Inclusive masculinity theory and the gendered politics of men's rugby

Abstract

This ethnographic research uses one year of participant observation and 24 interviews to examine the construction of masculinity among team-members within a highly successful rugby squad, at a high-ranked academic university in England. We find that the players and coaches share a sporting field in which variations in their gendered belief systems are sharply contested. Teammates believe their coaches to be exhibiting an out-of-date, orthodox version of masculinity, and instead of adopting their coaches' perspectives on masculinity, players take a more inclusive approach to masculinitymaking. The players on this team -all of whom identify as heterosexual -contest three fundamental principles of orthodox masculinity: homophobia, misogyny, and excessive risk-taking. These men do not degrade women or gay men in any measureable manner, and they are emotionally supportive of each other when ill or injured. We suggest that these results require a new way for theorizing about masculinity, and we therefore propose inclusive masculinity theory to frame our data and discuss our participants' complicated association with the political project of adopting more inclusive attitudes toward masculinity.

(Re)theorising laddish masculinities in higher education

“…Similarly, and while acknowledging that male and masculine privileges are real (Hearn 2012), and that the vast majority of sexual harassment and violence worldwide is perpetrated by men against women or people read as women (World Health Organization 2014) 5 , we should be wary of one-dimensional and conceptually empty terms such as 'male violence', which both essentialise violence as inherent to bodies assigned as male (Harris 1990) and tell us little about which men commit which types of violence, in which contexts and for which reasons. Furthermore, and especially in light of evidence that 'laddish' masculinities may also have a detrimental impact on men (Anderson and McGuire 2010, Dempster 2009, it is important to understand violence as a practice which can be experienced by people of any gender, even though it often expresses and upholds masculine power.…”

“…Homophobia is a central component of laddish cultures and behaviours (Muir andSeitz 2004, NUS 2013), and contemporary laddism can also be seen in relation to ideas about 'inclusive masculinity' or 'hybrid masculinity', which incorporates elements of gay masculinities, as a new middle class norm (Anderson and McGuire 2010, Warin 2013, Bridges 2014. Retro-sexist performances may be undertaken in reaction to this softening of masculinity, as well as the potential blurring of gender lines which has accompanied the greater visibility of trans, genderqueer, non binary people and others, especially within student communities (Dugan et al 2012, Rankin andBeemyn 2012).…”

Teachers' stories: physical education teachers' constructions and experiences of masculinity within secondary school physical education

“…Rather it is recognition that a significant proportion of western society now Although sport was traditionally considered as an environment that reproduced an orthodox masculinity, many of today's athletes are demonstrating a softer and expanded notion of masculine performances that are indicative of inclusive masculinity (Anderson & White, 2015). Through ethnographic research, inclusive masculinity scholars have documented feminised tastes (Adams, 2011), increased homosocial tactility , decreased misogyny (Anderson & McGuire, 2010), emotional support and bromances (Anderson, 2014;Zorn & Gregory, 2005) and the intellectualisation of pro-gay sentiments (Magrath et al, 2014). Yet these findings are reflective of athletes under 25 years of age, with notable exceptions (Cleland, 2014) The teachers primarily taught PE to boys only.…”

“…Accordingly, boys today are able to engage in behaviours previously ascribed as feminine, without damaging their masculine identity or popularity status (McCormack, 2012). Inclusive masculinities scholarship demonstrates a cohort effect, with previous generations evidencing more orthodox views towards masculinities and diverse sexualities than contemporary youth (Anderson & McGuire, 2010; McCormack, Anderson & Adams, 2014). These men, born between 1950 and1980, are those who currently teach and lead PE school sport.…”

Demographic and personal correlates of new masculinities: Focus on the role of emotional intelligence

“…Existing evidence does provide sporadic and context-specific support to the notion of a shifting, multitiered definition of masculinities (Anderson, 2010;Burns, 2011;Gee, 2013). Qualitative research charts new ground, describing shifting masculinities in various contexts (Anderson, 2005).…”