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Intersectionality and Socialization: Intertwining Identities Within Physical Education
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DOI：10.1123/jtpe.2024-0403.png)
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Abstract
En 中文
Physical education teachers often experience marginalization due to their occupational identity. Composed of predominantly White, cisgender, male teachers, less is known about the experiences of those who hold multiple marginalized identities. While occupational socialization theory has been used to interpret the socialization experiences of physical educators, it has lacked emphasis on the intersection of identities in understanding teacher recruitment, professional preparation, and ongoing socialization in schools. The purpose of this research note was to (a) describe how claimed and assigned identities may influence the socialization of PE teachers and (b) call for centering participants' intersecting identities in future socialization research to better understand and improve the workplace experiences of PE teachers, especially those holding (multiple) sociocultural identities who have historically faced marginalizing experiences in the field. Focal identities include occupational identity, disability, gender and sexuality, and race and ethnicity to illustrate the need for further research. Intersectionality and occupational socialization theory are centralized to understand how individuals with multiple marginalized identities experience physical education teaching.
Keywords:
occupational socialization theory
research on teachers
teacher socialization
organizational socialization
marginalized identities
power and privilege
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