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‘They just don’t seem to really care, they just think it’s cool to sit there and talk’: laddism in university teaching-learning contexts

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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‘They just don’t seem to really care, they just think it’s cool to sit there and talk’: laddism in university teaching-learning contexts. / Jackson, Carolyn; Dempster, Steven; Pollard, Lucie.
In: Educational Review, Vol. 67, No. 3, 2015, p. 300-314.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Jackson, C, Dempster, S & Pollard, L 2015, '‘They just don’t seem to really care, they just think it’s cool to sit there and talk’: laddism in university teaching-learning contexts', Educational Review, vol. 67, no. 3, pp. 300-314. https://doi.org/10.1080/00131911.2014.910178

APA

Jackson, C., Dempster, S., & Pollard, L. (2015). ‘They just don’t seem to really care, they just think it’s cool to sit there and talk’: laddism in university teaching-learning contexts. Educational Review, 67(3), 300-314. https://doi.org/10.1080/00131911.2014.910178

Vancouver

Jackson C, Dempster S, Pollard L. ‘They just don’t seem to really care, they just think it’s cool to sit there and talk’: laddism in university teaching-learning contexts. Educational Review. 2015;67(3):300-314. Epub 2014 Apr 30. doi: 10.1080/00131911.2014.910178

Author

Jackson, Carolyn ; Dempster, Steven ; Pollard, Lucie. / ‘They just don’t seem to really care, they just think it’s cool to sit there and talk’ : laddism in university teaching-learning contexts. In: Educational Review. 2015 ; Vol. 67, No. 3. pp. 300-314.

Bibtex

@article{2589ee8dbe8044ba987081a0b81d8967,
title = "{\textquoteleft}They just don{\textquoteright}t seem to really care, they just think it{\textquoteright}s cool to sit there and talk{\textquoteright}: laddism in university teaching-learning contexts",
abstract = "Over the last 2–3 years there has been a sharp increase in the UK in the number of concerns voiced about “laddism”, “laddish” or “lad” cultures in higher education (HE). Drawing on a project that explored laddism on a sports science degree in one university, this article explores constructions and understandings of laddism in HE, particularly in teaching-learning contexts. Undergraduates suggested that laddish behaviours in teaching-learning contexts included: talking and generally being loud; being a joker; throwing stuff; arriving late; and being rude and disrespectful to lecturers. Mature students (men and women) and women were particularly critical of these behaviours, and resented the ways they negatively impacted on their learning. The impacts of laddism on the lads themselves and on others are explored, as are the ways in which laddism is challenged.",
keywords = "laddism, lad culture, gender, masculinity, sports science",
author = "Carolyn Jackson and Steven Dempster and Lucie Pollard",
year = "2015",
doi = "10.1080/00131911.2014.910178",
language = "English",
volume = "67",
pages = "300--314",
journal = "Educational Review",
issn = "0013-1911",
publisher = "Routledge",
number = "3",

}

RIS

TY - JOUR

T1 - ‘They just don’t seem to really care, they just think it’s cool to sit there and talk’

T2 - laddism in university teaching-learning contexts

AU - Jackson, Carolyn

AU - Dempster, Steven

AU - Pollard, Lucie

PY - 2015

Y1 - 2015

N2 - Over the last 2–3 years there has been a sharp increase in the UK in the number of concerns voiced about “laddism”, “laddish” or “lad” cultures in higher education (HE). Drawing on a project that explored laddism on a sports science degree in one university, this article explores constructions and understandings of laddism in HE, particularly in teaching-learning contexts. Undergraduates suggested that laddish behaviours in teaching-learning contexts included: talking and generally being loud; being a joker; throwing stuff; arriving late; and being rude and disrespectful to lecturers. Mature students (men and women) and women were particularly critical of these behaviours, and resented the ways they negatively impacted on their learning. The impacts of laddism on the lads themselves and on others are explored, as are the ways in which laddism is challenged.

AB - Over the last 2–3 years there has been a sharp increase in the UK in the number of concerns voiced about “laddism”, “laddish” or “lad” cultures in higher education (HE). Drawing on a project that explored laddism on a sports science degree in one university, this article explores constructions and understandings of laddism in HE, particularly in teaching-learning contexts. Undergraduates suggested that laddish behaviours in teaching-learning contexts included: talking and generally being loud; being a joker; throwing stuff; arriving late; and being rude and disrespectful to lecturers. Mature students (men and women) and women were particularly critical of these behaviours, and resented the ways they negatively impacted on their learning. The impacts of laddism on the lads themselves and on others are explored, as are the ways in which laddism is challenged.

KW - laddism

KW - lad culture

KW - gender

KW - masculinity

KW - sports science

U2 - 10.1080/00131911.2014.910178

DO - 10.1080/00131911.2014.910178

M3 - Journal article

VL - 67

SP - 300

EP - 314

JO - Educational Review

JF - Educational Review

SN - 0013-1911

IS - 3

ER -