Marginalized Girls' Gendered Experiences within a Constructivist Afterschool Program (REACH)

Autor/inn/en	Simon, Mara; Marttinen, Risto; Phillips, Sharon
Titel	Marginalized Girls' Gendered Experiences within a Constructivist Afterschool Program (REACH)
Quelle	In: Sport, Education and Society, 26 (2021) 6, S.579-591 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Simon, Mara) ORCID (Marttinen, Risto)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1357-3322
DOI	10.1080/13573322.2020.1764926
Schlagwörter	After School Programs; Gender Bias; Physical Education; Minority Group Students; Low Income Students; Elementary School Students; Urban Areas; Physical Activities; Literacy Education; Program Effectiveness; Student Attitudes; Sex Stereotypes; Females; Grade 5; Grade 6; Intervention; Student Development; Constructivism (Learning); Racial Bias; Ethnicity; California + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Geschlechterstereotyp; Körpererziehung; Sportunterricht; Urban area; Stadtregion; Schülerverhalten; Weibliches Geschlecht; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; Racial discrimination; Rassismus; Ethnizität; Kalifornien
Abstract	Gender in physical education (PE) traditionally enacts discourses of hegemonic masculinities where girls are frequently positioned as the 'problem' regarding their disengagement. The purpose of this qualitative study was to examine the experiences of mostly ethnic minority and low-socioeconomic status elementary school girls enrolled in an urban physical activity (PA) and literacy afterschool program, known as REACH. This case study purposefully sampled 12 female participants and data were triangulated through interviews, journals, and field notes. Data were analyzed using constant comparison and open/axial coding. Both school and school PE were conceptualized by the girls as marginalizing, as they regularly disengaged. Further, the girls received implicit messages related to what it means to be a girl in both school and PE contexts. The gendered meanings idealized by participants represent constraining discourses and stereotypes regarding embedded femininities. However, participants were able to reject some gender stereotypes, reflecting a sense of autonomy in their lived experiences from the REACH program. The implications of this study represent the need for research which constructs gendered experiences as fluid, along with the potential importance of afterschool programs in empowering marginalized students. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01