The majority of research investigations into the meaning and implications of the
lesbian label within the sport context have primarily focused on coaches, athletes, and
physical education teachers. Generally overlooked, however, has been the area of
college and university health and kinesiology academia (i.e., sport-related curricula).
The purpose of this study was to extend this line of inquiry to this setting within the
context of sport. By doing so, investigating the lesbian label, as well as seeking to
identify its presence, impact, and potential consequences as they relate to health and
kinesiology department members, may contribute to the understanding of why a lesbian
stigma persists within the multifaceted context of sport. Further, an additional purpose
of this inquiry was to identify whether the use of identity management strategies, and
their potential negative consequences, were used in relation to the lesbian label.
The lesbian label was investigated through the voices of health and kinesiology
department academicians. Through their words it was communicated that not only was
the lesbian label and an associated stigma present within their respective departments,
but the meaning of lesbianism within sport-related curricula was somewhat reminiscent of the meaning in other sport contexts. Thus, to some extent, the lesbian stigma can be
extrapolated from sport to sport-related curricula. While complex, the meaning of
lesbianism was intertwined with gender norms, religious beliefs, politics, personal
beliefs, interpersonal relationships, societal assumptions, perceptions of powerlessness,
and a necessity for self-protection. This was predominantly the case related to a female
faculty members’ possession of certain physical characteristics, her physical presentation
and attire, relationship status, and proximity to departmental physical activity courses
that are regarded as more masculine (e.g., weight training, racquetball, basketball, etc.),
in particular. Finally, whether merely acknowledged as being present or advocating for
change with regard to perceptions of inequality and injustice, cognitive and emotional
resources were allocated to this issue in a variety of ways. Implications of this
exploration and its findings are presented and further inquiry encouraged
