254 HHP bldg., UNCG,
email@example.com • 336-334-3036
Katherine Jamieson is a kinesiologist and sport sociologist, with research interests in various issues related to sport, power and social stratification. Dr. Jamieson’s most current research interests include Chicana feminist and postcolonial analyses of physical culture, cultural competence among physical activity professionals, and critical pedagogy in sport studies. Dr. Jamieson currently serves on the board of the North American Society for the Sociology of Sport, and is a regular reviewer for Journal of Sport and Social Issues, Women in Sport and Physical Activity Journal, Research Quarterly for Exercise and Sport. Courses regularly taught by Dr. Jamieson include Sport in Society: Race, Class, and Gender, Sport in Society: Global and Ethnic Relations, Qualitative Inquiry in Health and Human Performance, and Sport and Feminisms. Dr. Jamieson’s research has been published in
The Sociocultural Analyses of Sport & Exercise course relies primarily on sociological analyses of sport and the body for its content. Disciplinary knowledge in Sociology, as well as current issues in Sport Studies provide material for discussion, writing, and re-thinking the social and cultural value of sport in
Sport in Society: Race, Class, Gender, and Sexuality (ESS630)
In Kinesiology we (myself included) are often guilty of reducing the body to its physical and cognitive parts (mind/body split). To the extent we have been successful at explaining how the physical body “works”, we have also been complicit in constructing particular body types – ill-well, ideal-undesirable, feminine-masculine, able-disabled, fat-thin, etc . . . This is a crucial point to ponder: Kinesiologists have been complicit in constructing particular body types. The Sport in Society (ESS630) course offers a Critical engagement with social spaces, social desires, and social structures in which bodies are constructed. The course is meant to challenge assumptions about bodies as mostly physical entities, and to advance scholarly thinking beyond the physical and toward a social construction of bodies. We will focus on the ways particular bodies get privileged by the apparati of government, politics, economy, and mass media. As well, we will ponder a radical contextualization of sporting bodies, and will do so within and beyond US/Western borders. The course is not a study of sport per se, but rather a study of physical culture in varied social contexts and cultural conditions. It is expected that students will have completed at least one undergraduate course in sociology prior to entering ESS630, and that students are well acquainted with graduate level expectations for verbal and written expression.
Sport in Society: Global and Ethnic Relations (ESS632)
ESS632 is designed to provoke Critical thinking about sport, bodies, and physical activity as cultural practice. The course explores sport as an integral component in current global and capitalist relations, including the use of various “western” social organizing principles (race, ethnicity, class, gender, sexuality) to (re)produce relations of power in both local and international sporting contexts. ESS632 relies on several disciplinary and theoretical areas for it’s content – to include, sociology, cultural studies, post-colonial studies, diaspora studies, and transnational feminisms. The analytic focus of the course is international contexts for physical culture, especially as related to global and ethnic relations.
Qualitative Inquiry in Exercise and Sport Science (ESS614)
The broad field of Exercise and Sport Science has long been cross-disciplinary in nature, and yet it has relied largely on positivism as its primary inquiry framework. As sub-disciplinary areas, especially those connected to the social sciences have advanced, so too have alternative paradigmatic approaches to the study of human movement, physical activity, and the body. There remains little meaning in attempts to “know” about the body without accounting for context, space, time, place, etc. Thus, while experimental, epidemiological, and descriptive research designs remain useful in Exercise and Sport Science, they are now choices in a range of inquiry traditions that include interpretive, constructivist, and participatory designs. The difficult task for researchers in ESS is to interrupt the dominance of inquiry projects – that is to unlearn elitist ways of knowing, and to replace them with increasingly participatory methods of posing, exploring, and answering meaningful questions about human movement. This course in no way posits an oppositional stance between quantitative (numbers) and qualitative (words) methods, rather it provokes consideration of the variety of analytic strategies and inquiry tools from which researchers may choose.
It is not enough to know how to generate data. Meaningful research must begin with careful pondering and question-setting, and then must follow a flexible, yet systematic path, all the while recognizing that you (the researcher) are in collaboration with your participants in a process of constructing of knowledge. Suffice it to say there are no data “out there” to be “collected” and described in a single authoritative voice – rather researchers interact with context and participants in generating data and making meaningful arguments. For this reason, we begin our studies by drawing our attention away from mechanistic, technical aspects of inquiry (data collection), and instead focus on worldviews or paradigmatic frameworks that shape the entire process of research. From paradigms, we move to qualitative traditions (research designs), and then to methods of data generation. To be sure, Qualitative traditions are used differently in the sub disciplinary areas within ESS, yet in this course you will be expected to understand the various paradigmatic, methodological, and technical choices available to the broad field. It is expected that students desire to learn to be intentional, impactful researchers, as opposed to learning to reproduce a single, previously legitimized brand of research.
Sport and Feminisms (ESS710)
ESS710 focuses on feminist theorizing about the body, sport, leisure, and physical activity. It is a scholarly space where feminisms and sport are intellectually linked in order to interrogate their roles as “liberators” of women. In this course students will a) demonstrate knowledge of emergence of feminisms, b) demonstrate knowledge of philosophical and creative tensions within multiple feminist movements, c) apply feminist frameworks to the study of sport in society, and d) become critical readers of feminist analyses of sport.
Feminist Research Analysis (WGS651, co-instructed w/ Dr. Leila Villaverde)
Conducting meaningful inquiry is more than technique – it is most importantly about political engagements between participants, researchers, institutions, and the very notions of science. A history of scientific inquiry reveals a few truly life-altering studies, but also unveils a host of intellectual borders that have been erected along the way. Thus, it seems feminist research has done some of its best work in deconstructing intellectual borders, such as positivism versus interpretivism, and quantitative versus qualitative designs. Yet, debate continues as to just what counts as feminist analyses. In this course we will explore a) what it means to un/become researchers; b) various feminist epistemologies; and c) creative tensions between researcher, researched, institutions, and ways of knowing. Throughout the course, we will complicate categories of analysis, interrogate relationships within research contexts, ponder ethical and political issues around the production and treatment of “data”, and critique methods of re/presenting (making arguments) findings.
Additionally, the course examines feminist approaches to philosophical and practical inquiries as it prepares students to critically read research, as well as understand the place of gender in lived experiences and institutional spaces. Most importantly this course dwells in the rules/ ideas that govern research decisions and methods. These conventions are shaped by ideologies and theories that construct what questions to ask, what problems to detect, and what analysis to produce. Too often research paradigms are glossed over, pushed behind the scenes, and obscured. One of our main goals is not only exposure of the strings which mobilize the marionette, so to speak, but to critically comprehend the nature of knowledge production and critical inquiry, to follow the metaphor, our goal is also for students to develop ways of seeing/ manipulating the strings that control movement and direction.
Academics, traditional theory, and practice are riddled with compartmentalizations, everyday lived experiences are not immune either and suffer the same tendencies. Our intent in this course is to rupture such boundaries and dispel set categories of study and cognition while maintaining a clear focus through intended displacement. In situating most of the course within interdisciplinary works we invite you to join us in the constructions of intellectual, research, and pragmatic, activist hybrids.
last updated July 2007
Department of Exercise and Sport Science
Associate Professor - August 2006 to present
Assistant Professor - August 2000 to July 2006
Visiting Assistant Professor - August 1999 to July 2000
Women’s and Gender Studies
Director of Program - August 2007 - present
Director of Undergraduate Studies - August 2006 to May 2007
Doctor of Philosophy -
Concentration: Psychosocial Aspects of Physical Activity
Cognates: Sociology, Pedagogy
Dissertation: Latinas in Collegiate Softball: A Case Study of Paths to Elite Involvement
Advisor: Dr. Yevonne R. Smith, Department of Kinesiology
Master of Science -
Major: Physical Education
Concentration: Sociocultural Aspects of Physical Activity
Thesis: The influence of socioeconomic status and ethnicity on sport participation levels among Mexican American women.
Advisor: Dr. C. Ian Bailey, Department of Physical Education
Co-Chair: Dr. Diane Ross, Department of Physical Education
Bachelor of Science -
Major: Physical Education
PUBLICATIONS IN PROGRESS
Kamphoff, C. S. and Jamieson, K. M. (accepted). Service-learning as pedagogical practice in an undergraduate course in sociocultural aspects of sport and exercise. Academic Exchange Quarterly. (accepted, but authors chose to pull it due to “publishing fee”)
Jamieson, K. M., Stringer, A. J., Andrews, M. B. (in preparation). Athletic fatness: Forgiving corpulence in elite bodies. Sociology of Sport Journal- Special Issue: Social construction of Fat
Jamieson, K. M., Murphy, K. J., and Karper, W. B. (in preparation). Biology and culture: The body inside out.
Jamieson, K. M., Kamphoff, C. S., and Gill, D. L. (in preparation). Cultural competence in physical activity contexts: Identifying trends and strategies for curricular change.
Jamieson, K. M. (in preparation). Why are all the Title IX babies White? Reconnecting feminisms with human movements.
Jamieson, K. M. (2005). “I never knew how to pursue.” Creating and maintaining paths to collegiate softball. Journal of Sport and Social Issues 29(2), 133-147.
Jamieson, K. M., Araki, K., Chung, Y., Kwon, S. Y., Acosta-Musalem, V., and Riggioni, L. (2005). Mujeres Activas: An exploratory study of physical activity among adolescent Latinas. Women in Sport and Physical Activity Journal 14(1), 95-105.
Reel, J. J., SooHoo, S., Jamieson, K. M., and Gill, D. L. (2005). Femininity to the extreme: Body image concerns among college female dancers. Women in Sport and Physical Activity Journal 14(1), 39-51.
Jamieson, K. M. (forthcoming). Advance at your own risk: Latinas, families, and collegiate softball. In J. Iber and R. Santillán (Eds.), Mexican Americans and Deportes: An Introduction to the Significance of Athletic Endeavor in Barrio Life, 1920-2002. TX:
Stringer, A. J., Kamphoff, C. S., Jamieson, K. M., Scrogum, J. and Harrell, A. (forthcoming). Division one softball media guides: Projects in institutional image-making? Feminist Locations: Conference Proceedings.
Gill, D. L., Jamieson, K. M., and Kamphoff, C. S. (2006, January). Cultural Competence among Physical Activity Professionals: Preliminary Results and Implications. Presentation made at the meeting of the National Association for Kinesiology and Physical Education in Higher Education,
Gill, D. L., Jamieson, K. M., and Kamphoff, C. S., Scrogum, J. E., and Fuse, T. (2006, April). Physical Activity Professionals and Pre-Professionals Perceptions of Cultural Competence. Presentation made at the annual meeting of the American Association for Health, Physical Education, Recreation, and Dance,
Jamieson, K. M., Murphy, K. J., and Karper, W. B. (2006, May). The body inside out: A case study of a Fibromyalgia exercise group. Paper presented at the symposium on Representing Sport,
Jamieson, K. M., Stringer, A. J., Andrews, M. B. (2006, November). Hitting it fat: (Anti)healthism among elite golfers. Paper presented at the 27th Annual Meeting of the North American Society for the Sociology of Sport,
Brooks, D. L. and Jamieson, K. M. (2007, March). Title IX and (Multi)National Bodies: Complicating Black women as beneficiaries. Paper presented at the Academic Conference on Title IX,
Jamieson, K. M. (2005, February). Interrogating the liberated woman narrative, or why are all the Title IX babies white? Presentation made at the Women and Sport: Before During, and After Title IX symposium,
Jamieson, K. M. (2007, February). Women’s physical culture: Troubling trends, identifying new essentialisms, and excavating bodies. MacIntosh Lecture - keynote address to be made at the graduate student conference at Queen’s University,
Jamieson, K. M. (2006, March).
Jamieson, K. M. (2006, March). Sport-Art. Panel presider for session at the Gender and the Arts conference at the
Jamieson, K. M. (2007, February). Interrupted body projects: Exercise among sufferers of Fibromyalgia Syndrome. Paper presented at the Exercise and Sport Science faculty colloquium at Queen’s University,
GRANTS AND PROPOSALS
Jamieson, K. M. and Kamphoff, C.S. (2005). An Assessment of Service Learning and Reflection as Pedagogical Practices in a Large Enrollment Undergraduate Course. Advancement of Teaching and Learning Grant ($2,000) – not funded
Etnier, J. L., Karper, W. B., and Jamieson, K. M. (2005). A comprehensive evaluation of program outcomes in an exercise program for persons suffering from FMS. New Faculty Research Grant ($5,000) - Awarded
Jamieson, K. M. (2006). Decolonial Bodies: A book proposal. Linda Carlisle Faculty Research Award ($1,000) – not funded
2006 Editorial board member,
Editorial board member, Women in Sport and Physical Activity Journal
Member at Large, North American Society for the Sociology of Sport
2007 Founding member, American Kinesiological Association;
Textbook Review, Sports in Society, McGraw-Hill
UNIVERSITY SERVICE ACTIVITIES
HHP Bylaws – (School)
Campus Recreation Advisory Council – Chair (University)
Director WGS UG Curriculum– (Program/University)
Faculty Search Committee – WGS (Program/University)
WGS Leadership Development – (Program/University)
Other University Service
2006 Incoming Freshman Summer Book Read –facilitated small-group conversation during orientation week