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

Author(s):  
Tarkington J. Newman ◽  
Benjamin Jefka ◽  
Leeann M. Lower-Hoppe ◽  
Carlyn Kimiecik ◽  
Shea Brgoch ◽  
...  
2005 ◽  
Vol 15 (3) ◽  
pp. 251-262 ◽  
Author(s):  
Timothy McCreanor ◽  
Alison Greenaway ◽  
Helen Moewaka Barnes ◽  
Suaree Borell ◽  
Amanda Gregory

2018 ◽  
Vol 13 (5) ◽  
pp. 619-628 ◽  
Author(s):  
Nicole D Bolter ◽  
Shelley M Lucas

According to the positive youth development framework, sportspersonship and character development is an expected outcome from participation in youth sport. Previous studies have shown mixed results in terms of how gender affects young athletes’ sportspersonship, suggesting it is important to explore how boys and girls are taught about sportspersonship by their coaches. In this study, we interviewed six female and six male youth sport coaches who had coached both girls’ and boys’ teams at recreational and competitive levels to examine coaches’ expectations regarding sportspersonship, with a specific focus on those beliefs associated with gender. Our analysis indicated that gender does matter, as represented in the two emergent higher-order themes—(a) Observations of Athletes’ Sportspersonship Behaviors and (b) Teaching Sportspersonship to Girls and Boys—representative of two and four lower-order themes, respectively. Results showed that gender mattered in terms of coaches’ reported strategies for teaching about sportspersonship, suggesting that youth sport participation builds gendered character.


2017 ◽  
Vol 12 (1) ◽  
pp. 1-12 ◽  
Author(s):  
Qi Zheng ◽  
Shih-Diing Liu

Citizens in China are exploring their own identities through various online practices. Different from the increased demand for social and economic rights, the opportunities to participate in social affairs and construct distinct cultural identities are the main concerns of cultural citizenship. This article explores crowdfunding as a practice of cultural citizenship by investigating the crowdfunding activities initiated by non-governmental organizations (NGOs) in China. Through investigating the cultural rights that are performed and their impacts on identity formation of citizens, this article reveals the emerging mode of public engagement and participatory culture. During the process of crowdfunding, a new environmental and youth identity is shaped, and a connection between online and offline worlds is forged. Furthermore, non-profit crowdfunding has facilitated popular civic participation in both virtual and physical spaces under the censorship of the Chinese government. In this process, creativity is performed by networked individuals and groups when practicing cultural citizenship.


2015 ◽  
Vol 56 (2) ◽  
pp. S82-S83
Author(s):  
Alison Culyba ◽  
Kenneth Ginsburgh ◽  
Elizabeth Miller ◽  
Joel Fein ◽  
Douglas Wiebe

Author(s):  
Trevor Boffone

Renegades: Digital Dance Cultures from Dubsmash to TikTok interrogates the roles that Dubsmash, social media, and hip hop music and dance play in youth identity formation in the United States. It explores why Generation Z—so-called Zoomers—use social media dance apps to connect, how they use them to build relationships, how race and other factors of identity play out through these apps, how social media dance shapes a wider cultural context, and how community is formed in the same way that it might be in a club. These Zoomer artists—namely D1 Nayah, Jalaiah Harmon, TisaKorean, Brooklyn Queen, Kayla Nicole Jones, and Dr. Boffone’s high school students—have become key agents in culture creation and dissemination in the age of social media dance and music. These Black artists are some of today’s most influential content creators, even if they lack widespread name recognition. Their artistic contributions have come to define a generation. And yet, up until this point, the majority of influential Dubsmashers have not been recognized for their influence on US popular culture. This book tells their stories.


Author(s):  
Sophia Rodriguez

The chapter examines how Asian American female youth resist the Model Minority Stereotype (MMS). The author reports findings on the identity struggles of three youth who are raced as the “smart Chinese girls,” gendered as “the Chinese sorority sitting in the back of the room,” and classed as “low-income kids at a ghetto school in Chicago.” The findings discuss how teacher-student relationships impact youth identity formation, and how youth desire cultural identities free from racist discourse perpetuated through “racial epithet” (Embrick & Henricks, 2013). Re-conceptualizing the MMS as a “racial epithet” challenges educators to disrupt racialized discourses.


Sign in / Sign up

Export Citation Format

Share Document