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This paper reports on a research project designed to understand the work experiences and career opportunities of people working in higher education institutions (HEIs) across the UK, which received formal recognition for supporting gender equity between 2015 and 2020. The findings reveal multiple intersecting barriers to women's full engagement, inclusion, support and career success in higher education, despite the implementation of organization-based gender equity plans, and institutional inter/national recognition for advancing equity. Most axes of de/privilege that are based along lines of gender, race, ethnicity and religion are enacted as everyday sexism that resist gender equality policy. Moreover, our findings suggest that 'place' is a constitutive element of intersectional dis/advantage, not merely a context within which compounded barriers to inclusion and advancement may exist. In addition, the findings demonstrate that whilst inter-categorical intersectionality is based on the notion that all social categories (such as age, race and gender) are equally salient, the degree of importance of any category will likely depend on location or context of the phenomena being examined. Our findings therefore invite further, iterative and translocational research into the impacts of the intersections of gender, ethnicity, race and religion in spaces of higher education, particularly those with colonial legacies and presence. [ABSTRACT FROM AUTHOR]

This work contributes to the political economy literature by elucidating gendered socio-cultural practices germane to everyday financialisation. The financialisation of retirement provision in the UK expects individuals to negotiate risk and reward across diverse investments. Existing quantitative research highlights gender disparities in terms of who saves and how much, often interpreted as inherent behavioural traits which cast female behaviour as irrational. Yet, this ignores the dominance of masculine norms in shaping financial capitalism and the impact of gender-normative roles on everyday behaviours. Building on insights feminist political economy, this paper examines how constructions of gender, meaning socialised gender roles and norms, shape the ways men and women deal with financial risk when accumulating assets for later life. Drawing on 105 semi-structured interviews, we find that men and women understand and respond to risk in different and contradictory ways based on constructions of gender. These distinct approaches lead to divergent investment strategies: men tend to align with the gendered role of the risk-seeking investor, while women tend to feel alienated by models of investment which do not appear to fit feminine norms. This disparity compounds the effect of structural inequalities with implications for long-term welfare under financialisation. [ABSTRACT FROM AUTHOR]

When it comes to gender and voting behaviour Britain had become something of an outlier. Whilst more countries shifted along Inglehart and Norris' "rising tide" continuum from traditional gender gaps, to realignment, into modern gender gaps (Inglehart and Norris 2000, "The Developmental Theory of the Gender gap: Women and Men's Voting Behaviour in Global Perspective." International Political Science Review 21 (4): 441–462, 2003, Rising Tide: Gender Equality and Cultural Change Around the World. Cambridge: Cambridge University Press), Britain remained at the realignment stage. But in 2017 a modern gender gap emerged with a greater proportion of women than men voting for Labour, and a greater proportion of men than women voting Conservative. In this paper we examine the 2019 European Parliament and General elections to assess whether the modern gender gap persists in Britain. We show that whilst in the 2019 General election we again observed a modern gender gap, it nevertheless is rooted in the specifics of the political context in Britain, specifically post-EU referendum cleavages. Moreover, the gender gaps in the European Parliament election reveal a more nuanced picture, and demonstrate how the electoral context shapes the gender vote gaps we see. Our results indicate that the presence of the modern gender gap in Britain is contingent, rather than the result of long-term realignment, as well as provide evidence for key processes that may cause gender gaps to vary across time and space. [ABSTRACT FROM AUTHOR]

The idea for this Special Issue, ‘Gender, Physical Education and Active Lifestyles: Contemporary Challenges and New Directions’ developed from the interest generated by a one day conference held at Leeds Beckett University in September 2017. The conference marked 25 years since the publication of Sheila Scraton’s ground breaking, feminist analysis of Physical Education. As a pivotal text that has contributed to the growth of gender research within the UK and more broadly, it seemed fitting to mark this occasion. The reach of Sheila’s work was perhaps realised through the delegate body. Early career researchers mingled with established scholars from America, Australia, New Zealand, Europe and the UK. Building on this conference and a wider call for papers, we are delighted to offer two Special Issues of Sport, Education and Society. The first issue engages explicitly with the challenge of theorising and understanding gendered subjectivities and embodiment across a range of contexts. These papers reflect the diversity of theoretical approaches being employed with some drawing on feminist perspectives, and others using Bourdieu, intersectionality, critical whiteness studies, and masculinity studies. The collection of papers in the second issue seek to examine the different ways in which gender becomes implicated in pedagogical relations and practice. These range from accounts of teachers’ struggles to use critical pedagogies to address gender inequities in PE classes, to analyses of the wider pedagogical ‘work’ of the media in constructing understandings about gender, with several papers exploring these two aspects in combination. We hope you enjoy reading the papers across these two Special Issues as much as we have enjoyed the journey as the editorial team. Collectively the papers raise alternative questions and provide new insights into gender and active lifestyles, and importantly, all seek to make a difference in moving towards more equitable physical activity experiences. [ABSTRACT FROM AUTHOR]

In 2019, AdvanceHE reported that there were just 25 UK Black female full professors in British universities. Black women are less likely to occupy a role at this level than their male and White counterparts. Despite this, Black women remain relatively absent in institutional initiatives to advance gender equality, and there is little commitment amongst UK universities to explicitly address structural inequalities of race as they affect the experiences of academic staff. Black female academics remain under-represented and invisible in UK higher education. This article draws on the first known qualitative study into the career experiences and strategies of twenty of these Black female professors. Specifically, it engages Critical Race Theory and Bourdieu as principal theoretical frameworks to explore how their academic journeys, shaped as they are by an existence at the intersection of race and gender, result in racial battle fatigue, feelings of isolation, and disillusion with the academy. The article demonstrates how, despite these challenges, these women have been agentic in their efforts to navigate higher education. They have developed and continue to deploy sophisticated strategies of analysis, hyper-surveillance, self-care, and resilience in order to carve out a successful career in the academy and remain within it. [ABSTRACT FROM AUTHOR]

This paper explores the perceptions and experiences of women academics in the UK, participating in a small-scale qualitative study exploring career progression and encountered institutional obstacles. The accounts are considered in terms of both disadvantageous institutional strategies and interpersonal ones governing day-to-day working relationships. The findings contribute to a growing body of international research on gender constructions in the academy, where both inhibiting and exclusionary barriers are examined in focus group discussions (FGDs) in terms of gendered constructions that are perceived to impact upon the career opportunities of women academics. Analysis of data encouraged the employment of a ludic construction in this critical exploration of games playing and 'gamesmanship' (a masculinised term); these being themes raised in the FGDs as representing blocks and challenges to women's academic careers. [ABSTRACT FROM AUTHOR]

This article explores how our understandings of gender and Physical Education (PE) have developed since the publication of Shaping Up to Womanhood in 1992. I reflect back on my research which, using qualitative methodology and a socialist feminist lens, explored dominant gender relations in the teaching of girls’ PE in English secondary schools. The analysis of my data revealed how PE teachers had clear ideas about ‘appropriate’ activities and behaviours based on notions of acceptable femininity relating to physical ability and capacity; female sexuality and expectations of motherhood and domesticity. I consider how my conclusions have been taken forward in international feminist PE research over the past 25 years as theory has shifted from structural to poststructural analyses. I conclude that we now have far more micro analyses of teachers’ and students’ subjectivities, identities and differences and more complex understandings of power. I argue we need to re-align subjectivities with the social, political and economic landscape of education. The paper considers the cultural backlash against feminism underpinned by postfeminist, neoliberal discourse that emphasises individual self-determination evidenced by the ‘can do’ girl. This is set in contrast to recent evidence that concludes that gender expectations are still very evident in PE for girls in schools. Finally, I consider the 4th wave of feminism that through digital platforms is re-asserting feminist activism and developing a ‘call out’ culture of sexism and inequalities. For a more equitable PE we need to bridge the gap between theoretical sophistication and school experience. There are both continuities and changes in relation to gender and PE but the need for critical feminist work in PE is as important today as it was as I concluded my research 25 years ago. [ABSTRACT FROM AUTHOR]

In mid-nineteenth-century Britain, a new institution emerged: the modern prison. Some prisons invested in scales. Upon entry, prisoners were measured and personal details documented. These meticulously compiled records afford a new vantage point from which we can peer into the dynamics of the household. Body measurements – height, weight, and body mass (weight adjusted for height) – connect to both patterns of consumption and health risk. Prison data thus speak to both gender and health inequality in the past. The paper juxtaposes a service economy (Wandsworth near London) with a modern manufacturing sector (Paisley near Glasgow) in order to contrast how economic form and opportunities in the market sector shaped relations and outcomes in the household sector. We find that families bargained over the allocation of resources; that bargaining position was influenced by economic value, mediated by maternal sacrifice; that this was an earner bias rather than gender bias; and that new industrial work for women and children supported a more egalitarian distribution that improved everyone's health status via superior heights and heavier weights. We examine Irish immigrants to assess cultural differences in family behaviour. Finally, the paper offers, for the first time, a detailed interpolation of Waaler's health risk for women. [ABSTRACT FROM PUBLISHER]

This paper examines whether women and men publish journal articles at a level comparable with their representation within the social sciences. The paper also explores sex differences in patterns of single authorship and co-authorship. To do so, demographic data of the UK social sciences is compared with a sample of UK-authored journal articles. The findings of the study show that, overall, female academics contribute to a lower proportion of journal articles than the proportion of academic staff that they constitute. However, within certain disciplines (social policy and psychology) women publish articles at a level comparable with the proportion of the discipline that they constitute. These findings, it is argued, can be helpfully understood as both cause and consequence of the gendered academy. [ABSTRACT FROM PUBLISHER]

This study focuses on the public assertion of gendered ethno-religious identities on the websites of Hindu student groups (HSGs) in the South Asian Diaspora in the USA and UK. HSGs are a part of a larger phenomenon of individuals and organizations engaged in creating and promoting ethnicities in virtual spaces. In this paper we focus particularly on the HSGs deployment of 'strong woman' imagery to assert their 'superior cultures'. We find that while the HSGs appear to challenge the gendered/racialized construction of minorities in Western societies as traditional, and non-modern, their construction of 'strong Hindu women' is replete with gendered inequalities. In addition, such constructions also implicate 'their women' into the process of drawing racialized boundaries against other groups. This paper explores how the processes involving the construction, representation and reproduction of Hinduism and Hindu identity on the web, from locations in the USA and the UK create contemporary gender hierarchies. [ABSTRACT FROM AUTHOR]