A Leisure Model: Barriers and Black Womxn Collegiate Swimmers

There remains a gap in the literature about the experiences of Black Womxn Collegiate Swimmers (hereafter referred to as BWCS) and the application of the leisure constraints model. Whether research has been conducted with Black Womxn Swimmers enrolled in a swimming course while using an autoethnographic lens (Norwood, 2010) or the representation of one Black Womxn Swimmer from a Predominantly White Institution (Quash, 2018), minimal knowledge is known about this specific demographic representative of Historically Black Colleges and Universities (HBCUs) and Predominantly White Institutions (PWIs) and the barriers they experience. Using a qualitative methodological approach to understand the leisure constraints experiences by BWCS, this study methodically invited this demographic to share and discuss their lived experiences across generations. By challenging the leisure constraints model, this article revisits research completed by Chick and Dong (2003) and Waller and Norwood (2009). The researcher interviewed twenty-five self-identified Black Womxn Collegiate Swimmers (current and former), between the ages of 19-61. Each interview focused on the experiences and the barriers participants encountered during their collegiate swimming careers. The analysis presents a new theoretical construct to replace the leisure constraint framework while working with a marginalized population. The results of this narrative inquiry suggest that the experiences of BWCS differ individually but have similar themes as a collective; thus, charging the field of leisure behavior to consider the experiences of marginalized groups who excel in a leisure activity outside of societal and cultural norms

Swimming Through the Waves: Black Collegiate Swimmers and Their Experiences

The current generation of collegiate Black swimmers attending either a historically Black college and university (HBCU) or a predominantly white institution (PWI) have witnessed Black swimmers excel at the collegiate and elite levels of swimming. Using an interview case study method, a semi-structured protocol was employed to interview three participants concerning family history, their swimming history, the meaning of inclusion by exploring stereotypes and expenses (cultural, financial, and emotional), the ramifications of being a collegiate swimmer, and being a Black swimmer. The participants of this study discussed the significance and intersectionality of race/ethnicity and the complexities of competitive swimming. Noting that minimal research has been conducted on the experiences of Black collegiate swimmers from historically Black colleges and universities and predominantly white institutions, the results provided insight into the lived experiences of Black collegiate swimmers and addressed the adversity and accomplishments of the participants and their role models. This research was conducted as a semester long course requirement for future inquiry on the subject matter of the experiences of Black collegiate swimmers

A Comprehensive Analysis of Aquatic Programming at Historically Black Colleges and Universities (HBCUs)

This article provides a comprehensive examination of aquatic programming at Historically Black Colleges and Universities (HBCUs). HBCUs consist of public, private, 2-year, and 4-year institutions (U.S. Department of Education, 2018). Historically, HBCUs provided descendants of the enslaved access to higher education opportunities (Brown, Donahoo, & Bertrand, 2001). HBCUs now serve a more diverse community and the core focus remains on inclusion, social justice, diversity, empowerment, leadership, and cultural competence (Kennedy, 2012; Rawlins, 2018). Consequently, HBCUs may provide an ideal environment to address aquatic activity and the drowning disparity in the African American community. In the current study, researchers sent a survey to 102 HBCUs to better assess the prevalence of aquatics programming at these institutions. Approximately 38 percent of the HBCUs responded to the survey. The results of this study indicate that there is inconsistent institutional knowledge about competitive and non-competitive swimming programs from the past to the present. However, 31 percent of participants reported offering swim classes to members of the campus community. Additionally, 51 percent of participants reported offering swim courses for college credit. Most importantly, 49 percent of participants indicated a desire to build or expand aquatics programming. The drowning disparity is a result of a cycle that includes historical barriers that denied many African Americans’ access to aquatic facilities and programming (Anderson, 2017). Identifying aquatics programming at HBCUs is a critical step to addressing the drowning disparity

A Comprehensive Analysis of Aquatic Programming at Historically Black Colleges and Universities (HBCUs)

This article provides a comprehensive examination of aquatic programming at Historically Black Colleges and Universities (HBCUs). HBCUs consist of public, private, 2-year, and 4-year institutions (U.S. Department of Education, 2018). Historically, HBCUs provided descendants of the enslaved access to higher education opportunities (Brown, Donahoo, & Bertrand, 2001). HBCUs now serve a more diverse community and the core focus remains on inclusion, social justice, diversity, empowerment, leadership, and cultural competence (Kennedy, 2012; Rawlins, 2018). Consequently, HBCUs may provide an ideal environment to address aquatic activity and the drowning disparity in the African American community. In the current study, researchers sent a survey to 102 HBCUs to better assess the prevalence of aquatics programming at these institutions. Approximately 38 percent of the HBCUs responded to the survey. The results of this study indicate that there is inconsistent institutional knowledge about competitive and non-competitive swimming programs from the past to the present. However, 31 percent of participants reported offering swim classes to members of the campus community. Additionally, 51 percent of participants reported offering swim courses for college credit. Most importantly, 49 percent of participants indicated a desire to build or expand aquatics programming. The drowning disparity is a result of a cycle that includes historical barriers that denied many African Americans’ access to aquatic facilities and programming (Anderson, 2017). Identifying aquatics programming at HBCUs is a critical step to addressing the drowning disparity

We Just Treat Everyone the Same : LGBTQ Aquatic Management Strategies, Barriers and Implementation

This study examined the management of aquatic venues in a number of areas (facilities, programming, human resource management, marketing, policies) as it pertains to LGBTQ participants and participation. The study utilized in-depth semi-structured interviews with 16 aquatic managers to examine steps that are currently being taken (or lack thereof) when it comes to creating environments that are perceived to be open, or closed, to LGBTQ participants. A grounded theory-based process of data collection and analysis resulted in emergent themes. These themes included: (a) gendered spaces, (b) non-aquatic initiatives, (c) staff knowledgeability, (d) departmental and organizational mission, (e) aquatic-specific programming and regulations and (f) barriers to inclusion. Management strategies around these emergent themes are discussed, with implications for aquatic managers regarding the creating of inclusive environments for LGBTQ participant populations

Self-reported Water Competency Skills at a Historically Black College & University and the Potential Impact of Additional HBCU-based Aquatic Programming

This article provides an analysis of self-reported water competency skills at a Historically Black University (HBCU). A survey was administered to undergraduate students who lived on campus at one HBCU. Of the 254 respondents that reported the ability to swim, only 187 respondents self-reported the ability to swim and the ability to perform water competency skills. The biggest discrepancy occurred within individuals that identified as Black or African American. In this group, 142 out of 250 participants proclaimed the ability to swim. However, the number of Black or African Americans that could swim dropped to 84 when researchers operationally defined swimming as having the ability to perform all five water competencies identified by the American Red Cross (Quan, 2015). Acknowledging that the community role of Historically Black Colleges and Universities (HBCUs) has embodied the African American community since their inception. The Social-Ecological Model illustrates how historical factors impact the drowning disparity that persist today (Dahlberg & Krug, 2006; “The Social-Ecological Model: A Framework for Prevention |Violence Prevention | Injury Center | CDC,” n.d.). The results of this study combined with the rich history of HBCUs points to the need for additional aquatic water safety education and programming at HBCUs

“POOL: A Social History of Segregation Exhibition” Exploring Social Justice Through the Lens of Water Safety Awareness and Art-based Education

Art exhibitions, with a focus on water safety and drowning prevention, are rarely seen as a medium to address social justice and public health, or water safety awareness and drowning prevention efforts in communities. Globally, data have shown drowning is considered a “neglected public health threat” (World Health Organization, 2021, CDC, 2023). Additionally, reports have shown that across the globe there are demographic groups of people impacted by drowning, historical traumas, and social determinants, also impacting some communities that are at greater risk (WHO 2021, CDC, 2023). Although there are national and international efforts to address the importance of water safety, drowning prevention, and its disproportionate impact on historically marginalized, Black, Indigenous People of Color (BIPOC), and culturally and linguistically diverse (CLD) groups, alternative mediums, such as exhibitions of art, which can portray narratives of groups of people and their relationships with water, should be explored to counter stigma, and correct the narratives of BIPOC’s communal relationships to water, in an effort combat drowning disparities. As readers, you are encouraged to participate in this ongoing research and enter the “POOL” http://poolphl.com/, and explore “A Social History of Segregation” and Learn http://poolphl.com/learn.html (POOL-ongoing, 2021)

Phenomenal Black Mermaids: The Experiences of Black Womyn Collegiate Swimmers

Despite the success of Black collegiate swimmers (and Olympians) Lia Neal and Simone Manuel (both from Stanford University), and Natalie Hinds (from University of Florida) in the monumental 2015 Division I Swimming and Diving Championships, earning the top three places (Three College Swimmers Make History At NCAA Championship, 2015), the experiences of Black Womyn Collegiate Swimmers remain silenced. This study is an invitation to recognize the experiences of Black (inclusive of the diaspora) Womyn Collegiate Swimmers (hereafter referred to as BWCS) from Historically Black Colleges and Universities and primary white institutions. The goals of this dissertation were to provide narratives that: (a) explore the experiences of Black Womyn alumnae and current student-athletes identify generational, cultural, and individual experiences of Black Womyn alumnae and student-athletes; (b) analyze factors that signify time (across generations) and place (locations of collegiate swimming experience); and (c) understand the narratives of BWCS, their team culture, and institutional culture across time (generation) and place (location) while addressing strategies to collectively de/colonize the homogeneous racial and gender barriers in collegiate swimming. The results of this study provide insight into the history of swimming while challenging the perceived “norms” within and outside the culture of the collegiate swimming through the experiences of BWCS using a Black Womynst lens