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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.

White researchers need to question their inherent stereotypes and limited ways of thinking when investigating the lives of South Asian women and their attitudes about leisure. South Asian women in the UK must contest with whites to establish locations for leisure and continue to challenge racist assumptions.

This article focuses on the experiences of Black women and one Indian Hindu woman in football in England. The discussions draw on survey and interview research to theorize gender, `race' and ethnicity. The research represents a questionnaire survey of women's teams and 14 semi-structured in-depth interviews; seven with players and seven with `officials'. The survey provides data on players, coaches and managers at women's football clubs registered with the Football Association (FA) in the North of England. The questionnaire data on `race', ethnicity and gender demonstrate that football's organizational structures in the region are White and gendered. The interview data highlights the gendered and racialized experiences of women as they begin to play and continue to play football at the club level. What emerges from the interviews is how `racial' difference is constituted for some women footballers. The article analyses the processes that construct gender and 'race' as interlocking systems of relationships by using Glenn's (1999) theoretical framework identifying three processes through which `race' and gender are mutually constituted: representation, micro-interaction and social structure. We raise both theoretical and methodological issues that indicate the need for further rigorous theorizing in the sociology of sport of women's interwoven experiences of gender, 'race' and ethnicity. [ABSTRACT FROM AUTHOR]

Analyses of youth culture and subcultures can be summarized by dividing them into generational and structural explanations. The first analysis is concerned with the continuity/discontinuity of intergenerational values, and the second with the relationship to social class, the mode of production and its consequent social relations. Middle-class young women, while benefiting from a more privileged material position, experience sexual oppression as women. However, this oppression may take on different forms which can produce differing responses from these young women. The next section will look more closely at young women's cultures and the responses that young women make to their class location and role as young women. Working-class young women also experience material which, together with a lack of access to private transport, further inhibits their movements. Middle-class young women have greater opportunity for participation in social and sporting activities. Not only do they have economic support,' but also parental help to transport them to the gym club, swimming pool, youth centre; etc.

This article focuses on the policy of inclusion followed by the publishers. Editors committed to a policy of inclusion, which is reflected in the continuing publication of articles from diverse disciplinary areas and from authors from different parts of the globe. The journal Leisure Studies as a multi-disciplinary field of study has always provided the context for the critical exchange of ideas and the journal continues to provide an outlet for high quality theoretical and empirical work. Committed to pushing the boundaries of leisure studies, they have sought to include work from outside the leisure studies community. They have been able to publish articles from authors across a range of disciplines and fields of study, including sociology, psychology, social policy, cultural studies, women's studies, outdoor recreation, geography and media studies, among others. With the support of the Editorial Board they have sought to identify areas that may be under-represented in the journal or have particular contemporary significance. The significance of leisure stretches well beyond the boundaries of our academic community and that Leisure Studies continues to provide a platform for the exchange of intellectual ideas, academic debate and research findings.