Treatment Of Girls And Women In Sport

Treatment Of Girls And Women In Sport

Table of Contents

Order ID# 45178248544XXTG457	Plagiarism Level: 0-0.5%	Writer Classification: PhD competent
Style: APA/MLA/Harvard/Chicago	Delivery: Minimum 3 Hours	Revision: Permitted
Sources: 4-6	Course Level: Masters/University College	Guarantee Status: 96-99%

Instructions

Treatment Of Girls And Women In Sport

Gender and Identity

The treatment of girls and women in sport is shaped by the idea that they are “less than” as athletes and as leaders, and thus the disparity in opportunity and social rewards is justified. Across the readings from this unit, you read and saw all the ways that girls and women are affected by the “less than” logic, such as (a) being sexualized, (b) being paid less because being “less than” detracts from their perceived athleticism or leadership capacity, or (c) being criticized, excluded, or fired for being too feminine or not feminine enough.

The Shaw and Frisby (2006) reading presented three frames of gender equity that have produced little long-term success in improving women’s opportunity and treatment in sport. The premise of the frames is the “othering” of girls and women in sport contexts, which requires that they must be granted support to assimilate into how existing structures are organized (power). Frame one holds that a woman can be prepared to fit in if she more closely resembles leadership stereotypes in sports (i.e., white male). Frame two holds that women’s femininity should be appreciated (as though there is one category of femininity and that traits strictly align within it). Frame three proposes that simply opening up spaces for girls and women to enter sport will rectify gender inequity.

Hints and Suggestions for Answering Prompt 1

You will introduce your review of Shaw and Frisby (2006) with an explanation of the “less than” logic, so consider the first bullet your introduction, which will be shorter than your response to the second bullet. In your introduction, you do not need to spend time writing on the reproduction of masculinity and femininity in greater society (as we have established in previous essays that sport is a microcosm of society); in other words, your explanation of the “less than” logic should be only around how it operates in sport.

Include in your response:

• An explanation of how the “less than” logic affects access and opportunity for girls and women in sport as athletes and as leaders; a segment of your explanation should include trends in media coverage. (Approx. 300 words)
• Based on what you read in Shaw and Frisby (2006) on the first three frames of gender equity (i.e., fix the women, value the feminine, and create equal opportunity), summarize each frame and explain why those strategies for gender equity haven’t been successful in improving the treatment of girls and women in sport. Consider using the lens presented in the fourth frame (i.e., post-structural feminism – disrupt the discourse) to support your position on the constraints on structural change. (Approx. 600 words)

Answer the following prompt:

Explain how orthodox conceptions of masculinity and femininity (as binary) produce and reproduce the idea that girls and women are “less than” as athletes and as leaders in sport.

Minimum Word Count Requirement: 900

Hints and Suggestions for Answering Prompt 2

Organize your legislation in the following structure:

• Your statement
• Prong 1 and an explanation (2-3 sentences)
• Prong 2 and an explanation (2-3 sentences)
• Prong 3 and an explanation (2-3 sentences)

Your Title IX extension will include:

• A legislative statement (like that of Title IX: “No person in the United States shall, on the basis of sex, etc.”) that EXACTLY and SPECIFICALLY identifies what “space” in sport your extension will apply (i.e., media coverage, leadership in college sports, professional opportunities, etc).
• A minimum of three prongs that operate as indicators that your legislative statement is being implemented in line with your vision. Explain how the new Title IX statement you wrote will be measured. These will look much like the full Title IX legislation, which has 3 prongs for measurement. If you choose to implement an intersectional strategy, be sure that your indicators reflect that.

Answer the following prompt:

Title IX was legislation that falls within a “create equal opportunity” frame in sport for girls as participants in federally funded educational programs but doesn’t apply to any other space. Design an extension of Title IX as it should govern some other domain in sport for women (i.e.,  media coverage, leadership in college sports, professional opportunities, etc.).

Please include in your legislative statement who it will support, specifically. Detail if your extension will support access and treatment for women in general or if your extension will specifically support women who are marginalized across social categories (i.e., women of color, LGBTQIA+ women, etc.).

Minimum Word Count Requirement: 300

RUBRIC
Excellent Quality 95-100%	Introduction 45-41 points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.		Literature Support 91-84  points The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.			Methodology 58-53 points Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score 50-85%	40-38 points More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.		83-76  points Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.			52-49  points Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality 0-45%	37-1 points The background and/or significance are missing. No search history information is provided.		75-1 points Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.			48-1 points There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
You Can Also Place the Order at www.perfectacademic.com/orders/ordernow or www.crucialessay.com/orders/ordernow Treatment Of Girls And Women In Sport

Treatment Of Girls And Women In Sport

PLACE THE ORDER WITH US TODAY AND GET A PERFECT SCORE!!!