Is Your Inequity Showing? Ideas and Strategies for Creating a More Equitable Learning Environment

Williamson, Kay M.

doi:10.1080/07303084.1993.10606800

Cited by 5 publications

(3 citation statements)

References 23 publications

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“…These findings again closely reflect previous research by both Williams (1993) and Mitchell (1992), who found that,…”

Section: Expectations Of Otherssupporting

confidence: 92%

“…Research has found that expectations of athletic achievement and skill are higher for boys than girls, but higher expectations are set for girls in regards to behavior and obedience (Bradbury, 1990;Macdonald, 1990). In a study focusing on teacher-student interaction in physical education, Williams (1993) found that, in the main, girls receive less encouragement and attention than boys and take up less physical space and air space in most school environments. The study revealed that teachers, both male and female, spend a disproportionate amount of time attending to male students' learning.…”

Section: The Games Females Playmentioning

confidence: 99%

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Talented Female Athletes: Are They Going for Gold?

Ellis¹,

Riley

Gordon

2003

Journal of Secondary Gifted Education

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This article describes case study research investigating how gifted females perceive their talents by exploring the beliefs and experiences of 18 females who have been identified as athletically talented by their secondary school's sports academy. A comprehensive review of literature and previous studies regarding gifted females and females' attitudes toward sport and physical activity highlighted four key themes worthy of further investigation: self-perceptions of ability, relationship issues, outside expectations and pressures, and future plans. Through questionnaires and a focus group interview, it was found that participants did not perceive themselves as significantly talented or special in any way. However, the study also reveals that, on the whole, the participants enjoyed being athletically talented and would not wish to be any different. Both positive and negative aspects of being considered athletically talented were acknowledged, with the positive factors being mainly in regards to increased confidence and self-esteem and opportunities to meet new people, while the negative problems were predominantly centered around friendship issues, gender problems, and outside pressures. The limitations of this research are recognized and implications for future practice and research are given.

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“…These findings again closely reflect previous research by both Williams (1993) and Mitchell (1992), who found that,…”

Section: Expectations Of Otherssupporting

confidence: 92%

Section: The Games Females Playmentioning

confidence: 99%

Talented Female Athletes: Are They Going for Gold?

Ellis¹,

Riley

Gordon

2003

Journal of Secondary Gifted Education

View full text Add to dashboard Cite

show abstract

“…From a practitioner perspective, some argue and provide suggestions for creating equitable practices in physical education related to gender, sexuality, race, and social class issues (Butt & Pahnos, 1995;McCaughtry, Dillon, Jones & Smigell, 2005;Sparks, 1994;Williamson, 1993), while others address unintentional forms of racism in physical education (King, 1994). Little research exists on culturally relevant physical education (CRPE).…”

mentioning

confidence: 98%

Culturally Relevant Physical Education in Urban Schools

Flory

McCaughtry

2011

Research Quarterly for Exercise and Sport

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Using a three-part theoretical framework, the cultural relevance cycle-which consists of (a) knowing community dynamics, (b) knowing how community dynamics influence educational processes, and (c) implementing strategies that reflect cultural knowledge of the community--we examined teachers' and students' perspectives on culturally relevant physical education in urban settings. We observed and interviewed 53 physical education teachers and 183 students in urban districts over 4 years. We identified themes of care, respect, language and communication, and curricular content that explained how these teachers enacted the cultural relevance cycle. Within these themes, teachers and students specified global and discipline-specific components of care, the rflattening of social hierarchies among students and between students and teachers, accommodation of English as a second language and urban communication, and relevant curricular content as necessary for achieving cultural relevance. Enacting the cycle of cultural relevance resulted in respectful learning environments in which students were highly engaged; however very few teachers enacted all three steps of the cycle.

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Physical Education, Positivism, and Optimistic Claims From Achievement Goal Theorists

Pringle

2000

Quest

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Is Your Inequity Showing? Ideas and Strategies for Creating a More Equitable Learning Environment

Cited by 5 publications

References 23 publications

Talented Female Athletes: Are They Going for Gold?

Talented Female Athletes: Are They Going for Gold?

Culturally Relevant Physical Education in Urban Schools

Physical Education, Positivism, and Optimistic Claims From Achievement Goal Theorists

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