'We can't have men here' : problematics and possibilities of the masculine in physiotherapy education

• Main Author: Heathcote, Kathryn
• Published: Keele University 2010
• Subjects: 378
• Online Access: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.528367

The aim of this study is to explore the tensions and relationships between male physiotherapy students' sense of masculine identity and the dominant feminised discourses of the profession. The theoretical background of this research is founded in theories of the social construction of masculinity and in the existing knowledge base about the experiences of men working in feminised professions. Exploration involves the impact of their experiences on the men's sense of identity and the strategies that they use to negotiate the tensions which they encounter during their professional education. A social constructionist feminist research approach is used in this exploratory research which involves 3rd year students from one cohort in a university in the North West of England. In-depth one-to-one interviews are conducted with 11 male undergraduate physiotherapy students. Focus group interviews and one-to-one interviews are also held with academic staff and with 3rd year female students in order to provide additional perspectives. Interviews are audio-taped and verbatim transcripts are produced. Analysis of the students' narratives is used in order to identify themes and sub-themes. A range of masculinities are identified within the male students. Analysis of the students' narratives shows that their experiences during clinical placements are particularly significant with reference to their masculine identity. Students use a range of strategies in order to negotiate the tensions and challenges which they encounter. The implications from the findings are that staff working with male students need to have a greater awareness of the impact on men of working in a feminised context. This would help them to better prepare male students for some of the challenges which they may face during their learning due to their gender.