(Mis)recognition within heterogendered lad culture: LGBTQIA+ students’ subjectivities in Higher Education

Silvia Diaz-Fernandez; Adrienne Evans

doi:10.1080/09540253.2021.1929855

(Mis)recognition within heterogendered lad culture: LGBTQIA+ students’ subjectivities in Higher Education

Silvia Diaz-Fernandez, Adrienne Evans

Complutense University of Madrid

Research output: Contribution to journal › Article › peer-review

2 Citations (Scopus)

102 Downloads (Pure)

Abstract

This paper addresses a gap in research on lad culture in British Higher Education (HE) by addressing how gender diverse students understand their subjectivities within this context. To do so, we introduce the concept of ‘laddish misrecognition’. Drawing on Benjamin and Fraser, we suggest both psychic and social mechanisms are at play in this mis/recognition. We also draw on Muñoz's ‘disidentification’ to explore what it means to live in this space. We apply this to discussions with 11 LGBTQIA+ students. We identify the complexity of their negotiations regarding: identifications with masculinity versus distancing oneself from ‘the lad’; being misrecognised as ‘a lad’, and wanting to challenge this; and navigating femininity and same-sex relationships while being misrecognised as heterosexual. By exploring accounts that are often positioned at the margins of discussion about lad culture (i.e. not predominantly heterosexual, cisgender), we suggest laddish misrecognition shows how identities are formed in-difference.

Original language	English
Pages (from-to)	346-361
Number of pages	16
Journal	Gender and Education
Volume	34
Issue number	3
Early online date	21 May 2021
DOIs	https://doi.org/10.1080/09540253.2021.1929855
Publication status	Published - 3 Apr 2022

Bibliographical note

Publisher: Taylor and Francis

This is an Accepted Manuscript version of the following article, accepted for publication in [Gender and Education]. Diaz Fernandez, S & Evans, A 2022, '(Mis)recognition within heterogendered lad culture: LGBTQIA+ students’ subjectivities in Higher Education', Gender and Education, vol. 34, no. 3, pp. 346-361.

It is deposited under the terms of the Creative Commons Attribution-NonCommercial License (http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited.

Keywords

lad culture
misrecognition
disidentification
LGBTQIA+ students
Higher Education

Access to Document

10.1080/09540253.2021.1929855

Post-PrintAccepted author manuscript, 1.01 MBLicence: CC BY-NC

Cite this

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(Mis)recognition within heterogendered lad culture: LGBTQIA+ students’ subjectivities in Higher Education

Abstract

Bibliographical note

Keywords

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