Exploring strategies to improve gender equity in a masculinized field of study
Introduction
The representation of women students in higher education in the United States has been on a positive trajectory since the 1972 passage of Title IX, in which academic institutions are prohibited from discrimination based on gender (USDE, 2018). However, some academic programs lag far behind when it comes to gender equity. Similar to STEM (science, technology, engineering, and mathematics) programs, PGA of America Golf Management University Programs (PGA-GMUP) have consistently seen enrollment dominated by men, with women's enrollment averaging around 5% (Cain, 2013). A PGA golf management program is a PGA accredited university program that affords graduates a membership in the PGA of America as well as career opportunities as a PGA professional (PGA, 2018).
Data has pointed to the need to diversify student enrollment to more directly reflect the changing U.S. demographics, with a minority majority predicted in the U.S. as early as 2042 (U.S. Census, 2010). In conjunction with this academic trend, there has been a call for the diversification of golf professionals, particularly for the inclusion of women in this masculinized field, as this would facilitate a more inviting atmosphere to attract the growing segment of diverse customers (Kitching, Grix, & Phillpotts, 2017). Because women are the largest growing segment of the golf industry consumer base, representing 35% of new golfers (National Golf Foundation, 2018), the need for female representation among golf industry professionals is further supported. Recent data has shown a 19% increase in female participation in high school golf (NFSHA, 2018), suggesting a growing pool of qualified applicants. This phenomenon is of great interest to the Professional Golfers’ Association (PGA) of America, as projections for sustainability as a viable industry point to the need for more women and minorities playing golf, and working in the industry as professionals (PGA, 2014).
Previously scholars employed an intepretivist approach wherein they identified leaders in the industry as the best sources to reveal the barriers faced by underrepresented groups through an understanding of beliefs and attitudes, and the existing structures that influence those beliefs and attitudes (Grix, 2010; Kitching et al., 2017; McGinnis & Gentry, 2006; McGinnis, Gentry, & McQuillan, 2009). For the purposes of this study, the authors collected data from the leaders of the PGA-Golf Management Undergraduate Programs (GMUP). PGA-GMUPs had 4265 students enrolled in 2015, with only 4.8% or 205 being women. This closely resembles the gender representation in the golf industry (Cain, 2013), with 24,349 PGA professionals employed within the industry in 2015 and 908 or only 3.7% represented by women (PGA Links, 2015). In stark contrast, 56.5% or 10 million women comprise the total undergraduate enrollment in degree-granting postsecondary institutions (National Center for Education Statistics, 2014).
The distinct difference between female (4.9%) and male (95.1%) enrollment in PGA-GMUPs appears worthy of consideration, given the call for gender diversification of the sport from both a consumer (Reis & Correia, 2013; 2014) and a professional preparation standpoint (Kitching et al., 2017; MacKinnon, 2013a, 2013b; McGinnis & Gentry, 2006; McGinnis et al., 2009). The underrepresentation of women within the nineteen PGA accredited university programs has been a longstanding issue, and one both the golf industry and higher education would benefit from understanding as these programs provide the industry with individuals who have bachelor degree and PGA qualifications (Cain, 2013; PGA, 2018). Because the golf industry wishes to diversify its workforce and clientele (PGA, 2014), there exists a need to understand the current barriers to diversification, and a need to identify the facilitators that enhance the representation of women in these programs. Therefore, the purpose of this study was to identify barriers and facilitators women students face when seeking access to PGA-GMUPs. In addition, the effects PGA policies have on persistence among women students within these programs was examined. Research questions guiding the study were 1) how do current PGA-GMUP policies facilitate or hinder the recruitment of women students? 2) how do current policies and practices facilitate or hinder the persistence of women students enrolled in PGA-GMUPs?
Section snippets
Theoretical framework
The PGA-GMUPs offer a unique opportunity to assess the confluence of a professional sport management program that is accredited by a professional sport organization and housed in a university setting. Accordingly, it is important to employ a theoretical framework that captures the complexity of the cultural and structural issues that encompass golf and the golf industry and provides an understanding of the factors that may promote or hinder gender inclusion.
The comparative perceptions of
Instrument
Based on a thorough review of the PGAM programs and the related scholarly literature, a-priori potential barriers to women students were initially identified as reasons that may hinder both overall (e.g., program related time constraints, financial requirements tied to the program, work-life balance) and female specific (e.g., lack of peers and peer relationships, stereotypes or biases) representation in the programs. Focus groups were then conducted using these themes as part of a
Results
The purpose of this study was to identify barriers and facilitators women face when seeking access to PGA-GMUPs and understand the effect PGA policies have on persistence among women students within these programs. The most prevalent theme identified in participants’ responses was what we labeled a gender biased mindset. In essence, several quotes aligned with the notion that women are more interested in work-life balance than men, and when women do pursue careers in golf, they have a defined
Discussion and implications
In response to the first research question of how current PGA-GMUP policies impact access for women, it was determined that shifting the gender biased mindset of program leaders may be a first step in improving policies impacting access for female students. Policies are created and enforced by those who lead these programs. Therefore, a thorough review of all policies for admission and recruitment with a focus on their impact on female enrollment is advised. Based upon results from this study,
Conclusion
Identifying barriers and facilitators women face when seeking access to PGA-GMUPs is important both to higher education and the golf industry as projections for sustainability of golf courses points to the need for diversification among membership, with a particular emphasis on the need for more women and minorities playing golf and working in the industry as professionals (Kitching et al., 2017; McGinnis & Gentry, 2006; McGinnis et al., 2009; McGinnis et al., 2005; Reis & Correia, 2013; 2014).
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