Gender differences in perceived role conflict among university student-athletes

College Student Journal, June, 2004 by Larry M. Lance

Perceptions of role conflict of university student-athletes were explored, with a focus on differences in perceptions of role conflict between female and male student-athletes. Data were collected from 169 university student-athletes attending a southeastern university using a group administered questionnaire. Analysis of a ten item role conflict index indicated that on only two of the ten items did a majority of the student athletes express role conflict. Female student-athletes generally experienced more role conflict than male student athletes. However, male student-athletes participating in the revenue sport of basketball experienced more role conflict than female student-athletes participating in the non-revenue sport basketball.

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Very often individuals recognize that discrepancies exist between societal expectations and their own personal values. As a result, role conflict is deemed to be present when a person perceives and/or experiences her or his role expectations as being incompatible (Sage & Loudermilk, 1979). Since sport has traditionally been considered as being more of a masculine activity, a female participant might perceive a conflict between her role as a female and that as an athlete.

Combining the roles of woman and successful athlete was extremely difficult in American society until recently. Women wanting to be involved in competitive sports and continue to be "feminine" were confronted with social isolation and ridicule. By selecting a physically active life, women were disassociating themselves from traditional female gender-role expectations. Women athletes failed to fit the ideal of femininity, and those who persisted in sport activities suffered as a result (Coakley, 2001). Tradtional perspective of female participation in sport has been summarized by the statement: "Sports may be good for people, but they are considered a lot gooder for male people than for female people" (Gilbert and Williamson, 1973:88).

Despite sport being generally considered as a male activity, athletic involvement for females has changed in recent times. Female athletes are receiving greater visibility, better facilities, and improved training and working techniques (Coakley, 2001). Nevertheless, in spite of these advances, female athletes are still confronted with confusing messages regarding the value of their athletic involvement.

Traditionally, the predominant perspective in the American society considers the roles of female and athlete as being incompatible. Besides having long been considered as a masculine activity, sport is also male-oriented by the masculine sex-typed traits and behaviors that are deemed appropriate. Females involved in sport have the chance to develop stereotypically masculine traits such as assertiveness, competitiveness, and independence. Further, females involved in sport activities are faced with issues and behaviors which are not a focus of female gender-role appropriateness. As a result, female athletes must, at least on a temporary basis, move out of stereotyped female gender roles to achieve success in sport.

Another source of role conflict for male and female student-athletes involves membership in multiple groups to achieve personal goals. This involves roles or expectations for a person's behavior in one group clashing or conflicting with the roles or expectations for a person's behavior in another group. An example of role conflict would be clashing or conflicting roles or expectations a person faces as a result of belonging to a sport group and a school group. While coaches expect the female or male student-athlete to be present at practice, faculty members expect the person to attend classes. Many examples of role conflict involve multiple group memberships including sports and other activities such as clashing or conflicting roles or expectations between sport and family groups, sport and work groups, and sport and social groups.

One such example, the focal point of this research, involves persons who simultaneously belong to a formal sport group and are also enrolled in educational groups or classes - the student-athlete. On one hand the person who is a student-athlete is expected to conform to the roles or expectations associated with the occupied status of the sport group. A person who is a member of a basketball team is expected to attend practice sessions, team meetings, play games, take road trips, etc. On the other hand, the person who is a student-athlete is expected to conform to the roles or expectations associated with the status of student. A person who is a member of academic classes is expected to read assignments, write papers, attend classes, etc. Student-athletes experience role conflict when roles or expectations for behavior as a student clash or conflict with the roles or expectations for behavior as an athlete.

For example, through differential socialization people incorporate gender identities into their personal self concept. This results in a learning process encouraging behavior according to cultural conceptions of masculinity and femininity. Gender roles, attitudes and behaviors culturally prescribed to each sex, become an active expression of gender identity. In other words, since cultural prescriptions stress males as being ambitious and competitive, people expect males to seriously engage in team sports, become committed to long and strenuous practice sessions, and make sacrifices to achieve success. Based on this reasoning, it might be thought that male athletes experience extensive role conflict, since they are confronted by societal expectations to be extremely competitive and involved in both academic responsibilities and athletic activities. Also, based on this reasoning, it might be thought that female athletes experience extensive role conflict, since they are confronted by societal expectations to be soft-spoken, gentle, and passive-traits associated with femininity, and aggressive and competitive-traits associated with masculinity.