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African American College Women’s Reflections on Physical Activity Involvement During Public School Years

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Abstract

The purpose of this study was to investigate 42 African American college women (AACW) enrolled in the basic physical education program at a southern university in the USA to discern their experiences and perspectives as related to their K-12 physical education program. Data were collected through a survey questionnaire instrument and interviews. Constant comparison method was used to analyze the data. The findings revealed AACW (a) to participate in many physical activities in elementary school, few in middle school, and fewer in high school fewer (b) to disengage from participation in physical activities, (c) to self-perceive as tomboys, (d) to self describe as intelligent, energetic, athletic in elementary, intelligent, growing emotional, popular in middle school, and independent, studious, and intelligent in high school, and (e) to be aware of racial-self in middle and high school.

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Authors and Affiliations

  1. University of Georgia, Athens, USA

    Jepkorir Rose Chepyator-Thomson

  2. Auburn University, Auburn, USA

    Jared Anthony Russell

  3. Indiana University Purdue University Indianapolis, Indianapolis, USA

    Brian O’Neal Culp

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  1. Jepkorir Rose Chepyator-Thomson
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  2. Jared Anthony Russell
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  3. Brian O’Neal Culp
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Correspondence to Jepkorir Rose Chepyator-Thomson.

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Chepyator-Thomson, J.R., Russell, J.A. & O’Neal Culp, B. African American College Women’s Reflections on Physical Activity Involvement During Public School Years. J Afr Am St 11, 101–116 (2007). https://doi.org/10.1007/s12111-007-9012-7

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