Hunting in a Hostile Climate?: Hegemonic Masculinity and Emphasized Femininity on a Hunting Message Board

Based on prior research about other male-dominated leisure pursuits, we might expect game hunting to present a hostile climate for its women participants. However, our qualitative analysis of 293 threads posted between 2005 and 2019 on an online hunting message board suggests that women were welcomed within the pastime. While they did not overtly exclude women from their ranks, however, posters curated the boundary between masculinity and femininity, as well as staking out the territory of emphasized femininity. In particular, they accomplished this via benevolent sexism, hostile sexism, and sexual objectification. Our findings not only shed additional light on the gendered dynamics of this pastime but also enriched our knowledge of the ways that hegemonic masculinity and emphasized femininity can work in tandem—within male-dominated recreational activities, and more broadly.

SHE, ROBOT: MALE CHARACTERS’ MECHANISATION OF OPHELIA IN SHAKESPEARE’S HAMLET

This paper entitled “She, Robot: Male Characters’ Mechanisation of Ophelia in Shakespeare’s Hamlet” is an attempt to explain how Ophelia is deprived of her subjectivity and objectified into a machine-like being that cannot think, speak, and act independently. The agents of this mechanisation are three male characters, namely, Laertes, Polonius and Hamlet respectively. The paper traces the mechanisation process by expounding how each one of the male characters, thinking himself superior, commanding and abusing Ophelia until she turns into a broken machine. This may be considered as one of the major reasons behind her mental breakdown and, ultimately, her supposed suicide. The organisation of the text is based on the successive roles of each of the above-mentioned male characters in the process of turning Ophelia into a machine, i.e., a robotic character. The paper delineates the situation of renaissance women under a male-dominated society and highlights the danger of exerting too much pressure on people to a degree that may lead to untoward consequences.

Taking the Reins

The genesis of the present-day director-choreographer, starting with de Mille’s role as director-choreographer on Rodgers and Hammerstein’s ill-fated Allegro (1947), is explored. How she employed dance as a narrative and metaphorical device in support of the allegorical structure of the libretto, and how her artistic vision conflicted with her collaborators is investigated. De Mille’s directorial oeuvre is considered in the context of the male-dominated world of Broadway. Robbins’ ascendance as the most influential director-choreographer of twentieth-century musical theater is examined in a close analysis of his choreography for and direction of Pajama Game (1954 [co-directed with George Abbott, co-choreographer Bob Fosse]), Peter Pan (1954), Bells Are Ringing (1956 [in which he collaborated with Bob Fosse]), Gypsy (1959), and Fiddler on the Roof (1964). West Side Story (1957) will be discussed here as an anomaly in Robbins’ musical theater career. I argue that Robbins’ interest in movement innovation in relation to his choreography for the “Jets” in West Side Story (1957) differs from his previous musical theater works. In addition, I will examine Robbins’ West Side Story collaboration with co-choreographer Peter Gennaro.

Gendered Vocational Identities – Female Students' Strategies for Identity Formation During Workplace-Based Learning in Male-Dominated Work

Purpose: This article investigates female vocational students' strategies for becoming part of a workplace community, what these strategies are and how they are tied to the formation of vocational identities within male-dominated industrial work. Of particular interest is how female students enrolled on Swedish upper secondary industrial programmes experience workplace-based learning at industrial workplaces as part of their vocational education. The theoretical framework derives from Wenger's concept of community of practice, but his theoretical concept does not explicitly include gender dimensions. Therefore, the concept of community of practice is also combined with Paechter's assumption of gender, whereby femininity and masculinity can be considered as different communities of practice. Methods: The article draws on evidence from a Swedish study based on interviews with 20 female students enrolled on the industrial programme at six upper secondary schools. In this vocational programme, there is a distinct gender distribution and only a small minority of the students on the programme are girls. In the analysis, the focus is on the female students' strategies used during workplace-based learning to become part of the work community which consists almost exclusively of male workers.Findings: The female students deliberately negotiated vocational identities as female industrial workers to become accepted in the male-dominated work community. The findings highlight three specific strategies that the female students used: Acting like gender does not matter, acting like boys (not like drama queens), and acting tough and joking around. The female students' strategies were part of – and tied to – a complex vocational identity formation process that featured contradictory requirements. By taking individual responsibility, they identified relevant information for becoming industrial workers and chose to act like boys. The female students saw no problem with being a girl, yet they struggled with implicit, diffuse and hidden gender structures and prejudices in the male-dominated industrial companies. Nevertheless, they strived for what they perceived to be an attractive vocational identity as industrial workers; it was an alternative, atypically feminine way of being that attracted the female students. Conclusions: The study concludes that female students mostly rely on their individual agency when interacting with others in the male-dominated workplace community. A "gendered vocational identity" is formed which shows that the identity formation of female students is a complex double process, in which vocational and gender identities are formed simultaneously and in parallel within the male-dominated workplace.

Women in the Stone Sector: Challenges and Opportunities from an Educational Point of View

In the era of Industry 4.0, gender discrimination still exists especially in be male-dominated workplaces, such as the stone sector. Combating gender discrimination in the stone sector is a demanding task that calls for integrated planning and targeted interventions. This paper presents the results of the “WinSTONE” Erasmus+ project, aiming at the development of suitable training tools for the integration of women in the stone industry. Based on the main challenges, as well as on the emerging opportunities for women in the sector, a training methodology is being developed to deal with the actual needs.

Examining potential gender bias in automated-job alerts in the Spanish market

Numerous field experiments based on the correspondence testing procedure have documented that gender bias influences personnel selection processes. Nowadays, algorithms and job platforms are used for personnel selection processes because of their supposed neutrality, efficiency, and costs savings. However, previous research has shown that algorithms can exhibit and even amplify gender bias. The present research aimed to explore a possible gender bias in automated-job alerts generated in InfoJobs, a popular job platform in Spain. Based on the correspondence testing procedure, we designed eight matched resumes in which we manipulated the gender of the candidate for two different professional sectors (female-dominated vs. male-dominated) and two different levels of age (24 vs. 38). We examined the 3,438 offers received. No significant differences were observed in the automated-job alerts received by female and male candidates as a function of occupation category, salary, and the number of long-term contracts included in the alerts. However, we found significant differences between the female-dominated and the male-dominated sectors in all the mentioned variables. Some limitations and implications of the study are discussed. The data and materials for this research are available at the Open Science Framework, https://osf.io/kptca/.

Exploring the Feminization of Backseat Gaming Through Girlfriend Reviews YouTube Channel

This paper scrutinizes the feminization of backseat gaming by examining the successful YouTube gaming reviews channel, Girlfriend Reviews. As video games are considered a male-dominated hobby, this channel, which provides the perspective of a male gamer’s girlfriend offers a compelling case study to explore the ways in which women can access the gaming community. Through analyzing the opinions and sentiments expressed in the comment sections, we explore how viewers engage with the channel and why they support or condone it. We argue that viewers gravitate toward the channel for three significant reasons: the girlfriend being (1) a supportive backseat gamer, (2) who holds no prior knowledge on gaming, and (3) does not engage with feminist discourse. We argue that the position of “the girlfriend”/“backseat gamer” provides women an alternative pathway into the gaming community. However, moments of pushback demonstrate the fragility of women’s position in such presumed male-dominated communities.