Sexuality Matters in Physical Education and Sport Studies

Creative Work Environments in Sport Organizations: The Influence of Sexual Orientation Diversity and Commitment to Diversity

“…The negative attitudes toward sexual minorities are prevalent among persons training to enter the field (Gill, Morrow, Collins, Lucey, & Schultz, 2006), current and former players (E. Anderson, 2002;Sartore & Cunningham, 2009a), parents of players (Sartore & Cunningham, 2009a), and administrators (Griffin, 1998;Krane & Barber, 2005). As a result, sport is characterized as a heteronormative context where dominant forms of masculinity and a norm of heterosexuality are continually reproduced and institutionalized (E. D. Anderson, 2009;Hemphill & Symons, 2009;Plummer, 2006). These dynamics serve to exclude lesbian, gay, bisexual, and transsexual (LGBT) individuals from employment opportunities (Cunningham, Sartore, & McCullough, 2010), make LGBT coaches and players fearful of negative reprisals when others become aware of their sexual orientation (Freeman, 2003;Krane & Barber, 2005), and cast LGBT individuals, or persons presumed to fall into that category, as "others" (Hemphill & Symons, 2009;Sartore & Cunningham, 2009b).…”

“…As a result, sport is characterized as a heteronormative context where dominant forms of masculinity and a norm of heterosexuality are continually reproduced and institutionalized (E. D. Anderson, 2009;Hemphill & Symons, 2009;Plummer, 2006). These dynamics serve to exclude lesbian, gay, bisexual, and transsexual (LGBT) individuals from employment opportunities (Cunningham, Sartore, & McCullough, 2010), make LGBT coaches and players fearful of negative reprisals when others become aware of their sexual orientation (Freeman, 2003;Krane & Barber, 2005), and cast LGBT individuals, or persons presumed to fall into that category, as "others" (Hemphill & Symons, 2009;Sartore & Cunningham, 2009b). As a collective, this research suggests that sexual minorities often face exclusionary and hostile environments within the sport and physical activity context.…”

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“…Reproducing homophobia in the sport male preserve are patriarchal gendered structures, social behaviors and attitudes which are clearly linked to concepts of masculinity and male identity or the masculinity of male athletes (Kamberidou, 2009;Ensign, Yiamouyiannis, White & Ridpath, 2011;Roper & Halloran, 2007;Patsantaras 2013Patsantaras , 2015. Studies repeatedly argue that "mannish" social behavior, [4] the aggressive and domineering expression of masculinity and male attitudes (Anderson, 2002;Hemphill & Symons, 2009;Patsantaras, 2015), are part of the value system of sports which is defined as hegemonic masculinity (Hemphill & Symons, 2009;Connell & Messerschmidt, 2005;Anderson, 2002). In other words, the values and roles that boys and men have to adopt in the context of competitive sports include dominance, aggressiveness, competitiveness, athletic ability, patience, risk taking, strength, individual confidence and control, consequently confirming they belong to "the male side" and not to the diametrically opposite, associated with homosexuality or effeminacy, the latter traditionally associated with women and girls, that is to say socially accepted female traits, behaviors or mannerisms (Cheng, 1999;Wellard, 2006;Hartill, 2008;Kamberidou, 2012;Patsantaras, 2014).…”

Negotiating sexuality and masculinity in school sport: an autoethnography

“…As a result, in comparison to other leisure fields, sport offers few role models for young same-sex attracted males (Elling & Janssens, 2009). Despite improvements in other sections of society, continuing accounts of heterosexism and homophobia in sport suggest the environment is still a difficult one for samesex attracted males (Hemphill & Symons, 2009). …”

“…The story connects to culture in multiple ways, not least because the events I recount occurred within a sporting culture in which homophobia, heterosexism, and hegemonic masculinity are prevalent (Anderson, 2005;Gough, 2007;Sparkes, Partington & Brown, 2007). The story has political implications because entrenched power dynamics and social processes operating within school and sport settings have shaped -and continue to shapethe identity development, health, well-being, safety, privilege and prospects of same-sex attracted young people (Barron & Bradford, 2007;Hemphill & Symons, 2009). It is on these bases that I have decided the tale is worth telling.…”