As I am wrapping up my cultural reporter project, I realize
that culture is such a broad subject to cover.
I have found that I am a part of many different cultures that I didn't
even know about before this class!
Culture is defined as patterns of behavior and attitude shared by a
group of people (Martin and Nakayama, 2013. Pg. 88). When I really think about it, I share a lot
of common attitudes with many different groups of people. Culture defines the
way we communicate with people and on what levels we choose to do so (pg. 96).
The cultural group I chose to study are college athletes;
more specifically, the UNL Women's Soccer Team.
The further I got into my research, the more I learned about how defined
a college athletes culture is. I was
interested in studying this group of people because I believe that their actual
"culture" is not as well publicized compared to their achievements
and loses. I am not an athlete myself so this group obviously contrasts with my
cultural identity. It was interesting to
see that I actually had some things in common with these girls: I am also a
part of an all girls organization so I do understand on some level the group
dynamic.
The general theme I have chosen to apply to this project is the social identity theory. This theory explains that we identify with people who share the same interests as we do. This is basically how an athletic team is formed. When you want to play a sport you will seek out those with the same interests to make a team where you all can thrive in what you like to do best. I thought this fit in perfectly with the UNL Women's Soccer team and their motives for playing on a D1 college soccer team.
As I mentioned at the start of my journey, I chose to study the UNL Women's Soccer team because I was very interested in learning more about my two sorority sisters' lives and about college athletes in general. When attending events and interviewing my two friends, I came up with three central themes. The first theme that I noticed was that of friendship and companionship. While attending a game in the fall (before starting my research) and attending practice in April, I could see that these girls were more than just teammates. You could tell that they knew each other on another level by the way they communicated on and off the field. In our interview, Rachel told me that she has made some extraordinary friends through soccer. I feel this aspect really plays a big part in any culture you participate in. When you have something in common with another person, you can usually build a friendship when your common culture being the base of it. This is exactly what I found when observing these girls and their friendly interactions with one another.
Another theme that I wish to discuss is the dedication that is required of these girls. This theme became evident when I realized the time commitment that is required of the team. I didn't fully grasp the amount of commitment these girls make until I talked to Courtney and Rachel about their demanding schedules. The dedication it takes to wake up for early practices, travel weekly for conference games, all while missing out on social events, etc. is incredible. When I asked Rachel how has playing college soccer affected her life, this is what she said:
"...It also affects me through my time because I obviously have to dedicate a lot of time towards soccer and I have to choose between activities that I want to do or could do but, I have soccer..." (Rachel, Personal Interview, April 2014).
The third and most relevant theme is the sense of responsibility required of these girls. On the field during practice it was obvious that these girls meant business because they weren't excessively messing around or making jokes. This word was repeated over and over while interviewing both Rachel and Courtney. I think that most the answers they gave me all came back to the central theme of responsibility. The responsibility these girls hold come in a few aspects. Rachel and Courtney both said that they are responsible for every word and action on the field as well as off the field around campus, out with friends, etc. Here's what Rachel had to say about responsibility:
"Soccer makes me accountable for my actions because I'm part of something bigger than myself. When I do something good, I get a pat on the back from teammates, when I do something bad, they'll let me know. It changes my identity to student-athlete rather than just a student." (Rachel, Personal Interview, April 2014).
I could apply this to my life as well. When speaking in terms of my sorority, I am now representing something bigger than myself. Every action I make is a reflection on my chapter. This is the exact same concept Rachel and Courtney face every single day. Here is Courtney's answer to the question, 'What have you gained most from being a college athlete?'
"The thing I've gained the most out of being a college athlete would be responsibility. College in general challenges yourself in being responsible but being a college athelete is another step to me. It requires a lot of things like time management with such little free time, accountability to getting to practice & meetings on time, responsibility for taking care of your body and dedication to the sport and team who rely on you" (Courtney, Personal Interview, April 2014).
My main takeaway from this project would be the various elements that go into cultures. My three main themes of friendship/companionship, dedication, and responsibility help me understand that many traits are vital when part of a culture; the UNL Women's Soccer team in this instance. Without these central themes, this culture would not thrive and the team would be unsuccessful. It has been fun learning about all the different aspects that go into such a unique and popular culture!
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UNL 2013 Women's Soccer Team |
Rachel, Personal Interview. (April 2014). Conducted by Claire London.
Courtney, Personal Interview. (April 2014). Conducted by Claire London.
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