Itg E 417fr Al A Rr O Sociol

Itg E 417fr Al A Rr O Sociol

Itg E 417fr Al A Rr O Sociol

#-:-It':g - --E--4{=17Fr ''-:..# +a:l' #a...-- _- rr* o .-:- Sociology 208lPE 2Og Tuesday, February 19, 2013 Discussion Question Although many barriers have falten, name at teast three barriers that remain in achieving equality forwomen in the sport world. Answer the following questions · How race and ethnicity are defined. · How sport is both a positive and negative force for promoting racial and ethnic equality in society. · Discuss the history of women's participation in sport before the 1850's. What were the barriers? · How Title IX affected women's sport participation. · How increased sport participation by females has affected contemporary society. · How does social class affect access or present barriers to participation in sport? · Identify the different social classes in the U.S. and typical characteristics of each class. Discuss the opportunities for social mobility through sport. · Develop a list of the three major legislative acts that were passed to protect the civil rights of minorities, women, and the physically or mentally disabled. Include the dates these laws were passed and discuss the impact of these laws on sports participation (for athletes and other participants). · Describe the interrelationships between sport and religion. · How do athletes, coaches, sport organizations and institutions use religion in sport? · Describe some areas of conflict between religion and sport. · Identify issues related to the use of performance enhancing drugs in sport. How does doping impact athletes and fans of major league sports such as football, baseball, basketball or hockey? · Violence is highly visible in American sport. Discuss violence on the field and off the field and how violence can be reduced in the future. Discussion questions . What is character? . Does sport build character? Two Types of Character to consider: L. Social character= Teamwork, loyalty, work ethic, and perseveranGe 2. Moral character: Honesty, fairness, integrity, and responsibility Where do you think individual-sport athletes, team-sport athletes, and nonathletes rank in each of these two categories? Describe the differences and why these differences exist. How do you know? 'l/ Potential Essay Questions for the Midterm - Soc 208/pE208 winter . How do sports activities, athletes, and athletic competitions mirror the values of American society? 2. Do you think athletes should be "heroes" in modern-day societies? What do think are the characteristics of a hero? 3. How does the socialization process help a person learn about spofts and sports participation? Give some examples, based upon the role which the following agents play: parents, peers, the school, the community, and the media. 4. What are some of the reasons parents encourage their children to participate in spofts? What do you think are positive reasons and what are negative reasons? 5. Do you think that sports "build character"? What does this phrase mean to you, and how can it be applied to youth sports in particular? 6. In what ways are spotts a part of the entertainment business? Why does ESPN place the word "enteltainment" before the word "spolts" in its title? Do you think this is significant? Why or why not. 7. Why is the connection between sports and the mass media so important? What are some of the positive and some of the negative aspects of this connection, in your view? February 5,2Ot3 Functionalist theoretical perspective Conflict theoretical perspective Critical theoretical perspective Interactionist theories race ethnicity racism minority group dominant group stacking sexism Ideological sexism Institutional sexism Feminist theoretical perspective social class social stratification economic capital social capital cultural capital power ADA - Americans with Disabilities Act disability masters athletes religion deviance - is the recognized violation of cultural norms. Deviance is universal. It exists in all societies. Deviance is variable. Any act or person can be lableled deviant. Deviance is political. Norms (including laws) reflect the interests of powerful members of society. deviant - Social foundations of deviance: Deviance is shaped by society. Deviance varies according to cultural norms and norms change. People become deviant as others define them that way. We all violate norms at one time or another; what matters is how others perceive, define and respond to it. How societies set norms and how they define rule breaking both involve social power. Functions of deviance - 4 essential functions. 1. Affirms cultural values and norms. 2. Responding to deviance clarifies moral boundaries. 3. Responding to deviance brings people together, 4. Deviance encourages social change. overconformity underconformity violence in sport on-field violence in sport off-field violence PEDS - Performance enhancing drugs prescription drugs and over the counter drugs stimulants anabolic steroids doping (defined on page 332) eating disorders: anorexia nervosa, bulimia compulsive exercise hazing gambling

Itg E 417fr Al A Rr O Sociol

Discuss the remaining barriers to achieving gender equality in sports and explore the influence of race, ethnicity, social class, and legislation on sports participation and social mobility. Analyze the relationship between sport, religion, and deviance, as well as issues surrounding doping, violence, and character development in sports. Address how sports reflect American societal values, the role of media, and the socialization process. Also, consider the implications of sports in social change and the importance of legislation for minority groups, women, and persons with disabilities.

Paper For Above instruction

Achieving gender equality in the sport world remains a multifaceted challenge, with several barriers persisting despite progress over recent decades. Among these, cultural stereotypes and societal perceptions about gender roles continue to hinder women’s full participation. Additionally, disparities in access to resources such as funding, sporting facilities, and coaching opportunities favor male athletes, creating an uneven playing field. Lastly, institutional discrimination, including biases ingrained within sport organizational policies, further sustain gender inequalities. Addressing these barriers requires comprehensive policy reforms, societal attitude shifts, and intentional inclusion efforts (Davis, 2019; McPherson, 2020).

Understanding the definitions of race and ethnicity is fundamental to analyzing their impact on sport and society. Race generally refers to socially constructed categories based on physical characteristics like skin color, while ethnicity pertains to cultural, linguistic, or national identities. Both concepts influence access to sporting opportunities and shape experiences within sports contexts (Miller & Adams, 2018). Sports can serve as a positive force for racial and ethnic equality by providing platforms for minority representation and fostering social integration. Conversely, sports can also reinforce stereotypes and perpetuate racial discrimination through practices like segregation or biased selection processes (Coakley, 2017). For instance, pioneering athletes of color challenged stereotypes and increased visibility, promoting diversity, but racial biases still influence team composition and media coverage today.

Historically, women’s participation in sports before the 1850s was limited, primarily restricted by societal norms that prioritized domestic roles and viewed physical activity for women as inappropriate or harmful. Barriers included strict gender roles, lack of access to organized sports, and limited legal rights. Women’s attempts to participate often faced social ridicule and institutional opposition (Sage & Eitzen, 2019). The advent of Title IX in 1972 marked a pivotal legal milestone, prohibiting sex discrimination in federally funded educational programs, including sports. Its implementation significantly increased opportunities for women and girls, leading to a dramatic rise in participation and the development of women’s athletic programs (Kelley, 2020). This legislation has contributed to shifting societal perceptions, promoting gender equity in sports and encouraging female leadership roles within athletic organizations (Hawkins, 2021).

Increased participation of females in sports has also affected contemporary society by challenging traditional gender roles and promoting empowerment. It fosters leadership, teamwork, and health consciousness among women, contributing to broader social changes regarding gender equality. However, social class remains a significant barrier, influencing access to sports facilities, coaching, and competitive opportunities. Children from higher socioeconomic backgrounds often have better access to sports due to financial resources, parental support, and proximity to quality programs (Billings & Pedersen, 2018). In contrast, lower-income groups face obstacles such as costs, transportation issues, and lack of facilities, which restrict their participation (Weiss & Bell, 2020). In the United States, social class stratification includes the upper, middle, working, and lower classes, each characterized by specific economic, cultural, and social capitals. Social mobility through sport is possible, as athletic success can lead to educational opportunities and social advancement, though structural barriers often limit these prospects (Andrews, 2019).

Significant legislative acts have played essential roles in promoting civil rights in sports. The Civil Rights Act of 1964 outlawed discrimination based on race, gender, and ethnicity, impacting recruitment and hiring practices within sports organizations. The Americans with Disabilities Act (ADA) of 1990 provided rights and protections to athletes with disabilities, increasing accessibility and adaptive sports programs (Brown, 2019). The Education Amendments Act, including Title IX, revolutionized opportunities for women and girls, expanding sports programs in schools and universities (Johnson, 2020). These laws have fostered increased participation among marginalized groups by ensuring legal protections and promoting inclusive policies (Ferguson, 2018).

Sport and religion intersect in numerous ways, with religious beliefs influencing athletes' behavior, routines, and rituals. Many athletes and coaches incorporate prayer, spiritual practices, and religious symbols into their sports routines, believing it enhances focus and moral guidance (Smith & Jackson, 2019). Sport organizations also utilize religion to promote community cohesion or sponsorship. Nonetheless, conflicts sometimes arise, especially when religious doctrines oppose certain sports practices or gender norms, such as restrictions on women’s participation or the acceptance of LGBTQ+ athletes (Morris, 2021). These conflicts highlight the complex relationship between religion and sport socialization processes.

Issues surrounding performance-enhancing drugs (PEDs) pose ethical and health challenges. Doping undermines fair competition, endangering athletes’ health through anabolic steroids, stimulants, and other substances. Fans’ perception of sports integrity can diminish as doping scandals emerge, impacting major leagues like baseball, football, and hockey (Larner & Levin, 2020). The use of PEDs also raises moral questions about the limits of human performance and the message it sends to youth. Anti-doping agencies have implemented strict testing protocols, but doping persists, often driven by commercial pressures and athlete pressure to win (Smith, 2019).

Violence in American sports manifests both on and off the field, contributing to societal concerns. On-field violence includes aggressive play or unsportsmanlike conduct, while off-field violence involves fan altercations, hooliganism, and systemic issues related to sports organizations. Reducing violence requires strict enforcement of rules, education initiatives, and cultural shifts emphasizing sportsmanship and respect (Johnson & Sands, 2020). Initiatives like behavioral intervention programs and community outreach can promote safer environments and address the root causes of violent behavior.

Character development through sport is widely debated; some believe that sport inherently fosters social and moral character. Social character encompasses teamwork, loyalty, and perseverance, which are cultivated through collective participation and shared goals (Weiss & Gilbert, 2019). Moral character involves honesty, fairness, and integrity, often challenged in competitive environments. Individual-sport athletes may develop personal discipline, while team athletes often emphasize social cohesion and collective responsibility. Non-athletes, through participation in other extracurricular activities, may also acquire character traits, but sports uniquely balance personal effort with teamwork (Coakley, 2017).

Perceiving sports as reflections of societal values reveals their mirror-like qualities. They embody ideals of competitiveness, achievement, and entertainment. Athletes sometimes serve as heroes, exemplifying virtues like determination and resilience; however, the hero concept can be distorted through commercialization and sensationalism. The socialization process, influenced by parents, peers, schools, media, and communities, teaches participants about sports norms and values. Parents often encourage participation for health and social reasons, though motivations like competition or status can have negative consequences (Lumpkin & Favor, 2018).

The phrase "sports build character" suggests that participation nurtures virtues like discipline and teamwork. Youth sports ideally contribute to personal growth, but their effectiveness depends on coaching, structure, and cultural context. Sports are also deeply integrated into the entertainment industry, with networks like ESPN branding themselves as providers of "entertainment" to emphasize spectacle over sport, reflecting commercialization trends (Kellison, 2019). The mass media's connection amplifies sports' cultural significance, shaping public perceptions, fan engagement, and commercial success, with both positive (awareness, outcomes) and negative (sensationalism, doping scandals) effects (Billings & Hodges, 2018).

References

  • Andrews, J. (2019). Social mobility and sports: Pathways to opportunity. Journal of Social Policies, 22(3), 245-260.
  • Billings, A. C., & Hodges, B. H. (2018). Media sport & the cultural sports/media complex. Temple University Press.
  • Brown, S. (2019). The Americans with Disabilities Act and adaptive sports. Disability & Society, 34(2), 210-225.
  • Coakley, J. (2017). Sports in society: Issues and controversies. McGraw-Hill Education.
  • Davis, L. (2019). Gender inequalities in sports: Barriers and solutions. Sociology of Sport Journal, 36(4), 347-363.
  • Ferguson, R. (2018). Civil rights laws and their impact on sports participation. Journal of Sport and Social Issues, 42(1), 3-21.
  • Hawkins, M. (2021). Title IX and gender equity in sports. Women in Sports & Physical Activity Journal, 29(2), 134-150.
  • Johnson, T. (2020). Educational legislation and women's sports. Journal of Education and Law, 15(4), 456-472.
  • Kellison, J. (2019). The commercialization of sports entertainment. Routledge.
  • Larner, A., & Levin, H. (2020). Performance-enhancing drugs in sports: Ethics and health. Sports Medicine, 50(8), 1363-1378.
  • Miller, S., & Adams, R. (2018). Race and ethnicity in sports: Analysis and perspectives. Race & Society, 21(1), 34-50.
  • Morris, J. (2021). Religion and sports: Conflicts and coexistence. Journal of Religion & Sport, 8(2), 125-139.
  • Sage, G. H., & Eitzen, D. S. (2019). Sociology of sports. Oxford University Press.
  • Smith, D., & Jackson, P. (2019). Faith and athletic performance: Strategies and controversies. International Journal of Religion and Sport, 6(1), 45-60.
  • Weiss, M., & Bell, R. (2020). Socioeconomic disparities in youth sports participation. Journal of Youth & Adolescence, 49(9), 1892-1905.

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