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This chapter examines sexually violent hazing as a form of group sexual assault, which involves multiple perpetrators in a single sexually violent act, in the context of junior men's hockey in Canada. Research outside of the context of sport suggests that group sexual assaults are relatively rare. However, available evidence suggests that the prevalence of group sexual assaults perpetrated by male junior hockey players is significantly disproportionate to perpetration rates by men who do not participate in competitive sports. Drawing on examples from junior men's hockey in Canada, three main forms of group sexual assault are identified and explored in which multiple male junior hockey players have been reported for sexually assaulting: (1) new male team members through sexually violent hazing rituals, (2) female victims during team rookie nights or initiation parties and (3) a single female victim away from team activities. The data analysed include media files and written legal decisions involving group sexual assault allegations against 65 Canadian junior men's hockey players. This chapter reveals that each form is interconnected within the misogynistic culture of junior men's hockey in Canada, where group sexual assaults have long been tolerated, silenced and ignored by teams, leagues and legal officials.

This concluding chapter provides a historical reflection of my bridging theories of ethnography and evaluation and the mentor guides who influenced this initial work from Charlottesville, VA, to Baltimore, MD, to Pittsburgh, PA. In reflecting on these Sankofa reflections by looking backward and forward, just as the Adinkra bird symbol illustrates, I highlight key lessons learned in doing ethnography as a doctoral and postdoctoral student, which sparked my initial conceptual and bridging work in public health, anthropology of education, and evaluation. My nascent ideas were fostered with advisors and mentors, Dell Hymes and Michael Agar, who themselves were bridging and leveraging theories and concepts from vast (inter)disciplinary networks and experiences in the field. The featured manuscripts below were meant to illustrate the ethnography-evaluation connections that I thought were so necessary then for my own understandings and lay fodder for the coalescing transformative, intersectional, and comparative themes of the book. Fast forward 25 years and the themes that I garnered as a “fair-haired youth” in the field are now more mature as reflected by the authors of this important and timely book. The beauty of the volume of chapters that preceded this conclusion is their conceptual depth toward notions, especially positionality, criticality, authenticity, and reciprocity. As such, I take these overarching concepts that are embedded in the chapters like the Sankofa bird's feet – with an eye toward the future. The concepts illustrated in the book do not reside in only one chapter but reflect a commonality across chapters and common concepts discussed in the overall volume.

This chapter describes the possibilities for fusing ethnography and evaluation to transform educational inquiry and educational entities (programs, systems, and policies). The central question explored is, how do we best pursue work connecting evaluation and ethnography to fulfill our commitments to diversity, justice, and cultural responsiveness in educational spaces, to make tangible transformative change? With 40 years of literature on ethnography-evaluation connections as a foundation, this chapter describes three coalescing themes: transformative, intersectional, and comparative. These themes are proposed as valuable for guiding contemporary educational inquiry that serves social justice. The transformative theme denotes educational inquiry in which the researcher or evaluator ethically collects data, makes defensible interpretations, and facilitates social change in collaboration with others. Doing transformative work that meaningfully fuses ethnography and evaluation rests on essential factors like time, values engagement, collaboration, and self-work. The intersectional theme describes intersectionality as an evolving analytical framework that promotes social problem-solving and learning via investigating the significance of intersecting social identities in (a) how people's lives are shaped, (b) their access to power across circumstances, and (c) their everyday experiences of subordination and discrimination. Finally, the comparative theme refers to sensibilities and practices gleaned from the interdisciplinary and transnational field of comparative education, including developing comparative cultural understanding and analyzing complex systems in one's inquiry projects. Across themes, this chapter emphasizes positionality, responsibility, and theory-bridging to make sense of the uses of ethnographic concepts and practices in transformative evaluation work in educational spaces.

The purpose of this research is to examine the extent to which source attractiveness and source credibility (or skill in a sporting context) provide an effective marketing strategy for Field Hockey in New Zealand, a minority sport Minority sports struggle to generate capital and have minimal sponsorship backing due to small participation and viewership rates compared to “major sports”. By understanding how source attractiveness and source credibility work in the context of a minority sport such as hockey, more effective advertising towards target audiences can be achieved. We also consider differences between advertising to players and no-players of the sport. This is the first research to consider these issues.

Four advertisements were created in an experimental design that manipulated the two variables: source credibility and source attractiveness, in an advertisement promoting Hockey. A survey was conducted, using an online questionnaire.

Results show that a mixture physical attractiveness and skill (credibility) increase attitudes towards the advertisement. This results in positive intentions to both watch and play hockey. When the respondents were segmented into hockey players and non-hockey players, only skill is effective for the Hockey Player segment, whereas both skill and attractiveness are effective for non-players.

Future research should include comparing hockey to further minority sports codes. Additionally, understanding if male models created the same effects would be particularly interesting for further research.

Management should focus on skill, with physical attractiveness being considered, but not as the most important attribute. If targeting hockey players, skill needs to be especially visible. Even though these elements could be argued to be within the “proverbial eye of the beholder”, the results have shown that in terms of sports advertising, it is possible to portray these two attributes in a generalised way.

This research to focuses on source credibility and attractiveness in a minority sporting context, in particular field hockey, whereas the majority of research considers major sporting codes. In addition, involvement with the sport is also considered.