduate education was shown to be particularly potent and powerful. This appeared to be due to influential faculty, a practitioner focus in master’s degree programs, and engagement in undergraduate PETE.

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Characteristics of PETE Doctoral Level Institutions: Descriptions of Programs, Faculty and Doctoral Students

B. Ann Boyce and G. Linda Rikard

The present study of Doctoral PETE programs provided an extensive description of demographic data which included: (a) doctoral program characteristics, (b) faculty, and (c) doctoral graduates. Several data sets from the academic years of 2005–06 and 2008–09 as well as selected summary data from 1996–97 through 2008–09 were used to make comparisons and identify emerging trends. The number of 23 doctoral programs (2008–09) has decreased slightly compared with the 24 programs in 2005–06. Information on faculty and doctoral student ethnicity revealed that doctoral graduates were more diverse than D-PETE faculty. Almost 90% of doctoral graduates enter positions in higher education. There was a slight increase in the number of doctoral students who matriculated over time. Lastly, our graduates including non U.S. graduates are extremely marketable because of the high demand for pedagogists in higher education.

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The Changing Climates of the Sport Management Academic Job Market and Doctoral Students’ Career Expectations

Andrea N. Geurin-Eagleman and Erin McNary

Past research shows that the job market for sport management academic positions was strong, with more job openings than qualified professors to fill the positions. Due to changing global and higher education climates, however, it was necessary to conduct further research to examine how these shifts in the external environment have impacted the sport management job market. Therefore, this study employed a content analysis methodology to examine the faculty job openings in sport management from 2010 to 2011. In addition, current doctoral students were surveyed to determine their preparation and expectations for the academic job market. Results revealed much greater parity between the number of open positions and the number of doctoral student job seekers than ever before. Similarities and differences were discovered between the actual job market and students’ career expectations and goals. Ultimately, the job market has become more competitive and job seekers must take steps to ensure a competitive advantage.

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Mental Health and Perceived Stress in Kinesiology Graduate Students

Elizabeth M. Mullin, Anna Bottino, Danielle D. Wadsworth, Steven J. Petruzzello, and Tiffanye M. Vargas

:// Hodge , S.R. , & Corbett , D.R. ( 2013 ). Diversity in kinesiology: Theoretical and contemporary considerations . Kinesiology Review, 2 (3), 156 – 169 . 10.1123/krj.2.3.156 Hunter , K.H. , & Devine , K. ( 2016 ). Doctoral students’ emotional

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Mentorship Among Female Sport Management Doctoral Students

Melissa N. Chester and Michael Mondello

The purpose of this study was to ascertain what role mentoring played in female sport management faculty’s decision to pursue doctoral degrees and to investigate and identify factors related to successful transition through the doctoral program. A qualitative, descriptive-interpretive approach utilizing a cross case analysis of current female faculty in sport management was used to discover participants’ subjective views regarding a specific experience or experiences in an effort to provide unique, relevant data (Anda, 2001). This methodology allowed for a greater understanding of the participants and their experiences. Semistructured interviews were conducted with eight participants dichotomized by race: four White and four Black Assistant Professors teaching in undergraduate and graduate programs at various types of Carnegie classified institutions. Collectively, seven major themes and four major personality traits and characteristics developed from verbatim transcriptions of the interviews. The seven themes included athletic involvement, career in athletics, career aspirations, pedagogy decision, influence of mentor, mentor roles, and context of mentoring. The four personality traits and characteristics related to success were athletic involvement/career in athletics, single with no dependents, competitive/confident, and vigilance/determination.

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An Examination of Sport Management Doctoral Programs and the Organizational Environment Through Person–Environment Fit Theory

Jay Martyn, Kyle J. Brannigan, Brent D. Oja, and Claire C. Zvosec

to the importance of organizational environments, this study builds upon research in the academic community ( Baker & Pifer, 2015 ; D’Andrea, 2002 ; Hyatt & Williams, 2011 ) by utilizing an organizational environment perspective focusing on faculty and doctoral students. The estimate of attrition

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“My Methods Courses Feel Like Walmart”: Influence of Secondary Organizational Socialization on Early Career Faculty Members’ Implementation of PETE

Jamie Jacob Brunsdon and Matthew D. Curtner-Smith

pedagogists in their own institutions and inspire them to improve on personal, collective, informal, and formal levels, if necessary. The findings of the study should also help those who work with doctoral students as they prepare their charges for the move to their first positions as FMs in terms of