The Establishment Of Residential Schools - 1667 Words

The establishment of residential school remains to be one of the most culturally divisive moves of the 20th century. Analysts and experts concur that the schools have impacted generation after generations of the targeted communities. though perceived to be noble, the idea behind the establishment of residential schools has been viewed as one of the most direct ways of influencing the native communities to not only abandon their cultural beliefs but also embrace foreign ideology. Research has shown the spread of residential schools within the native communities has not only negatively impacted the communities’ cultural standing but has also lowered the threshold for human rights as more children are subjected to inhuman treatment by the system. There is a strong belief that the residential schools system was established by the sole aim of forcing learners to adopt a western style life characterized by western values and the western religion. This has been the bone of contention within cultural and social experts. Commonly referred to as the American Indian boarding schools, these schools came into existence in the late eighteenth century but later experienced increased presence in the Indian American community during the nineteenth century (Judy Bennett,1986). Indigenous peoples view the introduction of residential schools as one of the most painful chapters in the history of their culture. Several studies carried out a by anishanaabe affiliated outfits have indicated thatShow MoreRelatedThe Establishment Of Residential Schools1667 Words   |  7 PagesThe establishment of residential school remains to be one of the most culturally divisive moves of the 20th century. Analysts and experts concur that the schools have impacted generation after generations of the targeted communities. though perceived to be noble, the idea behind the establishment of residential schools has been viewed as one of the most direct ways of influencing the native communities to not only abandon their cultural belie fs but also embrace foreign ideology. Research has shownRead MoreExamples and Consequences of Residential Schools in Shingwauk’s Vision: A History of Native Residential Schools by J.R. Miller1435 Words   |  6 Pagesunderstanding of this history of residential schools in Canada is key to developing and understanding why Euro-Canadians thought it so dire to assimilate this race deemed as other. The text being analyzed is Shingwauk’s Vision: A History of Native Residential Schools by J.R. Miller. This topic is of the upmost importance because it goes into an aspect of Canadian history, which many are unwilling to accept. The aim of this text is to explain residential schools through the eyes of race and assimilationRead MoreChildren Of The Indian Residential Schools1681 Words   |  7 PagesMore than 150,000 First Nations children between the age of 4-16 attended the Indian Residential schools (Anishinabek Nation). These children were abused physically, sexually, em otionally and were banned from speaking their native language. Residential schools formed strained relationships in Canada today because they tried to put an end to the Indigenous culture, they made indigenous children feel ashamed of their culture and most Canadians have ended up with one-sided version of history. For aRead MoreOppression among First Nation People: Canada1731 Words   |  7 Pagesoverseas, unwelcome into First Nations territory with absolutely no respect for their traditions and ways of living. Over time children were taken away from their families and native homelands to attend residential schools; Native students were given new names and taught to speak English. Residential schools attempted to brainwash First Nations children to erase their native culture and traditions. First Nations peoples were defenseless under the power of the Europeans; their rights were ignored and theirRead MoreLook Back Into Residential Schools882 Words   |  4 Pages Look Back Residential schools were put in place by the Canadian government as a way to â€Å"refine† native communities into the broader culture and keep the native children from continuing their heritages’ traditions. In the short, yet powerful video clips shown in Practical Nursing Professional Growth class, our class was confronted with horrific stories told by residential school survivors of what they had encountered while attending. Raymond Mason, Alice Littledeer, and Madeline Dion Stout wereRead MoreHow did the residential school affect Canada’s First Nations people?1535 Words   |  7 Pagesthe residential school affect Canada’s First Nations people? In Canadian history, there are a lot of interesting events happened in the past. Some of them are events that are proudly presented such as Battle of Vimy Ridge, Canadian peace keeper and others. On the other hand, there are also a lot of tragedy events that happened in the past. Indian Act is one of an important act which occurred in 1876 and it led to establishment of  Indian residential school, and the Indian residential school is aRead MoreHow Residential Schools Impacted The Indigenous Community1378 Words   |  6 Pagescolonization on the Indigenous communities in school. There are many myths people may have concerning Indigenous life experiences, particularly schooling. To address these myths, I would begin by giving a brief history of residential schools. I would then analyze how residential schools have impacted the indigenous community and how they continue to affect them today. I would also mention the current issues children on reserves are facing today regarding schoo l. Lastly, I would mention some of the progressRead MoreDevelopment Of The Residential School System1740 Words   |  7 Pages: A quote from Aggie George recalling of her experience in the Lejac Indian Residential School (Legacy of Hope Foundation, 2001). In the 1880s all the way to the 1990’s roughly 150,000 aboriginal children where removed from their communities and homes to attend the residential school system set up by the government and operated by the Christian churches (Government of Canada, 2015). The purpose of these residential schools was to isolate Aboriginal children from their families and assimilate themRead MoreEssay On Canadas Healthcare System867 Words   |  4 Pagescoverage for all citizens. The general principles of Canada’s Medicare system was first introduced by the Saskatchewan Liberal Party in 1959. Today, Canada’s healthcare is viewed as a successful model, but there were many disputes in the process of establishment. Regardless of t he controversial beginning of the program the Saskatchewan model became the prototype for many provinces. By 1971, every province established a universal and comprehensive health care plan. Canada’s healthcare system has developedRead MoreThe Indian Residential School System1531 Words   |  7 PagesFirst Nation children were forced to attend Indian residential schools dating back to the 1870’s and spanned many decades with the final school closing in 1996. These educational institutions were government funded and church run by Roman Catholic, Presbyterian, United and Anglican denominations (Truth and Reconciliation Commission, n.d.). There were 139 schools where more than 150 000 First Nations children attended. The children of these schools were mentally, physically, emotionally and sexually

Informative Essay On King Arthur - 1854 Words

King Arthur is a mythical character in British history. Though his existence is frequently debated among historians, the story of King Arthur and the sword in the stone is an international story. However I find that the knowledge frequently held by the common populace tends to be contradictory to what is consistently found in the most reluctantly trusted sources. Im here to correct that misinformation. THE STORY OF KING ARTHUR CHILDHOOD Arthur was born during the fall of an empire, the Dark Ages (a time of great chaos and war). It was a time of barbarian invarsions and internal strife within the country of Britain. Arthur was born as the heir to the throne, the son of the King of Britain (Ulric Pendragon) and the wife (the†¦show more content†¦As they began the expected method of selection (jousting), Arthur, only a squire, and not qualified to joust, neared the stone of selection and reached out for the blade. Before he could withdraw it, Merlin appeared and told him that upon taking hold of the sword he would no longer be human. His only response was a nod because he had long since prepared for the fact that being a king means losing ones humanity. He believed that a king was someone who kills all to protect all. The sword was pulled out, and the area was filled with light, he became something inhuman in that instant. This was the beginning of an era, the era of a kingship that would become legend. YOUTH Arthur led Britain from Camelot. He ruled as a king with many knights under him, most notably the esteemed Round Table. It is said that Arthur stopped agin after the pulling of the sword. Several knights considered it as an ominous symbol, a majority considered it a representation of their masters immortality and therefore that there master was of a divine origin. He always led from the front and no enemies could stand in his way, his battles were said to be the actions of a god of war perhaps killing just under 1000 men in one particular battle. For 10 years Arthur only knew the existence of victory and never defeat. He was said to have an indestructible body, reminiscent of the scales of a dragon. Arthurs army knowing noShow MoreRelatedLeadership Development Plan For The Mississippi Army National Guard1702 Words   |  7 Pagesvalues that describe the organization and its makeup. His article is considered valid and reliable. The focus of the Arthur is to explore the values of educating leaders in two specific ways. The first way is to provide research results in the area of moral and character value traits. The second way attempts to clearly define common terms that are often misunderstood (Arthur, 2010). He discusses the need for moral and character development in leadership programs. The author intertwines theseRead MoreBibliographic Essay on African American History6221 Words   |  25 PagesBibliographic Essay on African American History Introduction In the essay â€Å"On the Evolution of Scholarship in Afro- American History† the eminent historian John Hope Franklin declared â€Å"Every generation has the opportunity to write its own history, and indeed it is obliged to do so.†1 The social and political revolutions of 1960s have made fulfilling such a responsibility less daunting than ever. Invaluable references, including Darlene Clark Hine, ed. Black Women inRead MoreEssay about Summary of History of Graphic Design by Meggs14945 Words   |  60 Pagesanimals, flowers, and heraldic shields commonly used as design motifs. Playing cards and religious image prints were early manifestations of woodblock printing. †¢ Playing cards = first graphic designs to move into an illiterate culture. o Games to kings now played by the working class and peasants. †¢ First known European block printings with a communications function were devotional prints of saints. The Ars Moriendi: this was a 13 page piece of propaganda from the Church, but to the averageRead MoreMarketing Channel44625 Words   |  179 PagesE Diff: 3 Page Ref: 342 AACSB: Reflective Thinking Skill: Application Objective: 12-2 83) Which of the following is an example of a manufacturer-sponsored retailer franchise system? A) fast-food restaurants such as McDonald s and Burger King B) Starbucks operating within Target stores C) Ford and its network of independent franchised dealers D) licensed bottlers that bottle and sell Coca-Cola to retailers E) motels such as Holiday Inn and Ramada Inn Answer: C Diff: 3 Page Ref:Read MoreLas 432 Research Paper: Gmos20901 Words   |  84 Pagespro and con standpoint. It will be up to the reader to determine what opinion or viewpoint in which they will have in regards to this subject. The mission of the authors of this report is to, in a collaborative fashion; provide a detailed and informative report on the subject of Genetically Modified Organisms and the technology involved with it. Genetically Modified Organisms and its technology, although highly debated and a topic of discussion in recent years, has been around for decades. WithinRead MoreContemporary Issues in Management Accounting211377 Words   |  846 Pagesroles of the new techniques. The BSC was originally presented as a fairly modest technique for putting Wnancial information in the context of diVerent kinds of non-Wnancial information (Kaplan and Norton 1992), brought to Robert Kaplan’s attention by Arthur Schneiderman of Analog Devices (Kaplan 1998: 99). Subsequently it has been proposed as an all-encompassing management control system that should be at the heart of the strategy-making process (Kaplan and Norton 2001a, 2001b) but without giving muchRead MoreMarketing and E-commerce Business65852 Words   |  264 Pagesavailable at www.azimuth-interactive.com/ecommerce10e. The Web site contains the following content provided by the authors: †¢ Additional projects, exercises, and tutorials †¢ Information on how to build a business plan and revenue models †¢ Essays on careers in e-commerce xvi Preface SUPPORT PACKAGE The following supplementary materials are available to qualified instructors through the Online Instructor Resource Center. Contact your Pearson sales representative for informationRead MoreDeveloping Management Skills404131 Words   |  1617 Pagesmanagement textbook, it is important that you understand its distinctive learner-focused features especially the five-step learning model: Skill Assessment, Skill Learning, Skill Analysis, Skill Practice, and Skill Application. You’ll also find informative research on how much managers’ actions impact individual and organizational performance, and the characteristics of effective managers. †¢ Thoughtfully complete the Skill Assessment surveys in each chapter. These diagnostic tools are designed to

Why Top Female Athletes Stay in Male-Dominated Sports to an Elite Level Free Essays

string(135) " of female athletes in male-dominated sports will be explained by male hegemonic concepts as well as cultural and structural concepts\." Abstract This study is focused on why top female athletes stay in male-dominated sports to an elite level and involves female athletes from different countries. Semi-structured interviews will be carried out on 15 participants. The study is characteristically interpretive and qualitative, and involves a four-year timeframe. We will write a custom essay sample on Why Top Female Athletes Stay in Male-Dominated Sports to an Elite Level or any similar topic only for you Order Now 1. Background Sport is an institution that continues to create, reinforce, and maintain male hegemony. However, some of its aspects may also be seen as a product of collective effort. Gender diversity in sports are often placed in subtle, multi-level and ignored structures and behaviours embodied in sport organisations. Hence, there is a need for continued work on the matter (Fink 2008). The participation of female athletes in male-dominated sports will be explained by male hegemonic concepts as well as cultural and structural concepts. You read "Why Top Female Athletes Stay in Male-Dominated Sports to an Elite Level" in category "Essay examples" 1.1 What prompted the interest in the topic What prompted the interest in the topic was the researcher’s own exposure in female sports where she was able to associate with elite female athletes of various ages from different countries, including those under Islamic rule and the Muslim region, such as Iran, Morocco, and Turkey. She has had worked closely with female competitors in over 50 members of the International Federation of Muaythai Amateur (IFMA), and hence considers the topic a realisable one. Since the researcher is into sports herself and associates with the likely respondents of the study, she finds the topic both interesting and challenging. 1.2 Relevance to Previous Research The relevance of the topic to previous research is that it serves as a supporting material to what has already been claimed of the participation of female athletes in male-dominated sports. Previous research has indicated the prevailing role of cultural and structural systems that produce and reproduce these sports as an exclusive realm of male athletes (e.g. Anderson 2008; Carty 2005). The present study confirms these notions, and likewise looks into patterns of possibilities whereby female athletes can be generally accepted and recognised within these once male-stereotyped sports. 1.3 Contributions to the Research and the Field The study’s contribution to research is identified in its investigation of culture, and somehow, of gender issues, in the participation of female athletes in male-dominated sports. Its contribution to the field is its introduction of certain theoretical concepts that can explain why female athletes continue to delve into male-dominated sports and an analytical explanation of their intent to stay or move out of the system. 1.4 Research Aims and Objectives This study aims to ascertain why top female athletes stay in male-dominated sports to an elite level; the hurdles they face and how they overcome these hurdles. It also aims to draw out the similarities in challenges faced by these elite athletes and to see if such challenges are similar across cultures and religions. The study purports to use this understanding to help support women to stay in a specific sport once they are already participating. The objectives of the research are as follows: To review the existing literature on the subject of Sports Sociology in relation to women’s sports participation; To conduct interviews and surveys to elite female athletes from various countries; To find out gaps in knowledge within the field; and To provide recommendations for future research. 2. Literature Review This part of the research proposal identifies a range of works and studies related to the topic being investigated. It aims to establish the theoretical framework for the study and provide evidence to the topic. 2.1 Trends in the Literature Relating to the Research Topic In their work, Krane, Choi, and Baird et al. (2004) stated that female athletes live in two cultures: One that is characteristically masculine; and the other – the larger social culture – which celebrates femininity. The study was linked to feminist cultural studies and aimed to determine how female athletes negotiate femininity-based social expectations with athleticism. It involved 21 female athletes who served as participants in focus group discussions. Three themes comprised the data analysis, specifically the ‘influence of physicality, femininity, and athlete as other.’ The data revealed that being athletic is in contrast to being feminine and that the participants themselves felt being marginalised as athletes and expressed that others perceive them as being ‘different’ from typical women. Despite these, they were proud of their physical strength and developed bodies and regarded themselves as being empowered, which can be generalised bey ond the context of sports (Krane et al. 2004). The use of focus group discussions in the study aimed at encouraging self-disclosure amongst female athletes with similar experiences and reducing the anxiety that might be felt in individual interviews. The authors also pinpointed the fact that focus groups are especially effective in feminist research (Krane, et al. 2004). According to Carty (2005), sport has been a social aspect that has traditionally prevented women from participating. Recent policy developments and broadening public support enabled girls and women to participate dramatically in sports that had been typically limited only to men. Female athletes had come out from those sports that had been stereotypically designated only to them, such as tennis and gymnastics, and can now play male-dominated sports such as hockey, football, rugby, and so on. Of equal significance is the revealing of masculinity constriction and the concept of gender differences. Hence, Carty explored social changes accompanying the broadening popularity of women in sports and some opposing messages in advertisements initiated by these changes. The qualitative method is used in the study to explore all the issues covered by the aims and objectives, which were tackled through semi-structured interviews. It may be inferred that Carty’s assertion on the constraint s placed against women in regard to participating in male-stereotyped sports is similar to the notion of Krane et al. (2004), specifically the marginalisation of female athletes and their being perceived as different from normal women. There is therefore congruence between the two authors in reference to their view of the situation of female athletes in male-dominated sports. On the other hand, Pringle (2005) emphasised that issues linked to female sport and exercise can be examined via Foucauldian theories. However, the Gramscian theory, which is used to examine the concept of masculine hegemony, remains dominant. The article made a comparison and contrast of the theoretical tools branching from Foucault and Gramsci’s writings in relation to investigating sport and masculinities. It was indicated that masculine hegemony does not simply point to a prevailing concept of masculinity but also to specific understandings of power that may be problematic to some. The discussion is useful to the study as it focused on the concept of masculine hegemony that can address the prevailing male dominance in sports, as well as male sports in general, which had once been (and continuous to be) considered an exclusive field for male athletes. It is important to note that Pringle’s assertion provides the groundwork for the situation of female athletes, as ex plored by the concept of masculine hegemony that explains women’s marginalisation, pinpointed earlier by Carty (2005) and Krane et al. (2004). Pringle’s concept of masculine hegemony was similarly described by Whisenant, Pedersen, and Obenour (2002) who cited the end of the Association of Intercollegiate Athletics for Women (AIAW) as the cause for sport administrators to deal with reestablishing their place as athletic directors. The study aimed at assessing the success ratio of these directors, focusing primarily on gender. The initial results validated the expected findings that masculine hegemony is a well-established concept within inter-collegiate athletics. This is note-worthy in the topic’s exploration of the hurdles faced by female athletes in male-dominated sports. On the other hand, Vincent, Imwold, and Masemann et al. (2002) made an investigation of female athletes’ receipt of equitable coverage in â€Å"women’s games.† The study made a comparison of six selected newspapers from Canada, Great Britain, and the United States and how they dealt with male and female athletes during the 1996 Centennial Olympic Games. The qualitative method and content analysis were used for the comparison of all articles and photographs of athletes on all newspapers involved. Albeit there were differences found, the results generally demonstrated an equitable amount of coverage for both male and female athletes participating in the games. The study confirmed the idea that female athletes receive increased newspaper coverage when they participate in major competitions. However, analysing critically Vincent et al.’s work against those of Pringle (2005), Krane et al. (2004), and Carty (2005), one may posit that the former tackled a rather neutral presentation of female athletes vis-a-vis male athletes, as demonstrated by the equitable newspaper coverage on them. Vincent et al. looked into the ‘outward configuration’ of the male-female dichotomous existence in sports, as against the internal focus made by Pringle (2005), Krane et al. (2004), and Carty (2005). 2.1.1 The Role of Culture in Sports In their study, Elling and Knoppers (2005) used a social-critical perspective to analyse symbolic sport inclusion/exclusion in relation to gender and ethnicity amongst adolescents. The findings suggested that dominant normative gendered images still influence young people’s preferences in sport participation. Sport can function as an integrating agent as well as a differentiating and discriminating tool amongst the youth. With regard to gender, sport participation is less predictable because of such circumstances as ethnicity interactions. Albeit ethnic minority females had the least participation in sport, a relatively higher value is placed on traditional masculine sports such as karate and soccer. Additionally, the potential circumstance of being labeled as ‘sissy’ serves as a powerful mechanism to exclude oneself from participating in conventional sports for girls. However, stereotypical images are continually challenged as well (Elling and Knoppers 2005). Viewing the earlier notions of gender-based explanations of the uneven perception between male and female athletes (e.g. Pringle 2005; Krane et al. 2004, and Carty 2005), Elling and Knoppers apparently provided a deeper explanation of the reason for such disparity. On the other hand, Pelak (2005) emphasised on how South African female football players negotiate ideological constrictions in participating in the stereotypically masculine sport. The author highlighted the micro-level experiences of situating athletes within social structures at macro level, such as apartheid. The study used a multi-method approach, including interviews, survey, observations, and documentary data. Various feminist sport frameworks and theoretical insights of Black feminists contributed to the analysis. The findings revealed an ongoing creative resistance amongst female soccer athletes against exclusionary practices in the sport. Pelak evidently upheld the findings of Elling and Knoppers (2005) with regard to symbolic sport inclusion/exclusion, as exemplified by social structures that serve as constraints to female participation in male-dominated sports. Meanwhile, the study of Anderson (2008) explored the cultural and structural elements that contribute to the breeding of anti-feminine perspectives amongst men in team sports. The authors initially led the readers to the view that men’s separation into a homosocial environment puts a limit to their social contact with women and promotes a hostile masculinity that induces the proliferation of orthodox views about women. However, the study also suggested that when these same men participate in a gender-incorporating cheerleading sport competition, they tend to reinvent their perspectives toward women. The author used a range of theoretical concepts and linked them to grounded observations and interviews, upon which a theoretical model was established. He specifically used a socio-feminist theory of masculinity that holds gender as being formulated by an intricate interaction of â€Å"organisational culture, institutional power, and individual agency.† The study involved a sample of 68 male cheerleaders who identified themselves as heterosexual and who used to play football. The findings suggested that the socially negative outcomes affixed to male sport athletes might potentially reduce through gender-incorporating sports (Anderson 2008). This study is relevant to the topic under study as it explains the male athlete’s propensities when participating in male and female stereotypical games, thereby contributing to its query on why women stay in male-dominated sports. 2.2 Limitations and/or Gaps in the Literature The existing literature on the topic is observed to include works that are not very recent, which hence suggests a need for updated findings. There are not many academic studies delving into the issue of culture as a prevailing factor for certain sports to be perceived as typically male; and most of which are discussed using gender-based criteria. Theoretical Framework Below is the theoretical framework of the study based on the literature: Figure 1: Theoretical Framework 3. Research Methodology 3.1 Research Paradigm The interpretive and positivist paradigms are utilised in this research. The interpretive paradigm states that social actors generate meanings about their interaction in the world. Social reality is hence interpreted as an attempt to interpret the world, thereby connoting a subscription to realist ontology (Scott and Morrison 2005). The use of interpretive paradigm is justified in this study as it attempts to gather interview data that are grounded on ascertaining perceived realities surrounding female athletes, as well as the meanings they append to these realities. The positivist approach, on the other hand, relies on the methods of the natural science (Lee 1991) and is seen in the study’s use of survey to assist certain inferences suggested by interview data. 3.2 Research Design and Method This study is characteristically mixed methods (combination of qualitative and quantitative methods) in its research design. Qualitative methods hold that findings about human interaction (e.g. female athletes) can be understood better and more systematically when studied from the inside out rather than the opposite (Monsen and Horn 2008). Quantitative methods, on the other hand, maintain that phenomena can be explained by collecting numerical data (for this study is the survey) that are analysed through statistical methods (Mujis 2011). 3.3 Participants The research participants for both interviews and the survey are 13-35 year-old female athletes from different countries with whom the researcher has frequent association, including those under Islamic rule and Muslim religion, such as Iran, Morocco, and Turkey. The sample size for the interview is 15, which is considered sufficient to generate findings. For the survey, the sample size is 35. 3.4 Data Collection Primary and secondary data shall be collected. Primary data shall be generated from semi-structured interviews and the survey whilst secondary data shall support the primary data and shall be obtained from books and academic journals. An interview schedule and a survey questionnaire will be constructed. 3.5 Data Analysis and Discussion Once the information has been established, data analysis will take place using the thematic analysis, which intends to find patterns/themes/meanings from a range of data sets (Hamdan 2009). The discussion will be towards addressing the research questions and will be backed by the literature. 3.6 Weaknesses and Limitation The study finds no weakness in its methodology. One limitation that can be identified is in terms of using interviews for data gathering, which is perceived to lack generalisability because of a relatively small sample (Ford 2012). This is addressed by using a larger sample (15 participants) (e.g. Waltz, Krumperman, and Zigmont 2011) and triangulation through the survey. 3.7 Ethical Considerations First amongst the ethical considerations that the study takes note of is the anonymity of the target participants, as well as the confidentiality of data to be collected. It is the researcher’s responsibility to ensure that participants provide informed consent prior to their participation and that they have the right to withdraw their participation at any point, without incurring any liability. The data collection shall take place vis-a-vis having informed the participants of the general purpose of the study and why their participation is being sought. Moreover, the data will be stored in a database using passwords that only the researcher knows, whilst the survey questionnaires will be put to safekeeping and disposed of upon the total completion of the research in order not to be accessed by anyone. The proposal shall require approval from an ethics committee. 3.8 Significance of the Research This study is significant in a number of ways, one of which is its contribution to the existing literature on female participation in what has been generally considered as male-dominated sport. Another is its confirmation of the prevailing role of culture and gendered images in such perception, as well as the continuing struggle of female athletes to situate themselves in the realm of sports, thereby adding to the existing knowledge on the subject. 3.9 Timeline The research timeline starts on February 3, 2014 and ends on February 16, 2018. The first part of the survey will be done in May 2014. The various aspects of the research are shown in the Gantt chart below: Figure 2: Gantt chart showing the research timeline References Anderson, E. (2008) ‘I Used to Think Women Were Weak’: Orthodox Masculinity, Gender Segregation, and Sport. Sociological Forum, 23 (2), 257-280. Carty, V. (2005) Textual Portrayals of Female Athletes: Liberation or Nuanced Forms of PatriarchyFrontiers: A Journal of Women Studies, 26 (2), 132-172. Elling, A. and Knoppers, A. (2005) Sport, Gender and Ethnicity: Practices of Symbolic Inclusion/Exclusion. Journal of Youth and Adolescence, 34 (3), 257-268. Fink, J. S. (2008) Gender and Sex Diversity in Sport Organizations: Concluding Comments. Sex Roles, 58 (1-2), 146-147. Ford, N. (2012) The Essential Guide to Using the Web Research. First Edition. London: Sage Publications Ltd. Hamdan, A. (2009) Muslim Women Speak: A Tapestry of Lives and Dreams. Toronto: Women’s Press. Krane, V., Choi, P. Y. L., Baird, S. M., Aimar, C. M., and Kauer, K. J. (2004) Living the Paradox: Female Athletes Negotiate Femininity and Muscularity. Sex Roles, 50 (5/6), 315-329. Lee, A. S. (1991) Integrating Positivist and Interpretive Approaches to Organizational Research. Organization Science, 2 (4), 342-365. Monsen, E. R. and Horn, L. V. (2008) Research: Successful Approaches. Third Edition. US: American Dietetic Association. Mujis, D. (2011) Doing Quantitative Research in Education with SPSS. Second Edition. London: SAGE Publications. Pelak, C. F. (2005) Negotiating Gender/Race/Class Constraints in the New South Africa: A Case Study of Women’s Soccer. International Review for the Sociology of Sport, 40(1), 53-70. Pringle, R. (2005) Masculinities, Sport, and Power: A Critical Comparison of Gramscian and Foucauldian Inspired Theoretical Tools. Journal of Sport and Social Issues, 29 (3), 256-278. Scott, D. and Morrison, M. (2005) Key Ideas in Educational Research. NY: Continuum International Publishing Group. Vincent, J., Imwold, C., Masemann, V., and Johnson, J. T. (2002) A Comparison of Selected ‘Serious’ and â€Å"Popular’ British, Canadian, and United States Newspaper Coverage of Female and Male Athletes Competing in the Centennial Olympic Games: Did Female Athletes receive Equitable Coverage in the â€Å"Games of the Women†International Review for the Sociology of Sport, 37 (3-4), 319-335. Waltz, B. J., Krumperman, K. M., and Zigmont, J. (2011) Foundations of EMS Systems. Mason, OH: Delmar Cengage Learning. Whisenant, W. A., Pedersen, P. M., and Obenour, B. L. (2002) Success and Gender: Determining the Rate of Advancement for Intercollegiate Athletic Directors. Sex Roles, 47 (9-10), 485-491. How to cite Why Top Female Athletes Stay in Male-Dominated Sports to an Elite Level, Essay examples