Youth identity formation: (Mis)alignment between urban male youth and sport coaches

Newman, Tarkington J.; Jefka, Benjamin; Lower‐Hoppe, Leeann M.; Kimiecik, Carlyn; Brgoch, Shea; Dillard, Rebecca; Dwyer, Kathryn; Rockhill, Carter; Ingram, Donta

doi:10.1016/j.childyouth.2020.105733

Cited by 5 publications

(3 citation statements)

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“…In this way, and in a traditional qualitative approach, the purpose of the research was to explore already occurring processes, rather than intervening and interfering with the program's objectives. In the end, the program provided a unique opportunity to explore healthy masculinity construction, particularly related to social constructs of race, faith and athletics—all which are known contributors to hegemonic, toxic masculinity and systemic patriarchal inequities (Newman et al, 2021; Perales & Bouma, 2019; Rockhill et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

“…Due to institutional, systemic and structural racism, young men living in urban cities—particularly young Black men and other youth of colour—are at risk for developing negative self‐identities related to masculinity (Newman et al, 2021). Within the context of athletics, 1 Black males are showcased in such a way as to capitalize on their physical prowess while their individual identities are marginalized (Yearwood, 2018).…”

Section: Introductionmentioning

confidence: 99%

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Healthy masculinity construction: The influence of race, faith and athletics

et al. 2022

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Due to structural racism, young men living in urban cities-particularly Black and other youth of colour-are at risk for developing hegemonic, toxic masculine identities.However, through a positive youth development approach, sport can be used to promote healthy masculinity. This study explored the importance and meaning of masculinity, as well as influences of masculinity construction among 14 urban male youth who participated in a faith-based sport program. Findings from semi-structured interviews highlight the importance of a masculine identity; depict masculinity through key attributes (leadership, persistence, responsibility, confidence, strength) and underscore the intersectional influence of race, faith, athletics and adult role models.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Healthy masculinity construction: The influence of race, faith and athletics

et al. 2022

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“…From a biopsychosocial perspective, physical health outcomes incorporate physical fitness (Anderson-Butcher et al, 2019 ) and subjective health (Super et al, 2018 ), while mental health outcomes include psychological well-being (Cronin et al, 2018 ) and resilience (Vella et al, 2021 ). Further, intrapersonal psychological outcomes consist of self-identity (Newman et al, 2021 ), character (Weiss et al, 2019 ), and values (Koh et al, 2017 ), and academic performance (McDavid et al, 2019 ). Socially, youth participation in sport-based PYD program has been found to foster new social relationships (McDonough et al, 2018 ), a sense of belonging (Martin et al, 2016 ), as well as decreases in delinquency (Spruit et al, 2018 ).…”

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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