To act or not to act? Student-athlete perceptions of social justice activism

Intosh, Andrew Mac; Martin, Eric; Kluch, Yannick

doi:10.1016/j.psychsport.2020.101766

Cited by 35 publications

(32 citation statements)

References 35 publications

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“…Fuller and Agyemang (2018) interviewed 10 Black National Collegiate Athletic Association (NCAA) Division III college athletes and found that athletes perceived their coaches to be concerned that activism would harm the public image of the program and school and thought activism engagement would negatively impact academics and sport performance, aspects that clearly indicate a lack of support for activism. Similarly, in a quantitative study with over 2,000 college athletes, Mac Intosh et al (2020) found that college athletes had highly positive attitudes toward activism, and all three aspects of TPB (attitudes, subjective norms, perceived behavioral control) predicted their intention to engage in activism. Additionally, they found that these predictors were influenced by race and gender with attitudes a stronger predictor of intention among white athletes and perceived behavioral control a stronger predictor among racially minoritized athletes.…”

Section: Challenges For Athlete Activistsmentioning

confidence: 91%

The role of challenges and supports in engaging white athletes in activism for racial justice.

Martin¹,

Scheadler²,

Kluch³

et al. 2022

Journal of Diversity in Higher Education

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The last several years have been met with increased instances of athlete activism among college athletes. Little research, though, has investigated athlete activism among white college athletes. The present study adopted an interpretive-constructivist approach to conduct semistructured interviews with 12 white college athletes engaging in racial justice activism. Interviews aimed to develop a heightened understanding of the challenges and supports they experienced in their activism. White college athletes cited several challenges to and supports for engaging in racial justice activism. Challenges included resource deficits (e.g., lack of support), intrapersonal concerns (e.g., lack of confidence), and other external threats (e.g., difficulty balancing social justice with preexisting relationships with loved ones). Supports included individual-level support (e.g., advice from others) and institutional-level support (e.g., resources from university administrators). Findings show participants experienced more challenges than supports. Further, some challenges are unique to white athletes including struggles in engaging in racial justice activism with ingroup members (i.e., other white people). Meanwhile, support from universities, mentors, and family members was important to encouraging racial justice activism among the participants. Higher education administrators, sport psychology consultants, and other sport leaders can use this information to empower white college athletes to navigate the challenges associated with engaging in racial justice activism.

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Section: Challenges For Athlete Activistsmentioning

confidence: 91%

The role of challenges and supports in engaging white athletes in activism for racial justice.

Martin¹,

Scheadler²,

Kluch³

et al. 2022

Journal of Diversity in Higher Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…The goal of CPYD is that after youth develop the 5 C's, they take on the roles of transforming communities and spreading CPYD messaging (i.e., contribution through critical action). Contribution through critical action gives emphasis to the role played by youth as active learners and agents of change, capable of inspiring others to pursue goals such as thriving for social justice and physical activity and sport promotion in underserved communities (Mac Intosh et al, 2020 ). Thus, we posit that the CPYD approach, through leveraging the 7th C, can simultaneously build capacity at the population level for collective efficacy and foster greater participation in public policy processes capable of generating systemic change (Hipp, 2016 ; Butel and Braun, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

Aligning Physical Literacy With Critical Positive Youth Development and Student-Centered Pedagogy: Implications for Today's Youth

Santos¹,

Newman²,

Aytur³

et al. 2022

Front. Sports Act. Living

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The purpose of this article is three-fold: (1) revisit the concept of life skills to position physical literacy as a social justice life skill; (2) make the argument that physical literacy is particularly relevant within a critical positive youth development perspective; and (3) propose a novel critical praxis for developing physical literacy amongst youth. When considering emergent social issues, youth programming has the potential to integrate concepts from a range of theoretical frameworks, which may help youth transform into social change activists and competent movers. Such critical perspectives may guide sport and physical education programming as contemporary society poses numerous challenges concerning youths' diverse emotional, mental, physical, and social needs. In order to advance knowledge and practice, we urge researchers and practitioners to rethink the way sport and physical education has been traditionally conceptualized. Ultimately, we propose that educating individuals to recognize and then confront neoliberal values within a post-pandemic landscape is critical. These notions may help researchers (re)frame their positionality and readiness to tackle physical literacy through broader theoretical lenses which—as alluded to in this article—may equip practitioners and researchers to meaningfully advance social justice.

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“…For example, Kylin Hill, a football player at Mississippi State University, threatened not to play unless changes were made on campus regarding racist symbols, while also helping to push legislation at the state level to remove confederate images from the state's flag (Lyles, 2020). The increase in collegiate athlete activism (Mac Intosh et al, 2020), coupled with growing outside pressure on universities and athletic departments to take a stand and promote social justice, has led to the issuance of numerous statements regarding racial injustices (McKenzie, 2020). However, university responses to internal and external pressures regarding racial equity have historically been seen as reactionary, with the focus being on surface-level statements and actions rather than committing substantial resources to dismantle the racist systems that exist within college sport (Bimper & Harrison, 2017;Fink et al, 2003).…”

Section: Introductionmentioning

confidence: 99%

Navigating the Intersection of COVID-19 and (Re)new(ed) Calls for Racial Justice: A Qualitative Examination of the Experiences of Diversity, Equity, and Inclusion Professionals in College Athletics During A Year of “Social Justice Awakening”

Swim

Turick

Kluch

et al. 2022

JIS

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The purpose of this qualitative study was to examine the experiences of diversity, equity, and inclusion (DEI) professionals in the NCAA athletics governance structure. The specific focus was centered on the multiple crises of summer 2020, including both the COVID-19 pandemic and calls for social injustices and its effects on DEI work and the impacts on DEI professionals within college athletics. In total, 23 semi-structured interviews were completed with the DEI professionals, with five major themes emerging from the results, including: (1) Reorganization of Priorities, (2) Reactive vs. Proactive Work, (3) Challenges of Virtual DEI Engagement, (4) Emotional Fatigue, and (5) Validation of DEI work. The implications for future research and practitioners will be further explored.

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To act or not to act? Student-athlete perceptions of social justice activism

Cited by 35 publications

References 35 publications

The role of challenges and supports in engaging white athletes in activism for racial justice.

The role of challenges and supports in engaging white athletes in activism for racial justice.

Aligning Physical Literacy With Critical Positive Youth Development and Student-Centered Pedagogy: Implications for Today's Youth

Navigating the Intersection of COVID-19 and (Re)new(ed) Calls for Racial Justice: A Qualitative Examination of the Experiences of Diversity, Equity, and Inclusion Professionals in College Athletics During A Year of “Social Justice Awakening”

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