Gender Differences In Sports Essay

The Atlantic article, “High-School Sports Aren’t Killing Academics,” by Daniel H. Bowen and Colin Hitt make a statement on the sports programs in schools. They oppose the thought that participating in sports programs results in a student’s academics suffering, but instead believe sports programs provide academic benefits. Their article targets the article, “The Case Against High-School Sports”, by Amanda Ripley who argues that participation in sports at school cost students’ academic success. The duo constructs their argument around Ripley’s claims and counter her points to strengthen their own. Their argument has a mix of supporting information and points that weakened Bowen and Hitt’s claim. This is due to the methods and evidence they provided which didn’t appear as convincing when trying to persuade readers.

Jolley, D. (2009). Academic Achievement Is Improving for College Athletes. In C. Watkins, Sports and Athletes (pp. 71-78). Detroit: Greenhaven Press.

High school sports make student athletes strive for better success in their education. Sure some Schools have a minimum G.P.A requirement of 2.0, and to get that all your classes have to be “C” or better. Well that’s better than letting them have a 1.0 and letting them play. It makes them have something worth studying for, For example my friend Bryan Garcia does not like school or work but he is always looking for ways to make his grades better so that he may play with the John F. Kennedy soccer team. Also not all the states in the United States of America have a G.P.A requirement to play in a sport activity, twelve out of the fifty states in the USA require a G.P.A to play."A High School Athlete 's GPA Vs. Average High School Student 's GPA." Everyday Life. N.p., n.d. Web. 06 Feb. 2016.”Sports participation is associated with higher GPAs, lower dropout rates and stronger commitments to school compared to the average,non-athlete high school student”. Also they made a study for Kansas in 2008-2009 between athletes and non-athletes,Academic Performance Of Athletes And Non‐Athletes, and Page 41. COMPARING THE ACADEMIC PERFORMANCE OF HIGH SCHOOL ATHLETES AND NON-ATHLETES IN KANSAS IN 2008-2009 (n.d.): n. pag. Web.”high school athletes earned higher grades,graduated at a higher rate, dropped out of school less frequently, and scored higher on state assessments than did non-athletes”. Student athletes have a greater chance of graduating with a 3.0 or more. They are more

When researching papers that could help determining if there is a casual link between sports in postsecondary schools and male attendance, the only thing that was found of interest was that “High school athletic participation was significantly related to educational progress among suburban and rural white males.” (Sabo, pg. 50) Since it seems that there is some data and research suggesting that male students who participated in sports during their high school careers went on to college and had success. One could argue that since these students had participated in sports during their high school career and went on to succeed in college, there would be an increase in male students when more sports or present. It is logical to think that if a male student is highly interested in sports and even participates in the sport, that they would prefer to attend a school that has sports. This is the only article that I could find that had a discussion between male college attendance and sport. I feel that I am contributing to the research, instead of looking at student’s

These two predictions are: Athletes would show significantly greater leadership ability than the nonathletes would and male athletes would show significantly greater leadership ability than would female athletes. Results showed that those who held both scholar and athlete roles stood out in regard to positive attributes, including leadership. The athletic group scored less points than the scholar group, but more points than the nonscholar and non-athlete groups. The results that stand out from this study was that high school athletes did, in fact, outscore their nonathlete peers on the leadership ability measure. The second prediction was proven false because research found that the assumption that females did not possess as great a capacity

That makes the rate for physical activity of a female student athlete higher than male student athletes. That can become a big problem for athletic programs nation-wide. Usually, the female body is predominately used as a reproductive organ and that makes it easier to cause injuries among female student athletes than male student athletes. With studies proving how much of a difference it is for a female student athlete verses a male student athlete when it comes to big injuries like knee injuries. Knee injuries could be career ending for both the male and female student athlete, but causes more concern for female student athlete because of the exposure. From practicing to game time competition, female student athletes are likely to become more injured due to the lack often testosterone and other things that males can produce. The physical challenge comes that day after the injury. Figuring out what could that student possible do to recover safely and in a orderly fashion. The physical recovery is only twenty percent of pursuing complete recovery and the other eighty percent concentrating on the mental and emotionally capacity of the student

Iron deficiency is a common type of anaemia, a condition in which the blood lack adequate healthy red blood

A study by Meyer (1990) declares that athletes have higher aspirations than non-athletes. Further, the study states that female and male athletes both had high aspirations about school achievements and graduating when they entered college. These aspirations were fostered by the support they obtained from academic staff and others. Females were determined they would be more successful after they obtained their degree and grew more motivated about their studies. However, when compared to a similar study conducted on male student athletes, the Adler and Adler study, boys lost interest after their first year in University. Arguably,

Also, it was found in this study that the type of sport the student-athletes participated in had a significant impact on the difference in GPA scores. In fact, depending on the type of sport the individual participated in there would be a significant change in GPAs. In addition, the findings for this research question were positive. Specifically, there were 11 significant differences found between academic performances of athletes in some sports when compared with others. Student athletes participating in boys’ basketball had lower improvements in GPA than did student athletes participating in boy’s outdoor track and football. Finally, the comparisons only represented comparisons between boys. According to the findings of question four, the boys that participated basketball, football, and outdoor track experienced significant academic differences while girls did not, when individual male sports were compared with individual female sports and there was significant difference, the academic gains of male student-athletes were greater than that of the female

Introduction As society has evolved through history, one of the great cultural and social issues has been the equality of gender in all aspects of life. This development has been particularly true in both the United States and Israel, where the position of women in society has moved forward from archaic ideals towards building a foundation of gender equality. This foundation has been based on the belief that individuals in society are entitled to human dignity and liberty, entitling them equal opportunities in life. Equal opportunities for individuals can also be supported through economic reasoning.

The article that we have chosen for our scholarly article was “Athletics as a Source for Social Status among Youth”. The main reason for this article is to further the understanding of sport as a source for youth popularity among a national US sample of 3rd through 12th graders. They first review previous work on the issue to discuss the roles gender, grade level, race/ethnicity, and socioeconomic status might play in the association between sport and social status and present there hypotheses regarding the relationship of each of these variables. Then they examine the relationship between athletic status and popularity using quantitative descriptive analysis and logistic regression to determine if this relationship varies according to gender, race/ethnicity, grade level, and socioeconomic status. The central purpose of this study is to examine first, whether youth perceive sport as a status enhancer for themselves and their peers. Second, to determine if variation in this perception can be accounted for by student’s athletic status, gender, race/ethnicity, socioeconomic status, and grade level.

In regards to gender, 100% of the sample was female. The respondents ranged in age from 20 to 46 years old. The average age of the respondents was 27 years old. For race, 60% of the females surveyed were white, and 40% were Latina. Enjoyment in playing sports ranged from 1 (very dissatisfied) to 5 (very satisfied). Over 75% of the respondents replied that they were either “satisfied” or “very satisfied” playing sports, and 20% reported that they were neutral or dissatisfied. One reported that they had no participated in sports at all. When asked if they were prepared for entering the work force, 70% of respondents reported that they were prepared after graduating from their highest completed education and 30% reported that they were not. A majority of those who reported feeling unprepared were the same women who felt dissatisfied with their participation in sports or had not participated in sports at all. These were also women who described themselves using softer adjectives such as “indecisive”, “kind”, and “easy-going.” Women who had participated in sports and enjoyed them described themselves more extensively and used words such as “driven”, “ambitious”, and “independent.” My findings presented results aligned with my hypothesis, that women and minorities who participate in sports view themselves more confidently in later life and

The benefits to grade averages and letter grades is clear among students who play sports. The article “A Physical Education Trial Improves Adolescents’ Cognitive Performance and Academic Achievement: the EDUFIT Study” reports the findings of a study that involved a control group, a group that received four PE classes a week, and a group that received four high intensity PE classes a week. The results showed, “Average school grades (e.g., mathematics) increased more in Experimental Group 2 than in the Control Group” (“A Physical”). Being active and playing a sport helps students with their academic performance as well as their physical health. The study also tested unofficially recorded measures of academic achievement, such as non-verbal reasoning, abstract reasoning, spatial ability, and numerical ability. Student performance improved in these areas as well. The article states, “All the cognitive performance variables, except verbal reasoning, increased more in Experimental Group 2 than in the Control Group” (“A Physical”). Exercise and activity increase all-around brain function in students. Both reflective grades and ability levels reaped the benefits of physical activity. Becoming a member of a sports team should therefore be a graduation requirement as opposed to taking Physical Education

Previous studies have found that higher physical activity levels are associated with greater academic achievement among students. However, it remains unclear whether associations are due to the physical activity itself or sports team participation, which may involve requirements for maintaining certain grades, for example. The purpose of this study is to examine the associations between sports team participation, physical activity, and academic outcomes in middle and high school students. Methods: Data were drawn from Project EAT (Eating Among Teens), a survey of middle and high school students (n = 4746). Students self-reported their weekly hours of physical activity, sports team participation, and academic letter grades. Two statistical

Now that the arguments in the previous paragraph have been negated, it is necessary to highlight the advantages of sports participation on the academic success of high school students. In Australia, a recent study was carried out in 108 schools and this showed that out of 92% students who topped the class, 85% were actively involved in sports and despite the heavy training load managed to excel academically at school because they had good time management skills (5). To support that, another study was conducted by Lewis and his team to correlate high school sports participation and academic success among students in New York who were both passively and actively involved in extra-curricular activities such