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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/MagazineJournal articlepeer-review

<mark>Journal publication date</mark>2015
<mark>Journal</mark>Educational Review
Issue number3
Number of pages15
Pages (from-to)300-314
Publication StatusPublished
Early online date30/04/14
<mark>Original language</mark>English


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.