ABSTRACT

Research on Generation Z’s (Gen Z) sport education is limited in scope. This study explores Gen Z’s perceptions of gender equity in sport, with a focus on topic areas that warrant attention in sport management higher education courses to increase awareness around gender inequality. This study of Gen Z students across four European countries, including Belgium, Norway, Netherlands and England, was conducted through eight focus groups. The 54 participants, all born after 1995, were enrolled in an (under)graduate sport programme. Through a thematic analysis, we identified four distinct, yet inter-related themes, and explored their link to the interacting processes from Acker’s work (1990. Hierarchies, jobs, bodies: A theory of gendered organizations. Gender and Society, 4(2), 139–158). Results indicate that intercultural differences exist. Participants demonstrate an awareness of gender inequality in the media and in school sport, while also illustrating how disparities are shaped in school and sport contexts. These findings are encouraging for developing further social transformation, as awareness is the first hurdle to overcome when working towards social change. Awareness around gender inequality could further be increased in higher education by focusing on knowledge gaps found in this study such as the underrepresentation of women in coaching positions or officiating roles, the lower status job roles congruent to traditional gender norms and the use of quota schemes. The results of this study are relevant for sport and physical education scholars to address and continue challenging traditional gender stereotypes and beliefs as well as foster career and leadership aspirations for the next generation of prospective employees.

摘要

Z世代（Gen Z）体育教育的研究范围有限。本研究探讨了 Z 世代对体育中性别平等的看法，重点关注体育管理高等教育课程中值得关注的主题领域，以提高对性别不平等的认识。这项针对四个欧洲国家（包括比利时、挪威、荷兰和英国）的 Z 世代学生的研究是通过八个焦点小组进行的。54 名参与者均出生于 1995 年之后，参加了（本科）研究生体育项目。通过主题分析，我们确定了四个不同但又相互关联的主题，并探索了它们与 Acker 工作（1990。层次结构、工作、身体：性别化组织的理论。性别与社会，4(2), 139–158)。结果表明存在跨文化差异。参与者表现出对媒体和学校体育中的性别不平等的认识，同时还说明了学校和体育环境中的差异是如何形成的。这些发现对于推动进一步的社会变革是令人鼓舞的，因为意识是在努力实现社会变革时要克服的第一个障碍。通过关注本研究中发现的知识差距，可以进一步提高高等教育中对性别不平等的认识，例如女性在教练职位或裁判角色中的代表性不足、符合传统性别规范的较低地位的工作角色以及配额计划的使用。