| This thesis explores the gender inequities within Canadian high school sports programmes at the level of programme implementation, as they are linked to other forms of discrimination and socialization. Moreover, this thesis examines several policy statements and considers what bearing they have upon issues of gender and what is currently being done to rectify inequitable situations and the results actually achieved through these initiatives.;After a review of relevant literature, this thesis details and justifies the qualitative research methodology that was employed and offers the reader a comprehensive overview of the fieldwork. As such, site descriptions, interviews and their accompanying analyses covering the meaning of equity, gender differences, socialization, race, media, the role and gender of the coach and coaching pedagogy and finally equipment modifications are presented and defended.;This thesis observes that no documents of substance, addressing gender issues, have been produced at the Board or Ministry level. In addition, it reveals that, despite teacher-coaches claims to the contrary, few people involved with coaching know what gender equity means although they acknowledge its existence. Moreover, it is revealed that the multi-faceted causes of these inequities are generally understood to exist outside of the school and form the context in which teacher-coaches work. Through a critical analysis of these and other perceptions, it is discovered that inequitable practices are currently being used and understood as being equitable, compounding an already complex problem. Finally, this thesis determines that young women in our schools have little, restricted or modified choices offered to them. Finally, suggestions are made that may, if implemented, improve the existing situation for young women in high school athletic programmes. |
