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Female Sport Fans’ Experiences of Marginalization and Empowerment

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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Workplace Experiences of Adapted Physical Educators: A Comparison of Educators With and Without National Certification

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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Utilizing a Community of Practice for Teaching Personal and Social Responsibility: A Case Study

Victoria Shiver, Kelly L. Simonton, Angela Simonton, and Ali Alshuraymi

face a custodial setting without support ( Richards et al., 2014 ; Richards & Gordon, 2017 ). Another key challenge is marginalization, meaning physical educators are treated as less important and valuable than classroom teachers. Subjects that expand upon cognitive function (art, music, and physical

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“Learn to Function in the System”: The Organizational Socialization of Urban Physical Educators

Colin G. Pennington, Galila Werber-Zion, and Tanya Prewitt-White

suffering from feelings of marginalization ( Flory, 2015 , 2016 ), thus creating the risk of teacher attrition ( Richards et al., 2023 ). Through teacher interviews exploring similar phenomenon as the present study, Henninge ( 2007 ) investigated how nine veteran UPEs experienced their careers, and factors

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Alone in the Gym: A Review of Literature Related to Physical Education Teachers and Isolation

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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“It’s My Time to . . . Fight Some of These Battles”: The Life History of an Exemplary African American PETE Faculty Member

Richard F. Jowers and Matthew D. Curtner-Smith

The life history approach has been touted as crucial in the fight against the marginalization of physical educators because it gives voice to those who may otherwise be silenced ( Dowling-Naess et al., 2015 ; Lanford et al., 2019 ; Sparkes et al., 1993 ; Squires & Sparkes, 1996 ). Despite calls

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“It’s Not Particularly P.C., You Know . . .”: Women Coaches’ Performing Gender in Strength and Conditioning

Gavin Thomas, Jaime Guinan, and Győző Molnár

responsibilities such as S&C coaching, they often face a multitude of challenges such as marginalization, prejudice, and the presence of gender stereotypes ( Schull & Kihl, 2019 ), further demonstrating a male hegemonic power structure. In sports coaching, female athletes also tend to perpetuate gender stereotypes

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Socialization of Preservice Adapted Physical Educators: Influence of Teacher Education

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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Chapter 4: Twitter as a Professional Development Platform Among U.S. Physical Education Teachers

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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Teachers’ Beliefs and Dispositions Toward Change in a Social and Emotional Skills Development Program

Shannon A. Pennington, Kim C. Graber, Karen Lux Gaudreault, and Kevin Andrew Richards

, Richards, et al., 2021 ) in the qualitative evaluation of a social and emotional skills intervention focused on helping elementary-level noncore subject teachers navigate stress and marginality in the workplace. We draw primarily from the PE literature in framing this study as teacher socialization has