From performing gender to symbolic violence in English women’s football: “Women are not supposed to be viewed in this way”

Grice, B.; Mackintosh, Chris; Oldfield, Samantha-Jayne; Durden-Myers, Elizabeth J.

doi:10.1080/23750472.2023.2170269

Cited by 3 publications

(4 citation statements)

References 81 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Symbolic violence is perpetrated by the dominant class through stereotypes of the popular class and the petty bourgeoisie, as well as symbolic violence perpetrated by students and public school actors as dominant class actors against private school students, even in private schools actors as the popular class and the petty bourgeoisie (Grice et al, 2023), so students can be subordinated (Rashid et al, 2022); (Tuğal, 2021) in social life. Likewise with symbolic violence against women (bodies, nudity) through the given stereotypes (Serrano-Barquín et al, 2018), or as symbolic violence for waria who always experience subordination (Rashid et al, 2022), symbolic violence for women in the internet world, violence against subordinated urban communities, and rural migrant workers (Roumbanis, 2019).…”

Section: Discussionmentioning

confidence: 99%

“…Previous research shows that society, especially the world of education, cannot be separated from symbolic violence such as student symbolic violence in the lecture process through stereotypes (Rashid et al, 2022), violence against students in the educational process at school (Doshi, 2021), Symbolic violence through English (Sah, 2022), through student grouping (McGillicuddy & Devine, 2018), through labeling (Trenton, 2018), through music , through academic life (Roumbanis, 2019), through the Discuss policya (Li & Xiao, 2020), through a contemporary pedagogical approach (Powell & Dylan Smith Abigail, 2017), through skin color classification (Coles, 2016), through discipline (Toshalis, 2010), through women's soccer (Grice et al, 2023), through the objective structure (Torres & Ubeda, 2015), through racial contact (Gast, 2018), through religious domination, symbolic violence through school domination, through the dominance of quality and quantity. All the results of these studies show that symbolic violence can occur in the world of education.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Symbolic Violence Through Negative Stereotypes Against Private School Students in Bantaeng Regency

Suardi

2023

Jurnal Ilmu Sosial Mamangan

View full text Add to dashboard Cite

The research problem is the existence of symbolic violence against private school students through stereotypes. The purpose of the study was to analyze negative stereotypes against private school students as a means of symbolic violence. This research was conducted using the mixed method concurrent embedded method in 10 private schools and 6 public schools. Qualitative research informants as many as 43 people were determined using purposive sampling while 301 quantitative research respondents were determined using random sampling. Data was collected using a Likert and Gutman scale questionnaire, direct observation sheets, structured interview sheets and documents. The qualitative data that has been collected is analyzed through the stages of data reduction, displaying the data and then drawing conclusions, while the quantitative data is analyzed through the stages of verification, tabulation and data percentage. The results show that symbolic violence occurs because of negative stereotypes against private school students and stereotypes against actors or private schools carried out by public school actors who have accumulated capital, power in the world of education.

show abstract

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Symbolic Violence Through Negative Stereotypes Against Private School Students in Bantaeng Regency

Suardi

2023

Jurnal Ilmu Sosial Mamangan

View full text Add to dashboard Cite

show abstract

“…Whilst most evidence remains anecdotal, there are widespread reports of gendered treatment in sport [4][5][6][7][8][9][10], whereby women's teams are generally less able to access resources whilst being undervalued by club and school management [4,6,8,11,12]. This was exemplified by Leahy et al [11] who reported that boy's teams in rugby-playing Irish schools were given precedence for both strength and conditioning, and injury-prevention efforts.…”

Section: Introductionmentioning

confidence: 99%

“…Indeed, boys are more likely to have parental and peer support during physical activities [16]. Moreover, girls have not only been shown to have less parental support, but are also more likely to have their achievements belittled: 'you're good for a girl' or experience social consequences of sport participation (such as wolf-whistling) [5,12,[17][18][19].…”

Section: Introductionmentioning

confidence: 99%

‘Probably just sexism’- gendered experiences of resource access in rugby

Petrie,

Mackintosh,

Starbuck

et al. 2024

PLoS ONE

View full text Add to dashboard Cite

Research pertaining to the experiences of women in rugby is scarce, which, coupled with the limited visibility of the sport and difficulty accessing resources, suggest that women’s rugby remains undervalued. Indeed, evidence of such gender inequalities remains largely anecdotal, with little rigorous research undertaken to understand the perspectives of women in rugby. This study aimed to explore the experiences of a diverse cohort of rugby players in relation to their participation in the sport and their ability to access resources. Twenty UK-based rugby players (10 men, 9 women and 1 non-binary person aged 29.1 ± 8.3 years) from school, university, club, military, and semi-professional environments, volunteered to participate in semi-structured interviews (36 ± 12 minutes) discussing their rugby experiences in relation to their gender and playing level. Interviews were transcribed verbatim, and a reflexive thematic analysis was undertaken. A widespread under-prioritisation of women in rugby was highlighted. Gender biases were apparent in access to changing rooms, pitches, quality coaches, and playing opportunities, and were reportedly propagated at the managerial level. Irrespective of gender, some amateur players reported difficulty accessing a suitable rugby environment. Insufficient player numbers precluded the formation of second teams, often resulting in inexperienced players competing beyond their ability. Women’s rugby players experienced considerable gender bias. This exploratory study highlights a need to address such issues to protect player welfare. Interventions to change the culture in rugby clubs and increased representation of women in managerial positions in rugby are recommended to enact meaningful change.

show abstract

A Foucauldian Autoethnographic Account of a Male Former Soccer Player’s Move to Coaching Female Players: A Call to Problematize the Importation of Gendered Assumptions During a Common Coaching Transition

Jones,

Avner

2025

International Sport Coaching Journal

View full text Add to dashboard Cite

It has frequently been observed that the disproportionate number of male coaches within women’s soccer is problematic, not least, because it limits the opportunities for the progression of female coaches. Despite this, the transition from “male former player to male coach of female players” is one that remains common, is likely to continue, yet is not widely discussed in the sport/coach transition literature. This is an oversight given the numerous problematic outcomes that are routinely connected to the presence of male coaches in women’s sport. In this confessional, analytical autoethnography, we build upon our existing work regarding coaching women’s soccer that has been informed by Michel Foucault’s conceptual framework. Precisely, we use a collection of creative narrative reflections to discuss the first author’s transition from that of a British semiprofessional soccer player context, to an Assistant Coach of a female soccer team in a North American varsity program. In so doing, we trace and map some of the (problematic) learned gendered assumptions which initially shaped and guided the first author’s coaching assumptions, relationships, approaches, and practices within this context, before unpacking some of the challenges he navigated along the way (with varying degrees of success). We end by summarizing our paper and a call to male coaches working with female athletes to reflect on how “thinking with Foucault” might help them to coach in more ethical and gender-responsive ways by both problematizing imported gendered assumptions and developing active allyship practices.

show abstract

From performing gender to symbolic violence in English women’s football: “Women are not supposed to be viewed in this way”

Cited by 3 publications

References 81 publications

Symbolic Violence Through Negative Stereotypes Against Private School Students in Bantaeng Regency

Symbolic Violence Through Negative Stereotypes Against Private School Students in Bantaeng Regency

‘Probably just sexism’- gendered experiences of resource access in rugby

A Foucauldian Autoethnographic Account of a Male Former Soccer Player’s Move to Coaching Female Players: A Call to Problematize the Importation of Gendered Assumptions During a Common Coaching Transition

Contact Info

Product

Resources

About