Presentations

Permanent link for this collectionhttps://hdl.handle.net/2022/22765

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    A Comprehensive Analysis of Aquatic Programming at Historically Black Colleges and Universities (HBCUs)
    (International Journal of Aquatic Research and Education, 2020) Quash, Tiffany Monique; Rawlins, Knolan C.; Anderson, Shaun M.
    This article provides a comprehensive examination of aquatic programming at Historically Black Colleges and Universities (HBCUs). HBCUs consist of public, private, 2-year, and 4-year institutions (U.S. Department of Education, 2018). Historically, HBCUs provided descendants of the enslaved access to higher education opportunities (Brown, Donahoo, & Bertrand, 2001). HBCUs now serve a more diverse community and the core focus remains on inclusion, social justice, diversity, empowerment, leadership, and cultural competence (Kennedy, 2012; Rawlins, 2018). Consequently, HBCUs may provide an ideal environment to address aquatic activity and the drowning disparity in the African American community. In the current study, researchers sent a survey to 102 HBCUs to better assess the prevalence of aquatics programming at these institutions. Approximately 38 percent of the HBCUs responded to the survey. The results of this study indicate that there is inconsistent institutional knowledge about competitive and non-competitive swimming programs from the past to the present. However, 31 percent of participants reported offering swim classes to members of the campus community. Additionally, 51 percent of participants reported offering swim courses for college credit. Most importantly, 49 percent of participants indicated a desire to build or expand aquatics programming. The drowning disparity is a result of a cycle that includes historical barriers that denied many African Americans’ access to aquatic facilities and programming (Anderson, 2017). Identifying aquatics programming at HBCUs is a critical step to addressing the drowning disparity.
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    Swimming Through the Waves: An Interview Case Study
    (Diversity in Aquatics, 2018) Quash, Tiffany Monique
    The literature that is currently available regarding African-American swimmers is mostly surrounding high drowning rates, aquatic programs that are available to youth in urban areas, and the barriers and phobias that reside within the African-American community. In Goldsmith’s (2003) article, the researcher states that race determines that the exposure of Black and White students participating in high school sports has much to do with “racial hierarchy” (p. 147). Goldsmith (2003) continues in the article that this is because of structural explanations. It is defined that structural differences are “[defined as] social class, but in general, structural differences include any difference in a larger social pattern in which groups are embedded” (p. 151). For those Blacks who participate in swimming, Goldsmith (2003) quotes Harris (1994) who states that “Black high school basketball players report more social support to play from teachers. coaches, peers and parents than White players do; and African-American swimmers report being harassed at public swimming pools and being stereotyped by White as poor swimmers” (p. 154). Despite the various experiences of Black swimmers, their success within the sport is often gone either unacknowledged or is short-lived in the media.
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    Aquatic Management of LGBTQ Participants in Park and Recreation Settings
    (National Intramural-Recreational Sports Association, 2019) Anderson, A. R.; Knee, E.; Ramos, W. D.; Quash, T. M.
    Research has noted that the experiences of individuals from the LGBTQ community have largely been negative within these settings when compared to those who are heterosexual and cisgender (Patchett & Foster, 2015; Rankin, Weber, Blumenfeld, & Frazer, 2010). With members of the LGBTQ community encountering bullying and/or harassment in spaces that have been designed to encourage positive health and positive social interaction, it raises the need for questioning of education and training of patrons and staff members in these settings (Forrester, 2014; Artinger et al., 2006; Patchett & Foster). As Theriault (2017) states, “recreation professionals have moral, fiscal, and legal incentives to ensure that individuals who identify as lesbian, gay, bisexual, transgender, and queer (LGBTQ) have access to safe, beneficial services that respond to their unique needs” (p. 122). However, the realities of actual practices used by recreational professionals, legal ramifications, historical events, and experiences of LGBTQ participants in recreational/sport settings have indicated otherwise.