Teaching Physical Education in an Urban Intensive Environment

K. Andrew R. Richards; Michael A. Hemphill; Victoria N. Shiver; Karen Lux Gaudreault; Victor Ramsey

doi:10.1177/0042085920923019

Teaching Physical Education in an Urban Intensive Environment

K. Andrew R. Richards, Michael A. Hemphill, Victoria N. Shiver, Karen Lux Gaudreault, Victor Ramsey

Kinesiology and Community Health

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

Abstract

The purpose of this study was to understand the unique stressors faced by physical educators working in New York City schools. Participants included 34 New York City physical educators who participated in semi-structured interviews about their experiences teaching in an urban context. Qualitative data analysis resulted in the construction of four themes: (a) working with limited and inconsistent infrastructure, (b) navigating student diversity, (c) coping with marginalization and advocating for quality practices, and (d) managing the sociopolitics of teaching. These themes highlight the intersection between discipline and teaching context and are discussed through the lens of occupational socialization theory.

Original language	English (US)
Pages (from-to)	1745-1771
Number of pages	27
Journal	Urban Education
Volume	58
Issue number	8
Early online date	May 28 2020
DOIs	https://doi.org/10.1177/0042085920923019
State	Published - Oct 2023

Keywords

marginalization
occupational socialization theory
sociopolitics
student diversity
teacher stress
teaching context

ASJC Scopus subject areas

Education
Urban Studies

Online availability

10.1177/0042085920923019

Library availability

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AB - The purpose of this study was to understand the unique stressors faced by physical educators working in New York City schools. Participants included 34 New York City physical educators who participated in semi-structured interviews about their experiences teaching in an urban context. Qualitative data analysis resulted in the construction of four themes: (a) working with limited and inconsistent infrastructure, (b) navigating student diversity, (c) coping with marginalization and advocating for quality practices, and (d) managing the sociopolitics of teaching. These themes highlight the intersection between discipline and teaching context and are discussed through the lens of occupational socialization theory.

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Teaching Physical Education in an Urban Intensive Environment

Abstract

Keywords

ASJC Scopus subject areas

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