Students' Gender Stereotypes about Running in Schools

ABSTRACT

Two hundred forty-six students (132 boys, 114 girls) were tracked from fifth to eighth grades, and changes in gender stereotypes about running as a male sport, running performance, interest in running, and intention for future running participation were assessed. Results revealed that neither sex held gender stereotypes about running as a male sport and students were less likely to hold such stereotypes as they progressed through school. Compared to girls, boys were more likely to perceive running to be more appropriate for boys. Girls with higher gender stereotyping mean scores reported lower interest in running and intentions for future running participation, while boys recording increases in running stereotyping were more likely to retain interest in running and future running participation. This study provides empirical documentation of running as a gender-neutral activity over time in a physical education/athletic setting. From the expectancy-value lens, including gender-neutral activities such as running may encourage interest and participation levels among boys and girls alike.

KEYWORDS:

• Gender stereotypes
• running
• students in grades 5–8
• longitudinal data