Men's Perspectives on Gender Relations in the Outdoor Education Field: Furthering the Case for a Hybrid Masculinity

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
J. Kennedy
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引用次数: 1

Abstract

Background: Scholarship has demonstrated the influence of hegemonic masculine norms on values and practices in outdoor adventure education. However, recent publications indicate that men outdoor leaders may be increasingly aware of gender biases and consequently changing their practice. To date, few publications have considered men outdoor leaders’ understanding of masculinity in the field and how it affects their practice and professional interactions. Purpose: This study critically examined multiple aspects of gender relations from men outdoor leaders’ perspectives to determine if observed changes in some men's practice signal changes toward a more equitable understanding of masculinity or merely a pivot to maintain the status quo. Methodology/Approach: A single-embedded case study methodology was employed. Interview, observation, and artifact data were collected from 18 men outdoor adventure education leaders across the United States and Canada. Findings/Conclusions: Participants noted awareness of gender inequity and articulated some strategies employed to combat sexism, particularly those associated with gendered student expectations. However, multiple participants also demonstrated gendered blind spots and supported gender hierarchy. Implications: Participants’ demonstrated awareness of gender issues, but the considerable blind spots identified in the data indicate a troubling lack of critical self-reflection and provide support for dominant hybrid masculinity.
户外教育领域中男性对性别关系的看法:对混合男性气质的进一步探讨
背景:学术研究已经证明了男性霸权规范对户外探险教育价值观和实践的影响。然而,最近的出版物表明,男性户外领导者可能越来越意识到性别偏见,从而改变他们的做法。迄今为止,很少有出版物考虑到男性户外领导者对该领域男性气质的理解,以及它如何影响他们的实践和专业互动。目的:本研究从男性户外领导者的角度批判性地考察了性别关系的多个方面,以确定观察到的一些男性行为的变化是否标志着对男性气质的更公平理解的变化,或者仅仅是维持现状的支点。方法/方法:采用单嵌入案例研究方法。访谈、观察和人工数据收集自美国和加拿大的18名男性户外探险教育领导者。调查结果/结论:与会者注意到性别不平等的意识,并阐述了一些打击性别歧视的策略,特别是那些与性别学生期望有关的策略。然而,许多参与者也表现出性别盲点,并支持性别等级制度。启示:参与者表现出对性别问题的意识,但在数据中发现的相当大的盲点表明,令人不安的是,缺乏批判性的自我反思,并为主导的混合男性气概提供了支持。
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来源期刊
Journal of Experiential Education
Journal of Experiential Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
20.00%
发文量
26
期刊介绍: The Journal of Experiential Education (JEE) is an international, peer-reviewed journal publishing refereed articles on experiential education in diverse contexts. The JEE provides a forum for the empirical and theoretical study of issues concerning experiential learning, program management and policies, educational, developmental, and health outcomes, teaching and facilitation, and research methodology. The JEE is a publication of the Association for Experiential Education. The Journal welcomes submissions from established and emerging scholars writing about experiential education in the context of outdoor adventure programming, service learning, environmental education, classroom instruction, mental and behavioral health, organizational settings, the creative arts, international travel, community programs, or others.
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