“The Boys Won't Let Us Play”: Fifth-Grade Mestizas Challenge Physical Activity Discourse at School
Abstract
Drawing on feminist, critical, and poststructural theories, the purpose of this research was: (a) to understand fifth-grade mestizas self-identified barriers to physical activity, and (b) to work with them to develop strategies for challenging these barriers. Data were collected over the 2005-06 school year. Our interpretations are divided into three sections: (a) the barriers the girls identified to their physical activity participation; (b) how we worked with them to study their primary self-identified barrier to physical activity--"the boy's won't let us play"; and (c) how we refocused our research to help the girls publicize their barrier to challenge the inequities in physical activity at their school.
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The reasons for the discrepancy in physical activity between girls and boys have been linked to gender stereotypes.
“The reasons for this discrepancy have been linked to gender stereotypes [43, 61].”
From Barriers to voluntary participation in sport for children: a systematic review (2018) · cites this paper as [61]
The girls were articulate in explaining that they considered a 'crisis' of inequity in physical activity opportunities for girls at their school, and they had ideas about how to change the inequities they identified.
“The girls were articulate in explainin they considered a 'crisis' of inequity physical activity opportunities for girl their school, and they had ideas about change the inequities they identified (”
From Pedagogies of embodiment in physical education – a literature review (2022) · cites this paper as Oliver &, 2010
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“Given the girls’ lack of opportunity in the traditional school curriculum to learn strategies for changing their worlds, we saw an opportunity to respond to their needs and interests (Cook-Sather, 2002).”
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Quennerstedt, M. (2019) · Sport, Education and Society · doi:10.1080/13573322.2019.1574731 · Cited by 261 · see citing works
“As indicated initially, I see hope for physical education in, for example, activist, appreciative, paradoxical and participatory approaches (Enright, Hill, Sandford, & Gard, 2014; Enright & O’Sullivan, 2010; Larsson et al., 2014; Luguetti et al., 2017; Oliver & Hamzeh, 2010; Oliver & Kirk, 2016).”
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Somerset, S., & Hoare, D. J. (2018) · BMC Pediatrics · doi:10.1186/s12887-018-1014-1 · Cited by 231 · see citing works
“The reasons for this discrepancy have been linked to gender stereotypes [43, 61].”
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- Authors
- Oliver, K. L., & Hamzeh, M.
- Affiliations
- New Mexico State University (US)
- ORCID
- Oliver, Kimberly L.
- Venue
- Research Quarterly for Exercise and Sport
- Publisher
- Informa UK Limited
- Published
- 2010-03
- Volume
- 81
- Issue
- 1
- Pages
- 38-51
- ISSN
- 0034-5377 (ISSN-L)
- 0270-1367
- 2168-3824
- OpenAlex
- W2074080265
- Cited by
- 74
- References
- 2
- Citations by year
- 2026: 5 · 2025: 5 · 2024: 1 · 2023: 1 · 2022: 2 · 2021: 7 · 2020: 11 · 2019: 2 · 2018: 7 · 2017: 4 · 2015: 6 · 2014: 5 · 2013: 2 · 2012: 10
- FWCI
- 14.80
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Research Quarterly for Exercise and Sport (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Physical Education and Pedagogy
- Social Sciences › Life-span and Life-course Studies › Sports and Physical Education Studies
- Social Sciences › Gender Studies › Sports, Gender, and Society
- Keywords
- barriers to physical activity, girls' physical activity, fifth grade students, school-based intervention, gender stereotypes, physical education, feminist theory, poststructuralism
- MeSH terms
- Child, Female, Health Services Research, Hispanic or Latino, Humans, Interpersonal Relations, Male, Motor Activity, Pilot Projects, Prejudice, Recreation, Schools, Sex Factors, Sports, Students, United States, Program Evaluation, Program Development, Health Status Disparities, Community-Based Participatory Research
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