She's Got Game: An Exploration of the Athletic, Academic, and Social Experiences of Black Canadian Female U.S. Athletic Scholarship Recipients
Notice bibliographique
Résumé
Much has been said about the academic, social, and athletic experiences of Black males, but very little attention has been paid to the ways in which the axis of gender, intersecting with race and class creates very specific experiences. Therefore, using Social Reproduction, Critical Race, and Black Feminist theories, this study explores the specific athletic, educational, and social experiences of Black female basketball athletes from the Greater Toronto Area (GTA) who have received U.S. athletic scholarships. \n \nDrawing on 20 semi-structured interviews with Black Canadian female scholarship recipients, between the ages 25 and 35, this study analyzes how they navigate athletic, academic, and social life to obtain U.S. athletic scholarships. Firstly, I find that the participants were socialized into the U.S. athletic scholarship pathway through a number of factors including social, familial, peer, and media influences. In addition, scholarship aspirations were also informed by negative schooling experiences and motivations like the avoidance of school debt and heightened athletic possibilities. Secondly, I find that once the participants were immersed in basketball, they relied on informal networks/communities of support to develop and share knowledge about scholarship opportunities to co-create complex and sometimes challenging pathways to American universities. Thirdly, I find that throughout this navigation, the participants endured, navigated, and resisted racial and gender stereotyping, identity projections, and gender and race-based barriers that were distinct from their non-Black female and Black male counterparts. Lastly, I highlight how while all the athletes successfully obtained athletic scholarships to American universities and benefitted from their experiences athletically and socioeconomically, their pathways were often arduous and precarious, rife with numerous drawbacks, risks, and sacrifices. In addition, I found that creating fulfilling and enriching academic and athletic opportunities and experiences was often perceived as unavailable and inaccessible in the Canadian context, resulting in the need for emigration. \n \nTherefore, I argue that it is not that Black youth lack the economic, social, and cultural capital to be successful athletically and academically, but that the rate of exchange for their capital shaped by historical scripts, systemically devalues the abundance of capitals they do possess and reproduces existing inequalities, failing to address the systemic nature of their exclusion.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,003 | 0,003 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,003 | 0,002 |
| Études des sciences et des technologies | 0,037 | 0,009 |
| Communication savante | 0,005 | 0,002 |
| Science ouverte | 0,002 | 0,007 |
| Intégrité de la recherche | 0,002 | 0,003 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,004 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».