Navigating Contrapower Harassment in the Sport Classroom as Graduate Teaching Associates: A Collaborative Autoethnography

While teaching, many graduate teaching associates (GTAs) are exposed to contrapower harassment, as it is common in higher education. Contrapower harassment occurs when a person with more authority is harassed by a person with less authority. In the sport studies classroom, experiences of contrapower...

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Bibliographic Details
Published in:Journal of women and gender in higher education 2022-04, Vol.15 (2), p.181-200
Main Authors: Johnson, Emily J., Beasley, Lauren
Format: Article
Language:English
Subjects:
Athletics
Bullying
Critical Race Theory
Disproportionate Representation
Females
Gender Bias
Graduate Students
Help Seeking
Mentors
Peer Relationship
Power Structure
Racism
Student Behavior
Student Experience
Teacher Student Relationship
Teaching Assistants
Women Faculty
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Summary:While teaching, many graduate teaching associates (GTAs) are exposed to contrapower harassment, as it is common in higher education. Contrapower harassment occurs when a person with more authority is harassed by a person with less authority. In the sport studies classroom, experiences of contrapower harassment are magnified for women, as they are underrepresented in this space. Man-dominated sport environments often see higher rates of harassment. Research has focused on women faculty experiences of harassment in the classroom yet neglected the experiences of women GTAs. This collaborative autoethnography focuses on the experiences of contrapower harassment for two women GTAs in a sport studies department. Collaborative autoethnography allowed the researchers to gain a deeper understanding of ourselves, in the context of the sport studies classroom, through a combination of self and collective analysis. Interwoven throughout our myriad experiences was the expression of uncertainty in the face of contrapower harassment. This highlighted the need for additional training opportunities for women GTAs to navigate contrapower harassment in their classrooms.
ISSN:2637-9112
2637-9120
DOI:10.1080/26379112.2022.2067555