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September 05, 2005

The research process

This chapter aims to make transparent the processes involved in knowledge production within my research. In considering issues of research design, data analysis, epistemology, power and ethics, I aim to show their interrelationship and the way in which the research process and method of analysis forms an intrinsic component of knowledge production. As Skeggs argues, knowledge is not formulated in a void and legitimated by an abstract, disembodied ‘knower’, but rather is constructed, interpreted by specific researchers positioned within particular structures of power and privilege:

To ignore questions of methodology is to assume that knowledge comes from nowhere allowing knowledge makers to abdicate responsibility for their productions and representations. To side-step methodology means that the mechanisms we utilize in producing knowledge are hidden, relations of privilege are masked and knowers are not seen to be located (1997: 17).

In this chapter we will examine the background to the study, the research design and method of data analysis employed in my research. Having outlined the basic choices I made in conducting this research, I will discuss the methodological and epistemological consequences of these choices, showing the way in which they shaped my findings and the knowledge that was produced.

4.1 Background and sample
My own interest in the area of men and unemployment was piqued as a result of my part-time job as an administrative clerk for a project called ‘Grey Panther’ offered by the Office of Part-Time Education (OPTED) at Leeds University. This project was established in June 2004, and aims to help males aged 45+ who have been unemployed for over six months to undertake a vocationally-relevant course of study comprising discussion sessions, group exercises, ‘soft skills’ sessions such as CV-writing or interview techniques, and work placement. Through my involvement in the ‘Panther’ project from an early stage, which involved speaking to potential beneficiaries about their experiences of unemployment, I became aware of some of issues facing unemployed older men on an everyday, lived basis.

The participants of my research were eight white, unemployed men aged between 45 and 60 from the Yorkshire and Humberside region (mostly Leeds area), who were attending a week-long ‘Panther project’ ‘summer school’ in June 2005. While some participants had heard about the programme through Job Centre Plus advisors, others had seen the course advertised in the local press, or heard about it by word-of-mouth. As such, participants tended to be fairly motivated to attend, viewing the scheme as an aid rather than an imposition. Unlike similar training courses offered in conjunction with Job Centre Plus, the ‘Panther’ course is not mandatory or linked to benefit receipt. The facilitators on this particular course created a safe space for the group to vent their feelings of anger and outrage with regard to their unemployed position.

Although they shared various commonalities (their age, ethnicity, gender and the fact they were all long-term unemployed), the group was far from homogeneous, with the result that they had very varied responses to my questions. The participants came from a variety of class and educational positionings, which meant they had access to varying amounts of cultural, social and educational capital. Three of the men were linked with Job Centre Plus and depended on this for benefit receipt. These dimensions of difference affected their perceptions and representations of experiences and situations and meant that often openly challenged other participants’ interpretations.

4.2 Research design
I initially conducted participant observation over the course of the one-week summer programme with the eight men described above. This gave me an initial understanding of some of the issues and topics that were pertinent to them. I followed this up with a focus group, as I felt the topic was particularly suited to interaction in a group context. As I was known to and had built sufficient trust amongst the members of the group, I introduced my research to them at the end of the week-long summer programme, and asked them if they would be willing to be involved in a recorded focus-group discussion at a later date. The ‘Panther’ project manager helped me to set up a mutually convenient date and booked a seminar room at the university for this purpose.

As Tonkiss (2004) suggests, using a focus group enabled me to elicit information not easily observable ‘in the field’ in order to explore the men’s experiences of unemployment in greater depth. My participant observation and involvement in the ‘Panther project’ as an administrative assistant was useful in formulating my research questions and to inform the focus group discussion guide. The discussion guide was devised in a logical order, so that 'warm up' questions were placed at the beginning and built up to the more important and complex questions towards the end (appendix 1).

The focus group took place on the 8th July 2005 in a seminar room at Leeds University, lasting approximately two and a half hours with two fifteen minute breaks. Seven of the eight original group members were present (one was unable to attend). Before the discussion I outlined the broad research aims, reiterated my position on confidentiality and anonymity, and checked that it was okay to record the discussion. I also encouraged them to express their views as freely as possible by stressing that there are 'no right or wrong answers'. I recorded the discussion with a Dictaphone and made fieldwork notes of my general impressions of the discussion.

The focus group was keen and lively, and I found that I did not need to prompt much to elicit the kind of information I required. Indeed, the discussion proceeded quite naturally along the lines of themes I had envisaged when writing the topic guide. The most difficult part for me was ensuring that everyone had the opportunity to express themselves. Guiding, stimulating and facilitating the discussion was crucial to the success of the focus group. Providing interesting material for research and ensuring all participants were sufficiently as ease to disclose occasionally quite private info was also important.

After the focus group I transcribed the tapes, a process that was useful for giving me an overall impression of the discussion and the emergent themes and discourses. However, the quality of the recordings, volume of the participants’ voices and interruptions meant that sometimes I was unable to understand comments or attribute them to a particular person.

4.3 Doing research with a friendship group
The participants all had a significant relationship to the research topic , as they were all long-term unemployed and had recently participated in the ‘Grey Panther’ summer project at Leeds University. Although they were not known to each other at the beginning of the summer project when I conducted my initial participant observation, by the time I carried out my focus group they had spent a considerable amount of time together in an official capacity on the course, and had begun to formulate friendship groups and to meet socially outside the formal context of the project. Tonkiss (2004: 201–2) suggests that this might create problems in terms of established relations of power, disagreement or consensus being brought into the research setting. Certainly, assertive voices tended to dominate and direct the group discussion, and it was sometimes difficult to ensure that all participants had equal opportunity to express their views.

However, I would argue that familiarity could also be seen as an advantage with this particular group. Their friendship allowed their differences in opinions and interpretations to be discussed openly, as they knew each other sufficiently to express disagreement and to disclose quite private information. The fact that they had common experiences meant that as a group they were able to give specific examples of events that they all knew about. The friendship dynamics of the group, the subject of the research, the familiar setting, and the fact that I was known to them and had already build up a friendly rapport with them through my work on the project, were all factors that enabled the focus group to be successful. It was possible for the participants to feel at ease ‘in the familiar’, meaning that they were keen, lively and open in their interaction with me and the other group members.

4.4 Discourse analysis
Because of the interactive nature of the focus group data, I analysed the transcripts using discourse analysis, a process that is concerned ‘with how language is used to create and secure meanings, how competing accounts are negotiated and how speakers draw on certain interpretive repertoires in making their arguments within a given discursive context’ (Tonkiss 2004: 2050). I understand a discourse to refer to a particular set of meanings, metaphors, representations, images, narratives and statements that together present a particular version of events (Burr 1995: 48). Unemployment, for example, is represented in various and often conflicting ways by different sources e.g. the media, government, people who are unemployed etc. The knowledge and experiences voiced by the men were always mediated through the discourses available to them to interpret and understand their situation.

Furthermore, discursive constructions are linked to the shaping of social institutions and practices of social regulation. Foucault (1984), for example, argues for a theoretical understanding of discourse as a realm in which institutions, norms, subjectivity and social practices (such as enactments of masculinity, gender roles etc.) are constituted and naturalised. We saw an example of this in the literature review with McVittie et al’s study (2003), which found employers employed egalitarian discourses to mask and legitimise age discrimination. In employing discourse analysis as a mode of analysis I aim to show how meanings are constructed around work, unemployment and masculinities, and examine how the men positioned themselves to accept or resist particular representations of their experience.

I began by searching for recurrent themes in the transcripts, a search which was partly guided by the findings of existing research outlined in the literature review and partly a result of my own impressions of the discussion. I colour-coded the transcripts into approximately ten broad themes that were frequently spoken about, for example ‘public life’, ‘education’ and ‘work’. These themes not only fed back into the initial research questions, but also modified them to create new questions and topics. Having established the main themes of the discussion, I conducted a close critical reading of these. I identified the different ways in which a particular theme was talked about and constructed, looking at the type of language employed, rhetorical devices and images that fed into particular discourses. For example, I examined the ways in which particular versions of masculinity were sustained through specific discourses endorsing the notion of the ‘public man’ and ‘provider’ / ‘breadwinner’. I also tried to understand how the men resisted discourses that positioned them as helpless, or employed particular discourses in order to attempt to renegotiate their masculine identities.

Crucially, the different backgrounds and positionings of the participants meant that they were able to access certain discourses more easily than others. For example, one member of the group was familiar with and well-versed in pro-feminist discourses, meaning that he challenged other participants about their understandings and interpretations of gender and work. Rather than confusing my interpretation of the data, I deliberately looked for patterns of variation and contradiction in the transcripts, examining the ways in which the men attempted to reconcile conflicting ideas.

4.5 Methodological and epistemological issues
My methods of data collection and analysis allowed me to gain insight from a variety of perspectives, providing the flexibility to pursue topics arising through previous discussion. Most importantly, these methods captured the interactive quality of the group and the way in which they were keen to explore social and cultural meanings, knowledges and discourses surrounding their experiences of unemployment. Using a focus group meant that I was able to examine the way in which the men defined and positioned themselves in relation to public discourses surrounding unemployment, accepting particular discourses and resisting others.

An important methodological assumption underpinning my choice of methods and mode of analysis is the idea that opinions, attitudes and accounts are socially produced and shaped through interaction with others. The group context of my research was important for exploring the way in which the men articulated and justified their ideas in relation to others, placing the emphasis on social interaction and collective meanings:

[Focus groups] are not simply a means of interviewing several people at the same time; rather they are concerned to explore the formation and negotiation of accounts within a group context, how people define, discuss and contest issues through social interaction (Tonkiss 2004: 194).

Rather than assuming that there is a tangible social ‘reality’ that can be accessed and ‘objectively’ presented through neutral, colourless language, I wanted to show how the men used language to (re)present their accounts of the social world. I thus adhered to the viewpoint that ‘language is both active and functional in shaping and reproducing social relations, identities and ideas’ (Tonkiss 1998: 248), regarding language as an inherently social practice which actively orders and shapes the way in which the men interpreted their experiences of unemployment. Far from viewing language as speaking its ‘truth’ in a straightforward referential way, it is subject to varying interpretations and put to different uses depending on context and its potential for explanatory power (Skeggs 1997: 26).

As such, knowledge is not only context-dependent but also necessarily partial, with the result that interview data are ‘situated’ and bound to the research situation in which they were collected. This has methodological implications in terms of the generalisability of my research findings, which cannot be viewed as representative of the discourses expressed by other unemployed men outside the context of the focus group. As Gibbs (1997) argues, while focus groups may aim to reproduce the interactive aspect of naturally occurring social processes, they are not inherently naturally occurring interactions, offering no guarantee of what people say or how they interact outside the research context. Furthermore, as Skeggs points out, the transcription of spoken utterances and experiences into written format inevitably fails to capture the subtleties of expression, nuance and feeling (Skeggs 1997: 28).

4.6 Power and ethics in the research process
The partiality of representation described above has ethical as well as epistemological implications. In adopting a poststructuralist approach which emphasises discourses, multiple interpretations and the constructed nature of experience, I do not anticipate my analysis of the data to perfectly match the interpretations of my participants. As research and writer, I had the ultimate power of production and explanation, selecting the words that were used and subjecting them to my own interpretations. However, I tried to avoid othering and mis-recognition in the research, placing the men’s voices at the centre of my research wherever possible. I would argue that although the men were used for purposes of research, they were nevertheless active agents who were not prepared to be exploited, providing perceptive and challenging insights into their experiences.

In one sense I was in a position of power as moderator because I could decide which topics were discussed; however, the men also had clear ideas about what was relevant and important to them. I encouraged flexibility in the discussion to allow the emergence of themes I hadn’t previously considered. Furthermore, the men’s experiences of the focus group discussion seemed positive insofar as they communicated them to me, providing a safe but challenging environment to discuss topics that were important to their lives. They told me that the session had represented a chance to ‘sound off’ confidentially amongst other people who understood their position. As Gibbs (1997) argues ‘if [a focus group] works well, trust develops and the group may explore solutions to a particular problem as a unit, rather than as individuals’. In this way, the focus group appeared to provide a potential source of support and empowerment for the men.

Theoretical and conceptual frameworks

5. Theoretical and conceptual frameworks

The methods of analysis I employ throughout the dissertation are linked to the themes I discuss and rely mainly on three theoretical frameworks, using conceptual tools derived from the work of Connell, Bourdieu and Foucault. I chose these frameworks because they appeared to offer the greatest explanatory power for the phenomena I was witnessing. Furthermore, I wanted to build on research conducted by Willott and Griffin (2004), who use concepts from both Connell and Bourdieu as a way of explaining constraints on identity change for groups of men experiencing long-term unemployment. They suggest that it would be interesting to compare the discursive practices presented by the working-class men of their study with those of men from other social groups experiencing long-term unemployment, something that I am able to partially achieve in my own study.

I will now briefly outline the key concepts I employ as a theoretical framework, and explain why these theories are pertinent to my own research as an analysis tool to explain the discourses presented by the men in my study.

5.1 Hegemonic masculinities
As we saw in the literature review, early research into male unemployment tends to construct men as a homogeneous group, ignoring the dimensions of difference and social positionings that influence how men perceive and construct narratives around unemployment. Age, for example, is a dimension that is largely neglected by the burgeoning literature on masculinities, with older men omitted from masculinities literature about unemployment (Arber, Davidson and Ginn 2003).
Connell’s theory of hegemonic masculinity provides one way in which we may reintroduce age (and other social positionings) as an explanatory variable for the discursive practices employed by the men in my study. Far from viewing masculine identity as a homogeneous and unitary entity, Connell (1987, 1993, 1996) contends that definitions of masculinity are in fact multiple and shifting within any socio-historical context, dependent on the social structures that bind and confine individual experience and actions:

Definitions of masculinity are deeply enmeshed in the history of institutions and of economic structures. Masculinity is not just an idea in the head, or a personal identity. It is also extended in the world, merged in organized social relations. To understand masculinity historically we must study changes in those social relations (Connell 1996: 29).

Despite this discursive plurality, certain versions of masculinity are represented as hegemonic ideals, whilst opposing versions are marginalised or subordinated. According to Connell (1987: 184), ‘hegemony’ refers to ‘a social ascendancy achieved in a play of social forces that extends beyond contests of brute power into the organisation of private life and cultural processes’, with hegemonic definitions constructed in a complex and ever changing relationship to that which the definition excludes. For example, in the present socio-historical context, white, middle-class, heterosexual, employed males are considered to be the culturally ascendant ‘norm’ (Willott and Griffin 1996: 80).

It can be argued that youth is considered another such attribute of hegemonic masculinity, with older male workers being forced away from the ‘centre stage’ of the workplace to make room for upcoming ‘Young Turks’ (Arber, Davidson and Ginn 2003: 5). The ageing process does not merely involve an embodied, physiological process – possible loss of sexual potency, diminishing physical strength or ill health – though these factors do of course represent a challenge to masculine identity. Rather, it also incorporates altered life circumstances such as unemployment or retirement that pose a significant challenge to the traditional discourse of masculinity, which must ‘be realigned to accommodate the changing roles and relationships created by altered life circumstances’ (ibid: 5).

Although the social construction of a particular hegemonic masculine identity is arbitrary in one sense, it nevertheless forms a pervasive discourse that shapes how older men respond to and deal with unemployment, the ‘available’ discourses and structures constraining both issues deemed important to men and defining the way in which they position themselves in relation to those specific issues. However, Connell’s concept of hegemonic masculinity does not provide any explanation about why individuals select one version of masculinity rather than another, and Bourdieu’s concept of capital and habitus may offer one way of understanding the factors that come into play in the adoption of particular identities.

5.2 Capital and habitus
Willott and Griffin (2004) claim that a Bourdieuian concept of capital may aid our understanding of structural and ideological constraints that impede renegotiation of men’s gender identities following long-term unemployment.
Bourdieu (1986) proposes an understanding of society based on the movement of ‘capital’ through social spaces as it is accumulated or lost by individuals (Skeggs 1997: 8). The most obvious example of this is the Marxist concept of economic capital, a highly rationalised form of capital reified as material exchanges and financial assets. Bourdieu moves beyond this model, however, by proposing other metaphorical forms of capital (Bourdieu 1986: 243). ‘Cultural capital’, for example, exists in three different states: in an embodied state in the form of durable dispositions in the mind and body; in an objectified state existing in the form of cultural goods such as books or paintings; in an institutionalised state such as academic credentials (Bourdieu 1986: 243). ‘Social capital’ refers to ‘the connections and networks an agent may call upon in their effort to achieve a specified goal’ (Crossley 2001: 97), while ‘symbolic capital’ signifies ‘the form the different types of capital take once they are perceived and recognised as legitimate’ (Skeggs 1997: 8). Bourdieu develops these other capitals analogously with the structure of the economic variety, demonstrating how capitals may be accumulated, lost, invested, distributed and traded within a particular social field. The value of different capitals is tied to the context in which it is found; for example something that is greatly valued in an academic field may not be so highly revered in the world of theatre, or art, and may not afford the corresponding power and privilege.

5.3 Dividing practices
A further concept I employ as a theoretical framework is that of Foucault’s ‘dividing practices’. As discussed in the literature review, unemployed men’s private lives are opened up to official scrutiny through the bureaucratisation surrounding access to receipt of benefits, and through a variety of public discourses surround unemployment that position ‘the unemployed’ in particular ways. For example, unemployment may be constructed as equivalent to ‘scrounging off the state’, with the result that unemployed people may make strenuous efforts to resist this interpretation and reposition themselves within a more positive discourse. For example, unemployed men may attempt to negotiate alternative masculine identities not associated with work e.g. by taking up voluntary work, education or early retirement.

In this way unemployment appears to exemplify a process Foucault (1982: 208) labels ‘dividing practices’, in which ‘the subject is objectified by a process of division either within himself or from others’. Through a process of social objectification and categorisation that imposes preconceptions about the identity of the unemployed man on a more fluid situation, unemployment defines, excludes and stigmatises a distinctive ‘type’ of unemployed man (e.g. that of the ‘scrounger’).
I found that the men of my study were acutely aware of public discourses surrounding unemployment and the way in which they were positioned by others, as well as by institutions such as Job Centre Plus.

August 18, 2005

Dissertation outline

1. Introduction

2. Literature review
2.1 Barriers to employment for older workers
(age discrimination, skills, changes in labour market, official initiatives)
2.2 Unemployment and masculinities
(challenge to the breadwinner role, convergence of public/private spheres, public surveillance, renegotiating masculine identities, constraints on identity change)
2.3 Limitations of existing research and research questions

3. Theoretical and conceptual frameworks
3.1 Hegemonic masculinities (Connell)
3.2 Dividing practices and surveillance (Foucault)
3.3 Cultural capital and habitus (Bourdieu)

4. Background
4.1 Local statistics
4.2 Grey Panther

5. Research methods and methodology

6. Masculinities and unemployment
6.1 Public life and scrutiny
6.2 Domestic provision and disempowerment
6.3 Further challenges to traditional masculinities
6.4 Renegotiating masculinities

7. Coping with 'the situation'
7.1 Barriers and bureaucracy
7.2 Fifty and a figure of fun?
7.3 Fighting back
7.4 Improving and ambition

8. Conclusions

August 03, 2005

Focus groups

(Notes / scribblings / thoughts)

Choice of methods
I chose to use a focus group for my research because the topic was particularly suited to interaction in a group context. It enabled me to gain insight from different perspectives and allowed flexibility to pursue topics which arose through previous discussion. Guiding, stimulating and facilitating the discussion was crucial to the focus group. Providing interesting material for research and ensuring all participants were sufficiently as ease to disclose occasionally quite private info was all crucial. The d. guide for the focus group was devised in a logical order, so that 'warm up' questions were placed at the beginning and built up to the more important and complex questions towards the end (d. guide in appendix).

Before the discussion I outlined the broad research aims, reiterated my position on confidentiality and anonymity, and checked that it was okay to record the discussion. I also encouraged them to express their views as freely as possible by stressing that there are 'no right or wrong answers'.

Practical considerations
Focus groups typically involve six to ten people. They need to be small enough to allow everyone to participate, but large enough to capture a variety of perspectives and enable people to bounce ideas off each other. Running focus groups requires the researcher to:

  • facilitate interaction
  • enable space of different group members to make their views known
  • keep the group discussion focused around the core themes (but still allow flexibility)
  • deal with dominant voices
  • sustain a pace of discussion that means core topics are covered but without constraining or rushing the talk (Tonkiss 2004: 204)

Focus groups may be used to supplement observation methods (as in my case where I used observation first to inform the focus group topic guide) – focus groups allow researchers to elicit info and explore attitudes not easily accessible through observation alone. Not all issues are always and easliy observable 'in the field', and focus groups allow members to define these issues in terms of their own understandings and concerns, producing shared and contested meanings:

Focus groups are an artificial intervention into a 'natural' observation setting, involving the researcher in a directive relation with their research subjects and with the process of data production (Tonkiss 2004: 197).

Methodological assumptions and issues
Key feature of focus group research is its interactive quality. Unit of analysis = group, not individuals. Focus groups are useful to theoretical research that seeks to explore social / cultural meanings, knowledges and discourses.

Underlying methodological assumption is that opinions, attitudes and accounts are socially produced and shaped through interaction with others (i.e. social constructivism?). Group context is important for exploring the way in which social and cultural knowledge and meanings are produced – we can see how people articulate and justify ideas in relation to others – emphasis is on social interaction and collective meanings.

Focus groups in this sense are not simply a means of interviewing several people at the same time; rather, they are concerned to explore the formation and negotiation of accounts within a group context, how people define, discuss and contest issues through social interaction (Tonkiss 2004: 194).
Focus groups capture the inherently interactive and communicative nature of social action and social meanings, in ways that are inaccessible to research methods that take the individual as their basic unit of analysis (ibid: 198).

Focus groups may be empowering, for 'if a group works well, trust develops and the group may explore solutions to a particular problem as a unit, rather than as individuals' (Gibbs 1997). However this benefit may not extend to all members, e.g. shy or inarticulate members. They may also become a 'forum for change' and means of achieving emancipation (ibid).

One methodological disadvantage is that researchers have less control over the data that emerge – a potential gain to participants (can be empowering), but a loss of power on the part of the researcher (issue to flag up in power/ethics section?). Another problem is that focus groups are an insecure basis for generalisation. Any claims I make in term of developing insights into social attitudes cannot be matched by ststematic claims about the representativeness of attitudes. Furthermore, although focus groups aim to reproduce the interactive aspect of naturally occurring social processes, they are not in themselves naturally occuring interactions. They offer no guarantee as to what people say, or how they interact, outside the research context.

Sampling – purposive sampling (participants selected on basis of having a significant relation to the research topic) – but known to each other beforehand as recruited from a particular training group. This may create problems with established relations of power, disagreement or consensus being brought into research setting (Tonkiss 2004: 201–2). Assertive voices are more likely to direct the group discussion (as I found). Furthermore, 'Familiarity can limit self-disclosure and discourage disagreement' (Litosseliti 2003: 54).

Can familiarity be seen as an advantage though? I would argue yes, it is a strength. The men had very varied responses to my questions and their friendship and familiarity allowed their differences in opinions and interpretations to be discussed openly as they knew each other sufficiently to show disagreement and to disclose private information. The fact that they had common experiences also meant that as a group they were able to give specific examples of events or people that they all knew about. I would suggest that the friendship dynmatics of the groups (many of the group saw each other socially after the course had ended), the subject of the research (their experiences of unemployment), a setting for the discussion with which they were all familiar by this stage (a room at the university of Leeds where they had already spent 4 days as part of the course), and the fact that I was known to them and had already built a friendly rapport with them – that all these factors helped the focus group to be successful as the participants felt at ease 'in the familiar' and were keen, lively and open in their interaction with me and the other participants.

Although they shared various commonalities (their age, gender and the fact they were long-term unemployed) their backgrounds were by no means homongenous. They had access to varying amounts of cultural, social and educational capital, and this affected their interpretations of their situations and meant that they often openly challenged other participants' interpretations. They had access to different discourses e.g. one member of the group was familiar and well-versed in pro-feminist discourses, and challenged other participants about their understandings and interpretations of women and work:

If mutliple understandings and meanings are revealed by participants, multiple explanations of their behaviour and attitudes will be more readily articulated (Gibbs 1997).


Gibbs, A. 1997. Social Research Update (19). Department of Sociology: University of Surrey. Available online at: link Accessed 03/06/05

Litosseliti, L. 2003. Using FocusGroups in Research. London and New York: Continuum.

Tonkiss, F. 2004. 'Using Focus Groups'. In Seale, C. (ed.). 2004. Reasearching Society and Culture (2nd ed.). London: Sage.

July 20, 2005

Lit review intro

The literature review is composed of two main parts, one dealing with research that investigates barriers to employment for older male workers, and the other dealing with research into the effects of unemployment on masculinities. By reviewing empirical and theoretical research relating to these two key areas I aim to map out a space amidst the intersecting dimensions of age, masculinity and unemployment in which my own research may be situated. The sources I have used are from a variety of academic disciplines and differ greatly in terms of depth, length, date of publication and critical quality. While the research linking unemployment and masculinities is mostly sociological, the section covering barriers to employment comprises literature relating to policy, employment law and government commissioned research.

Limitations of existing research

Haywood and Mac an Ghaill (2003: 36) warn that ‘examining the impact of unemployment on masculinity can unintentionally reinforce the notion that unemployment is simply a problem for men’, noting that the issue of unemployed women remains academically unexplored across Western Europe. Ginn and Arber (1996) concur with this point, claiming that focus has tended to fall on men’s early exit from the employment, while the exclusion of older women from the labour market is regarded as uninteresting and unproblematic. Conventional definitions of unemployment tend to be founded on the employment experiences of men, disregarding involuntary joblessness amongst women (Russell 1999: 208). Bruegel (2000) argues that although late 20th century commentators have increasingly described the issue of unemployment as a ‘male problem’ in Britain, women are still the losers in the workplace and suffer both lower wages and poorer working conditions. Although employment may be feminised in the sense of an increasing presence of women in work or even changes to the intrinsic nature of work itself, this does not necessarily imply a corresponding feminisation of power (Bruegel 2000: 79 – 80).

Focussing on the issue of male unemployment not only risks disregarding or obscuring the experiences of women in presuming men to be the 'implicit norm', but also constructs unemployed men as a homogeneous group, underplaying social and economic differences between men arising as a result of differing class, skill and educational positionings (Bruegel 2000: 81). Age is a further dimension that has been neglected by the burgeoning literature on masculinities, with older men largely omitted from literature about masculinities and unemployment (Arber, Davidson and Ginn 2003). In writing of a ‘crisis in masculinity’ in the world of work, commentators risk constructing masculine identity as a monolithic and unitary entity, failing to adequately problematise or deconstruct it (Willott and Griffin 1996: 78). Rather, there are many dimensions of difference that cut through the debate surrounding age, masculinities and unemployment, and in outlining relevant literature I aim to touch on as many of these as possible.

July 13, 2005

Bourdieu bibliography


Bourdieu, P. 1977. Outline of a Theory of Practice. Cambridge: Cambridge University Press.

Bourdieu, P. 1979. La Distinction: Critique sociale du jugement de goût. Paris : les éditions de minuit.

Bourdieu, P. 1986a. The forms of capital. In: Richardson J. (ed.) Handbook of Theory and Research for the Sociology of Education. New York: Greenwood Press.

Bourdieu, P. 1986b. What makes a social class? On the theoretical and practical existence of groups. The Berkeley Journal of Sociology. 32: 1–18.

Bourdieu, P. 1990. The Logic of Practice. Cambridge: Polity.

Bourdieu, P. 1991. Language and symbolic power. Cambridge: Polity.

Bourdieu, P and Wacquant, L. J. 1992. Réponses pour une anthropologie réflexive. Paris : Seuil.

Bourdieu, P. 1993. Sociology in Question. London : Sage.

Bourdieu, P. 2001. Masculine Domination. Cambridge: Polity Press.

Chambers, C. Masculine domination and radical feminism: Comparing Bourdieu and MacKinnon. Draft paper available online. Available from: link [accessed 20/12/2004]

Crossley, N. 2001. The Social Body: Habit, Identity and Desire. London: Sage.

Helliwell, I. 2000. It’s only a penis: Rape, Feminism and Difference. Signs: Journal of Women in Culture and Society. 25 (1)

Lovell, T. 2000. Thinking feminism with and against Bourdieu. Feminist Theory. 1 (1): 11–32.

Maynard, M. 1995. Beyond the ‘Big Three’: the development of feminist theory into the 1990s. Women’s History Review. 4 (3): 259–281.

McCall, L. 1992. Does gender fit? Bourdieu, feminism, and conceptions of social order. Theory and Society. 21 (6): 837–867.

Moi, T. 1990. Appropriating Bourdieu: Feminist Theory and Pierre Bourdieu’s Sociology of Culture. In: Moi, T. 1999 What is a Woman? And other essays. Oxford: Oxford University Press.

Mottier, V. 2002. Masculine Domination – gender and power in Bourdieu’s writing. Feminist Theory. 3 (3): 345–359.

Reay, D. 1997. Feminist Theory, Habitus and Social Class: Disrupting Notions of Classlessness. Women’s Studies International Forum. 20 (2): 225–233.

Reay, D. 1998. Class work: mothers’ involvement in their children’s primary schooling. London: UCL Press.

Savage, M. 2003. A New Class Paradigm? British Journal of Sociology of Education. 24 (4): 535–541.

Shilling, C. 1993. The Body and Social Theory. London: Sage.

Skeggs, B. 1997. Formations of Class and Gender. London: Sage.

Storr, M. 2002. Classy Lingerie. Feminist Review. 71: 18–36.

Thompson, J. 1984. Bourdieu on ‘Habitus’. In Joyce, P (ed.). 1995. Class. Oxford : Oxford University Press.

Wacquant, L. J. 1989. Towards a Reflexive Sociology: A Workshop with Pierre Bourdieu. Sociological Theory. 7 (1): 26–63.

June 08, 2005

good week

Follow-up to Panthers don't roar… sometimes they chirp or peep* from L'Etrangère

I’m really enjoying this week at Leeds. Being part of the project, meeting new people, talking to them about their experiences. I feel useful, engaged and interested. The group is so diverse in terms of skills levels, life experience, situations etc. but it really seems to work well together… they’re supporting each other, offering each other advice and contacts, working in teams. I’ve been keeping a private research diary with some sketchy notes – I didn’t think I knew what I was looking or listening out for (and I still don’t really know) but reading through it now I’ve recalled quite a lot of incidents that didn’t seem that significant at the time. Going to follow up my observations this week with a questionnaire (to everyone including 2nd cohort) and telephone interview with a few.

I feel quite emotionally involved in the project, even though it’s only short, and I know I’m going to feel sad to say goodbye to them tomorrow. I feel like I’ve been teaching, at least in terms of giving quite a lot of myself to the project and the people who are involved. Today we went to the skills centre for talk about volunteer work. Made me realise I should volunteer over the summer – I signed up to WV back in Sept but then everything went a bit wrong that term, and I wasn’t really in a position to offer anything of any value to anyone.

This is really badly written – I’m just so tired. Went bowling tonight with staff from the general office – got the first strike of the game (possibly the first strike of my life!) and then promptly lost horrendously. Ah well.

Right then, bed, I can’t stay awake any longer.

June 06, 2005

Research objectives

These are only rough working objectives and I will no doubt refine them later (I hope so!), but I have to start somewhere, besides blind panic which is all I've managed for the past… 24 years.

Aim: To examine the barriers to employment (perceived and actual) faced by unemployed, middle-aged men.


  1. To evaluate official surveys and literature about opportunities and barriers to work for males aged 50+.

  2. To review the sociological literature in the areas of masculinities, ageing and work.

  3. To examine the perceptions of barriers to employment of a small group of unemployed men aged 45+.

  4. To review how these findings compare to sociological theories of masculinities.

  5. To draw conclusions about perceived and actual barriers to employment for this gender and age group.


  1. Secondary analysis of official surveys and reports (Labour Force Survey, Census, DWP Reports). Part 1 of lit review (ch 2).

  2. Secondary analysis of articles, books and journals focussing on: masculinities and work (+ brief history of labour market and masculinities?), age(ism) and work, unemployment. Part 2 of lit review (ch 3).

  3. Primary data collected through participant observation (summer school), questionnaires and/or interviews. Methodology chapter (ch 4) and results (ch 5, 6).

  4. Analysis – a comparison of my findings (primary research) with the 'official' governmental literature. A further comparison between my findings and the state of sociological knowledge re: masculinities, ageing and unemployment. Suggestions for further research? (ch 7)

  5. Conclusions (ch 8)

Yes. So, um, right… I have to go and do some of those things now, don't I?

Panthers don't roar… sometimes they chirp or peep*

Have spent the day contending with a herd (collective noun?) of flirtatious panthers. What a set of charmers! So much for being the impartial ‘objective’ researcher… but then we don’t much like positivistic detachment much in Gender Studies anyway (besides which I didn’t flirt back so it’s probably ok).

Took a lot of notes and ran around making photocopies of teaching materials. Jon decided to completely rework the schedule 5 minutes before the session was due to start, which was nice of him, though not entirely unexpected.

We ended up doing an ice-breaker exercise with them in pairs, someone from the Skills Centre talked about utilising university facilities, and Jon did a ‘who am I?’ type skills exercise. In the afternoon Pat talked about the PDP and Larissa did a SWOT analysis with them in small groups, which brought out various issues concerning their position in relation to the current job market – to be explored further in the session tomorrow morning.

I stayed with the group for the whole day, including lunch time, and had a really good day. Felt useful and engaged and worthwhile for a change. Came away with that teaching buzz, something I haven’t felt for over a year, even though I hadn’t even been leading the sessions. Now thinking that maybe I should have applied for PGCE. Ho hum.

I’m not sure that any of the above can really be classified as ‘academic-related’. Furthermore, if this is the kind of rambling that will constitute my (EVIL BASTARD) dissertation, then I’m in serious trouble. Got to write up my notes anyway before I forget everything that sounded vaguely relevant.

*use ful less fact from

June 03, 2005

Grey Panther induction session

Grey Panther Project

The Grey Panther project is a programme offered by the Office of Part-Time Education (OPTED) at Leeds University. The project was established in June 2004 to help males aged 45+ who have been unemployed for over 6 months to undertake a vocationally relevant HE course of study in order to enhance their employment prospects. The project attracted ESF funding worth over £135k and initially a maximum of 50 beneficiaries were expected to be recruited over the 18 month project life.

My role and the dissertation

Last summer I worked as a development clerk on the project, basically making contact with Job Centres and training providers in the local community to research the target group's training and development needs and to promote the project. Since January I returned to my old job on a part-time basis, on the grounds that I needed to earn some money for my MA and could base my dissertation around the project – something to do with masculinities, ageing and unemployment.

Summer school

This morning I met the eight participants who make up the third intake (cohort!) of 'Panthers'. We introduced ourselves and the project, and Trish and I took them to the student office for registration which meant I chatted to most of the blokes at some point.

This is a smaller group than the previous two intakes, because it is running as an intensive 4-day summer school as opposed to the usual 11-week programme. The group is quite diverse despite being small, at least in terms of qualifications and prior work experience.


I am hoping that some of the sessions next week (esp. the discussion about ageism in the workplace) will be useful for my dissertation. I will carry out some participant observation as part of a general ethnographic approach, as well as a focus group session, and hopefully some of the students will be willing for me to interview them individually in the near future. I will keep a daily research diary to note down any thoughts and ideas that come out of the teaching sessions next week.

I'm quite unsure about how to proceed with my own empirical research having never carried any out before (my arts background not helping here), but it appears to be almost the expected thing in the Sociology department. In actual fact, I've never even written a dissertation, so the very thought makes me feel quite anxious.

Things I need to do this weekend:

  • review masculinities articles / books
  • start to look at government legislation re: ageism in workplace, any available DWP data / reports, findings re: older men / unemployment coming out of the 2001 census
  • formulate research objectives
  • think about what I want to achieve next week

Stay calm!

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