“I Felt Like . . . They Left Me to Fend for Myself”: A Mixed-Method Examination of Sense of Belonging Among Minoritized Groups in Sport Academic Programs

Abstract

Drawing from Strayhorn’s model of educational sense of belonging and Vaccaro and Newman’s model of belonging for privileged and minoritized students, this study utilized a mixed-method approach to examine to what extent students from minoritized groups feel like they belong in the sport management classroom. Significant differences in sense of belonging were found based on visible identities such as gender or race. In addition, our qualitative data revealed five higher-order themes that positively or negatively impacted students’ sense of belonging across identity groups: (a) representation, (b) community, (c) support, (d) accomplishments, and (e) academic and professional experience. Limitations, implications, and directions for future research are discussed.

“My Identity Drives Me in This Space” A Qualitative Examination of Racially Minoritized Diversity, Equity, and Inclusion Professionals’ Experiences in U.S. Intercollegiate Sport

“…As Keaton (2020) has argued, the increasing pressure on athletic departments to advance diversity, equity, and inclusion (DEI) due to a sociocultural climate that centered conversations on social justice has led to the emergence of DEI-specific positions in intercollegiate athletics. While extensive research on these positions is non-existent, given it remains an emerging job field, the little research that has been done on the topic shows that these positions are often held by members of minoritized communities, e.g., Black women (Keaton, 2022;Kluch et al, 2023).…”

“…In fact, scholars have repeatedly shown the stark institutionalized barriers women have to overcome to succeed in the industry (Taylor & Wells, 2017). This includes: a lack of belonging due to systemic discrimination that starts in the sport management classroom (Kluch et al, 2023); the invisible labor associated with being a woman in sport (Sveinson et al, 2022); repeated instances of harassment (Taylor et al, 2018); and increased (unjustified) scrutiny of their ability to lead in the sport space (Taylor & Hardin, 2016). As Walker and Satore-Baldwin (2013) have shown, the resulting norms in collegiate sport have become so socially accepted and embedded within the institution of sport organizations that the thought of change is often unfathomable.…”