Adolescent constructions of gendered identities: the role of sport and (physical) education

References

• Adkins, L. (2003). Reflexivity: Freedom or habit of gender? Theory, Culture & Society, 20(6), 21–42. doi: 10.1177/0263276403206002
   Web of Science ®Google Scholar
• Arnot, M. (2002). Reproducing gender? Essays on educational theory and feminist politics. London: Routledge/Falmer.
   Google Scholar
• Azzarito, L. (2009). The panopticon of physical education: Pretty, active and ideally white. Physical Education and Sport Pedagogy, 14(1), 19–39. doi: 10.1080/17408980701712106
   Google Scholar
• Azzarito, L., & Solomon, M. A. (2005). A reconceptualization of physical education: The intersection of gender/race/social class. Sport, Education and Society, 10(1), 25–47. doi: 10.1080/135733205200028794
   Web of Science ®Google Scholar
• Berg, P., & Lahelma, E. (2010). Gendering processes in the field of physical education. Gender and Education, 22(1), 31–46. doi: 10.1080/09540250902748184
   Web of Science ®Google Scholar
• Bordo, S. (2003). Unbearable weight: Feminism, western culture, and the body (10th Anniversary ed.). Berkeley, CA: University of California Press.
   Google Scholar
• Bourdieu, P. (1968). Structuralism and the theory of sociological knowledge. Social Research, 35(4), 681–706.
   Web of Science ®Google Scholar
• Bourdieu, P. (1984). Distinction: A social critique of the judgement of taste. Cambridge, MS: Harvard University Press.
   Google Scholar
• Bourdieu, P. (1985). The market of symbolic goods. Poetics, 14(1), 13–44. doi: 10.1016/0304-422X(85)90003-8
   Web of Science ®Google Scholar
• Bourdieu, P. (1990). The logic of practice. Palo Alto, CA: Stanford University Press.
   Google Scholar
• Bourdieu, P. (1998). Practical reason: On the theory of action. Cambridge: Polity Press.
   Google Scholar
• Bourdieu, P. (2001). Masculine domination. Palo Alto, CA: Stanford University Press.
   Google Scholar
• Bramham, P. (2003). Boys, masculinities and PE. Sport, Education and Society, 8(1), 57–71. doi: 10.1080/1357332032000050060
   Web of Science ®Google Scholar
• Brown, D. (1999). Complicity and reproduction in teaching physical education. Sport, Education and Society, 4(2), 143–159. doi: 10.1080/1357332990040203
   Web of Science ®Google Scholar
• Butler, J. (1990). Gender trouble and the subversion of identity. London: Routledge.
   Google Scholar
• Cicourel, A. V. (1993). Aspects of structural and processual theories of knowledge. In C. J. Calhoun, E. LiPuma, & M. Postone (Eds.), Bourdieu: Critical perspectives (pp. 89–115). Chicago, IL: University of Chicago Press.
   Google Scholar
• Connell, R. (1987). Gender and power. Cambridge: Polity Press.
   Google Scholar
• Connell, R. (2007). Masculinities (2nd ed.). Cambridge: Polity Press.
   Google Scholar
• Croston, A., & Hills, L. A. (2017). The challenges of widening ‘legitimate’ understandings of ability within physical education. Sport, Education and Society, 22(5), 618–634. doi: 10.1080/13573322.2015.1077442
   Web of Science ®Google Scholar
• Dagkas, S., & Quarmby, T. (2015). Bourdieu, young people and physical activity: Intersecting fields of social class and family. In lisahunter, W. Smith, & e. emerald (Eds.), Fields of physical culture: Encounters with and beyond Bourdieu (pp. 101–107). London: Routledge.
   Google Scholar
• David, M., Edwards, R., & Alldred, P. (2001). Children and school-based research: ‘Informed consent’ or ‘educated consent’? British Educational Research Journal, 27(3), 347–365. doi: 10.1080/01411920120048340
   Web of Science ®Google Scholar
• Enright, E., & O’Sullivan, M. (2010). ‘Can I do it in my pyjamas?’ Negotiating a physical education curriculum with teenage girls. European Physical Education Review, 16(3), 203–222. doi: 10.1177/1356336X10382967
   Web of Science ®Google Scholar
• Fagrell, B., Larsson, H., & Redelius, K. (2012). The game within the game: Girls’ underperforming position in physical education. Gender and Education, 24(1), 101–118. doi: 10.1080/09540253.2011.582032
   Web of Science ®Google Scholar
• Fereday, J., & Muir-Cochrane, E. (2006). Demonstrating rigor using thematic analysis: A hybrid approach of inductive and deductive coding and theme development. International Journal of Qualitative Methods, 5(1), 80–92. doi: 10.1177/160940690600500107
   Google Scholar
• Fisette, J. L. (2013). ‘Are you listening?’: Adolescent girls voice how they negotiate self-identified barriers to their success and survival in physical education. Physical Education and Sport Pedagogy, 18(2), 184–203. doi: 10.1080/17408989.2011.649724
   Web of Science ®Google Scholar
• Gao, Q. (2015). Bourdieu and the body. In lisahunter, W. Smith, & e. emerald (Eds.), Fields of physical culture: Encounters with and beyond Bourdieu (pp. 143–148). London: Routledge.
   Google Scholar
• Garrett, R. (2004). Negotiating a physical identity: Girls, bodies and physical education. Sport, Education and Society, 9(2), 223–237. doi: 10.1080/1357332042000233958
   Web of Science ®Google Scholar
• Gerdin, G. (2016). The disciplinary and pleasurable spaces of boys’ PE – the art of distributions. European Physical Education Review, 22(3), 315–335. doi: 10.1177/1356336X15610352
   Web of Science ®Google Scholar
• Gorely, T., Holroyd, R., & Kirk, D. (2003). Muscularity, the habitus and the social construction of gender: Towards a gender-relevant physical education. British Journal of Sociology of Education, 24(4), 429–448. doi: 10.1080/01425690301923
   Web of Science ®Google Scholar
• Hill, J. (2015). ‘If you miss the ball, you look like a total muppet!’ Boys investing in their bodies in physical education and sport. Sport, Education and Society, 20(6), 762–779. doi: 10.1080/13573322.2013.820695
   Web of Science ®Google Scholar
• Hunter, L. (2004). Bourdieu and the social space of the PE class: Reproduction of doxa through practice. Sport, Education and Society, 9(2), 175–192. doi: 10.1080/1357332042000175863
   Web of Science ®Google Scholar
• Lawler, S. (2004). Rules of engagement: Habitus, power and resistance. In L. Adkins & B. Skeggs (Eds.), Feminism after Bourdieu (pp. 110–128). Oxford: Blackwell Publishing.
   Google Scholar
• lisahunter, Smith, W., & emerald, e. (2015). Pierre Bourdieu and his conceptual tools. In W. lisahunter, Smith, & e. emerald (Eds.), Fields of physical culture: encounters with and beyond Bourdieu (pp. 3–23). London: Routledge.
   Google Scholar
• Macdonald, D., Abbott, R., Knez, K., & Nelson, A. (2009). Taking exercise: Cultural diversity and physically active lifestyles. Sport, Education and Society, 14(1), 1–19. doi: 10.1080/13573320802444945
   Web of Science ®Google Scholar
• Matteo, S. (1986). The effect of sex and gender-schematic processing on sport participation. Sex Roles, 15(7), 417–432. doi: 10.1007/BF00287981
   Web of Science ®Google Scholar
• McLeod, J. (2005). Feminists re-reading Bourdieu: Old debates and new questions about gender habitus and gender change. Theory and Research in Education, 3(1), 11–30.
   Google Scholar
• Mead, G. (2016). Bourdieu and conscious deliberation: An anti-mechanistic solution. European Journal of Social Theory, 19(1), 57–73. doi: 10.1177/1368431015590730
   Web of Science ®Google Scholar
• Mennesson, C., Bertrand, J., & Court, M. (2017). Boys who don’t like sports: Family lifestyle and transmission of dispositions. Sport, Education and Society, Advanced Online Publication, 19, 1–14. doi.org/10.1080/13573322.2017.1361397
   Google Scholar
• Mitchell, F., Inchley, J., Fleming, J., & Currie, C. (2015). A socio-ecological approach to understanding adolescent girls’ engagement and experiences in the PE environment: A case study design. Graduate Journal of Sport, Exercise and Physical Education Research, 3, 44–62.
   Google Scholar
• O’Donovan, T., Sandford, R., & Kirk, D. (2015). Bourdieu in the changing room. In lisahunter, W. Smith, & e. emerald (Eds.), Fields of physical culture: Encounters with and beyond Bourdieu (pp. 57–64). London: Routledge.
   Google Scholar
• Oliver, K. L., & Kirk, D. (2016). Towards an activist approach to research and advocacy for girls and physical education. Physical Education and Sport Pedagogy, 21(3), 313–327. doi: 10.1080/17408989.2014.895803
   Web of Science ®Google Scholar
• Read, B., Francis, B., & Skelton, C. (2011). Gender, popularity and notions of in/authenticity amongst 12-year-old to 13-year-old school girls. British Journal of Sociology of Education, 32(2), 169–183. doi: 10.1080/01425692.2011.547304
   Web of Science ®Google Scholar
• Redelius, K., Fagrell, B., & Larsson, H. (2009). Symbolic capital in physical education and health: To be, to do or to know? That is the gendered question. Sport, Education and Society, 14(2), 245–260. doi: 10.1080/13573320902809195
   Web of Science ®Google Scholar
• Schippers, M. (2007). Recovering the feminine other: Masculinity, femininity, and gender hegemony. Theory and Society, 36(1), 85–102. doi: 10.1007/s11186-007-9022-4
   Web of Science ®Google Scholar
• Schutz, H. K., Paxton, S. J., & Wertheim, E. H. (2002). Investigation of body comparison among adolescent girls. Journal of Applied Social Psychology, 32(9), 1906–1937. doi: 10.1111/j.1559-1816.2002.tb00264.x
   Web of Science ®Google Scholar
• Scraton, S. (1992). Shaping up to womanhood: Gender and girls’ physical education. London: Open University Press.
   Google Scholar
• Scraton, S. (2018). Feminism(s) and PE: 25 years of shaping up to womanhood. Sport, Education and Society, 8, 1–14. doi.org/10.1080/13573322.2018.1448263
   Google Scholar
• Swain, J. (2003). How young schoolboys become somebody: The role of the body in the construction of masculinity. British Journal of Sociology of Education, 24(3), 299–314. doi: 10.1080/01425690301890
   Web of Science ®Google Scholar
• Westbrook, L., & Schilt, K. (2014). Doing gender, determining gender: Transgender people, gender panics, and the maintenance of the sex/gender/sexuality system. Gender & Society, 28(1), 32–57. doi: 10.1177/0891243213503203
   Web of Science ®Google Scholar
• Wright, J. (1996). Mapping the discourses of physical education: Articulating a female tradition. Journal of Curriculum Studies, 28(3), 331–351. doi: 10.1080/0022027980280306
   Web of Science ®Google Scholar
• Wright, J. (1997). The construction of gendered contexts in single sex and co-educational physical education lessons. Sport, Education and Society, 2(1), 55–72. doi: 10.1080/1357332970020104
   Google Scholar
• Wright, J., & Burrows, L. (2006). Re-conceiving ability in physical education: A social analysis. Sport, Education and Society, 11(3), 275–291. doi: 10.1080/13573320600813440
   Web of Science ®Google Scholar
• Wright, J., & Laverty, J. (2010). Young people, physical activity and transitions. In J. Wright & D. Macdonald (Eds.), Young people, physical activity and the everyday (pp. 136–149). London: Routledge.
   Google Scholar
• Wright, J., & Macdonald, D. (2010). Young people, physical activity and the everyday: The life activity project. In J. Wright & D. Macdonald (Eds.), Young people, physical activity and the everyday (pp. 1–12). London: Routledge.
   Google Scholar