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Intersections of Athletics and Institutional Identity in Women's College Transitions to Coeducation.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Intersections of Athletics and Institutional Identity in Women's College Transitions to Coeducation./
作者:	Barney, Danielle.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2019,
面頁冊數:	187 p.
附註:	Source: Dissertations Abstracts International, Volume: 80-12, Section: A.
Contained By:	Dissertations Abstracts International80-12A.
標題:	Higher Education Administration. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=13917887
ISBN:	9781392318201

Intersections of Athletics and Institutional Identity in Women's College Transitions to Coeducation.
Barney, Danielle.

Intersections of Athletics and Institutional Identity in Women's College Transitions to Coeducation. - Ann Arbor : ProQuest Dissertations & Theses, 2019 - 187 p.

Source: Dissertations Abstracts International, Volume: 80-12, Section: A.

Thesis (Ph.D.)--The Pennsylvania State University, 2019.

This item must not be added to any third party search indexes.

The history of the intercollegiate athletics programs at Elmira College and Vassar College in the time frame of the 1960s and 1970s, when both historical women's colleges went coeducational, illustrates that attitudes and beliefs about collegiate sports in formerly single-sex women's colleges were not entirely homogeneous. In the 1960s and 1970s, the national structure of and assumptions about college athletics in the United States for men and women were remarkably different. The women's collegiate sports world particularly experienced significant transformations of its own during the time frame. This overarching history, played out on an institutional level that had no past tradition of providing such athletics opportunities for males, placed the unique choice of athletics representation into the hands of the colleges themselves. Not only were the Vassar and Elmira coeducation transitions unique, but their interpretation of the role of athletics within that transitional identity was pioneering.College archival and other publications demonstrate that at Elmira in 1969, men's intercollegiate athletics was a purposeful and important component to its coeducation. The spectacle of intercollegiate athletics was to be a celebrated focus of student life and an example of the college's prestige. Intercollegiate athletics, first mainly for men and more inclusively for both genders only later, developed with an urgency that made such sport programs appear as a rite of entrance into male education. By initially administratively separating the greater part of the men's and women's programs, Elmira supported stereotypical gender norms with an athletics nexus and therefore reinforced a status level differential between its men and its women from the start of coeducation.For Vassar, student and university publications and archives materials show that athletics for men was a common discussion topic as coeducation progressed, yet a large-scale athletics program was not how the college wanted itself represented. By keeping intercollegiate athletics housed within the Physical Education Department, the college reinforced the process of socializing students into a structure which favored neither gender nor any particular concept of athletics. Development of the intercollegiate program occurred slowly, though not without criticism, throughout the 1970s. While the college insisted on its uniqueness, simultaneous fears of the "jock" mentality and of association with homosexuality riddled efforts to establish any type of intercollegiate sport, and only reflected prevailing gendered archetypes. True to Vassar's historical character, despite the fall back to norms, the treatment of men and women was more equivalent and harbored intentions of maintaining equality. Ironically, admissions selectivity, one of the main reasons the college rejected a big-time athletics program, actually suffered in the years following coeducation even with minimal emphasis on athletics.The progress of intercollegiate athletics at Vassar manifested the ability of sport program structure to reflect and promote the institutional mission, even if institutional identity was still being reformulated. At Elmira, in contrast, the early developments of sport during coeducation served as a reminder of the cultural influence of athletics. The significance of such institutional histories as those of Vassar and Elmira add to the body of knowledge about the diversity of institutional change, demonstrate the potential utility of sport during such change, and contribute a foundation for analysis of the influence of status and prestige on institutional-wide change and more specifically on the development of intercollegiate athletics. Finally, such histories isolate gendered patterns of change which can be influenced by or profoundly shape intercollegiate athletics.

ISBN: 9781392318201Subjects--Topical Terms:

3432472
Higher Education Administration.

Intersections of Athletics and Institutional Identity in Women's College Transitions to Coeducation.
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506 $a This item must not be added to any third party search indexes.
506 $a This item must not be sold to any third party vendors.
520 $a The history of the intercollegiate athletics programs at Elmira College and Vassar College in the time frame of the 1960s and 1970s, when both historical women's colleges went coeducational, illustrates that attitudes and beliefs about collegiate sports in formerly single-sex women's colleges were not entirely homogeneous. In the 1960s and 1970s, the national structure of and assumptions about college athletics in the United States for men and women were remarkably different. The women's collegiate sports world particularly experienced significant transformations of its own during the time frame. This overarching history, played out on an institutional level that had no past tradition of providing such athletics opportunities for males, placed the unique choice of athletics representation into the hands of the colleges themselves. Not only were the Vassar and Elmira coeducation transitions unique, but their interpretation of the role of athletics within that transitional identity was pioneering.College archival and other publications demonstrate that at Elmira in 1969, men's intercollegiate athletics was a purposeful and important component to its coeducation. The spectacle of intercollegiate athletics was to be a celebrated focus of student life and an example of the college's prestige. Intercollegiate athletics, first mainly for men and more inclusively for both genders only later, developed with an urgency that made such sport programs appear as a rite of entrance into male education. By initially administratively separating the greater part of the men's and women's programs, Elmira supported stereotypical gender norms with an athletics nexus and therefore reinforced a status level differential between its men and its women from the start of coeducation.For Vassar, student and university publications and archives materials show that athletics for men was a common discussion topic as coeducation progressed, yet a large-scale athletics program was not how the college wanted itself represented. By keeping intercollegiate athletics housed within the Physical Education Department, the college reinforced the process of socializing students into a structure which favored neither gender nor any particular concept of athletics. Development of the intercollegiate program occurred slowly, though not without criticism, throughout the 1970s. While the college insisted on its uniqueness, simultaneous fears of the "jock" mentality and of association with homosexuality riddled efforts to establish any type of intercollegiate sport, and only reflected prevailing gendered archetypes. True to Vassar's historical character, despite the fall back to norms, the treatment of men and women was more equivalent and harbored intentions of maintaining equality. Ironically, admissions selectivity, one of the main reasons the college rejected a big-time athletics program, actually suffered in the years following coeducation even with minimal emphasis on athletics.The progress of intercollegiate athletics at Vassar manifested the ability of sport program structure to reflect and promote the institutional mission, even if institutional identity was still being reformulated. At Elmira, in contrast, the early developments of sport during coeducation served as a reminder of the cultural influence of athletics. The significance of such institutional histories as those of Vassar and Elmira add to the body of knowledge about the diversity of institutional change, demonstrate the potential utility of sport during such change, and contribute a foundation for analysis of the influence of status and prestige on institutional-wide change and more specifically on the development of intercollegiate athletics. Finally, such histories isolate gendered patterns of change which can be influenced by or profoundly shape intercollegiate athletics.
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