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Katherine Sveinson and Larena Hoeber

Female sport fan research has been gaining momentum in recent years (e.g., Farrell, Fink, & Fields, 2011; Osborne & Coombs, 2013; Pope, 2011, 2013; Sveinson & Hoeber, 2015). Much of this research focuses on the marginalization that these sport fans experience (e.g., Crawford & Gosling, 2004; Jones, 2008; Sherlock & Elsden, 2000), with little attention given to experiences of empowerment. Therefore, this study sought to explore if female sport fans’ experiences involve marginalization, empowerment, or both and what contributes to these experiences. Multiple individual interviews were conducted with seven highly identified, displaced female sport fans. The data were analyzed through a three-step process involving open, axial, and selective coding (Strauss & Corbin, 1990). The findings demonstrated that the participants experience marginalization based on assumptions that women are inauthentic sport fans. They also felt empowered when they were able to demonstrate legitimacy and authenticity in their fanship.

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Wesley J. Wilson, Steven K. Holland, Justin A. Haegele, and K. Andrew R. Richards

sociopolitical context of the schools in which they work. While not covering every aspect of teachers’ workplace experiences, recent role socialization research ( Richards, Wilson, Holland, & Haegele, 2020 ; Richards, Gaudreault, & Woods, 2018 ) has explored salient factors such as role stress, marginalization

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Christa Spicer and Daniel B. Robinson

synonymous descriptions by those experiencing them; these include loneliness, alienation, and/or marginalization ( Schlichte et al. , 2005 ). Whatever the descriptor, the potential effects of teacher isolation are undesirable and plentiful. For example, they include a lessening of interest in one’s work

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Wesley J. Wilson and K. Andrew R. Richards

in PE ( Curtner-Smith, 2017 ; Curtner-Smith, Hastie, & Kinchin, 2008 ), the structure and function of physical education teacher education (PETE) programs ( Stran & Curtner-Smith, 2009 ), and ongoing socialization in the sociopolitical environments of schools that have historically marginalized the

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K. Andrew R. Richards, Chad M. Killian, Christopher J. Kinder, Kaizeen Badshah, and Casey Cushing

apparent ( Pill, Harvey, & Hyndman, 2017 ). The potential for social media to be used as one platform for CPD may be of particular interest to PE teachers and physical education teacher education faculty members, particularly given the challenges associated with marginalization and limited access to

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K. Andrew R. Richards, Karen Lux Gaudreault, and Amelia Mays Woods

Marginality is a social phenomenon that refers to being assigned low status or positioning within a social group or culture that is outside of central importance or functioning ( Lux & McCullick, 2011 ). This experience can apply to any individual, group, race, or culture whose qualities and norms

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Kamiel Reid and Christine Dallaire

constructions, the female soccer referee is further marginalized by her gender ( Forbes et al., 2015 ) in a context where sport officials may already have tumultuous relationships and interactions with game-time participants by virtue of being “the referee” ( Forbes & Livingston, 2013 ). Like the female coach

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Barbara Tyree Smith and Grace Goc Karp

This qualitative study explored how students adapt to marginalization in a seventh-grade middle school physical education class in the Pacific North-west. The study’s focus included how marginalized students were excluded within the class and how students, identified as marginalized, adapted to exclusion or temporary acceptance. Marginalized students were those who were unable to be accepted into or remain in a group for a period of time (approximately one week). Data were collected through 60 field observations, over a 14-week time period. Informal and formal interviews were conducted with teachers and students. Three boys and 2 girls were identified as marginalized within the physical education class. Formation of groups and strategies used to exclude marginalized students were found to greatly influence how students became initially marginalized. Once marginalized, students rarely changed their status, although a few were able to use strategies that reduced their status temporarily.

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Jihyeon Lee and Laura Azzarito

isolation ( Lleixà & Nieva, 2018 ; Stanec, 2016 ). Informed by hegemonic masculinity ( Connell & Messerschmidt, 2005 ; With-Nielsen & Pfister, 2012 ), a hidden curriculum in PE positions RIM girls’ nonmasculine bodies as “inferior” and “abnormal” ( Paechter, 2003 ) and consequently marginalizes and

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Maya Maor

center in at least three aspects: the temporary nature of their marginality, given their gradual transition to manhood; their potential to demonstrate the effectiveness and value of their chosen method, through displaying technical expertise over older and/or stronger opponents; and as proof, by virtue