Feminist and Gender Research in Sport and Leisure Management: Understanding the Social–Cultural Nexus of Gender–Power Relations
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This article aims toward developing a critical theory that can further advance feminist research in sport management. I seek to offer a critical analysis of gender relations in sport and leisure management by developing a theoretical critique of gender (in)equity that integrates both social theory and cultural analyses. The original empirical data was gathered in a national study of Gender Equity in Leisure Management conducted by the author in 1998/99 and secondary data was drawn from comparative studies undertaken in Australia, New Zealand, Canada, and the U.S. (Aitchison, Brackenridge, & Jordan, 1999; Henderson & Bialeschki, 1993, 1995; Mckay, 1996; Shinew & Arnold, 1998). The research cited demonstrates that women’s experience of sport and leisure management is shaped by both structural and cultural factors. My findings highlight the need for new epistemological perspectives as much as new methodological approaches and techniques. This new perspective acknowledges the complexities of gender–power relations in the workplace and recognizes the interconnectedness and mutually informing nature of structural and cultural power, thus opening the way for more sophisticated analyses and understandings of gender equity in sport and leisure management.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it