International Journal of Environmental Research and Public Health
The aim of this study was to reconstruct subjective constructions of experiences in PE and feelings of being valued within PE classes in Germany by students with visual impairment (VI). Two female and two male students (average age: 19.25 years) participated in the study from the upper level. For the reconstruction of experiences of feeling valued, episodic interviews with a semi-structured interview guide were used. The data analysis was conducted with MAXQDA 2020 based on content-related structuring of qualitative text analysis with deductive-inductive category formation. To structure the analysis, the main category, feelings of being valued, was defined by two poles (positive feelings of being valued as opposed to bullying). As a main finding, respondents primarily reported negative feelings and experiences characterized by instances of bullying, discrimination, and physical and social isolation, perpetuated by both their peers and teachers. In search of a deeper understanding, we identified social hierarchy as an underlying structure determining the students' perceived positioning within the social context and thus directing their feelings of being (de-)valued. It became evident that it is not the setting per se that determined social hierarchy, but that it is more about the concrete manifestation of social hierarchy.
Original Publication Citation
Giese, M., Ruin, S., Baumgärtner, J., & Haegele, J. A. (2021). "… And after that came me". Subjective constructions of social hierarchy in physical education classes among youth with visual impairments in Germany. International Journal of Environmental Research and Public Health, 18(20), 1-16, Article 10946. https://doi.org/10.3390/ijerph182010946.
Giese, Martin; Ruin, Sebastian; Baumgärtner, Jana; and Haegele, Justin A., ""...And After That Came Me". Subjective Constructions of Social Hierarchy in Physical Education Classes Among Youth with Visual Impairments in Germany" (2021). Human Movement Sciences Faculty Publications. 107.