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| Autor/inn/en | Fernandez-Lasa, Uxue; Usabiaga Arruabarrena, Oidui; Lozano-Sufrategui, Lorena; Drew, Kevin J. |
|---|---|
| Titel | Negotiating Alternative Femininities? Gender Identity Construction in Female Basque Pelota Players |
| Quelle | In: Sport, Education and Society, 26 (2021) 2, S.188-201 (14 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Fernandez-Lasa, Uxue) ORCID (Usabiaga Arruabarrena, Oidui) ORCID (Lozano-Sufrategui, Lorena) ORCID (Drew, Kevin J.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1357-3322 |
| DOI | 10.1080/13573322.2019.1710699 |
| Schlagwörter | Females; Racquet Sports; Sexual Identity; Gender Bias; Sex Stereotypes; Athletes; Social Influences; Cultural Influences; Masculinity; Femininity; Foreign Countries; Athletics; Spain |
| Abstract | The aim of this paper is to explore how female players of Basque pelota (pelotaris) construct their gender identity in a traditionally masculine sport. The theory of performativity is used to understand how females negotiate, resist or challenge the dominant gender discourse. Data were collected through 10 in-depth interviews with players. Through inductive analysis we found that the sociocultural context surrounding Basque pelota reinforces the binary system of gender embodiment, which includes hegemonic masculinities and idealised femininities. However, our findings also suggest that whilst some players adhere to this dominant discourse, others actively resist and transgress it through the embodiment of alternative identities. In doing this, these players create new and inclusive identities, therefore escaping a simplistic binary and embracing a multiplicity of gender identities. As a result, they can become active agents in the promotion of equity in sport. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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