How safe is the playing field? Collegiate coaches' attitudes towards gay, lesbian, and bisexual individuals

Oswalt, Sara B.; Vargas, Tiffanye M.

doi:10.1080/17430437.2012.690407

Cited by 27 publications

(29 citation statements)

References 29 publications

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“…In Spain, studies undertaken with young students indicate that this is the current trend due to the hierarchy of the traditional gender order (Venegas, 2013) which is still being reproduced. Conversely, some of the most recently published studies (Adams and Anderson, 2012;Anderson, 2011;Cleland, 2014;Nylund, 2014;Oswalt and Vargas, 2013) indicate a more tolerant society, in which homophobia is decreasing among athletes, coaches and journalists within sport. Nevertheless, this social change is not described in the context of Spanish society (Piedra et al 2013).…”

Section: Discussionmentioning

confidence: 99%

“…In spite of the shortage of research specific to PE in Spain, recent studies elsewhere do indicate that PE is becoming more accepting of sexual diversity (Anderson, 2012). In sport, athletes are less afraid to state their sexual orientation (Anderson, 2011;Anderson and Bullingham, 2013), teammates accept gay athletes on their teams (Adams and Anderson, 2012;Margrath, Anderson, and Roberts, in press), coaches better manage the presence of gays and lesbians on their teams (Oswalt and Vargas, 2013), and supporters and mass media show more signs of respect and tolerance towards gay athletes (Cashmore and Cleland, 2012;Cleland, 2014;Nylund, 2014). Similarly, homosexually-themed language that may have previously been regarded as an oppression instrument may now be perceived as non-pejorative (McCormack 2011).…”

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confidence: 99%

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Homophobia and heterosexism: Spanish physical education teachers’ perceptions

et al. 2015

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2 Homophobia and heterosexism: Spanish physical education teachers' perceptionsPhysical education is traditionally a heteronormative environment, despite current studies highlighting the existence of positive changes in sport towards sexual diversity. In Spain, physical education teachers' attitudes towards sexual minorities are an under-researched area. The current study identifies physical education teachers' perceptions towards homophobia and heterosexism in their lessons, raising questions as to whether societies are hostile or more tolerant in regards to gays and lesbians in sport. This experimental and cross-sectional descriptive research involved 170 Physical Education teachers from mixed schools, using a modified version of the original questionnaire of homophobia and heterosexism perceptions by Morrow and Gill (2003). Results show heterosexist and homophobic behavior is apparent in physical education lessons, with teachers aware of these behaviours. Furthermore, it is highlighted that students use homosexually-themed language as an instrument to discriminate against gays and lesbians. This language use is not common among teachers, although when it is present, it is clearer and more frequent amongst male teachers.

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Section: Discussionmentioning

confidence: 99%

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confidence: 99%

Homophobia and heterosexism: Spanish physical education teachers’ perceptions

et al. 2015

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“…1 Little is known about the experiences of LGBTQ health care providers, particularly ATs. Previous researchers have examined the perceptions of LGBTQ individuals in regard to physician-patient relationships, 2 coach-athlete relationships, 3,4 coach-coach relationships, 5 athlete-athlete relationships, 6 and AT-student-athlete relationships 7 ; however, we found no literature addressing patients' perceptions of LGBTQ ATs.…”

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confidence: 70%

“…6 1.20(1)(2)(3)(4)(5) 4.47 6 0.87(3)(4)(5) 4.47 6 1.11 (1-5) Rate your level of agreement with the statement: It is appropriate for an AT who identifies as ______ to provide health care to a female sport.…”

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confidence: 99%

Lesbian, Gay, Bisexual, Transgender, and Queer Athletic Trainers: Collegiate Student-Athletes' Perceptions

Crossway

Rogers

Nye

et al. 2019

Journal of Athletic Training

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Context Lesbian, gay, bisexual, transgender, and queer (LGBTQ) athletic trainers (ATs) face uncertain acceptance in the workplace. Objective To examine the perceptions of National Collegiate Athletic Association (NCAA) student-athletes toward ATs who identified as LGBTQ. Design Cross-sectional design. Setting Web-based survey. Patients or Other Participants A total of 623 (males = 212, females = 403, other = 8; age = 19.7 ± 1.4 years) NCAA student-athletes completed the survey. Main Outcome Measure(s) Participants completed a 19-item survey to assess their perceptions about the appropriateness of, quality of care from, and comfort with ATs who identified as LGBTQ. We asked 10 demographic questions and 2 questions regarding the student-athlete's exposure to individuals who identified as LGBTQ. Five matrix questions had 5 stems each to represent LGBTQ individuals on a 5-point Likert scale (1 = strongly disagree, 5 = strongly agree) and 2 open-ended questions elicited qualitative data. We analyzed characteristics of central tendency to evaluate the level of appropriateness, quality of care, and level of comfort perceived by student-athletes of ATs who identified as LGBTQ. We used Mann-Whitney U and Kruskal-Wallis tests for post hoc analyses where appropriate. We used grounded theory to identify themes in the answers to the open-ended questions. Results Participants indicated they would seek health care and would feel comfortable approaching an AT who identified as LGBTQ. Participants agreed it was appropriate for an LGBTQ AT to work with both male and female sports and did not agree that health care provided by heterosexual and LGBTQ ATs differed. The open-ended responses revealed 4 themes: professionalism, upbringing, situational concerns, and concerns about specific populations that affected their perceptions. Conclusions In general, the NCAA student-athletes had positive perceptions of ATs who identified as LGBTQ.

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“…Generally, existing research has mostly focused on hostility or inclusivity toward lesbians and gay men within sports (Morrow & Gill 2003;Piedra et al, 2017), has adapted instruments devised for other purposes , has used single items (Drummond et al, 2015;Gill et al, 2010;, or has assessed the sexual prejudice in sports-related contexts without distinguishing it from general sexual prejudice (Anderson & Mowatt, 2013;Ensign et al, 2011;Forbes et al, 2002;Gill et al, 2006;O'Brien et al, 2013;Oswalt & Vargas 2013;Roper & Halloran, 2007;Sartore & Cunningham, 2009). For this reason, the SPSS scale was specifically designed to explore specific sexual prejudice toward LG athletes and coaches and to distinguish certain kinds of attitudes within sports, such as negative attitudes toward coming-out in sports-related contexts or stereotypes about LG athletes' performance.…”

Section: Convergent and Divergent Validity Of The Spssmentioning

confidence: 99%

Sexual Prejudice in Sport Scale: A New Measure

Baiocco

Pistella

Salvati

et al. 2018

Journal of Homosexuality

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This study describes the process of developing and validating the Sexual Prejudice in Sport Scale (SPSS), which is a multidimensional instrument developed to assess attitudes toward lesbians and gay men (LG) in sports. The authors conducted two studies, first to establish the factor structure of the SPSS on 297 heterosexual athletes and secondly to test the reliability and validity of the resulting 19-item scale on a sample of 311 heterosexual and 160 LG athletes. Exploratory factor analysis of an initial item pool yielded three-factors: openrejection, which assesses the blatant prejudice expressed toward LG people; denial of visibility, which evaluates attitude toward the coming-out of LG people; and gendering performance, which corresponds to gender stereotypes about performance/skills of LG people. A confirmatory factor analysis was conducted to assess the stability of the SPSS. The authors documented internal consistency, test-retest stability, and convergent/divergent validity. Implications and directions for future research are discussed.

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How safe is the playing field? Collegiate coaches' attitudes towards gay, lesbian, and bisexual individuals

Cited by 27 publications

References 29 publications

Homophobia and heterosexism: Spanish physical education teachers’ perceptions

Homophobia and heterosexism: Spanish physical education teachers’ perceptions

Lesbian, Gay, Bisexual, Transgender, and Queer Athletic Trainers: Collegiate Student-Athletes' Perceptions

Sexual Prejudice in Sport Scale: A New Measure

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