Eric Sylwestrak

ENG 2100
04/28/2015

How coming out is affecting collegiate athletes

Recent generations have experienced a significant shift in the

acceptance of homosexuality throughout society. With newer generation
having a great exposure to homosexuality there has been an increase in
acceptance and understanding of diversity and unique life styles. Society in
general has displayed a wider acceptance of homosexuality. There are even
many states that have legalized gay marriage. Though the alternative life
styles are becoming a common occurrence, there is still a great divide within
the ranks of collegiate athletics. Many student athletes throughout the
collegiate programs are experiencing difficulties and sometimes prejudice
from their team mates and coaching staff. This raises an interesting
question. Collegiate athletes are starting to overcome the stigmas of playing
with homosexual teammates. This shift in culture is also being pushed by
the NCAA.
The athletic departments and teams of most universities and colleges
are areas that inspire great competition and a desire for achievement.
Though this is common, the athletic department has been described as the
most homophobic place on campus (Roper and Hallaron, 920). Homophobia
and heterosexism are negative attitudes about lesbian, gay, bisexual, and
transgendered (LGBT) individuals at the individual, institutional, or societal
levels (Mullin, 1). The general negative attitude toward homosexuals has

Eric Sylwestrak
ENG 2100
04/28/2015

caused many athletes to feel prejudice and exclusion. Some state that the
fear that exists, the energy it takes to hide and live a double life, and
disparaging comments heard in everyday conversations take a toll on the
athletes (Ensign, Yiamouyiannis, White, and Ridpath, 69). The attitudes of
their team mates and coaches have a great impact on where or not
homosexuality is accepted within the team. These attitudes are driven by our
surroundings and society. Our society today is a pervasive heterosexist
culture, which is often compounded with homonegative attitudes ( VargusTonsing and Oswalt, 30).
Regardless of the athletes sexual orientation the coach is the origin of
the overall personality and attitude of the team. The coach sets the example
of what is acceptable or not. Effective coaching behaviors are defined by
that which results in either successful performance outcomes or positive
psychological response on the part of the athletes (Vargus-Tunsing and
Oswalt, 31). The coach sets the atmosphere and moral compass that is
adopted and internalized by the players. In regards to the treatment and
behaviors directed toward LGTB athletes the coachs behavior is critical. The
coach is essential in establishing an environment that would foster, as
opposed to harm, their psychological development. The coach has an innate
ability to propagate either positive or negative attitudes by their actions and
the overall attitude of the team can drastically affect the cohesion of the
group. Teams that welcome and embrace diversity are not distracted by
diversity related issues and are thus free to focus on performance (Vargus-

Eric Sylwestrak
ENG 2100
04/28/2015

Tunsing and Oswalt, 32). If there are issues throughout the organization with
segregation, discrimination, or harassment the organization will be distracted
and unable to perform to its highest potential. The emotional environment
established by the coach is also transferred to the staff. It is noted that
males have more of a negative attitude toward LGBT. This can be
contributed to the testosterone driven, masculine environment that I
fostered in male college athletic programs. The coach has a responsibility to
change the organizational culture of the team. Once a dysfunctional culture
is exposed, a leader begins cognitive restructuring by establishing a vision
(Schroeder, 66). This vision is the example and values set forth by the
leadership. The values that the leadership, or coach, establish are reinforced
with the relationship between the athletes and the coaches. Relationship
values are the foundation for the way that coaches interact with the players
and the way the players interact with each other (Schroeder, 72).
Though students are experiencing different forms of harassment there
are some avenues the athletes can take to help eliminate the harassment.
The Equal Protection Clause in the Fourteenth Amendment has been used to
protect students from sexually oriented harassment, most notably in
Nabozny v. Podlesny (Williams, 263). Jamie Nabozny sought protection from
school administration without success. He was continually harassed and
abused from his sexual orientation. He was verbally taunted and called
various derogatory names. Jamie was told by Principal Mary Podlesny that
the harassment should be expected if his going to be so openly gay. The

Eric Sylwestrak
ENG 2100
04/28/2015

U.S. Court of Appeals for the Seventh Circuit stated that the positing and
prohibiting [of] homosexual rights was evidence enough of the status of
homosexuals as a definable minority (Williams, 265). This ruling helped
establish the legal footing for harassment prosecution. The NCAA also has a
Principle of Nondiscrimination in its manuals for each division which suggests
that each of its members prohibit gender and sexual orientation
discrimination, among other forms of discrimination ( Williams, 273).
The overall environment that we live in today is more welcoming and
understanding of diversity and alternative life styles. Many of todays
generations have friends or family that are gay or lesbian and this provides a
more personal dimension to the issue. Having a friend or family member
who identifies as a LGBT is associated with a more positive attitude that
overrides trends associated with collegiate athletic environments. Though
the collegiate athletic environment is extraordinarily competitive and mostly
heterosexualisitic. There is a more accepting culture for diversity. The focus
is more on performance rather than orientation. The NCAA and many
universities throughout the nation are taking an active role in reducing
sexual orientation discrimination with legal precedence and policies of
nondiscrimination. These efforts are helping provide a more tolerable
environment for the athletes with alternative lifestyles.

Eric Sylwestrak
ENG 2100
04/28/2015

References
Ensign, K. A., Yiamouyiannis, A., White, K. M., Ridpath, B. D. (2011) Athletic
trainers attitude toward lesbian, gay, and bisexual national college
athletic association student-athletes, Journal of Athletic Training, 46(1),
69-75.
Mullin, E. M. (2013), Scale development,: heterosexualist attitudes in
womens collegiate athletics, Measurement in Physical Education &
Exercise Science, 17(1), 1-21. doi: 10.1080/1091367X.2013.741357
Roper, E. A., Halloran, E. (2007). Attitudes toward gay men and lesbians
among heterosexual male and female student-athletes. Sex Roles,
57(11/12), 919-928. doi: 10.1007/s11199-007-9323-0

Schroeder, P. J. (2010). Changing team culture: The perspectives of ten

successful head coaches, Journal of Sports Behavior, 33(1), 63-89
Williams, C. (2007). Sexual orientation harassment and discrimination:
Legal protection for student athletes, Journal of legal Aspects of
Sports, 17(2), 253-284.
Vargus-Tunsing, T.M., Oswalt, S. (2009), Coaches efficacy beliefs
toward working with gay, lesbian, and bisexual athletes,
International Journal of Coaching Science, 3(2), 29-35.