Teaching Physical Education in an Urban Intensive Environment

The purpose of this study was to understand the unique stressors faced by physical educators working in New York City schools. Participants included 34 New York City physical educators who participated in semi-structured interviews about their experiences teaching in an urban context. Qualitative da...

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Bibliographic Details
Published in:Urban education (Beverly Hills, Calif.) Calif.), 2023-10, Vol.58 (8), p.1745-1771
Main Authors: R. Richards, K. Andrew, Hemphill, Michael A., Shiver, Victoria N., Gaudreault, Karen Lux, Ramsey, Victor
Format: Article
Language:English
Subjects:
Barriers
Coping
Data analysis
Educational Resources
Elementary Secondary Education
Intellectual Disciplines
Marginality
Physical education
Physical Education Teachers
Politics of Education
Public Schools
Schools
Socialization
Stress
Stress Variables
Student Diversity
Teacher Education
Teacher Recruitment
Teachers
Teaching
Teaching Experience
Urban areas
Urban Schools
Value Judgment
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Summary:The purpose of this study was to understand the unique stressors faced by physical educators working in New York City schools. Participants included 34 New York City physical educators who participated in semi-structured interviews about their experiences teaching in an urban context. Qualitative data analysis resulted in the construction of four themes: (a) working with limited and inconsistent infrastructure, (b) navigating student diversity, (c) coping with marginalization and advocating for quality practices, and (d) managing the sociopolitics of teaching. These themes highlight the intersection between discipline and teaching context and are discussed through the lens of occupational socialization theory.
ISSN:0042-0859
1552-8340
DOI:10.1177/0042085920923019