"... and after that came me". Subjective constructions of social hierarchy in physical education classes among youth with visual impairments in Germany.

Autor/inn/en	Giese, Martin; Ruin, Sebastian; Baumgärtner, Jana; Haegele, Justin
Titel	"... and after that came me". Subjective constructions of social hierarchy in physical education classes among youth with visual impairments in Germany. Gefälligkeitsübersetzung: "...und danach kam ich". Subjektive Konstruktionen sozialer Hierarchie von Jugendlichen mit visuellen Beeinträchtigungen im Sportunterricht in Deutschland.
Quelle	In: International journal of environmental research and public health, 18 (2021) 20, [16 S.] PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
ISSN	1660-4601; 1661-7827
DOI	10.3390/ijerph182010946
Schlagwörter	Umfrage; Soziale Anerkennung; Soziale Isolation; Emotion; Selbstwertgefühl; Umfrage; Deutschland; Diskriminierung; Sportsoziologie; Schulsport; Sportunterricht; Sehbehinderung; Sportpädagogik; Selbstwertgefühl; Soziale Anerkennung; Inklusion; Diskriminierung; Schulsport; Sportpädagogik; Sportsoziologie; Sportunterricht; Sehbehinderung; Jugendlicher; Deutschland
Abstract	The aim of this study was to reconstruct subjective constructions of experiences in PE and feelings of being valued within PE classes in Germany by students with visual impairment (VI). Two female and two male students (average age: 19.25 years) participated in the study from the upper level. For the reconstruction of experiences of feeling valued, episodic interviews with a semi-structured interview guide were used. The data analysis was conducted with MAXQDA 2020 based on content-related structuring of qualitative text analysis with deductive-inductive category formation. To structure the analysis, the main category, feelings of being valued, was defined by two poles (positive feelings of being valued as opposed to bullying). As a main finding, respondents primarily reported negative feelings and experiences characterized by instances of bullying, discrimination, and physical and social isolation, perpetuated by both their peers and teachers. In search of a deeper understanding, we identified social hierarchy as an underlying structure determining the students' perceived positioning within the social context and thus directing their feelings of being (de-)valued. It became evident that it is not the setting per se that determined social hierarchy, but that it is more about the concrete manifestation of social hierarchy. (Autor).
Erfasst von	Bundesinstitut für Sportwissenschaft, Bonn
Update	2023/1