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KNES 237 > 244 Midterm 1 > Flashcards

244 Midterm 1 Flashcards

1
Q

What are the key concepts?

A
  1. Equity
  2. Diversity
  3. Inclusion
  4. Justice
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2
Q

Inequlaity

Equality is hard to acheive

A
  • Unequal access to opportunies from local-global scale
  • Created through societal constructs
  • Created & maintained (doesn’t occur naturally)
  • Functions under assumption that each indidvual or group are given the same resources/opportunities
  • Social change requires understanderstanding barriers and how to overcome them (equity)
  • Created & maintained thruogh social practices
  • Lead to one set of people being denied the privilages of others
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3
Q

Equity

A

Fair & just distribution of resources to ensure equity deserbing populations are given opportunity

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4
Q

Diversity

A
  • Mix of people in a social space
  • Recognizes & understands that each individual is unique (bring own perspective & skills)
  • Dimensions;
    - Race
    - SES
    - Gender (socially constructed)
    - Sexual orientation
    - Faith
    - Ability
    - Age

Dimensions shape identity & diversity but also generate barriers

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5
Q

Inclusion

A
  • Introducing safety into the environment
  • Not bringing people together in what already exists but creating a new better space (allows diversity)
  • Related to making a new space, a better space for everyone & not bringing people into a space that already has specific practices that may be discriminatory
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6
Q

Social justice

Equitable opportunity

A
  • Equal access to wealth, opportunities & privilages in society
  • Requires significant fundamental change to oppressive systems & structures (tear down to shift)
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7
Q

Equity is achieved when each individual or group of people is given the same resources or opportunities

A

False

Equality

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8
Q

Inclusive practices are best described as;
a. Identifying oppresive barriers targeting marginalized groups
b. Creating new spaces that create fair & safe spaces for individuals
c. Reconstructiong pre-existing spaces for diverse populations
d. Sharing wealth & opportunities for all individuals & groups

A

B

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9
Q

Sociological imagination

social construct & macrolense of the world

A
  • Differs depending on individual (experience shapes people)
  • Framework for recognizing hoe individual experiences are shaped through & produced by social factors
  • Understanding the link between movement culture experiences & broader societal factors
  • Wearing a pair of glasses that helps you see how your personal experiences are influenced by larger social forces e.g. like how a drop of water in a river is connected to the entire flow
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10
Q

Society

influence each other & are bidirectional

A
  1. Military
  2. Medicine
  3. Sport
  4. Economy
  5. Politics
  6. Law
  7. Religion
  8. Art
  9. Mass media
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11
Q

Goal of qualitative

Academic literature

A
  • Provide depth through the voices of participants as they relate their lived experiences
  • Identify & map out how these experiences relate to productions of social issues
  • Using data to challenge societal norms & advocate for social change & reform
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12
Q

Qualitative literarture

Academic literature

A

Academic
-Written by the researchers & provide detailed overviews of the background of the topic/issue, methodolgy, methods & theory, the themes or topics of interest & an in-depth discussion of how these findings either parallel or challenge our current knowledge

Grey literature
- Written by either the researcher or a secondary journalist & provide an abbreviated, succint & easily digestible document that allows for a greater audience to engage with

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13
Q

Movement cultures

A
  • Social spaces oranized around movement e.g. sport, dance & fitness
  • Unique characteristics & traits
  • Reflect contexually specific norms & values
  • Contribute to contexually social norms & values
  • Provide great opportunity to use our sociological imagination
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14
Q

Social theories

A
  • Tools that helop us identify & explain problems in social life
  • Metaphorical microscope or magnifying glass
  • Used to question, challenge, interrogate or explore “taken-for-granted” aspect of social life
  • Differ form personal theories

Personal theories underpin our beliefs e.g. punishment creates barrier

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15
Q

Social constructionism

A

Idea of challenging (deconstruct & reconstruct)

A lens to think critically about social life
- Critical stance toward “taken-for-granted” knowledge
- Suspicion in our assumption about how the world apears to be
- Conceptulizing social life is not as “black & white but “grey”
- Knowledge is produced through social interatctions & social porcesses

Takes stance that accepting something ‘as the way it is’ is problematic

Knowledge is contextual; it can be challenged, deconstructed, reconstructed & transformed

e.g. laws & people’s bodies (abortion)

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16
Q

Define social contructionism

A
  • Knowledge reproduced, reflied, reconstructed through social interaction
  • Social lense to challenge assumptions
  • Made up by society
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17
Q

Dr. Cooky

The missing female athlete

A
  • Launguage used
  • Critized & viewed based on outfit
  • Athletes referred to other labels before athlete e.g. mother, wife
  • Lower levels of hype in interviews
  • You can’t be what you can’t see
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18
Q

Concussion ingorance or ambiguity

A

Top 3 reasons for not reporting or achknowledging a concussion;
1. Limited amount of time to surf at a specific location- **windows of opporunity **
2. Peer pressure
3. FOMO - Favourable conditions & the edge

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19
Q

Sociological imagination is best described as

A

A framework to understanding social theory

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20
Q

Movement cultures both reflect & contribute to social norms & values

A

True

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21
Q

Traditional ideas of sex & gender

A
  • Male & female sexes
  • Catagorized based on biological & physiologcal categories/criteria
  • Jlia Butler put forth the herterosexual framework/matrix
  • Assumption gender & sex are interconnected;
    - Male - masculine
    - Female - feminine
    Gender roles & gender expression
  • Reduces our ideas of sex & gender to overly simplisitic binary categories (norms & assumptions)
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22
Q

Genderbread person

A
  • Sex & gender on a spectrum e.g. David Beckam metrosexual pushed spectrum
  • Gender spectrum; feminine, endrogenous, masculine shapes identity
  • 0.7-1.7% are born intersex often present in one or more than the other
  • Sexual orientation on a spectrum
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23
Q

Experiences, idnetities & bodies

A

Surrounded by;
- Ideological formation (values, beliefs & ides around the body assigned at birth)
- Cultural texts (social media communication)
- Cultural practices (assumptions of roles men & women should be in)
- Institutional structures (religion, military, law, education reinforce specific gender practices)

24
Q

Gender ideologies present in everday life

A
  1. Behaviour
  2. Clothing
  3. Language
  4. Body ideas (hetero-normativity)
  5. Expectations of employment/life ambitions
  6. Male privialge (unacknowledged)
  7. Expected sexual/emotional/romatic partner
25
Q

Gender

A
  • Socially constructed (knowledge is (re)produced through societal actions values & beliefs)
  • Influenced by ideological format/formations, cultural texts, institutional structures & cultural practices
  • Gender is performed societal, cultural & environmental context (Butler 1990)
  • Results in the creation of hierarchy that value certain performances of gender over others
26
Q

Performed gender

A
  • Being a boy/man or gil/women are learned through societal practices
  • Gender is performed according to societal, cultural & environmental context (Butler 1990)
  • Results in the creation of hiearchy that values certain performances of gender over others
27
Q

Male preserve

A

Sport “serves as a medium for celebrating the achievements of men & promoting values of masculinity, while marginalizing women status

Education goormed boys to prepare for military

28
Q

Anrocentrism

A

Assuming the masculine point of view is the norm for society/humity

Anti-drocentrism lense

29
Q

History “male preserve”

A
  • Sport made by and for men women exluded
  • Men were allowed to take up space women less so
30
Q

Patriarchy

A
  • System of unequal gender roles, identities & experiences marginalize women & privilage men
  • Extends beyons gender identity & captures forms of masculinity & femininity
  • Power & privilage lend to greater affordances & outcomes to one goup over another (men-women)
31
Q

Patriarchy in movement culture

A
  • Wage gaps
  • Rules
  • Media representations & sponsorshipd
  • Language
  • Expectations of the body
32
Q

Sociological imagination through theories

(upside down pyramid)

A
  1. Personal theories
  2. Social theories
  3. Social constructionismm
  4. Sociological imagination

bottom to top

33
Q

Macro lens

A
  • Sociological imagination
  • Framework for analyzing how the individual & societ interact
  • Individual experiences are shaped through & produced by overarching social factors
34
Q

Knowledge production

A
  • Social constructionism
  • Production of a meaning, concept or dominant interoretation (arbitarily) created by human in a society & upheld though customs/tradition

Challenges knowledge on our understanding of sport or space

35
Q

Social theories

A
  • Theories used to understand how or why specefic behaviours, narratives/traditions are upheld & practiced
  • Analyze specific topics
36
Q

Social reality

A
  • The way we view our problems
  • Challenge reality
37
Q

Masculinity

A
  • Sport as a “male preserve” functions under the assumption that physicality is “natural” to boys
  • Hegemonic masculinity may result in a negative effects on a boys/mens mental, social, emotional & physical health
  • Hegemonic masculinity also reinforces mal dominance & oppresses other gender expressions
  • Sport & PE spaces as places where boys can learn to become men;
    - Strength & power
    - Aggressions
    - Virility
    - Acceptance of pain, injury & machismo
    - Dominance over opponents
    - Win at all costs e.g. sacrifice the body
    - Rationality over emotionality
    - Heterosexuality

Hegemonic = ideal

38
Q

Dominant sporting masculinity

A
  • Largely promoted through men’s team contact sports, presented across all sport e.g. getting “chicked”
  • Militaristic language
  • Homophobic & misogynistic discourse amoungst peers, from coaches & fans e.g. locker room talk
  • Reinforces unethical practices
39
Q

Limited conceptualizations of manliness & masculinity

A
  • Expect too little of boys, young men & men
  • Impact on mental, physical, emotional & social health
  • Can contribute to disordered eating, body dysmorphia & use of performance enhancing substances
  • Impact on interpersonal relationships
  • Self harm, attempted suicide, suicide
  • Abuse/violence against others

Toxic masculinity

40
Q

Impact of sports on girls & women

A
  • Continued struggle for media representation & economic support
  • Fewer opportunities (athlete; coach; administration)
  • Continued narravtive that certain sports or activities are “appropriate” for women & girls
  • Continued appropriation of cosemetic fitness
  • Implementation & continued use of rules, regulations or changes to game play based on false assumptions & historical narractives

According to scolars

41
Q

Femininity in sport

A
  • Aesthetics (potential to lead to disordered eating)
  • Women’s bodies, performance of gender moves beyond athletic performance becomes political (hyper sexualized) e.g. body hierarchies
  • Context dependent (e.g. figure skating vs hockey)
  • “Women who appear heterosexually feminine are privileged over women who are percieved as masculine” (Krance 2011)

Results in sexualization

42
Q

Are we failing our girls & women

A
  • Expect too little od girls, young women & women
  • “You can’t be what you can’t see”
  • Concerns of aesthetics over athletics
  • Can contribute to eating disorders & body dysmorphia
  • Impact on health (mental, physical, social & emotional)
  • Impact life choices
  • Impact on interpersonal relationships

Limited conceptualizations of girls & women & femininity

43
Q

Sport & PE spaces reinforce norms, values & beliefs that influence how boys learn to become men. This is better known as

A

Male preserves

44
Q

Toxic masculinity does not

A

Promote feeling of self-worth

45
Q

Issue with gender

A
  • Creates rigid categories- required to fit in for enrollment
  • Can be problematic in sport, which still functions under binary codifying
  • E.g. Layshia Renee (non-binary WNBA)
46
Q

Gender non-binary

A
  • Identify & expression don’t fit into heteronormative binary of masculine & feminine (fluid identity)
  • Experience erasure ( policy & procedures don’t utliize the right language so they’re excluded)
  • Forgotten about in policy, programming & offerings
47
Q

Trans

A
  • Sex assigned at birth & gender identity & expression aren’t aligned
  • Focus often on trans-women & womens sport (impartial or full)
  • E.g. Lia Thomas (swimming) - non-binary
48
Q

Intersex

1-7% of global population

A
  • Someone who is born with reproductive or sexual anatomy that doesn’t fit “neatly” into the catecories of biological sex of “male” or “female” as typically defines
  • E.g. Caster Semya
49
Q

Basis of sex & sport segregation

A
  • Minimal research to demonstrate this is warranted
  • Research demonstrates that there is significant differents witihn sex than between sex true of physical performance

-

50
Q

Importance of sexuality & sport

A
  • LGBTQ+ youth drop out of sport & PE at a higher rate than cisgender, heterosecual peers (begin grade 7)
  • Canadian youth experience more homophobic language in team sport settings than other countries in the Global North & even more after they’ve come out
  • LGBTQ+ adults experience overt & covert forms of discirmination in gyms & fitness facilities (not always targeted but still said)
51
Q

Importance of sexuality & sport pt 2

A
  • LGBTQ+ adults less likely to participate in sport & PA due to negative experiences in their youth
  • Social spaces like sport, dance & the gym reproduce heteronormative assumptions about people, their bodies & behaviours (various)
  • Little initiative has been taken by Canadian sport organizations to meaningfully address homophobia in sport
  • Locker rooms as (potentially) unsafe spaces for LGBTQ+ people
  • Lack of clear inclusion/anti-discrimination policies
  • Lack of education for fitness professionals, facility staff
  • Importance of LGBTQ+ PA spaces
52
Q

Heteronormativity

A

Cultural & societal bias often unconscious that privileges heterosexuality & ignores or under-represents diversity in attraction & behaviour by assuming all people are heterosexual

53
Q

Critiques of exisitng research

A
  • Little research on bisexual athletes; no research on other sexual identities e.g. asexual
  • Lack of racial diversity in research participants (athletes that are disabled)
  • Little discussion of diability in the scolarships
  • Crtitical scoalrships in dance lacking (ballroom as an exception)
  • Almost no inclusion of sport officials (figure skating as an exception)
54
Q

Lesbian & gay athletes & coaches

A
  • Experiences of outright homophobia - very problematic in junior high
  • Culture of silence; don’t ask don’t tell
  • Social isolation if remain in “toxic” sport environment (toxic masculinity)
  • Coming out is often presented as having “gone better” than anticipated (problematic thinking)
  • Wished there were role models when younger
  • Easier when one has athletic capital
55
Q

Lesbian & gay athletes & coaches pt 2

A
  • Improved performance after coming out
  • Worried about employment (coaches but also pro athletes)
  • Locker rooms as unsafe spaces
  • Expectations to fit dominant ideas about femininity or masculinity
  • Have considered, attempeted or died by suicide (alot due to locker environment)
  • Demonstrated resiliency in unwelcoming spaces for the love of sport
56
Q

Experiencing homophobic language

A

Canadian sport has 3 offical languages; English, French & homophobia

57
Q

Locker room talk

A
  • “Casual” banter between teammates (or training mates) in a so-called private space
  • Carries over the social spaces related to sport (bars, parties, travel)
  • Is often misogynistic, homophobic, racist, ableist
  • Normalized as “just a part of sport culture” or locker rooms writ large

KNES 237 (2 decks)

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