Men's Perspectives on Gender Relations in the Outdoor Education Field: Furthering the Case for a Hybrid Masculinity

Abstract

Background: Scholarship has demonstrated the influence of hegemonic masculine norms on values and practices in outdoor adventure education. However, recent publications indicate that men outdoor leaders may be increasingly aware of gender biases and consequently changing their practice. To date, few publications have considered men outdoor leaders’ understanding of masculinity in the field and how it affects their practice and professional interactions. Purpose: This study critically examined multiple aspects of gender relations from men outdoor leaders’ perspectives to determine if observed changes in some men's practice signal changes toward a more equitable understanding of masculinity or merely a pivot to maintain the status quo. Methodology/Approach: A single-embedded case study methodology was employed. Interview, observation, and artifact data were collected from 18 men outdoor adventure education leaders across the United States and Canada. Findings/Conclusions: Participants noted awareness of gender inequity and articulated some strategies employed to combat sexism, particularly those associated with gendered student expectations. However, multiple participants also demonstrated gendered blind spots and supported gender hierarchy. Implications: Participants’ demonstrated awareness of gender issues, but the considerable blind spots identified in the data indicate a troubling lack of critical self-reflection and provide support for dominant hybrid masculinity.