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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Katherine Sveinson and Larena Hoeber
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
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
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
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
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
Scott W.T. McNamara, Kevin Andrew Richards, Alyssa M. Trad, Sarena Abdallah, and Lauren Hill
counterparts ( Laureano et al., 2014 ), often experience marginalization ( Wilson & Richards, 2020 ), which can include large caseloads, limited equipment and facilities, and an unsupportive school culture ( Hodge & Akuffo, 2007 ; Holland & Haegele, 2020 ; Obrusnikova & Kelly, 2009 ). Furthermore, general
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
Kelly L. Simonton, Karen L. Gaudreault, and Caitlin Olive
Research on physical education (PE) teacher work lives has demonstrated that the hierarchy of subject matter in schools leaves PE teachers feeling marginalized and underappreciated ( Gaudreault, Richards, & Woods, 2018 ) and can result in problematic outcomes and job-related beliefs including
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
