Fragmenting Feminine-Athletic Identities: Identity Turning Points During Girls’ Transition into High School

Alaina C. Zanin; Laura V. Martinez; Lucy C. Niess

doi:10.1177/21674795211012991

Fragmenting Feminine-Athletic Identities: Identity Turning Points During Girls’ Transition into High School

Alaina C. Zanin, Laura V. Martinez, Lucy C. Niess

Human Communication, Hugh Downs School of

Research output: Contribution to journal › Article › peer-review

2 Scopus citations

Abstract

This study employed a turning point analysis to document events that influence the development of athletic identities in female athletes transitioning into high school. All participants (N = 28), between the ages of 14–15 years old, belonged to a competitive club soccer team located in the southwestern United States. Through an analysis of pre- and post-season interviews and bi-weekly video journal entries, data revealed several fragmenting turning point events related to participants’ athletic identity development. These fragmenting turning points paired with the communication theory of identity (CTI) framework highlighted three identity gaps: (a) athletic-relational, (b) athletic-communal, and (c) athletic-enacted. Theoretical and practical implications are discussed regarding turning points in relation to athletic identity development and gender disparities in sport participation.

Original language	English (US)
Pages (from-to)	767-790
Number of pages	24
Journal	Communication and Sport
Volume	10
Issue number	4
DOIs	https://doi.org/10.1177/21674795211012991
State	Published - Aug 2022

Keywords

communication theory of identity
gender
identity development
sport participation
turning point analysis

ASJC Scopus subject areas

Communication
Social Sciences (miscellaneous)

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10.1177/21674795211012991

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title = "Fragmenting Feminine-Athletic Identities: Identity Turning Points During Girls{\textquoteright} Transition into High School",

abstract = "This study employed a turning point analysis to document events that influence the development of athletic identities in female athletes transitioning into high school. All participants (N = 28), between the ages of 14–15 years old, belonged to a competitive club soccer team located in the southwestern United States. Through an analysis of pre- and post-season interviews and bi-weekly video journal entries, data revealed several fragmenting turning point events related to participants{\textquoteright} athletic identity development. These fragmenting turning points paired with the communication theory of identity (CTI) framework highlighted three identity gaps: (a) athletic-relational, (b) athletic-communal, and (c) athletic-enacted. Theoretical and practical implications are discussed regarding turning points in relation to athletic identity development and gender disparities in sport participation.",

keywords = "communication theory of identity, gender, identity development, sport participation, turning point analysis",

author = "Zanin, {Alaina C.} and Martinez, {Laura V.} and Niess, {Lucy C.}",

note = "Funding Information: The author(s) disclosed receipt of the following financial support for the research and/or authorship of this article: This project was funded through a seed grant from the Global Sport Institute at Arizona State University. Publisher Copyright: {\textcopyright} The Author(s) 2021.",

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AU - Zanin, Alaina C.

AU - Martinez, Laura V.

AU - Niess, Lucy C.

N1 - Funding Information: The author(s) disclosed receipt of the following financial support for the research and/or authorship of this article: This project was funded through a seed grant from the Global Sport Institute at Arizona State University. Publisher Copyright: © The Author(s) 2021.

PY - 2022/8

Y1 - 2022/8

N2 - This study employed a turning point analysis to document events that influence the development of athletic identities in female athletes transitioning into high school. All participants (N = 28), between the ages of 14–15 years old, belonged to a competitive club soccer team located in the southwestern United States. Through an analysis of pre- and post-season interviews and bi-weekly video journal entries, data revealed several fragmenting turning point events related to participants’ athletic identity development. These fragmenting turning points paired with the communication theory of identity (CTI) framework highlighted three identity gaps: (a) athletic-relational, (b) athletic-communal, and (c) athletic-enacted. Theoretical and practical implications are discussed regarding turning points in relation to athletic identity development and gender disparities in sport participation.

AB - This study employed a turning point analysis to document events that influence the development of athletic identities in female athletes transitioning into high school. All participants (N = 28), between the ages of 14–15 years old, belonged to a competitive club soccer team located in the southwestern United States. Through an analysis of pre- and post-season interviews and bi-weekly video journal entries, data revealed several fragmenting turning point events related to participants’ athletic identity development. These fragmenting turning points paired with the communication theory of identity (CTI) framework highlighted three identity gaps: (a) athletic-relational, (b) athletic-communal, and (c) athletic-enacted. Theoretical and practical implications are discussed regarding turning points in relation to athletic identity development and gender disparities in sport participation.

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KW - gender

KW - identity development

KW - sport participation

KW - turning point analysis

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Fragmenting Feminine-Athletic Identities: Identity Turning Points During Girls’ Transition into High School

Abstract

Keywords

ASJC Scopus subject areas

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