FACULTY VOICE

Overcoming Stereotypes: On Women Coaching a Varsity Sport

By Ann Carlson, fifth grade teacher and varsity track coach

As a Richmond native and 2004 graduate of St. Catherine’s, I have loved being a part of this community for most of my life. Much of my family is associated with one of the two schools and, after eight years of teaching and coaching here alongside my husband Emmett, there is little that I would change. My children have been running around campus since they could walk, and that reminds me, every day, of what a wonderful life we have made for our family here at St. Christopher’s.

While teaching is my main role, it would not surprise anyone close to me that coaching is equally close to my heart. When I started coaching track and field, I felt prepared after being part of the sport for so many years as both an athlete and coach. After all, track is, in many schools, a coed sport, where you often see men and women coaches working with both girls and boys.

I was well aware, going in, that I might face a bit of skepticism as a woman coaching male athletes. After being a varsity coach in a boys’ program for seven years now, I continue to be surprised, at times, by skeptical comments regarding my role.

A few years ago, I introduced myself to a new community member at the beginning of the school year. When asked what I taught, I explained my position in the Lower School and my role on the track team. He spent the next few minutes asking for clarification, assuming first that I coached girls and, if not, then Middle School boys. He seemed resistant to the idea of a woman coaching a boys varsity sport. While the conversation seemed enlightening for him, it was entirely uncomfortable for me. Though I knew it shouldn’t, it made me question myself.

After all, track is, in many schools, a coed sport, where you often see men and women coaches working with both girls and boys.

Similarly, just last year, I was speaking with a St. Christopher’s parent/alumnus. After explaining my teaching and coaching roles, he finished the conversation by commenting that it was very nice of the coaches to “let you help them out.” Not to coach the boys or work together with the other coaches, but just to tag along and “help out.”

These small comments continue to occur here and there. One time it was a visiting coach who wanted to wait for another coach of whom he could ask questions. Another time, it was a community member who bypassed me to speak with my male colleagues.

Those comments, while not outstandingly frequent, are prime examples of implicit bias: A stereotype based, unconsciously, on prior social situations. I certainly do not blame anyone for having these misunderstandings. As stated, they are assumptions based on what one is used to seeing. In many ways, I love being part of a stereotype being broken. However, the moments I feel of pride and inspiration can become intertwined with irrational doubts and worries.

If I feel as though I’m not doing well or making a mistake, my first inclination is that others will think it’s because I’m female.

What I have seen over the years, however, is that the majority of the skepticism comes from people outside the program. Never has one of the boys made me feel “less than.” The team and coaches are supportive of me not just as a woman, but as a person and a coach. So, it is those boys, both past and present, to whom I say thank you for letting me be not just Mrs. Carlson but Coach Carlson. That is more meaningful to me than most would ever know.