Managing heteronormativity and homonegativity in athletic training: in and beyond the classroom.
BACKGROUND
As an allied health professional working in various settings, an athletic trainer (AT) is responsible for the health care of a highly diverse population. More often than not, this diversity is defined by the visible, such as race or sex. However, diversity encompasses many more variables than these observable factors and includes sexual orientation. Efforts have been made to educate ATs about issues related to sex and race; however, sexual orientation typically has not been addressed, although ATs have treated and will continue to treat lesbian, gay, and bisexual (LGB) patients.


OBJECTIVE
To introduce ATs (educators and practicing clinicians) to the concept of heteronormativity, its effect on society, and its influences on the manner in which they teach athletic training students and deliver health care to their patients.


METHODS
We searched various databases, including MEDLINE, ERIC, SportDiscus, and CINAHL Information Systems using the terms bisexual, diversity, gay, heteronormativity, homophobia in sport, and lesbian. Pertinent articles were cross-referenced to gain additional information. The literature revealed the historic implications of homonegativity for sport and its effects on those involved in sport culture, including ATs.


CONCLUSIONS
Future dialogues should focus on innovative strategies for including LGB issues into athletic training curricula and for meeting the needs of students and professionals in addition to patients who identify as LGB.
Maurer-Starks
Suanne S
SS
Northeastern University, Boston, MA 02115, USA. s.maurerstarks@neu.edu
Clemons
Heather L
HL
Whalen
Shannon L
SL
D001265:Athletic Injuries / Q000534:rehabilitation*; D005260:Female; D018452:Homosexuality, Female / Q000523:psychology*; D018451:Homosexuality, Male / Q000523:psychology*; D006801:Humans; D008297:Male; D011287:Prejudice; D012725:Sexual Behavior; D013178:Sports Medicine / Q000193:education*