• Fitness & Health
• Sport & Exercise Science
• Physical Education
• Strength & Conditioning
• Sports Medicine
• Sport Management
• Dance

Introduction to Cultural Equity in Physical Education

This is an excerpt from Cultural Equity in Physical Education by Tara B. Blackshear & Brian Culp.

Critical Race Studies in Physical Education was the first book to center Black children and put anti-Black racism on the agenda in physical education. During the 2022 SHAPE America Convention, this book significantly drove professional dialogue and filled sessions as numerous professionals sought guidance on assisting other racialized, otherized, or outsider groups. Although we had instant connections with other Black educators with shared or similar experiences, we recognized the pain and misunderstandings of folks who identify as American Indian, Alaska Native, Asian, Latina/Latino/Latine, multiracial, or Pacific Islander—groups also measured through the lens of whiteness. In this context, it became evident that we needed a text to address inequities across multicultural and multiracial groups. With our mission of equity for all, and recognizing the importance of elevating students and scholars of color in physical education across the racial diaspora, we invited diverse scholars to submit case studies to Cultural Equity in Physical Education: Case Studies for Transformative Practice from their perspective or that of students who share a racialized or cultural identity—inside and outside the United States.

Aligned with Critical Race Studies in Physical Education, Cultural Equity in Physical Education: Case Studies for Transformative Practice has three aims:

1. To amplify critical issues that negatively affect African, American Indian or Alaska Native, Asian, Black, Indigenous, Latina/Latino/Latine, multiracial, Pacific Islander and other racialized groups
2. To address intentional and covert racist practices directed toward African, American Indian or Alaska Native, Asian, Black, Indigenous, Latina/Latino/Latine, multiracial, Pacific Islander and other racialized groups
3. To provide culturally aware teaching strategies that affirm the worth of African, American Indian or Alaska Native, Asian, Black, Indigenous, Latina/Latino/Latine, multiracial, Pacific Islander and other racialized groups

The success of our first book left us with ideas about how and why to highlight additional perspectives that specifically address teaching and learning. Authors included in this volume had the freedom and flexibility to choose a topic that held meaning for them; however, we provided ideas based on the literature, personal experiences, and stories shared by others. Thus, while we offered themes and case study ideas, the contributing authors’ knowledge and experiences are centered in their contributions.

While there is a common thread of being discriminated against just for existing, we recognize that racialized and cultural experiences are best told by individuals who identify with each respective group. We sought authors who would provide authentic, meaningful, and representative cases to start an inclusive pathway in physical education policy, practice, and representation. At the same time, we are proud to offer the most diverse collection of racialized scholars in physical education to make their imprint in the physical education space. The ethnic identities of contributing authors reflect the marginalized ethnicities of physical educators in the United States, who are 11.3 percent Asian, 10.1 percent Hispanic or Latino, and 7.1 percent Black or African American (Zippia 2023). Unfortunately, there are no data on American Indian, Alaska Native, or Native American representation among physical educators, further illustrating the need for more work in recruitment to reflect and meet society’s current and projected needs. We are proud to introduce Dr. Rachelle Jones’ case study 9, which underscores the need for recruitment and attention to this area.

More Excerpts From Cultural Equity in Physical Education

---