“I’m Not an Expert, But…”: Perspectives on Aquatic Management for LGBTQ Participants

Abstract

The purpose of this study was to examine the initiatives that current aquatic managers in campus recreation are implementing to create environments that are inclusive to lesbian, gay, bisexual, transgender, and queer (LGBTQ) participation and to assess the barriers to such initiatives. The study utilized in-depth semistructured interviews with nine campus recreation aquatic managers to examine steps that are currently being taken when it comes to creating environments that are perceived to be open, or closed, to LGBTQ participants. A grounded theory–based process of data collection and analysis resulted in emergent themes. These themes included (a) “I am not an expert but…,” (b) reactive programming and management, (c) inclusion as a general practice, and (d) the importance of gender-inclusive practices. Management strategies and implications for campus recreation aquatic managers around these emergent themes are discussed regarding the creating of inclusive environments for LGBTQ participants.

Conceptual Frameworks for Evaluating Diversity and Inclusion in Collegiate Recreation

“…Research and practice around diversity and inclusion in sport and recreation have advanced considerably in the past 30 years (e.g., DeSensi, 1994;Doherty & Chelladurai, 1999). Specific to collegiate recreation, this recent expansion has provided critical information to better inform the field (e.g., Anderson et al, 2020;Pecoraro & Pitts, 2020). With evidence of the enduring presence of injustice within collegiate recreation, it is vital for researchers and practitioners to actively engage in efforts to ensure more equitable experiences for participants and staff with marginalized social identities.…”

“…Existing literature on the subject has predominantly focused on the experiences of recreation participants, demonstrating various ways in which oppression or discrimination are experienced by people with marginalized social identities (Anderson & Mowatt, 2013;Carter-Francique, 2011;Pecoraro & Pitts, 2020;Schwartz & Corkery, 2011;Smith et al, 2007). Gradually, diversity and inclusion research in collegiate recreation has expanded beyond the participant viewpoint and into perspectives from recreation staff and organizations (Anderson et al, 2020;Kaltenbaugh et al, 2014Kaltenbaugh et al, , 2017Patchett & Foster, 2015).…”

Transgender and Nonbinary College Student Inclusivity in Campus Recreation: Perceptions of North American Staff

“…Consistent with previous research (Patchett & Foster, 2015), we found that most campus recreation departments had an all gender locker/rest room. Providing such amenities merely addresses a physical barrier to facility use; however, raising awareness of such amenities (Anderson et al, 2020), and adopting policies that prevent harassment of transgender and nonbinary students are also crucial (Daly et al, 2015). Including transgender and nonbinary students in the development and revision of campus recreation policies and services would help to increase the likelihood of them being as inclusive as possible (Pecoraro & Pitts, 2020).…”

“…Gender-inclusive bathrooms and changing rooms have become increasingly common in campus recreation facilities, with reportedly around half of institutions having gender-inclusive bathrooms and/or changing rooms within recreation facilities (Patchett & Foster, 2015). Though gender-inclusive spaces are recognized as important by campus recreation professionals, recognition does not necessarily translate into staff raising student awareness of such amenities and accompanying policies (Anderson et al, 2020). Safe and comfortable places to engage in physical activity are important (Pecoraro & Pitts, 2020), and evidence suggests that the existence and enforcement of other policies that influence the social environment of campus recreation facilities (e.g., antidiscrimination/harassment policies) may also play a role in creating an inclusive environment for members of the LGBTQ community (Daly et al, 2015).…”

Policies and Practices for Equity: Perspectives of Campus Recreation Staff in North America

“…Consistent with physical activity disparities, women, transgender/non-binary individuals, sexual minorities, and people of color often face additional constraints to physical activity and campus recreation center use than their more advantaged peers (Anderson et al, 2020; Carter-Francique, 2011; Hoang et al, 2016; Shaikh et al, 2018). Feeling uncomfortable or unwelcome, experiencing harassment, or experiencing discrimination can limit individuals’ use of campus recreation facilities and engagement in physical activity (Austin Robert Anderson et al, 2020; Carter-Francique, 2011; Hoang et al, 2016; Shaikh et al, 2018; Stankowski et al, 2017; Wilson et al, 2020).…”