This study examined the perspectives of six college students enrolled in a physical education teacher education program on sexual identity stereotyping (SIS), the stereotyping of individuals as a certain sexual identity (e.g., homosexual, heterosexual, bisexual) based on external factors. The purpose was to construct a general landscape of physical education (PE) majors’ views on SIS and gender roles, athletic and PE expectations in regards to gender and sexuality, and these ideas’ impact on the efficacy of PE, both for students and educators. Data were collected via semi-structured interviews and analyzed using the standard interpretive methods of analytic induction and constant comparison. These findings revealed that in general, those interviewed were aware of SIS and could identify its potential impact. Still, the participants felt that SIS was not enough of an issue to prevent them from pursuing a career in PE. Multiple participants reported experiences with being stereotyped as a result of their athletic activities of choice. Through the thoughts of the interviewees, the authors of this study hope to enrich the field of PE and provide awareness towards biases that can cloud the quality of education.


Gender role, Gender identity, Masculinity, Femininity, Heterosexuality, Homosexuality, PE teachers,


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