You can tell which ones are the laddy lads

Young women's accounts of the engineering classroom at a high-performing English university

Bibliographic Data

ID3607113
AuthorsLauren Jessica Stentiford (Graduate School of Education, University of Exeter, Exeter, UK), Lauren Stentiford (0000-0001-8899-8271, University of Exeter, corresponding author)
Year2019
Volume28
Issue2
Pages218-230
Publication date2019-02-17
Open AccessNo
TypeARTICLE
VenueJournal of Gender Studies (JOURNAL)
Journal identifiersISSN: 0958-9236 • E-ISSN: 1465-3869
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/09589236.2018.1423957
OpenAlexW2782809923
LanguageEN
Citations received7
References cited60

This paper explores how four young women narrated accounts of their interactions with their male peers in the engineering classroom. Drawing on data collected in a qualitative case study conducted at one high-performing English university, this paper details how the four women described two different versions of laddish masculinity evident within their engineering classroom; a hostile laddish masculinity, and a ‘friendly’ or ‘genial’ upper/middle-class laddish masculinity. Whilst the hostile lads were seemingly frowned upon and socially excluded, the ‘friendly’ or ‘genial’ upper/middle-class lads appeared largely liked and tolerated by the women. This paper thus adds to our understanding of women’s current experiences in engineering education, and works to extend research in the area of laddism in formalized learning contexts in higher education (HE). In particular, this paper draws attention to the existence of subtle or nuanced degrees of laddism in engineering at the university under study, and highlights a possible relationship between ‘lad’ discourses and gendered disciplinary discourses

Mathematics education · Sociology · Career Development and Diversity · Diverse Educational Innovations Studies · Gender Studies · Psychology · Science Education and Perceptions

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