{"id":234,"date":"2006-03-02T17:11:47","date_gmt":"2006-03-02T23:11:47","guid":{"rendered":""},"modified":"2016-10-19T09:01:03","modified_gmt":"2016-10-19T14:01:03","slug":"the-effect-of-gender-opportunity-in-sports-on-the-priorities-and-aspirations-of-young-athletes","status":"publish","type":"post","link":"https:\/\/thesportjournal.org\/article\/the-effect-of-gender-opportunity-in-sports-on-the-priorities-and-aspirations-of-young-athletes\/","title":{"rendered":"The Effect of Gender Opportunity in Sports on the Priorities and Aspirations of Young Athletes"},"content":{"rendered":"
Submitted by: Dr. Kelly E. Flanagan & The United States Sports Academy Undergraduate Research Team: Claudette I. Baker, Melissa Fortin & Derrick V. Tinsley<\/div>\n

Abstract<\/p>\n

The role and importance of athletics in the lives of today&#8217;s
\nmale and female youth is analyzed in responses to a survey co-authored
\nby a professor and conducted by two undergraduate students at the United
\nStates Sports Academy. Athletes at the middle school, high school and
\njunior college level were asked to rate the importance of sports in their
\nlives and the likelihood of advancement in athletics as well as careers
\nin sports. The two survey researchers, their professor and a third undergraduate
\nanalyzed the results of the survey and how they reflect of the current
\nstatus of males and females in athletics today. The authors concluded
\nthat female athletes have a different set of priorities regarding sports
\nbecause of the difference in athletic opportunities afforded them.<\/p>\n

<\/p>\n

Introduction<\/p>\n

The differences in opportunities and recognition in sports between male
\nand females have been well documented. Opportunities for female athletes
\nhave increased in certain areas in the past 30 years, but females continue
\nto lag far behind their male counterparts.<\/p>\n

The researchers in this project set out to find how that situation affects
\nthe values and opinions of young athletes at the middle school, high school
\nand junior college level. How important are sports in their lives? What
\nis the likelihood they will play sports at a higher level? What is the
\nlikelihood they will pursue a career in sports, either as a professional
\nathlete, coach or administrator?<\/p>\n

The hypothesis is that the differences in opportunities and publicity
\nin sports for males vs. females would result in different answers between
\nthe male and female athletes.<\/p>\n

Background<\/p>\n

The progress made in athletics for women and girls since the Civil Rights
\nact of 1964 was amended with Title IX in 1972 has been well documented.<\/p>\n

Title IX was aimed at outlawing discrimination in schools that received
\nfederal assistance. When opportunities for females in sports began to
\nbe interpreted as \u201cdiscrimination\u201d and government-backed college
\nloans and grants began to be interpreted as \u201cfederal assistance,\u201d
\nthe expanded scope of the legislation allowed opportunities for females
\nin athletics to increase dramatically. The recognition of female athletes
\nresulting from increased opportunities parlayed into a larger place in
\nthe professional sports market place as three professional women\u2019s
\nbasketball leagues, two pro softball leagues and a professional women\u2019s
\nsoccer league have existed since the passing of Title IX.<\/p>\n

\u201cWhen I was growing up, the only women you saw in professional
\nsports were in tennis and golf,\u201d said Ann Meyers-Drysdale, ESPN
\nanalyst who played in the first women\u2019s professional basketball
\nleague and was the first woman to try out for a team in the National Basketball
\nAssociation. \u201cThose are sports not very many people can afford to
\nplay, especially if you are in a family with 11 children (ussa.edu).\u201d<\/p>\n

The number of collegiate and professional opportunities in sports has
\nincreased for females, as well as participation (NCWGE, 2002). While such
\nopportunities have increased, the differences between males and female
\nopportunities in the sports are still apparent. Of the aforementioned
\nprofessional leagues, only two continue operations today while the others
\nlasted less than five years each.<\/p>\n

Recognition in the media has also increased, as ESPN televised all games
\nin the NCAA Women\u2019s Basketball Tournament for the first time in
\n2003. However, male sports figures still are far more prevalent in the
\nmedia. Television commercials with male athletes endorsing products overwhelmingly
\noutnumber those with female athletic endorsements. Seventy to 90 percent
\nof the articles in Sports Illustrated are about male athletes (Eitzen
\nand Sage, 2003).<\/p>\n

An NCAA survey of Division One universities in 1992 revealed that men\u2019s\u2019
\nprograms received 70 percent of all athletic scholarship funds, 83 percent
\nof the recruiting funds and 77 percent of the operating budgets (Eitzen
\nand Sage, 2003).<\/p>\n

Women are underrepresented at all levels of sports, including coaching
\nand administration opportunities, which have proportionately decreased
\nsince the passage of Title IX. In 1972, coaches in female sports were
\nabout 90 percent women. By 1998, that percentage dropped to 58 percent,
\n44 percent in 2002. Only 18 percent of those programs were administered
\nby women (Coakley, 2004).<\/p>\n

These facts are reviewed along with the results of the survey, to see
\nif there is a reflection of the gender climate in sports in the athletes\u2019
\nanswers.<\/p>\n

Process<\/p>\n

Two undergraduate students and their professor composed a survey that
\nasked the respondents to rate the values of sports and certain aspects
\nthere of on a scale of 1-5, with \u201c5\u201d meaning \u201cvery important\u201d
\nand \u201c1\u201d meaning \u201cnot at all important.\u201d They were
\nalso asked to use a 1-5 scale to rate the likelihood of having a future
\nin sports at various levels of college or careers in sports as a professional
\nathlete, coach, official or in an administrative function. A score of
\n\u201c5\u201d meant \u201cvery likely\u201d and \u201c1\u201d meant
\n\u201cnot at all likely.\u201d<\/p>\n

The specific questions are in Figure 1. The hypothesis was that female
\nathletes were more likely to give accomplishments in sports a lower priority
\nin their lives and to have lower expectations about their futures in sports.
\nThe researchers also believed that because the quantity and depth of athletic
\nopportunities for males exceeds that for females, female respondents would
\ngive athletics a lower priority in their lives and have lower expectations
\nof their future in sports.<\/p>\n

Figure 1: Survey Content
\n\"Figure<\/p>\n

One student surveyed 16 girls and 18 boys who participate in sports at
\nCentral Baldwin Middle School in Robertsdale, Ala. Another surveyed 17
\ngirls and 13 boys who participate in sports at Murphy High School in Mobile,
\nAla. The same student surveyed 15 women and 14 men who participate in
\nathletics at Bishop State Community College, also in Mobile.
\nAfter the results were computed, the professor, the two students and one
\nadditional student analyzed the results and the gathered facts about opportunities
\nfor females in sports to see if there was a difference in the responses
\nbetween males and females that could be attributed to the current sport
\nclimate.<\/p>\n

Results<\/p>\n

Because opportunities in sports at a higher level are more prevalent
\nfor males than for females, it was believed that the more serious aspects
\nof sports, — such as competition, scholarship potential and challenges
\n— would be more important to the male athletes than the female and the
\nmore social aspects — experience, building friendships, fun and physical
\nfitness — would score higher on the female responses.<\/p>\n

The friendship hypothesis held true on all three surveys. Among middle
\nschool athletes, the average score of importance on \u201cbuilding friendships\u201d
\nwas 4.38 for girls and 4.17 for boys, although a comparable number (nine
\ngirls and eight boys) gave that aspect a \u201c5\u201d score. The high
\nschool girls gave friendships an average rating of 4.41, compared to 4.15
\nfor the boys, and the number of respondents rating it a \u201c5\u201d
\nwas 10 girls and seven boys. Community college athletes overall gave friendships
\nless weight, with the women averaging a 4.0 response and the men 3.36.
\nOnly six women and two men rated friendship a \u201c5.\u201d Females
\nat the middle school and community college level gave physical fitness
\na higher average score than males (4.75 to 4.61 middle school, 4.73 to
\n4.21 community college), but the high school boys gave it more importance
\nthan the high school girls (4.69 to 4.47). However, 12 high school girls
\nand 10 high school boys gave physical fitness a \u201c5.\u201d The \u201cexperience\u201d
\nanswer was close in the middle school group (4.38 girls and 4.33 boys
\nwith eight each rating it a \u201c5\u201d), but was clearly favored
\nby the boys in high school (4.54 to 4.24) and women in community college
\n(4.2 to 4.0). \u201cFun\u201d produced mixed results, with girls giving
\nit a higher score than boys at the middle school level, just the opposite
\nin high school and about even in community college.<\/p>\n

Scholarship potential rated a higher importance among boys than girls
\nin the high school (4.62 to 4.0) level but it is just the opposite in
\nmiddle school (4.38 girls, 4.17 boys). In community college, where some
\nalready have scholarships but may aspire to transfer and play at a four-year
\ninstitution, the results were about even (4.6 women, 4.57 men). The scores
\nwere about even between male and female athletes at the high school and
\ncommunity college level in the area of \u201cchallenge,\u201d but it
\nranked higher in importance for middle school boys (4.44) than girls (4.19).
\nCompetition was also an even factor between males and females at the high
\nschool and community college level, but higher among middle school boys
\n(4.56) than girls (4.38).<\/p>\n

The students were asked \u201cHow important in your daily time are the
\nfollowing activities?\u201d with the choices being socializing with friends,
\ntime with family, practicing sports and time with boyfriend\/girlfriend.
\nPracticing sports was the number one answer among middle school boys (4.61)
\nand high school boys (4.46) but number two for community college men (3.57)
\nwho gave studying the highest average score (3.79). Six of the 14 respondents
\ngave studying a \u201c5.\u201d Middle school girls and community college
\nwomen made \u201ctime with family\u201d their top answer (4.5, 4.6),
\nwhile high school girls found studying (4.41) most important. In all cases,
\nfemale athletes gave \u201cstudying\u201d a higher score than the male
\nathletes.<\/p>\n

The students were asked \u201cHow important are the following accomplishments
\nto you?\u201d with the choices being winning sports, personal accomplishments
\nin sports and \u201cgood grades.\u201d The results were often mixed
\nwhen it came to male vs. female athletes at different levels, but the
\nfemale athletes tended to be more serious about their studies as they
\napproached the higher levels. Middle school girls gave \u201cgood grades\u201d
\nan average score of 3.44 with more than half giving it a \u201c3\u201d
\nor lower, while high school girls scored it 4.82 and community college
\nwomen 4.93.<\/p>\n

The importance of sports in young athletes\u2019 lives can also be indicated
\nby the sources of influence in decisions regarding athletic participation.
\nThe athletes were asked \u201cWhose influence is important to you in
\nyour decisions about sports?\u201d with the options being parents, siblings,
\ncoaches, or teammates and friends. High school and middle school boys
\nwere most influenced by their teammates and friends while coaching influence
\nwas more important to the girls in high school and middle school (with
\nparents and coaches rating a 4.63 for middle school girls). Parents were
\nthe biggest athletic influence among both men and women in the community
\ncollege sample.<\/p>\n

The athletes were asked to rate the likelihood they would be accomplishing
\neach of the following: play sports National Association of Intercollegiate
\nAthletics (NAIA) or at a small National Collegiate Athletic Association
\n(NCAA) institution, play sports at a Division One NCAA college or university,
\nplay professional sports and have a career in sports (coaching, administrative,
\nofficiating, etc.) In each category at each level, the male athletes gave
\nthemselves a higher likelihood score than the female athletes. The middle
\nschool boys gave a 4.22 to the likelihood they would have a career in
\nsports and\/or play sports professionally. The lowest average scores in
\nlikelihood of a career in sports were entered by the female athletes (3.13
\nmiddle school, 2.47 high school and 3.07 community college).<\/p>\n

Conclusion<\/p>\n

One of the most telling results of this survey as it reflects the situation
\nof women in sports is the fact that female athlete at all levels gave
\nextremely low scores among the likelihood they would pursue a career in
\nsports, which could be a result of the declining number of women in coaching
\nand administrative positions in female athletics.<\/p>\n

The lack of exposure and opportunities for women\u2019s professional
\nsports is evident when it is noted that male athletes consistently gave
\nthemselves higher scores than female athletes when assessing the likelihood
\nof playing professional sports.<\/p>\n

Perhaps this also gives the female athletes a more balanced perspective.
\nWhile the likelihood scores on professional sports and careers in sports
\nwere consistently low for females, the likelihood score declines in the
\nmale athletes as they reach a higher level: 4.22 in middle school, 4.08
\nin high school and 3.0 in college. While middle school and community college
\nstudents gave high priority to study time and time with family at the
\nhigh school and community college levels, it did not become a top priority
\nfor male athletes except in the community college survey.<\/p>\n

These results call for future studies with more detailed questions and
\nlarger, more regionally heterogeneous populations. The question to be
\nanswered from future studies is whether the current gender climate in
\nsports only discourages female athletes from taking their sport accomplishments
\nto a high level or merely balances their priorities at an early age.<\/p>\n

References<\/p>\n

Coakley, Jay J. (2004). Sport in Society: Contemporary Issues. 8th edition.
\nNew York,
\nN.Y. McGraw-Hill.<\/p>\n

Eitzen, D. Stanley and George H. Sage (2003). Sociology of North American
\nSport, 7th
\nedition, New York, N.Y. McGraw-Hill.<\/p>\n

National Coalition for Women and Girls in Education (August 2002). Title
\nIX Athletic
\nPolicies: Issues and Data for Education Decision Makers. Washington, D.C.<\/p>\n

United States Sports Academy, Women\u2019s Basketball Pioneer Earns
\nUSSA Media Award,
\nretrieved March 28, 2006 from http:\/\/www.ussa.edu\/news\/2006\/01\/13\/drysdale.asp<\/p>\n

\"Stats\"<\/p>\n","protected":false},"excerpt":{"rendered":"

Submitted by: Dr. Kelly E. Flanagan & The United States Sports Academy Undergraduate Research Team: Claudette I. Baker, Melissa Fortin & Derrick V. Tinsley<\/div>\n

Abstract<\/p>\n

The role and importance of athletics in the lives of today&#8217;s
\n male and female youth is analyzed in responses to a survey co-authored
\n by a professor and conducted by two undergraduate students at the United
\n States Sports Academy. Athletes at the middle school, high school and
\n junior college level were asked to rate the importance of sports in their
\n lives and the likelihood of advancement in athletics as well as careers
\n in sports. The two survey researchers, their professor and a third undergraduate
\n analyzed the results of the survey and how they reflect of the current
\n status of males and females in athletics today. The authors concluded
\n that female athletes have a different set of priorities regarding sports
\n because of the difference in athletic opportunities afforded them.<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"jetpack_publicize_message":"","jetpack_is_tweetstorm":false,"jetpack_publicize_feature_enabled":true,"jetpack_social_options":[]},"categories":[291,296,294],"tags":[8,70,72,31],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p4btio-3M","jetpack-related-posts":[{"id":275,"url":"https:\/\/thesportjournal.org\/article\/book-review-the-college-athletes-guide-to-academic-success-tips-from-peers-and-profs\/","url_meta":{"origin":234,"position":0},"title":"Book Review: The College Athlete’s Guide to Academic Success: Tips from Peers and Profs","date":"March 14, 2008","format":false,"excerpt":"Reviewed by: Jeffrey Chamberlin The College Athlete's Guide to Academic Success: Tips from Peers and Profs assists the student-athlete in making a successful academic transition from high school to college. 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