Category Archives: Uncategorized

Sport Management alumnus nominated for 2017 Wuerffel Trophy

A 2016 graduate of the School of Kinesiology has been nominated for a prestigious award recognizing athletic and academic achievement and community service.

Ryan Santoso, a Gopher punter who received his B.S. in Sport Management in Fall, 2016, has been nominated for the 2017 Wuerffel Trophy, awarded to the FBS (Football Bowl Subdivision) player that best combines exemplary community service with athletic and academic achievement.

During his time at the U, Santoso has volunteered for numerous organizations– Children’s Hospital, the Boys and Girls Club, Luxton Learning Center, and with various sports camps– all while performing exceptionally in the classroom and on the field. He continues his academic and football career this year as a master’s student in the Humphrey School of Public Affairs studying nonprofit management.

Santoso’s story was featured this week in the U of M’s online News & Events section.

 

Curriculum and Instruction library launches digital catalogue and website

The Curriculum and Instruction (CI) Library, housed in 45 Peik Hall, recently launched a new website featuring an online searchable catalogue that effectively creates a digital space for patrons to search for texts that are not available in the UMN library system. The library is the only campus space that loans children’s and adolescent literature to students, faculty, and staff.

The CI Library is one of campus’s best-kept secrets. It houses a curated collection of children’s and adolescent literature and a smaller repository of academic curricular materials and texts. Library staff can partner with instructors to work on course assignments and put course materials on reserve. Students can check out books, use the space for study or meetings. Staff are happy to give a tour to interested patrons.

“We are excited to extend our reach outside of Peik Hall with the launch of our first website,” says CI Library Coordinator, Sara Sterner. “We welcome visitors to enjoy our new digital space and visit us in person.”

Learn more about academic programs in literacy education  in the Department of Curriculum and Instruction.

Search the CI library’s online catalogue.

 

Ph.D. student in STEM Education travels to Japan to research STEM equity

STEM equity researcher, National Science Foundation fellowship recipient, Ph.D. candidate, and sushi connoisseur Jeanna Wieselmann shares her research agenda as she spends the semester in Japan partnering with Shizuoka University.

What is your degree program?

I am in the STEM Education Ph.D. program within the Department of Curriculum and Instruction.  I plan to graduate in May of 2019.

What drove you to enroll in the STEM Education Ph.D. program?

I completed my undergraduate and master’s degrees from the University of Minnesota and spent several years teaching for a STEM non-profit.  As a STEM teacher, I observed students who are traditionally underrepresented in STEM fields excelling.  I wanted to learn more about how to make quality STEM education accessible to all students, through quality curricular materials and support for teachers.  The University of Minnesota has amazing faculty and an integrated STEM program that perfectly matched my research interests.

What is your current research focus?

I am currently interested in gender equity in STEM and am looking at the factors that influence whether girls are interested in pursuing STEM careers.  Girls already tend to have less interest in STEM by the time they reach middle and high school, so I’m focusing primarily on the elementary grade levels in the hopes that quality elementary STEM experiences can help foster continued STEM interest.

You are in Japan this semester working on STEM education. Tell me about your goals for the semester and how the project came about.

I am interested in international perspectives on STEM, and I decided to visit Japan because my adviser, Dr. Gillian Roehrig, has cultivated a strong relationship with Dr. Yoshisuke Kumano from Shizuoka University. I was able to study through my National Science Foundation Graduate Research Fellowship. This semester, I am working on two research projects.  The first project investigates middle school students’ perceptions of STEM and interest in STEM careers after participating in STEM activities through various programs.  The second project involves helping with teacher professional development focused on STEM and supporting these teachers as they implement STEM activities in their elementary classrooms for the first time.

What have you found surprising/challenging as an educator and researcher working across international borders?

This certainly hasn’t been a surprise, but the language barrier is a major challenge to conducting research across international borders.  I’m fortunate to be surrounded by Japanese colleagues who are willing to help me, but my ability to understand what is happening in a classroom is limited.  As a researcher, I’m also very aware of my positionality and am cautious about entering a new culture and pushing my beliefs and values on people. I’m working in collaborative groups with Japanese researchers to help ensure that the Japanese perspective is fairly portrayed in the research I conduct.

Which resources have you found through the department to help with your research?

The biggest resource that has helped with my research is the faculty within the department.  I learned a lot through my coursework, and I also have wonderful mentors who are willing to give advice and feedback on my work.  Every time I talk to another professor about my research, I leave with new ideas and new resources to explore. In addition, my fellow graduate students are irreplaceable for the support they provide.

And the key question: have you eaten the most delicious food in Japan?

The food in Japan is absolutely amazing!  There’s great, affordable sushi available everywhere, including the grocery store that’s a block away from my apartment.  One of my favorite meals was Okonomiyaki, a regional specialty of Hiroshima that features a savory pancake topped with cabbage and other veggies, noodles, meat, and a delicious special sauce.

Learn more about the Ph.D. in STEM Education in the Department of Curriculum and Instruction.

Family Social Science Professor featured in CEHD Connect

Susan Walker, associate professor and director of the Family Social Science’s Parent Education program, is featured in the latest issue of the College of Education + Human Development’s magazine, Connect, for her efforts to expand the education program in Iceland.  The extended online feature details the Iceland-Minnesota exchange.

Learn more

Parent Power, CEHD Connect, June 2015

Tucker Center’s “Media Coverage and Female Athletes” video rebroadcast

Media Coverage and Female Athletes
Media Coverage & Female Athletes

The Tucker Center for Research on Girls & Women in Sport is proud to announce several new airings of its groundbreaking video, “Media Coverage and Female Athletes.”

tpt statewide digital MNChannel
Friday, September 8, 2017 at 5:00 AM
Friday, September 8, 2017 at 11:00 AM
Friday, September 8, 2017 at 5:00 PM
Friday, September 8, 2017 at 11:00 PM

The video builds on a research-based examination of the amount and type of coverage given to female athletes with commentary from expert scholars and award winning coaches and athletes who discuss this timely issue from a variety of perspectives as they help dispel the common—but untrue—myths that “sex sells” women’s sport, and no one is interested in it anyway. Effective strategies for increasing media coverage and creating images which reflect the reality of women’s sports participation and why this is so important are also discussed.

To view the entire program online now, click here. For more information on upcoming broadcasts, click here.

McNair scholar and Al Franken’s education intern: Aarinola Esther Okelola

esther okelola

Senior Aarinola Esther Okelola talks about her drive to change the educational system, her research on school discipline practices, and her internship with Senator Al Franken.

What is your current degree program?

Elementary Education  Foundations, and I am minoring in English as a Second Language (ESL). I expect to graduate in May 2018.

What drove you to enroll in the program?

I’ve always been interested in a teaching role, and in education as a whole.  In my First Year Inquiry class titled “Making a Difference in the Lives of Young People,” we read The New Jim Crow and Start Where You Are, But Don’t Stay There.  I learned from this class and the books we read about the school-to-prison pipeline and the opportunity gap that leads to the achievement gap. I felt very strongly in myself that I have to do something about these racial disparities, specifically those in education that start at an early age. That led me to become an elementary education major.

Tell me about your research as a McNair Scholar.

I am conducting research in the area of education justice with Professor Catherine Squires. This last year, we collected literature on both  punitive and restorative justice discipline practices in Minnesota schools.  Moving forward, we’re working on collecting discipline data from schools, meaning find out the different discipline practices used to create a map that displays school discipline practices in Minnesota.

You also are interning in Senator Al Franken’s office. What are your duties there?

I currently do administrative tasks as well as sorting through constituent policy requests. I am partnered with the education expert at the office and will be working with him on education-related projects. I will be present the results of our projects at the end of my internship. We will get a chance to meet the Senator later on in the internship, too.

What do you hope to get out of your educational experience?

I hope to grow in my understanding of our education system, to make connections with my colleagues and professors, to find mentors, and eventually to take a leadership role in making the policies surrounding education.

What has been your experience with the faculty?

My experience has been positive so far in regards to CEHD faculty. All have been receptive, knowledgeable, friendly, and willing to share helpful information.

Did your coursework help prepare you to move forward in your career of choice?

The coursework has given me a good scope of material that I will need to know as a future teacher. Because there is always room for improvement, adding more lesson planning and multicultural discussions to the Elementary Education undergraduate coursework I feel will better prepare us as educators in our current world.

Any other thoughts you want to share about your experience?

I feel I’m exactly where I need to be and CEHD has been a warm environment for me to learn in.

Learn more about the elementary education foundations program in the Department of Curriculum and Instruction.

 

C&I faculty and staff discuss racial justice in day-long retreat

Faculty and staff in the Department of Curriculum and Instruction kicked off the school year with their annual retreat, but the topics of the day were not the usual plans and announcements. Instead, the department sat down to discuss the departmental climate as it relates to race, bias, and diversity.

The conversations were facilitated by Samuel D. Museus, Director of the National Institute for Transformation and Equity at Indiana University, Bloomington and Kimberly Truong, Director of Diversity and Inclusion at the Harvard T. H. Chan School of Public Health.

“We hope that this will be a transformative experience and lead to an even stronger and more cohesive community within the department,” Museus wrote.

After the retreat, the staff and faculty are prepared to continue working on bringing topics of race and bias to the forefront and plan to address areas in the curriculum where equity can be more deeply interwoven into the instruction. “As as an outcome of the retreat, the Second Language Education program has begun process for systematic review of curriculum so that the goals of social equity, multilingualism and racial justice are highlighted throughout coursework and program planning,” notes Professor Kendall King.

Many in the department expressed optimism for the coming year after the constructive dialogues.Teaching Specialist Linda Buturian noted that “when we share our stories, when we feel heard, it makes things lighter.”

Learn more about the Department of Curriculum and Instruction’s commitment to diversity and social justice.

 

Ed Psych welcomes visiting scholar, Anna Rafferty

Anne Rafferty

Anna Rafferty, assistant professor of Computer Science at Carleton College, will be joining the Department of Educational Psychology as a visiting scholar. She will work with Dr. Keisha Varma  in the STEM, thinking, reasoning, and learning lab and Dr. Sashank Varma in the Cognitive Architecture Lab.

Her work at Carleton College combines ideas from computer science, education, and cognitive science. She researches applying and developing machine learning and artificial intelligence techniques to improve educational technologies and better understand human learning.

One of her current projects focuses on developing algorithms to automatically assess learners’ misunderstandings from their actions and using these assessments to provide personalized feedback. She applies the core technologies in this project to several domains, including game-based assessments for experiments about concept learning and interpreting learners’ algebra solving strategies.

Additionally, she explores how reinforcement learning algorithms can be used for experimentation within online courses and materials in a way that meets the goals of both teachers and researchers, and examines how middle school students use and interpret interactive models about science content.

Other general areas of interest include automated scoring and feedback for students, especially about strategies and non-written work; individualizing instruction in educational technologies; and how to draw on the strengths of both human teachers and machine learning to most effectively help students learn.

Welcome to the Department of Educational Psychology, Anna!

Mom Enough, U of M College of Education and Human Development team up to help kids, parents

Two organizations that are committed to healthy child development and parenting have formed a partnership to expand their promotion of easy-to-understand tips and resources for moms, dads, and professionals.

Mom Enough®, founded by Twin Cities child and family health professionals Marti and Erin Erickson, and the University of Minnesota’s College of Education and Human Development (CEHD) are joining forces to present evidence-based research on effective child-rearing at a time when myth-busting and innovative solutions are needed more than ever.

The Mom Enough/CEHD partnership will expand the dissemination of world-class research from the University of Minnesota through all Mom Enough communications, including CEHD experts featured in weekly podcasts (available on iTunes and MomEnough.com), e-newsletters, events, and social media. CEHD experts also will create new tips and resources that will be available through both University and Mom Enough websites, social media, and in print.

Mom Enough aims to provide reliable, research-based information on child development, parenting, and maternal health and well-being. Often delivered with personal anecdotes from the mother-daughter co-hosts, the information is accessible and useful for helping all moms and dads become the parents that their children need.

CEHD is focused on the value of every child as an individual with unique talents and challenges. The college features more than 180 faculty members engaged in research, teaching, and service across Minnesota and around the world. They are represented in the departments of child development; curriculum and instruction; educational psychology; family social science; kinesiology; organizational leadership, policy, and development; and social work.

“CEHD is uniquely positioned to address many of our toughest challenges in society, such as teaching and learning innovations, children’s mental health and development, family resilience, and healthy living across the lifespan,” said Dean Jean K. Quam. “This partnership with Mom Enough is another step in our efforts to collaborate with important community organizations that are dedicated to improving lives.”

Mom Enough’s Marti Erickson, who earned her master’s degree and Ph.D. from CEHD, said, “CEHD was my academic home throughout my long career at the University of Minnesota and is where I developed my passion for bringing research-based information to parents and other caring adults. So it is especially exciting for me to enter into this formal partnership to help Mom Enough’s large and diverse audience tap into CEHD’s extraordinary resources.”

For more information on this new partnership, contact Steve Baker (s-bake@umn.edu, 612-624-3430) or Stacy Downs (stacy@momenough.com, 763-234-4054).

Tucker Center benefactor, Dr. Dorothy McNeill Tucker, passes away

portrait image of Dorothy McNeill TuckerWe have recently learned of the passing of Dr. Dorothy McNeill Tucker, our founder and benefactor. The Tucker Center was established in 1993 due to her incredible and ongoing support and generosity. Dr. Tucker graduated from the University of Minnesota in 1945, majoring in Recreation Leadership. She went on to earn a doctorate in Counseling Pyschology at UCLA. As a pioneer in many aspects of her life, Dr. Tucker became the first woman to be tenured as a faculty member at California State Polytechnic University in Pomona.

“I am sure I have received more from the gift than has the University. The joy of giving is increased tremendously when you can see how your gift is being used during your lifetime.”
— Dr. Dorothy McNeill Tucker (December, 1996)

Because of her vision and commitment, the Tucker Center has conducted groundbreaking research and mentored the “best and the brightest” students from around the world who have come to the U of M to do their own research at the Tucker Center.

We have shared our research and educational initiatives with scholars, educators, policymakers, parents, administrators and female athletes. Dr. Tucker’s vision became a reality and, as a result, she truly made a difference in the lives of countless young girls and women, their families and communities.

Dr. Tucker’s contributions and commitments to the University of Minnesota extended beyond her support of the Tucker Center. She served with distinction for 12 years on the U of M Foundation’s Board of Trustees, and in 2006, she was named one of the 100 Most Distinguished Alumni of the College of Education and Human Development.

“Dr. Tucker’s commitment to and passion for the Tucker Center were unparalleled. We are able to achieve our goals and fulfill our mission because of her generous financial support and pioneering spirit. On behalf of every member of the Tucker Team, all of our Affiliated Scholars at the U of M and around the globe, as well as our current and former students, we are forever in her debt. Rest in peace, Dr. Tucker.”
— Professor Mary Jo Kane, Director

“I and so many others will be forever grateful to the vision and commitment of Dr. Tucker and for her founding gift to make the Tucker Center a reality. Her gift is an example of how one individual can truly have a remarkable impact, and the Tucker Team is privileged to carry on her legacy in making a difference in the lives of girls and women in sport.”
— Dr. Nicole M. LaVoi, Co-Director

“The School of Kinesiology is incredibly grateful for Dr. Tucker’s support of the Tucker Center.  Her tremendous gifts to the Tucker Center have been instrumental for conducting important research and community outreach on girls and women in sport.  I look forward to seeing the Tucker Center continue its great work for decades to come thanks to Dr. Tucker’s support.”
— Professor Beth Lewis, Director of the School of Kinesiology

— See also an obituary in the Star Tribune.

Javen Ulambayer, Kinesiology B.S. alum, performs in “Moby Dick” in Chicago

A School of Kinesiology alumnus has led an adventurous life since graduating with a B.S. in Kinesiology in Spring 2012 . It’s been a somewhat dangerous one as well.

Javen Ulambayer has taken his education and experience to new heights as he performs in the Ensemble cast in an adaptation of  “Moby Dick” at the Lookingglass Theatre in Chicago. The native of Mongolia moved to the United States in 2005 with his mother, Oyunchimeg “Oyuna” Yadamjav, one of Mongolia’s most famous contortionists,  when she accepted a job at Circus Juventus in St. Paul. The school attracts elite circus performers from around the world to teach their craft. Ulambayer became interested in learning aerial gymnastics and circus arts at the school, and began his practice there. His fascinating story is featured in this Chicago Tribune article.

Kinesiology professor emeritus Leo McAvoy awarded U of M’s OAA

CEHD alumnus and professor emeritus Leo McAvoy received the University of Minnesota’s Outstanding Achievement Award (OAA) on July 31 at an evening reception at the Campus Club. Regent Abdul Omari presented the award, which recognizes McAvoy’s significant contributions to outdoor and adventure education. The OAA is the University of Minnesota’s highest award for its graduates.

McAvoy earned a Ph.D. in Recreation, Park, and Leisure Studies from the College of Education and Human Development, and spent more than 30 years as a professor in the School of Kinesiology. He directed the Recreation, Park, and Leisure Studies division for a total of 12 years, and served twice as acting director of the School. He has been honored nationally for his contributions to his field, including its highest honor, the Theodore and Franklin Roosevelt Award for Excellence in Recreation and Park Research.

What makes McAvoy’s work special is his focus on populations that are often overlooked in the literature. Much of his research concentrated on the notion of inclusive recreation. His groundbreaking work challenged long-held myths about the preferences of individuals with disabilities for outdoor environments and the extent of their participation in adventure activities. Throughout this career, McAvoy collaborated with nonprofit organizations such as Wilderness Inquiry, an inclusive outdoor program in Minneapolis, and consulted for schools and government agencies.

McAvoy was also recognized for his skills in the classroom. His classes included hands-on work, such as visiting a local YMCA camp to participate in a high ropes challenge. McAvoy is beloved by his former students, who remember his passion for the outdoors and his innovative syllabi. Many of his advisees attended the award ceremony.

McAvoy’s frequent research collaborator, former School of Kinesiology professor Stuart Schleien, shared in his nomination letter: “Leo’s work exemplified the ideals of integrating research with action, and I would regard him as one of our field’s outstanding scholars in his ability to share his knowledge, expertise, and experiences to multiple audiences.”

Congratulations, Professor Emeritus McAvoy!

Sato helps to edit new handbook on international teacher education

Professor Misty Sato in the Department of Curriculum and Instruction was part of the editorial team behind recently released SAGE Handbook of Research on Teacher Education. The handbook, co-edited by D. Jean Clandinin at the University of Alberta and Jukka Husu at the University of Turku, Finland, provides an international overview of the current landscape of teacher education, as well as insights about how research can influence future practices and policies.
Within the two-volume handbook, Sato edited “Section Nine: Learning with and from Assessments in Teacher Education.”

Watch a short description of the handbook and an interview with the co-editors:

Learn more about the teacher education degree programs and teacher education research in the Department of Curriculum and Instruction.

Students sharing South Korea experience

Three Family Social Science undergraduate students are among a College of Education and Human Development group exploring and blogging about South Korean culture, language, and education during a  study abroad course. Faculty leaders are CEHD Program Specialist Marina Aleixo and Dr. Catherine Solheim from FSoS (who joins the group August 12).

Nina Thao, Cathy Xiong, and Isabella Xiong will be sharing their experience as they examine the historical background of Korean education and its impact on current social, political and educational policies. They will return to the Twin Cities August 23.

Students pose for a photo during their South Korean study abroad experience.

LaVoi quoted in article on female coaches for The Atlantic

Nicole M. LaVoi, Ph.D., Kinesiology lecturer and co-director of the Tucker Center, was quoted in an online article in The Atlantic, “The Field Where Men Still Call the Shots,” on the reasoning behind the lack of female coaches in youth sports making lasting impressions on boys and girls.

The article discusses the decline of female coaches in both collegiate and youth sports, and how their absence affects youth that are involved. LaVoi is specifically quoted about research that has found that girls who are coached by men were less likely to pursue coaching careers than those led by women, saying, “When you only see men in positions of power, you conclude ‘sports are not for me.'” LaVoi organized and was a speaker at the 2017 Women Coaches Symposium.

 

 

Learning Technologies Media Lab releases climate change documentary on PBS

Professor Aaron Doering and his team of explorers and educators trek across the unforgiving arctic landscape by dog sled in order to deliver a real-time educational program to millions of students who follow along on the adventure. Their efforts have been captured in a documentary, “The Changing Earth: Crossing the Arctic,” co-produced by the Department of Curriculum and Instruction’s Learning Technologies Media Lab (LTML) and Twin Cities’ Public Television (TPT).

The Changing Earth project was conceived and led by Doering as a way to engage students in a real-world adventure by broadcasting from wherever they find themselves along the journey—on sleds, in tents, and across frozen treks to Inuit villages. “We focus on a culture, we focus on an environmental issue, and now we focus on a social issue,” says Doering of each new adventure-learning expedition.

The first arctic expedition in 2004 took six months. By the end of the trip, Doering was excited to see that they had over three million learners watching from around the world. The program introduces students and viewers to the challenges of the Arctic and the impact of climate change on its indigenous people in a way that resonates with young learners.

The Changing Earth documentary is now available for free on PBS for anyone interested in learning more about the hardships and thrills of crossing the arctic.

Consider supporting the work of LTML to continue the work of documenting the impact of climate change for all learners.

Find out more about the degree programs available in Learning Technologies in the Department of Curriculum and Instruction, which houses the LT Media Lab.

New Racial Justice in Urban Schooling minor seeks to improve educational equity

The Department of Curriculum and Instruction is thrilled to launch the Racial Justice in Urban Schooling undergraduate minor, a program that examines the intersections of race, social class, language status, gender, or sexual orientation, and how those impact educational equity and social justice.

The program supports undergraduates from any major to explore their interest in graduate studies in education or activism on educational issues. The minor is designed for students who are deeply interested in education as a social issue, whether or not they want to become a classroom teacher.

Participants will learn to recognize educational practices that marginalize students who are diverse in terms of their race, class, language or gender status, and learn how to support educational equity through alternative approaches. Students will reimagine teaching materials and techniques that hold the possibility for a more equitable and just society.

Learn more, see the curriculum requirements, and read about the educational experiences involved with the minor in Racial Justice in Urban Schooling. Accepting applications now!

 

Family social science degrees reimagined for fall 2017

Students interested in a family social science major will be able to choose from three concentrations. Photo by Erica Loeks.

 

Students considering a family social science degree will have new options for fall 2017. Following a redesign of the curriculum, the Department of Family Social Science has created three concentrations for the family social science undergraduate major that create clear career paths for students interested in improving the lives of diverse families.

“We wanted to help students focus and create a roadmap to careers or an advanced degree in family social science,” said Lynne Borden, department head. “It’s a degree that gives students a great multidisciplinary foundation with the opportunity to be mentored by some of the country’s top researchers in the field.”

Family social science degree concentrations

The family and community engagement concentration is designed for students aspiring to work directly with families in community settings. The family therapy option prepares students for entry-level clinical positions or for advanced study in marriage and family therapy or a practitioner certification, such as the parent education teaching license. The family financial studies concentration is designed for students who are interested in becoming a family financial counselor or coach or other similar career paths.

“Our alumni use their FSoS degrees in a variety of careers,” said Jodi Dworkin, associate department head, professor, and extension specialist.  “Alumni are working as mortgage counselors for banks, program case managers at non-profits and in a variety of teaching positions in K-12 education and in the community.”

For more information contact Jill Trites, director of undergraduate studies,  or visit the FSoS website.

GIFTED program receives $35,000 grant from Newman’s Own Foundation

this year's GIFTED cohort
This year’s GIFTED cohort

The Ghanaian Institute for the Future of Teaching & Education (GIFTED) Women’s Fellowship Fostering program has been awarded a $35,000 grant from Newman’s Own Foundation, the independent foundation created by the late actor and philanthropist, Paul Newman. The award to the GIFTED program was made by Newman’s Own Foundation as part of its commitment to the empowerment of individuals.

The grant to GIFTED will be used to host a national educational conference in Accra, Ghana that showcases the leadership projects and impact the 36 GIFTED Fellows have made in their schools and communities. In addition, the funding will be used to continue to support the leadership network that is being overseen by the University of Education at Winneba.

Focused on strengthening the leadership capacity and visibility of female educators as leaders within the Ghanaian public education system, GIFTED provides professional development, ongoing support, and leadership training to 12 women educators per year. These GIFTED fellows participate in a year-long transformational leadership curriculum, where they develop and implement action projects that support educational outcomes in their schools.

GIFTED was started in June 2013 and is a collaboration between New York University (NYU), the University of Minnesota, the University of Education Winneba, and Mujeres por Africa and is sponsored by Banco Santander.

Dr. Rose Vukovic, director of undergraduate studies in the Department of Educational Psychology and associate professor in the special education program at the University of Minnesota is co-principal investigator on the project, which is led by Kristie Patten Koenig, co-principal investigator from NYU. Local partners are Sakina Aquah and Priscilla Yaaba Ackah from the University of Education, Winneba.

LaVoi quoted on reasons for bias in hiring women soccer coaches

In the past, high school and college women’s soccer teams were coached overwhelmingly  by women. After Title IX was passed in 1972 and women’s sports began attaining greater support and prestige, more men became interested in coaching women’s sports teams. Their numbers grew dramatically while women coaches’ numbers declined.  Nicole LaVoi, Ph.D., Kinesiology lecturer and co-director of the Tucker Center, was quoted in an online article in SBNation, “Soccer’s ugly sexism is keeping women from coaching the beautiful game,” on reasons for the bias in hiring. Lavoi gave a presentation on women coaches in soccer at the 2017 NSCAA convention last January.