Stigma, Stereotypes, and Status: How Male North American Outdoor Educators Understand and Experience Masculinity

Autor/in	Kennedy, Jay
Titel	Stigma, Stereotypes, and Status: How Male North American Outdoor Educators Understand and Experience Masculinity
Quelle	In: Journal of Outdoor Recreation, Education, and Leadership, 14 (2022) 3, S.5-23 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kennedy, Jay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1948-5123
Schlagwörter	Gender Bias; Sex Stereotypes; Social Status; Males; Foreign Countries; Outdoor Education; Masculinity; Experiential Learning; Adventure Education; Camps; Facilitators (Individuals); Recreational Activities; Attitudes; Social Change; Role Models; Leaders; North America + Suchen Sie Ihr Suchwort? Geschlechterstereotyp; Sozialer Status; Male; Männliches Geschlecht; Ausland; Freiluftunterricht; Männlichkeit; Experiental learning; Erfahrungsorientiertes Lernen; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Freizeitgestaltung; Attitude; Einstellung; Verhalten; Sozialer Wandel; Identifikationsfigur; Fachleiter; Nordamerika
Abstract	Although multiple studies have considered women's experiences in the outdoor adventure education field and the impact on women's notions of gender, little research has been conducted on men's ideas about gender in the outdoors. This research explores male-identifying outdoor leaders' notions about masculinity and how they may shape their practice. Interview, observation, and artefactual data were recorded and analyzed to determine the 18 male-identifying participants' ideas about masculinity in the outdoor education realm. Participants expressed confusion about rapidly changing gender norms, worries about stigmatization, distaste for hypermasculine performances, and a general support for gender equity. In addition, multiple participant statements reinforced gender essentialism, demonstrating adherence to a hybrid masculinity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01