ABSTRACT

In this chapter we contribute to a (re)theorisation of lad culture by drawing on our analysis of staff understandings of what lad culture is, where it occurs, who participates in laddish behaviour, and what are seen to be the underlying causes. We argue that in order for lad culture to be understood and challenged, a (re)theorisation of its underpinnings and the factors that sustain and perpetuate it are essential. We build on recent work in the field by Alison Phipps (2017a) to argue for a theorisation of lad culture that takes into account the hegemony of binary gender relations, the multiple and intersecting ways in which gender is performed, and the role of gendered organisational regimes of higher education institutions in fostering particular values. As we have argued throughout the book, while lad culture is a UK-specific term, the behaviours and attitudes associated with lad culture are most definitely not UK-specific. Thus, our (re)theorising has salience and value well beyond the United Kingdom.