Perceptions of athletic superiority: a view from the other side

Abstract

In physical education classes all learning that occurs does not fall under the carefully planned and structured lessons presented by teachers (Kirk, 1992 Kirk, D. 1992. Physical education, discourse, and ideology: bringing the hidden curriculum into view, Quest, 44: 35–56. [Google Scholar]). Physical education and athletics are inextricably related by teachers who often serve as coaches of athletic teams. These teacher/coaches often unconsciously transmit values from the athletic realm to physical education classes. This unplanned and unrecognized transmission of values and beliefs is known as the ‘hidden curriculum’ (Fernandez‐Balboa, 1993 Fernandez‐Balboa, JM. 1993. Socio‐cultural characteristics of the hidden curriculum in physical education, Quest, 45: 230–254. [Google Scholar], p. 233). Often entrenched in this hidden curriculum are race‐based stereotypes that provide students with distorted perceptions of physical abilities based on race. This qualitative study seeks to examine this phenomenon from the European American perspective. European American former and present athletes were interviewed regarding their sports experiences and views. Results indicate that European American athletes in this study appeared to be steered away from developing lofty athletic aspirations. This appears to be a consequence of strong race–sport stereotypes.