Full Project – Gender based stereotypes affecting participation of university female undergraduates in school sports

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CHAPTER ONE

INTRODUCTION

• Background to the Study

Gender-based stereotypes have been a significant barrier to the participation of female undergraduates in school sports. According to a study by Cooky, Messner, and Musto (2015), societal norms and stereotypes often discourage women from participating in sports, particularly those considered “masculine.” The study found that these stereotypes often originate from the belief that women are physically weaker than men, leading to the assumption that they cannot perform as well in sports. This stereotype is perpetuated by the media, which often portrays female athletes as less competent than their male counterparts.

The impact of these stereotypes on female undergraduates’ participation in sports is significant. A study by Krane et al. (2017) found that female students often internalize these stereotypes, leading to lower self-confidence and a decreased interest in sports. The study also found that these stereotypes can lead to a lack of support from peers and family, further discouraging participation. This lack of support is often due to the belief that sports are not “feminine” or appropriate for women.

However, it is important to note that these stereotypes are not universally accepted. A study by Fink (2015) found that many female undergraduates reject these stereotypes and actively participate in sports. The study also found that participation in sports can help to challenge and break down these stereotypes, promoting a more inclusive and equitable sporting environment. This suggests that increasing female participation in sports can be an effective way to challenge gender-based stereotypes.

Despite this, there are still significant barriers to female participation in sports. According to a study by Sabo and Veliz (2016), institutional barriers such as a lack of funding and resources for women’s sports can also discourage participation. The study found that these barriers often result from the belief that women’s sports are less important or valuable than men’s sports. This belief is often reinforced by the media, which often gives less coverage to women’s sports.

Gender-based stereotypes significantly affect the participation of female undergraduates in school sports. These stereotypes, which are often perpetuated by societal norms and the media, can discourage participation and lead to a lack of support. However, increasing female participation in sports can help to challenge these stereotypes and promote a more inclusive and equitable sporting environment.

• Statement of the Problem

The problem of gender-based stereotypes affecting the participation of university female undergraduates in school sports is a multifaceted issue that has been the subject of numerous studies. According to Cooky, Messner, and Musto (2015), these stereotypes often stem from societal norms and expectations, which can discourage women from participating in sports. This is particularly prevalent in university settings, where sports are often seen as a male-dominated domain.

The impact of these stereotypes is far-reaching. As noted by Fink (2015), they can lead to lower participation rates among female students, which in turn can have negative effects on their physical health and well-being. Furthermore, these stereotypes can also contribute to a lack of representation of women in sports leadership roles, further perpetuating the cycle of gender inequality in sports.

The persistence of these stereotypes is also a cause for concern. Despite efforts to promote gender equality in sports, research by Kane (2013) suggests that these stereotypes continue to persist. This is particularly troubling given the potential benefits of sports participation for women, including improved physical health, increased self-esteem, and enhanced social skills.

The role of universities in addressing this problem is also a critical aspect. As institutions of higher learning, universities have a responsibility to promote gender equality and challenge harmful stereotypes. However, as noted by Acosta and Carpenter (2014), many universities fall short in this regard, often failing to provide adequate support and opportunities for female students to participate in sports.

The need for further research in this area is evident. While existing studies provide valuable insights into the problem, there is a need for more comprehensive and nuanced understanding of the factors that contribute to the persistence of these stereotypes and their impact on female students’ participation in sports. This could inform the development of more effective strategies to promote gender equality in university sports.

The problem of gender-based stereotypes affecting the participation of university female undergraduates in school sports is a complex and pervasive issue. It is a problem that requires concerted efforts from various stakeholders, including universities, to address. Further research in this area could provide valuable insights to inform these efforts.

• Aim and Objectives of the Study

The aim of the study is to examine Gender based stereotypes affecting participation of University of Lagos female undergraduates in school sports. The specific objectives of the study are:

1. To find out if the stereotype of female being less skilled at sports affect the participation of university undergraduates in sports.
2. To find out if the stereotype of ladies being physically weaker discourage female undergraduates from participating in school sports.
3. To investigate if the belief that ladies are not interested in sports affect female undergraduates’ participation in sports.
4. To find out if the societal perception that ladies are more emotionally fragile discourage female participation in sports.

• Research Questions

The research questions are buttressed below:

1. Does the stereotype of females being less skilled at sports affect the participation of university undergraduates in sports?
2. Does the stereotype of females being physically weaker discourage female undergraduates from participating in school sports?
3. Does the belief that females are not interested in sports affect female undergraduates’ participation in sports?
4. Does the societal perception that females are more emotionally fragile discourage female participation in sports?

• Research Hypothesis

The hypothetical statement of the study is buttressed below:

H_O: The stereotype of female being less skilled at sports will not affect the participation of university undergraduates in sports

H₁: The stereotype of female being less skilled at sports will affect the participation of university undergraduates in sports

• Significance of the Study

The significance of studying gender-based stereotypes affecting the participation of University of Lagos female undergraduates in school sports is multi-faceted. Firstly, it provides a critical examination of the societal norms and biases that may be hindering the full participation of female students in sports. This is important because sports participation has been linked to numerous physical and mental health benefits, including improved cardiovascular health, increased self-esteem, and better stress management. By identifying and addressing these stereotypes, we can potentially increase the number of female students who participate in sports, thereby improving their overall health and well-being.

Secondly, this study can contribute to the broader discourse on gender equality in Nigeria and beyond. Despite significant strides in recent years, gender inequality remains a pervasive issue in many societies, including Nigeria. By examining the specific context of the University of Lagos, this study can provide valuable insights into the ways in which gender stereotypes continue to manifest and affect women’s lives. This can inform policy and advocacy efforts aimed at promoting gender equality in all spheres of life, including education and sports.

Thirdly, the study can also have implications for the University of Lagos itself. If gender-based stereotypes are found to be a significant barrier to female students’ sports participation, the university may need to take steps to address this. This could include implementing educational programs to challenge harmful stereotypes, creating a more inclusive sports culture, or providing additional support and resources for female athletes. This can enhance the university’s reputation as a progressive institution that values and promotes gender equality.

Fourthly, the study can also contribute to the field of sports psychology. Understanding the impact of gender-based stereotypes on sports participation can provide valuable insights into the psychological barriers that female athletes face. This can inform interventions aimed at enhancing female athletes’ mental resilience and performance. It can also contribute to a more nuanced understanding of the complex interplay between gender, sports, and psychology.

Fifthly, the study can have implications for the broader field of gender studies. By examining the specific context of sports participation at the University of Lagos, the study can contribute to our understanding of how gender-based stereotypes operate in different contexts. This can inform theoretical developments in the field and provide a basis for further research.

Lastly, the study can also have personal significance for the female undergraduates at the University of Lagos. By shedding light on the stereotypes that may be affecting their sports participation, the study can empower these women to challenge these stereotypes and advocate for their rights. This can have a transformative impact on their personal and academic lives, and inspire other women to do the same.

• Scope of the Study

The study examines Gender based stereotypes affecting participation of university of Lagos female undergraduates in school sports. The study is limited to University of Lagos.

• Operational Definition of Terms

1. Stereotypes: These are widely held but fixed and oversimplified images or ideas of a particular type of person or thing. In the context of your study, gender-based stereotypes might include preconceived notions about the abilities, roles, and behaviors of women and men.

2. Participation: This refers to the action of taking part in something. In the context of your study, participation would refer to the involvement of female undergraduates in school sports.

3. University: A university is an institution of higher (or tertiary) education and research which awards academic degrees in various academic disciplines. In this case, the University of Lagos is the specific institution being referred to. 

4. Female: This is the sex that can bear offspring or produce eggs, distinguished biologically by the production of gametes (ova) which can be fertilized by male gametes. 

5. Undergraduates: These are students at a college or university who have not yet earned a bachelor’s or equivalent degree.

6. School Sports: These are sports and physical activities that are offered to students by educational institutions. They are often part of a school’s curriculum and can include a variety of team and individual sports.

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Full Project – Gender based stereotypes affecting participation of university female undergraduates in school sports