TY - JOUR
T1 - The “Othering” of Latina Girls in School Sport Contexts
AU - Lopez, Vera
N1 - Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This research was supported by a seed grant from the Arizona State University (ASU) Global Sport Institute. Publisher Copyright: © The Author(s) 2021.
PY - 2021
Y1 - 2021
N2 - This study sought to enhance, through qualitative methods, an understanding of the othering of Latina girls in school sport contexts. Focus groups with 78 Latina girls (ages 12–15) and semi-structured interviews with 15 coaches were conducted. Thematic analysis of the focus group and interview data revealed that Latina girls receive both implicit and explicit messages that they do not belong in sports. These messages are ingrained within larger discourses about gender, ethnicity, class, and sports, and are expressed at the ideological (beliefs about sport, gender, and culture), institutional (school policy and practices), instructional (coaching pedagogies), and interpersonal (interactions with coaches/peers) levels. Girls both internalized and resisted messages about sport, gender, culture, and belonging. Policy and practice recommendations about how schools can develop more inclusive school sport contexts for Latina girls are presented.
AB - This study sought to enhance, through qualitative methods, an understanding of the othering of Latina girls in school sport contexts. Focus groups with 78 Latina girls (ages 12–15) and semi-structured interviews with 15 coaches were conducted. Thematic analysis of the focus group and interview data revealed that Latina girls receive both implicit and explicit messages that they do not belong in sports. These messages are ingrained within larger discourses about gender, ethnicity, class, and sports, and are expressed at the ideological (beliefs about sport, gender, and culture), institutional (school policy and practices), instructional (coaching pedagogies), and interpersonal (interactions with coaches/peers) levels. Girls both internalized and resisted messages about sport, gender, culture, and belonging. Policy and practice recommendations about how schools can develop more inclusive school sport contexts for Latina girls are presented.
KW - Latinas (U.S.)
KW - adolescence
KW - education/school
KW - gender
KW - qualitative methods
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U2 - 10.1177/07435584211014879
DO - 10.1177/07435584211014879
M3 - Article
SN - 0743-5584
JO - Journal of Adolescent Research
JF - Journal of Adolescent Research
ER -