From performing gender to symbolic violence in English women’s football: “Women are not supposed to be viewed in this way”

Abstract

ABSTRACT Research question This paper explores the recollections of twelve women’s physical education experiences in England, and the impact of this on their future footballing opportunities; six of whom went on to become semi-professional footballers and six whom did not continue in football post school life. Research methods The age range of participants in the qualitative study was from 18 to 37 years. These themes were addressed using Bourdieu’s sensitising notions of symbolic violence and collective expectations. Furthermore, the study embeds itself within the broad critical feminist writings of Judith Butler and the theory of gender performativity. Results and findings Following the data collection, reflexive thematic analysis identified limiting narratives of success, sexism, and the significant role that gender played within footballing environments. The study identified key themes around gendered experiences of PE, school sport and community pathways in the context of girls’ and women’s football. Implications The recommendations suggest the promotion of a more inclusive landscape for women and girls’ participation in football, and physical education more broadly, is required if we wish to improve women and girls experiences within the sport.