By Grace Cui
As humans, it is a natural instinct to label everything around us. We give names to animals and classify elements for easier comprehension. But how has this habit been applied to people? Specifically, athletes. This results in stereotypes and first impressions based on uncontrollable factors such as ethnicity, perceived intellect, socioeconomics, and gender. These societal expectations have shaped society and the role models the next generation idolizes, creating a loop of conformity and limiting their possibilities. This article explores the manifestations of these “invisible rules” that have been imposed upon us and why we must be skeptical of the validity of these stereotypes.
Racial stereotypes stem from America’s history of systemic racism. It is yet another example of generalizing a certain demographic and pre-determining their athletic prowess. Not only is it perceived that Black people are athletic, but it is also assumed that they are less intellectual. In Gerald D. Higginbotham’s article about athletic assumptions based on race, “when shown photos of Black male undergraduates , participants were more likely to say they were athletes rather than students, ” and “White people and institutions began to justify Black athletic success as due to natural ability at the expense of intellectual ability” (SPSP, 2023). This highlights the stereotype that Black people are naturally athletic, which also implies that they lack intellectual ability. Some may argue that this stereotype has some validity, as 70% of the NBA is Black; however, this strips their individuality as Black people are perceived the same as every other person of their race.
A “dumb jock” is a label that assumes every athletically talented student lacks strong academic abilities. This stereotype has become the norm , where one’s athletic ability has determined their grades. Matthew O’Toole, a male student-athlete who recently shaved his head as a tradition for soccer varsity players, was given a C on his English paper without his teacher reading it (O’Toole, 2021). This stereotype altered Mr. O’Toole’s identity and how others perceived him. If stereotypes like “dumb jock” were indicators of someone’s academics, the futures of many students would be different , morphing their perception of themselves. It could lead to self-doubt in their academic abilities , causing them to be constantly underestimated and undervalued. These social norms can morph into reality, suppressing individuals to progress only as far as society allows them to.
One’s social standing has become so relevant to their identity that class has determined the sport one is encouraged to play. Some sports are tied to networking and business deals, while others require significant funding to participate . These sports are mentally linked to the wealthy in our minds . Sports like golf or tennis, which require private facilities or country club memberships , represent the upper class. Polo or equestrian sports also come with immense annual costs , connecting these activities to inherited wealth and country estates (James, 2025). On the other hand, sports like running or soccer have been associated with the lower class , as these sports do not have high annual costs, exclusivity, or body contact. This creates a divide between classes. Furthermore, the social stigma attached to certain sports can often prevent individuals from exploring them altogether.
Gender stereotypes arise from the idea that different sexes have different biological advantages in sports. While this may be scientifically valid, it generalizes two large demographic groups and promotes a prejudice that discourages children from trying different sports. 43% of girls aged 11-16 play football, while 79% of boys play football. 69% of girls aged 11-16 believe boys are encouraged more to play football. 67% of girls quit playing football due to academic pressure, insecurities about their body image, being bullied for playing, and not seeing a future with football (Starling Bank, 2023). This indicates that girls playing a “male” sport, such as football, seem unorthodox and unnecessary. Additionally , the gender stereotypes create a loop whereby a small number of women are encouraged to play football, resulting in a limited number of female athletes in the sport . This shortage leads to an insufficient number of role models for young girls, perpetuating the cycle. It creates an unwritten rule that girls shouldn’t play football, and those brave enough to defy society’s expectations are considered odd . The result of this cycle is also demonstrated in Blair athletics. For example, there is a girls’ varsity and JV volleyball team, but there isn’t even a boys’ volleyball team. In contrast, Blair has a large boys’ football team consisting of 88 players, while there isn’t a girls ‘ football or flag football team.
The stereotypes in society are endless, but their impacts are immense. Race, intellect, class, and gender are only the beginning of the stereotypes and expectations society has created. What society thinks about a person often morphs into what they think about themselves, making their self-worth reliant on the opinions of others. It can also encourage individuals to try a specific sport. This is an example of society’s obsession with conformity. Encouragement from others and a lack of role models push children to conform to societal norms, disincentivizing individualism. This only perpetuates the cycle of abiding by the “invisible rules” society has created for us.
