Responding to increasing concerns about the harmful effects of so-called "lad culture" in British universities, and related "bro" and "frat" cultures in US colleges, this book is the first to explore and analyse the perspectives of university staff on these cultures, which students suggest foster the normalisation of sexism, homophobia, racism, sexual harassment and violence.
Drawing on in-depth interviews with a broad range of staff and faculty across different types of universities in England, the book explores the following key questions:
By examining the ways in which lad culture is understood and explained, the authors illustrate that current understandings of lad culture obscure the broader processes through which problematic attitudes, practices and educational climates are fostered. This enables a theorisation of lad culture that makes visible the gendered norms and intersecting structural inequalities that underpin it.
This timely and accessible volume will be of great interest to anyone looking to understand and tackle sexism, sexual harassment and violence in and beyond university contexts. It will be of particular significance to researchers, undergraduate and postgraduate students, academics and policy makers in the fields of gender and sexuality in education, higher education, and sociology of education.
Chapter 1: ‘Show us your tits and we’ll buy you shots’: Lad culture, sexual harassment and violence in higher education.
Chapter 2: ‘But most of it’s banter’: What does lad culture look like in higher education in England?
Chapter 3 – ‘They’re mainly public school, white boys’: Who are the lads?
Chapter 4: ‘But they’re not really like that’: Explanations for laddism.
Chapter 5: (Re)theorising and addressing lad culture.
Routledge Critical Studies in Gender and Sexuality in Education showcases scholarly work over a wide range of educational topics, contexts and locations within gender and sexuality in education. The series welcomes theoretically informed scholarship including critical, feminist, queer, trans, postcolonial, and intersectional perspectives, and encourages creative and innovative methodological approaches. Proposals dealing with critical policy analysis, as it relates to gender and sexuality studies in education, are also invited. The series is committed to publishing scholarly monographs, both sole and co-authored, and edited collections.