Antinucci 1

Sarah Antinucci
Mr. Chrisman
ENC 1102
19 March 2015
Annotated Bibliography
Part 1:
Source 1:
Kim Hackman, Hagerty High School Skills Chart. 2014.
The skills chart is made up of multiple rows and columns. Across the top are all of
the skills and going down the sides are the girls names that made the team. After each girl
has completed a specific skill, a star sticker is placed in that box under her name. By
looking at the names at the top you can easily tell the amount of skills they have
completed by how many stars are filled in under her name. You can also look on the side
at a specific skill to see which girls have completed them. I have chosen to use the skills
chart created by the Hagerty Cheerleading coach because I feel it takes a part in creating
an identity for the team as well a role under the lens of gatekeeping. The coach chooses
the skills that are going to go on the skills chart by what was performed by the girls at
tryouts as well as other skills that are more intricate that are difficult enough for us to do
well in our competitions. Each girl must be able to complete most of the skills on the
skills chart in order to be considered for the competition team. This is how gatekeeping
plays a role because the skills are what keep some of the girls off the competition squad.
The skills chart also creates the identity for the girls/team as well because if you can do
all of the skills on the skills chart people are going to say, Wow shes a good

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cheerleader or Eh, shes alright. The coach chooses difficult skills to put on the chart
for a reason, so if most of the girls can complete those skills that make the competition
squad then as a whole we are going to get the identity of being a wholesome team. Not
everyone can just perform the skills on the skills chart; you have to be a cheerleader to
perform these skills. Therefore the skills we perform from this chart create our identities
as cheerleaders.

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Source 2:
Moberg, Amanda. Personal Interview 17 Mar. 2015.
I have decided to do an in person interview Amanda Moberg the cheerleading
captain from Hagerty High School. I wanted to get information on how this specific
team creates an identity. Every cheer team has their own way of creating their
identity. In fact, everyone individually has their own identity in which is created in
various ways. I based the interview questions I prepared for Amanda off of what Gee
describes as a combination identity. Gee states in his article that a combination
identity is the following (a) speaking (or writing) in a certain way; (b) acting and
interacting in a certain way; (c) using ones face and body in a certain way; (d)
dressing in a certain way; (e)feeling, believing, and valuing in a certain way; (f) using
objects, tools or technologies (it., things) in a certain way. This combination either
can be seen as an active bid to be recognized in a certain way or can be seen as
leaving oneself open to being recognized in a certain way (Gee 109). This was an
important key point to me because combinations have to do with people in discourse
communities which is what we are focused on. I asked Amanda to talk to me about
how her team speaks in a certain way and she answered by Id say we speak to each
other as if we were sisters, we are very honest with each other usually and can be
stern in our tone if needed, but we tend to just interact as large group of close girl
friends (Moberg). She also went on to name some of the unique terms they use when
speaking in cheerleading practice that others wouldnt understand. The cheerleaders
act At practice we try to stay focused on our skills, but at the same like to goof

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around and have some fun, especially during team bonding events. At competitions
we like to have fun, but our main focus when interacting with each other at
competitions is to spread positivity and good vibes among the team (Moberg). The
cheerleaders must be focused at practice in order to do well in competition but
sometimes they get off topic and do fun things at practice to bring in positive vibes
when people are frustrated. The way each cheerleader on their team uses their face is
just by always smiling whether they are cheering at a game, stunting, or walking
around at competitions. We also always try to make ourselves look presentable
during games, competitions, performances etc. (Moberg). On the Hagerty
cheerleading team they all dress in the same practice wear, each day of the week has a
specific outfit to wear. We are always in uniform with each other as a team whether
we are at competitions, games, or practice (Moberg). Every girl also should always
be wearing a smile no matter what as well on this team. The girls on this team value
their time, their school, their education and each other. We generally have to stay
mutual with each other and other groups/teams among school since we are the ones
who are suppose to provide school spirit and hype (Moberg). They believe in
winning, and having leadership and supporting each other. Of course most
cheerleaders use pom-poms, cheer mats, and signs as objects. Besides those general
cheerleading props we use things such as a skills chart, Facebook groups, remind 101
to send out messages to girls so everyone knows what is going on each day
(Moberg). We create our unique identity by smiling all of the time, making sure we
do well at competitions, by our uniforms and by sharing the same values as a team
(Moberg).

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Source 3:
Hagerty Cheerleading Team. Personal Observation. 4 Mar. 2015.
I have chosen to observe the Hagerty Cheerleading team because I have easy
access to their practices due to my previous involvement on the team. I also wanted to
observe them to be able to see how they create an identity specifically. To be able to
observe this team you have to walk into the cafeteria because that is where they hold their
practices. The girls started off by the captains stretching them and then they all warmed
up their skills that they will be throwing that practice. Although I knew every girl pretty
well it was very hard to distinguish who was who because every one was wearing the
exact same outfit. Each day of the week they have a specific outfit they must wear and if
they dont they will have to condition in some way. I also noticed each girl has a very
defined body type with very muscular legs/arms due to being involved in this sport. The
next thing I noticed when observing this cheerleading team was how they all were
working on things such as tumbling at the same time, then they started warming up stunts
as a team, and then they worked on their competition routine over and over again until
they got a good run of it. As they would start to perform a skill or a stunt they were
yelling out words of encouragement to keep each other motivated. Girls would yell things
such as Come on girls we got this or If we makes this good we can leave. When I
looked around as I was observing the girls I had noticed that each girl always had a smile
on her face whether she just fell in her stunt or was just walking to the next par of the
routine. I also heard the coach giving a speech that the girls need to be smiling to

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encourage the other girls around them and to spread positive vibes around the school
because they are the people who lead the school spirit. As I walked around to hear some
other conversations amongst the girls I discovered that they all mostly speak cheerleading
terms such as full-ups, rewinds, pyramids, jumps, etc. These words I heard being tossed
around were things only girls in cheerleading would understand.

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Source 4:
Gee, James Paul. Identity as an Analytical Lens for Research in Education. Review of
Research in Education, (2000-20001): 99-125. Print.
Identity has been defined by Gee as Being recognized as a certain kind of
person in a given context, is what I mean here by identity (Gee 99). Gee then goes on
to talk about the four ways you can view Identity which are Nature-Identity, InstitutionIdentity, Discourse Identity, and Affinity-Identity. These four ways of looking at identity
are not separate they are all related to each other in certain ways. Gee describes another
way to look at it as They are four strands that may very well all be present and woven
together as a given person acts within a given context. Nonetheless, we can still ask, for a
given time and place, which strand or strands predominate and why (Gee 101). Nature
Identity is something that is created by a force of power in which you have no control
over. Therefore it is something that is in your nature not formed by society. Gee gives a
good example of a nature identity by stating how he is an identical twin which is part of
his nature and makes him who he is. The next strand Gee talks about is institutional
identity in which is your identity based on a position you hold in society. As Gee uses his
example of having the position as a professor at University he describes the institutional
identity as The source of my position as a professor the power that determines it or to
which I am subject is a set of authorities in this case, the board of trustees, the

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administration of the University, and the senior faculty in my department (Gee 102).
The third way of looking at identity according to gee is by Discursive Identities which is
an individual trait that other people give you based on how you act. Gee gives an
example of this type of identity in which a friend is described as charismatic by her
friends. Gee states that The source of this trait the power that determines it or to
which my friend is subject is the discourser dialogue of other people. It is only because
of other people treat, talk about, and interact with my friend as a charismatic person that
she is one Gee also gives the example of a child who has been diagnosed with ADHD
and how she can be described as an ADHD student by her teacher when in a chaotic
classroom. The last type of identity is Affinity Identity which is defined by Gee as The
source of this access to the power that determines it or to which the person is subject
is a set of distinctive practices. In turn, the source of this power is not nature or an
institution, or even other peoples discourse and dialogue alone, but an affinity group
(Gee 105). He gives an example of this by using someone who is a fan of Star Trek fan.
Based off of this identity type he would now think this person has met some of the Star
Trek members, watched their shows, and chatted about them or to them. Another
important idea about identity that Gee brings up in his article is the fact that people can
also recognize people in a combination. By this Gee means At a given time and place, a
person engages in what I will call a combination. A combination is some specific way
of combining the following things: (a) speaking (or writing) in a certain way; (b) acting
and interacting in a certain way; (c) using ones face and body in a certain way; (d)

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dressing in a certain way; (e)feeling, believing, and valuing in a certain way; (f) using
objects, tools or technologies (it., things) in a certain way. This combination either can
be seen as an active bid to be recognized in a certain way or can be seen as leaving
oneself open to being recognized in a certain way (Gee 109). This is important to me
because of what Gee later goes on to talk about. Gee goes on to say that whenever a
person is described as a combination of things they are part of what we call a discourse
community. I believe that is the best way to identify people that are in a discourse
community because in each community people do speak differently, or dress differently
or etc.

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Source 5:
Hackman, Kimberly. Gatekeeping of HHS cheer. Email Interview.18 Mar. 2015.
I have chosen to use an interview sent through e-mail to my former coach
Kimberly Hackman because she is very easy to reach. She is the person who creates the
skills chart, and she is the gatekeeper of the HHS team. As far as tryouts for the sideline
squad she stated that Seminole County has strict regulations on them due to a previous
law suit. They are permitted to have three judges for the girls at tryouts and come up with
a raw score for each girl. To be able to come up with the score Seminole County provides
score sheets for each judge that we must use. From their the coach goes in and deducts
any discipline such as detentions with are two points or referrals. Now the coach can
prepare her team by the highest scores she has. From their she creates a skills chart that
shows most of the skills that people performed at tryouts and in addition she adds a few
more that girls may potentially be able to perform in the future. From there, I look at the
stunt groups and determine what we need to perform at the maximum level (Hackman).

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She looks at each stunt group and finds the people who can do the most difficult stunts.
When she does that she also looks at what skills they have completed off the skills chart.
If the girls who can stunt at a maximum level dont have enough skills on the skills chart
they are told they cannot be on the competition team by me (Hackman). She makes her
decisions and then she states I have meetings with each girl when competition season
starts to justify to them why I made the decision I did and why (Hackman). Her goal
each year is just to move forward on skills and be better and better each year. Therefore
the skills chart has skills that have all been completed in the past. Then she also has rules
as to how each girl can stay on both the sideline and competition squads. You must have a
GPA of a 2.5 to be on the squads. She also takes in to consideration each girls attitude and
the way they present themselves. That includes social media, so if you are posting
pictures with drugs/alcohol or posting profanity you can no longer be on either of her
squads. I take a lot of things into consideration as to whether each girl can make my
sideline squad, then my competition squad and whether they can stay on them or not
(Hackman).

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Source 6:
Beyer, Janice M., Roland G. Chanove, and William B. Fox. "The Review Process and the
Fates of Manuscripts Submitted to AMJ." The Academy of Management Journal 1995:
1219-1260. jstor Journals. Web. 17 Mar. 2015.
I have chosen to use an article that talks about gatekeeping specifically on science
journals. I figured I could apply the concepts stated in this article to my specific discourse
community of cheerleading. The chief official purpose of the review and editorial
processes of journals is to select the best research papers for publication from among
those submitted. Sociologists refer to this selection process as gatekeeping (Beyer and
Chanove and Fox 1128). By this definition you can expect that gatekeeping is the process
of selecting the best things out of a big group to have the best results. Gatekeeping is
being able to eliminate the unimportant things in any situation. On the face of it, the
gatekeeping performed by journals is expected to benefit science and scientists (Beyer
and Chanove and Fox 1229). This can also be applied to any type of situation because
gatekeeping can benefit anyone/anything. For example in cheerleading each girl that

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makes the team is chosen for a reason and that benefits the program because it promotes
success. If we didnt have the gatekeeping process in this world everything would be
chaotic and nothing would be organized. Whether it actually does depends heavily on
what criteria editors and reviewers use to make judgments, how these are weighted when
applied, and how readers and other scientists feel about the result of that application
(Beyer and Chanove and Fox 1229). The gatekeeping process isnt someone just
randomly selecting people it has a criteria that someone must follow in order to know
what requirements everything must meet to be chosen and things people that dont get
chosen dont meet. The article also goes on to describe why gatekeeping may have a
negative affect on scientific journals, which can be applied to the real world as well.
When a gatekeeper is making a decision they will sometimes be bias to certain opinions,
or favor in certain things. For example if someone likes opinionated journals they might
not choose factual ones to be published, but people who like factual articles would decide
to publish them. This is one downfall to gatekeeping. This article shares gatekeeping in a
sense to scientific journals but I believe the definitions they have can be applied to any
situation even cheerleading.

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Part 2: Synthesis
Not all of the six sources I have chosen to use for this annotated bibliography fit
together. This is because some of the articles are defining the lenses I have used to
analyze my genre and others are primary sources I have used to be able to apply them to
the lenses. I strongly believe that the article on gatekeeping, the skills chart and the email used to interview my coach all relate to each other in a group in different ways. The
article on gatekeeping defines gatekeeping in a sense of scientific journals but in the
summary I have used their definitions and made them general to be able to understand the
definition of gatekeeping alone. Therefore as they define gatekeeping and how it works I
can now apply it to my skills chart source as well as the e-mail interviewing my coach.
Depending on how many skills each girl is able to perform from the skills chart
determines if they are going to be selected by the coach to make the competition or not. If
a girl cannot perform enough of the skills on the skills chart then that girl is technically
considered not good enough for the competition and will most likely not be selected to

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be on the competition team. The article gives a definition on gatekeeping and the skills
chart is a gatekeeping tool to whether a not a girl can be on the competition squad or not.
Therefore the two of those sources are related. However by looking at the interview with
the coach through e-mail you will notice that the skills chart plays a huge role in who
makes the competition squad but there are also many other factors that serve as
gatekeepers as well. My coach stated that factors such as the skills chart, being able to
maximize in stunts and also GPA, attitude and how each girl presents herself in person
and on social media all play a role in gatekeeping for her specific team. Without the
definition of gatekeeping from that article we would not know what gatekeeping is or
how to even apply it to this specific cheerleading team. Therefore the article on
gatekeeping is able to relate to the other factors explained in my interview with my coach
because those are examples of how they keep girls from making the competition squad
along with the skills chart.
An article on identity by Gee, the interview I had with Amanda, and the personal
observation are the three other sources that I believe also relate to each other. The article I
chose to use by Gee had some very important points. The main point that relates to my
sources was the point made about identity being recognized in a combination. Gee stated
that this combination identity applies to people that belong to a discourse community. As
you can tell I am talking about cheerleading, which is considered one of those and that is
why I felt this article related well to my other sources. Without this article I wouldnt
have been able to observe/interview the cheer team and figure out how these girls create
their identity. In relation to the article the interview I had with Amanda Moberg broke
Gees definition of what combining an identity would look like generally and she applied

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it to her specific team. I was able to ask Amanda how each girl spoke or wrote, or how
each girl dressed, how each girl acted and how the girls used certain objects and
technology to function. I created the interview questions based off of Gees article to see
how that definition related to my specific discourse community. I also personally
observed the HHS cheer team for myself to see how they did the things Gee described in
his article. I watched to see how each girl acted, and spoke, and how they used their
Facebook groups, etc. I took Gees definition and applied that to the community just as I
did with the interview. The interview and the personal observation are related because as
I asked Amanda questions based off of Gees definition of the combination identity and I
also was able to see some of the same characteristics as she did. We both saw the girls
always smiling, saw the girls supporting each other, wearing the same practice outfits,
etc. Although each source doesnt relate to each other I am able to look at two different
lenses group them with the sources that do relate to that lens.