SAGE Journal Articles
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Journal Article 1: Andrews, D. L. (2014). Assessing the sociology of sport: On the hopes and fears for the sociology of sport in the U.S. International Review for the Sociology of Sport, 55(4–5), 368–374.
Abstract: On the 50th anniversary of the ISSA and IRSS, David Andrews, a foundational scholar in the cultural and critical study of sport, considers his hopes and fears for the development of the sociology of sport in the US. Reflecting on the field’s trajectory, Andrews notes growth, diverse scholarly outlets, seemingly unresolvable “tussles” between structural functionalist and conflict theory approaches, increasing “sports creep” across culture, and the broadening of the sociology of sport beyond the “sociological” in a traditional sense. A key challenge for sport sociologists is the tendency to operate in perilous isolation in their disciplinary homes; a related challenge comes from its common seating in kinesiology as it has emerged as a de facto science of physical activity. In looking ahead, Andrews sees the sociology of sport in the US at a crossroads where impressive levels of research productivity may mask the field’s increasing marginalization. The present situation calls for a broad stocktaking of the sociology of sport as a project and new tactics for internal and cross-disciplinary dialogues that will help reimagine and situate the field.
Journal Article 2: Latimore, T. L., Peguero, A. A., Marie Popp, A., Shekarkhar, Z., & Koo, D. J. (2017). School-based activities, misbehavior, discipline, and racial and ethnic disparities. Education and Urban Society, 1–32.
Abstract: School-based discipline can negatively shape the educational outcomes of students, particularly for racial and ethnic minorities. Because racial and ethnic minority youth are at risk for educational failure and marginalized within schools, academic and sport extracurricular activities are often presented as a means to ameliorate educational risk factors. Little is known, however, about the relationship between involvement in these activities and school-based discipline, particularly for racial and ethnic minority youth. This study uses data from the Education Longitudinal Study of 2002 and incorporates multilevel modeling techniques to examine whether the relationship between academic and sport extracurricular activities, misbehavior, and school-based discipline varies by race and ethnicity. This study suggests that while academic and sport extracurricular activities reduce the likelihood of school-based discipline for White students, the relationships for racial and ethnic minority are complex. The implications of the racial and ethnic disparity in school-based discipline in the United States are discussed.