The sport management field of study purports to be the field that prepares professionals to work in the sport business industry. People with disabilities in sport are a growing population and segment in the industry. Thus, it is important that information about disabilities be included in the literature and materials used by professionals in the field of sport management. Using content analysis methodology, the purpose of this study was to examine the sport management textbook literature in search of content in relation to disability, disability sport, and/or people with disabilities in sport (D/DS/PWDS). Twenty-four textbooks across eight different content areas of sport management were reviewed for mentions of D/DS/PWDS. Mentions ranged from four to 925 per book. Content areas with the most mentions were sociocultural, law, and facilities while the fewest mentions were in finance, communication, and management textbooks. The most mentioned disability was intellectual disability followed by visual impairment and the most common sport reference was the Paralympics followed by Special Olympics. The total percentage of D/DS/PWDS mentions across all 24 books is six ten-thousandths of a percentage, or 0.0006. Discrepancies in mentions within- and between-content areas are addressed. Action steps and future research directions for the inclusion of D/DS/PWDS in sport management textbooks are addressed.
{"title":"Examination of Disability-Related Content Across Sport Management Textbooks","authors":"B. Pitts, D. Shapiro, C. Piletic, Jennifer Zdroik","doi":"10.1123/smej.2020-0087","DOIUrl":"https://doi.org/10.1123/smej.2020-0087","url":null,"abstract":"The sport management field of study purports to be the field that prepares professionals to work in the sport business industry. People with disabilities in sport are a growing population and segment in the industry. Thus, it is important that information about disabilities be included in the literature and materials used by professionals in the field of sport management. Using content analysis methodology, the purpose of this study was to examine the sport management textbook literature in search of content in relation to disability, disability sport, and/or people with disabilities in sport (D/DS/PWDS). Twenty-four textbooks across eight different content areas of sport management were reviewed for mentions of D/DS/PWDS. Mentions ranged from four to 925 per book. Content areas with the most mentions were sociocultural, law, and facilities while the fewest mentions were in finance, communication, and management textbooks. The most mentioned disability was intellectual disability followed by visual impairment and the most common sport reference was the Paralympics followed by Special Olympics. The total percentage of D/DS/PWDS mentions across all 24 books is six ten-thousandths of a percentage, or 0.0006. Discrepancies in mentions within- and between-content areas are addressed. Action steps and future research directions for the inclusion of D/DS/PWDS in sport management textbooks are addressed.","PeriodicalId":54042,"journal":{"name":"Sport Management Education Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64183447","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
J. DeLuca, Michael Mudrick, Molly Hayes Sauder, E. Taylor
Colleges and universities should serve as inclusive environments positioned to provide a strong education to all students. However, bias and discrimination mar the college atmosphere for many. Simultaneously, there is a paucity of research that examines student views of diversity and inclusion in both higher education and sport management. Employing mixed methods, this research examined the perceptions of diversity and inclusion among undergraduate students in sport management programs. Data demonstrate that student perceptions differ across measures of sex, race/ethnicity, upbringing, internship experiences, and transfer status. Findings suggest implications for embedding diversity and inclusion topics within sport management curricula to develop competencies crucial to students’ educational success and future in the sport industry.
{"title":"Understanding Student Perceptions of Diversity and Inclusion","authors":"J. DeLuca, Michael Mudrick, Molly Hayes Sauder, E. Taylor","doi":"10.1123/SMEJ.2020-0023","DOIUrl":"https://doi.org/10.1123/SMEJ.2020-0023","url":null,"abstract":"Colleges and universities should serve as inclusive environments positioned to provide a strong education to all students. However, bias and discrimination mar the college atmosphere for many. Simultaneously, there is a paucity of research that examines student views of diversity and inclusion in both higher education and sport management. Employing mixed methods, this research examined the perceptions of diversity and inclusion among undergraduate students in sport management programs. Data demonstrate that student perceptions differ across measures of sex, race/ethnicity, upbringing, internship experiences, and transfer status. Findings suggest implications for embedding diversity and inclusion topics within sport management curricula to develop competencies crucial to students’ educational success and future in the sport industry.","PeriodicalId":54042,"journal":{"name":"Sport Management Education Journal","volume":"1 1","pages":"1-12"},"PeriodicalIF":1.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64182802","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Sarah B. Williams, E. Taylor, T. Christopher Greenwell, B. Burpo
Not unlike the sport industry, the majority of sport management students in the United States are White, middle-class males. As women in male-dominated academic departments experience gender harassment more frequently than women in balanced or female-dominated departments, the purpose of this study was to explore the experiences of sport management doctoral students with gender microaggressions and stereotype threat by gender to examine if such experiences occur at this stage in academia. The results indicate that female students experience gender microaggressions of being excluded, being treated like a second-class citizen, and being placed in restrictive roles by program faculty due to their gender more frequently than male students. This study provides clarity into issues affecting female doctoral student progression postgraduation in sport management. In addition, this study provides context around the student experience in doctoral programs across male-dominated academic disciplines.
{"title":"Differences in Sport Management Doctoral Students’ Experiences With Gender Microaggressions and Stereotype Threat by Gender","authors":"Sarah B. Williams, E. Taylor, T. Christopher Greenwell, B. Burpo","doi":"10.1123/smej.2020-0039","DOIUrl":"https://doi.org/10.1123/smej.2020-0039","url":null,"abstract":"Not unlike the sport industry, the majority of sport management students in the United States are White, middle-class males. As women in male-dominated academic departments experience gender harassment more frequently than women in balanced or female-dominated departments, the purpose of this study was to explore the experiences of sport management doctoral students with gender microaggressions and stereotype threat by gender to examine if such experiences occur at this stage in academia. The results indicate that female students experience gender microaggressions of being excluded, being treated like a second-class citizen, and being placed in restrictive roles by program faculty due to their gender more frequently than male students. This study provides clarity into issues affecting female doctoral student progression postgraduation in sport management. In addition, this study provides context around the student experience in doctoral programs across male-dominated academic disciplines.","PeriodicalId":54042,"journal":{"name":"Sport Management Education Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64183006","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Heidi Grappendorf, C. Veraldo, A. Farrell, AJ Grube
Female faculty earn 81.4% of what male faculty earn. Salary negotiation is a critical component of job offers and can have lasting implications for pay during a career. To better understand the salary negotiation process for female sport management professors, this study examined perceived barriers held by participants. A qualitative approach was taken, utilizing in-person and phone interviews to collect the participant’s experiences with salary negotiation. Results indicated that female sport management professors perceived the main barrier in salary negotiation to be the expected adherence to gender roles. Subthemes that emerged from the expected adherence to gender roles included believing stereotypes and lacking confidence. Understanding the influence of gender role adherence in salary negotiations can contribute to the education and skills necessary for students as well as professors in implementing pedagogical strategies related to salary negotiation. Implementing these strategies can contribute to a field that continues to strive to embrace diversity and promote an inclusive environment.
{"title":"What Female Sport Management Professors Think: Adherence to Gender Roles and the Impact on Salary Negotiation","authors":"Heidi Grappendorf, C. Veraldo, A. Farrell, AJ Grube","doi":"10.1123/smej.2020-0073","DOIUrl":"https://doi.org/10.1123/smej.2020-0073","url":null,"abstract":"Female faculty earn 81.4% of what male faculty earn. Salary negotiation is a critical component of job offers and can have lasting implications for pay during a career. To better understand the salary negotiation process for female sport management professors, this study examined perceived barriers held by participants. A qualitative approach was taken, utilizing in-person and phone interviews to collect the participant’s experiences with salary negotiation. Results indicated that female sport management professors perceived the main barrier in salary negotiation to be the expected adherence to gender roles. Subthemes that emerged from the expected adherence to gender roles included believing stereotypes and lacking confidence. Understanding the influence of gender role adherence in salary negotiations can contribute to the education and skills necessary for students as well as professors in implementing pedagogical strategies related to salary negotiation. Implementing these strategies can contribute to a field that continues to strive to embrace diversity and promote an inclusive environment.","PeriodicalId":54042,"journal":{"name":"Sport Management Education Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64183718","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research explored students’ ego development and leadership efficacy during an undergraduate sport management program. A sequential mixed-method case study design and associated methodologies were adopted to explore students’ ego development and leadership efficacy during 3 years of an academic program. Results show fluctuations in leadership efficacy for all but one participant. These fluctuations are discussed in relation to ego development in that growth from self-conforming to self-authoring stages of ego development may partially explain fluctuations in how students see themselves and their potential for leadership in the field of sport management. The role of the ego development construct in relation to students’ perceptions of their leadership capabilities highlights that programmatic elements (e.g., thoughtful experiential education) can be consciously developed and strategically leveraged to more accurately target perceptions of leadership prowess among students. The findings emphasize that students’ level of ego development can be fostered through active and effective program delivery.
{"title":"Undergraduate Sport Management Education: Exploring Ego Development and Leadership Efficacy","authors":"Shannon Kerwin, Kirsty Spence","doi":"10.1123/SMEJ.2020-0040","DOIUrl":"https://doi.org/10.1123/SMEJ.2020-0040","url":null,"abstract":"This research explored students’ ego development and leadership efficacy during an undergraduate sport management program. A sequential mixed-method case study design and associated methodologies were adopted to explore students’ ego development and leadership efficacy during 3 years of an academic program. Results show fluctuations in leadership efficacy for all but one participant. These fluctuations are discussed in relation to ego development in that growth from self-conforming to self-authoring stages of ego development may partially explain fluctuations in how students see themselves and their potential for leadership in the field of sport management. The role of the ego development construct in relation to students’ perceptions of their leadership capabilities highlights that programmatic elements (e.g., thoughtful experiential education) can be consciously developed and strategically leveraged to more accurately target perceptions of leadership prowess among students. The findings emphasize that students’ level of ego development can be fostered through active and effective program delivery.","PeriodicalId":54042,"journal":{"name":"Sport Management Education Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64183250","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Diversity and culture can be abstract concepts that may be dif fi cult for undergraduate students to grasp, especially for sport management students as this fi eld had largely ignored cultural considerations until the turn of the 21st century
{"title":"Application of Social Work Theory in Sport Management Curriculum: Ecological Systems Theory","authors":"A. Cox, Lauren Beasley, R. Hardin","doi":"10.1123/smej.2020-0084","DOIUrl":"https://doi.org/10.1123/smej.2020-0084","url":null,"abstract":"Diversity and culture can be abstract concepts that may be dif fi cult for undergraduate students to grasp, especially for sport management students as this fi eld had largely ignored cultural considerations until the turn of the 21st century","PeriodicalId":54042,"journal":{"name":"Sport Management Education Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64183333","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
How does a professional sport organization with a toxic organizational culture transform its workplace to one built around equity, diversity, and inclusion? This article addresses that question in a case study that explores the aftermath of the Dallas Mavericks’ sexual harassment scandal. The case allows students to analyze the crisis the Mavericks faced after a Sports Illustrated article exposed the organization’s corrosive workplace culture. Students will discuss the strategies Mavericks’ chief executive officer Cynthia Marshall deployed to transform the Mavericks’ workplace culture. Furthermore, students will consider how those strategies have broader utility in improving organizational diversity throughout the sport industry. A theoretical framework, a case narrative, and teaching notes are provided to support implementation of the case study in sport management curricula.
{"title":"The Marshall Plan: How Diversity and Inclusion Transformed the Dallas Mavericks’ Organizational Culture","authors":"M. Beattie, Leeann M. Lower-Hoppe","doi":"10.1123/smej.2020-0043","DOIUrl":"https://doi.org/10.1123/smej.2020-0043","url":null,"abstract":"How does a professional sport organization with a toxic organizational culture transform its workplace to one built around equity, diversity, and inclusion? This article addresses that question in a case study that explores the aftermath of the Dallas Mavericks’ sexual harassment scandal. The case allows students to analyze the crisis the Mavericks faced after a Sports Illustrated article exposed the organization’s corrosive workplace culture. Students will discuss the strategies Mavericks’ chief executive officer Cynthia Marshall deployed to transform the Mavericks’ workplace culture. Furthermore, students will consider how those strategies have broader utility in improving organizational diversity throughout the sport industry. A theoretical framework, a case narrative, and teaching notes are provided to support implementation of the case study in sport management curricula.","PeriodicalId":54042,"journal":{"name":"Sport Management Education Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64183358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nneka A. Arinze, Jesse Mala, Max Klein, Justin M. Evanovich
Service learning has been recognized as a high-impact educational practice that promotes students’ development of civic engagement and social justice outcomes. However, service-learning courses are not guaranteed to foster social justice outcomes and may perpetuate the very biases and stereotypes that social justice education is designed to counter. In addition, there is a lack of research assessing service-learning courses in sport management that are being used to promote a more critical form of social justice education rather than the mere awareness of social disparities. This article explores the ways in which an intentionally designed social justice service-learning course can potentially lead sport management students toward more equitable perceptions of service relationships. The research team analyzed reflection papers (N = 40) from students who each participated in one semester of the service-learning course across nine consecutive semesters. The following themes emerged from the data: charity-oriented relationship, social justice-oriented relationship, reciprocity, and a critique of paternalism. The findings in this study extend current sport management service-learning research by revealing how a social justice service-learning course can foster a more critical understanding of service through critical discussions, specific readings, critical reflection, and service activities.
{"title":"Developing Social Justice Outcomes Through Service Learning Among Sport Management Students","authors":"Nneka A. Arinze, Jesse Mala, Max Klein, Justin M. Evanovich","doi":"10.1123/smej.2020-0092","DOIUrl":"https://doi.org/10.1123/smej.2020-0092","url":null,"abstract":"Service learning has been recognized as a high-impact educational practice that promotes students’ development of civic engagement and social justice outcomes. However, service-learning courses are not guaranteed to foster social justice outcomes and may perpetuate the very biases and stereotypes that social justice education is designed to counter. In addition, there is a lack of research assessing service-learning courses in sport management that are being used to promote a more critical form of social justice education rather than the mere awareness of social disparities. This article explores the ways in which an intentionally designed social justice service-learning course can potentially lead sport management students toward more equitable perceptions of service relationships. The research team analyzed reflection papers (N = 40) from students who each participated in one semester of the service-learning course across nine consecutive semesters. The following themes emerged from the data: charity-oriented relationship, social justice-oriented relationship, reciprocity, and a critique of paternalism. The findings in this study extend current sport management service-learning research by revealing how a social justice service-learning course can foster a more critical understanding of service through critical discussions, specific readings, critical reflection, and service activities.","PeriodicalId":54042,"journal":{"name":"Sport Management Education Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64183559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
E. O’Brien, Stacy Warner, Melanie L. Sartore-Baldwin
This case study helps students better understand barriers to youth sport participation that low-income families face and then offer solutions to alleviate some barriers and create a more inclusive sport community. The case focuses on the struggle that many sport organizations face when trying to increase diversity and inclusiveness, regardless of socioeconomic status. Greenville Recreation and Parks Department Development Intern Sarah identifies issues with the department’s current financial assistance program and collects parents’ feedback detailing community needs that are not being met. This case provides an opportunity for students to (a) examine how sport organizations unintentionally create barriers for some community members and (b) find innovative ways to reduce barriers to youth sport participation and create more inclusive systems.
{"title":"Eliminating Barriers to Youth Sport in Greenville, North Carolina","authors":"E. O’Brien, Stacy Warner, Melanie L. Sartore-Baldwin","doi":"10.1123/smej.2020-0056","DOIUrl":"https://doi.org/10.1123/smej.2020-0056","url":null,"abstract":"This case study helps students better understand barriers to youth sport participation that low-income families face and then offer solutions to alleviate some barriers and create a more inclusive sport community. The case focuses on the struggle that many sport organizations face when trying to increase diversity and inclusiveness, regardless of socioeconomic status. Greenville Recreation and Parks Department Development Intern Sarah identifies issues with the department’s current financial assistance program and collects parents’ feedback detailing community needs that are not being met. This case provides an opportunity for students to (a) examine how sport organizations unintentionally create barriers for some community members and (b) find innovative ways to reduce barriers to youth sport participation and create more inclusive systems.","PeriodicalId":54042,"journal":{"name":"Sport Management Education Journal","volume":"1 1","pages":""},"PeriodicalIF":1.7,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"64183535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
H. Lawrence, James P. Strode, R. Baker, Paul C. Benedict
Faculty are increasingly expected to participate in activities that bring additional revenue and prestige to their universities. Engaging in entrepreneurial activities can achieve this mission, as well as afford considerable benefits to the faculty member. This essay outlines the financial constraints that have moved universities to embrace entrepreneurship, discusses entrepreneurship in the context of sport management, outlines the benefits of pursuing entrepreneurship, describes considerations in a campus environment, and provides key considerations and a road map for navigating opportunities. The essay concludes with a call to action for sport management faculty and administrators to embrace an entrepreneurship model.
{"title":"Finding a Place Within the Academy: Sport Management and Faculty Entrepreneurship","authors":"H. Lawrence, James P. Strode, R. Baker, Paul C. Benedict","doi":"10.1123/smej.2019-0031","DOIUrl":"https://doi.org/10.1123/smej.2019-0031","url":null,"abstract":"Faculty are increasingly expected to participate in activities that bring additional revenue and prestige to their universities. Engaging in entrepreneurial activities can achieve this mission, as well as afford considerable benefits to the faculty member. This essay outlines the financial constraints that have moved universities to embrace entrepreneurship, discusses entrepreneurship in the context of sport management, outlines the benefits of pursuing entrepreneurship, describes considerations in a campus environment, and provides key considerations and a road map for navigating opportunities. The essay concludes with a call to action for sport management faculty and administrators to embrace an entrepreneurship model.","PeriodicalId":54042,"journal":{"name":"Sport Management Education Journal","volume":"-1 1","pages":"1-8"},"PeriodicalIF":1.7,"publicationDate":"2020-12-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46614793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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