Becoming Marginalized in a Middle School Physical Education Class

This study examined the effects of social competence, group formation, and group behavior on the marginalization of students in a 7th-grade physical education setting. Marginalized students are defined as those in the class, but not "of" the class. In addition, factors such as individual and team activity and teacher expectations help to explore the complexity of the process from a social standpoint. Data, collected through field observations and individual oral interviews with teachers and students, identified five students as marginalized due to a lack of social or physical competence. The formation of groups and the power which groups exerted was found to have a great influence on interactions between students and marginalization. Group membership was protected through various tactics, including harassment of unwanted individuals attempting to enter a group, or separation from others by choice. Several factors common to all marginalized students were identified including exclusionary episodes, reactions to exclusion, teacher interventions, and survival strategies. Implications of the study include the need for changes in curriculum and teaching methodology in order to alleviate the marginality status of students. Several figures depicting reactions to group behavior are provided. (Contains approximately 30 references.) (LL)