The Social Practice and Regulation of Cycling as ‘A Boy’s Thing’ in Irish Secondary Schools

Abstract

Despite low levels of cycling to secondary education across the adolescent population in Ireland, there is, in addition, a pronounced inequality in rates of ridership between teenage girls and boys, with nearly 10 times as many boys cycling to school compared to girls. In light of this disparity, the Green-Schools #andshecycles campaign was created to explore and address the cycling gender gap among second-level students. Emerging from this campaign, this paper details qualitative research exploring this gender gap, drawing on focus groups with teenage girls and boys across Ireland. Using grounded theory methodology, a theory of cycling as 'A Boy's Thing' was generated. This theory makes sense of how cycling as a social practice is continually enacted, reproduced and regulated as a practice of and for boys among Irish adolescents, through related practices of exemplifying masculinity, incompatible femininity and processes of gender regulation. It has significant implications in considering the effects of gender as a configuration of social practice (Connell, 2005) or performance (Butler, 1990) on cycling, and how cycling is a uniquely gendered practice/performance in particular contexts. In light of this theoretical interpretation, two approaches for tackling the Irish second-level cycling gender gap are provided: first, promoting cycling among teenage girls by making cycling more compatible with dominant practices of femininity; second, promoting cycling among teenage girls by publicly rejecting and subverting dominant practices of femininity and processes of gender regulation relating to cycling in present day Ireland.