Reflective Insights Toward Gender-Inclusive Outdoor Leadership

Gray, Tonia; Mitten, Denise; Potter, Tom G.; Kennedy, Jay

doi:10.18666/jorel-2020-v12-i1-9958

Cited by 16 publications

(13 citation statements)

References 26 publications

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“…Hindering the applicability of the results to cases beyond my study is that all three organizations demonstrated evidence that they value and promote gender equity via training, policy, and resourcing. Although some interest in gender issues recently has been evinced in the field (Davies et al, 2019;Gray et al, 2020), these equity efforts may not be representative of the field as a whole. Further, data was collected from volunteers rather than a random sampling of men adventure education leaders.…”

Section: Discussionmentioning

confidence: 99%

“…Such claims are supported by recent popular media reports of sexual harassment (Joyce, 2016;Langlois, 2017) and academic accounts of gender-based harassment in the outdoors (Avery, 2015;Davies et al, 2019;Newbery, 2004). Scholarly articles have described women trip leaders' being sexualized (Avery, 2015;Davies et al, 2019;Gray et al, 2020;Howard & Goldenberg, 2020), devalued (Gray et al, 2017;Jordan, 2018), and overlooked in the profession (Gray, 2016;Gray et al, 2017;Mitten et al, 2018).…”

Section: Introductionmentioning

confidence: 96%

“…The current article attempts to address this gap in the research. The current work is timely given many researchers have asserted that the outdoor education field is gendered in many ways (e.g., Gough, 2013;Gray, 2016Gray, , 2018Mitten, 2018;Wigglesworth, 2019) and suffering from the influence of hegemonic masculinity (Blenkinsop et al, 2018;Breunig & Russell, 2020;Davies et al, 2019;Gray et al, 2020;Kennedy & Russell, 2020). Such claims are supported by recent popular media reports of sexual harassment (Joyce, 2016;Langlois, 2017) and academic accounts of gender-based harassment in the outdoors (Avery, 2015;Davies et al, 2019;Newbery, 2004).…”

Section: Introductionmentioning

confidence: 99%

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Stigma, stereotypes, and status: How North American outdoor educators understand and experience masculinity

Kennedy

2022

JOREL

Self Cite

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Although multiple studies have considered women’s experiences in the outdoor education field and the impact on women’s notions of gender, little research has been conducted on men’s experiences and ideas about gender in the outdoors. This research explores male outdoor leaders’ notions about masculinity and how they may shape their practice. Interview, observation, and artefactual data were recorded and analyzed to determine the 18 male-identifying participants’ ideas about masculinity in the outdoor education realm. Participants expressed confusion about rapidly changing gender norms, worries about stigmatization, distaste for hypermasculine performances, and a generally progressive outlook about gender issues. In addition, multiple participant statements reinforced gender essentialism, demonstrating adherence to a hybrid masculinity.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 96%

Section: Introductionmentioning

confidence: 99%

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Stigma, stereotypes, and status: How North American outdoor educators understand and experience masculinity

Kennedy

2022

JOREL

Self Cite

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“…As Dillard (2000) outlined, the beating heart of feminism re-frames the research endeavour as one that liberates the marginalised and brings into question "the traditions, perspectives, viewpoints, cultural understandings, and discourse style of the researcher" (p. 663). I do not have to look far in the OEE literature to acknowledge the salience of feminism in practice (Allin & West, 2013;Bren & Prince, 2022;Gray, 2016;Haq et al, 2020;O'Brien & Allin, 2021;Wall, 2017;Warren & Rheingold, 1996) and the continued oppression, misogyny, and sexual harassment experienced by diverse groups of people in the outdoors (Davies et al, 2019;Gray et al, 2020;Kennedy & Russell, 2020;Warren et al, 2018). That said, when seeking research with an explicit feminist paradigmatic approach in OEE, the results often yield limited applications.…”

Section: What Are 'Causal Relationships' In Research?mentioning

confidence: 99%

The methodology wars and outdoor and environmental education: Feminism, positivism, and causation

Reed

2022

Journal of Outdoor and Environmental Education

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How causation is approached has, for some time now, been a central debate within the archives of educational research. Despite rich discussion in broader literature, the influence of what has been described as the ‘methodology wars’ has rarely featured within the field(s) of outdoor and environmental education (OEE). This paper explores causation in this context, employing a feminist paradigmatic approach to investigate the role of causation in OEE research. A positivist approach is also considered in parallel, asking whether and how research in OEE navigates causation, and the potential influences of this upon competing audiences (e.g., policy makers and funders). Drawing on a conceptual causal pluralist approach to causation within the feminist paradigm, four key touchstones are presented that stand ready to facilitate inclusive, equitable, and reflexive research for OEE post-pandemic. The paper reflects on the general position of OEE presently, and responds to increasing sociocultural complexity as it is lived and felt within the profession and beyond.

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“…Our colleagues who teach in wilderness settings call attention to the same subtle (and not so subtle) cues that lead to gender imbalances in lab or field activities and to gender disparities in confidence in building rock anchors or navigating off trail. Drawing on broad and field-specific feminist traditions, a number of pedagogic and student management approaches both within archaeology and beyond have been developed to mitigate and address these issues in the field setting (Allen-Craig et al 2020; Cobb and Croucher 2016; Colaninno et al 2020b; Gray et al 2020). Ultimately, these approaches can contribute to the wellness of all students and field crew by fostering a more equitable and inclusive learning and working environment.…”

Section: “Wilderness” and Archaeologymentioning

confidence: 99%

Rethinking Research Sites as Wilderness Activity Sites

Peixotto

Klehm

Eifling

2021

Adv. archaeol. pract.

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Field research requires careful preparation so as to protect the integrity of archaeological studies and ensure the health and wellness of our students and field crews. In this special issue, we hope to lay a foundation for securing health and wellness as elements of the ethical practice of archaeology fieldwork through discussions of common hazards and tools to prevent, prepare for, and address safety incidents in the field. Even as archaeology and other field sciences grapple with serious safety concerns such as sexual harassment and mental health, it can be tempting to view field sites as extensions of the classroom or office. But field research can be a high-risk endeavor where we are exposed to a range of hazards not typically encountered in a traditional learning or work environment. We reach across disciplinary boundaries toward outdoor leadership and backcountry medicine to introduce the concept of wilderness context to describe the remote—and not-so-remote—locations and conditions common to archaeology field research. These are places where small or unanticipated problems can quickly become serious incidents. By rethinking research sites as wilderness activity sites, we highlight how methodical preparation can help us craft more robust and ethical health and safety practices for all members of our teams.

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Reflective Insights Toward Gender-Inclusive Outdoor Leadership

Cited by 16 publications

References 26 publications

Stigma, stereotypes, and status: How North American outdoor educators understand and experience masculinity

Stigma, stereotypes, and status: How North American outdoor educators understand and experience masculinity

The methodology wars and outdoor and environmental education: Feminism, positivism, and causation

Rethinking Research Sites as Wilderness Activity Sites

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