A figurational analysis of boys’ and girls’ banter in secondary physical education

This article explores gendered differences in how banter is socially constructed in secondary school physical education (PE) in England. Focusing on how boys and girls socially construct banter responds to gaps in literature which often positions banter as an inherently masculine form of communication. Ethnographic data from one state-funded secondary school garnered through pupil focus groups, teacher interviews and observational fieldnotes. Figurational sociological concepts of figuration, power and gendered habitus are drawn upon when thematically examining banter as a form of communication found in peer relations used differently by different groups. During single-sex PE lessons, older girls were more likely to banter within small friendship groups in a cautious and selective manner, whereas older boys were more likely to banter openly and competitively between peers and teachers. Furthermore, girls’ and female PE teachers’ banter tended to be amicable, inoffensive and self-deprecating, whilst boys’ and male PE teachers’ banter tended to be more targeted, ribbing and inspired by seeking competitive advantages and sporting failures. These differences were partly informed by, and indicative of, boys’ and girls’ shared gender habituses and the impacts of these on their peer relations within broader figurations. These differences were also informed by, and indicative of, male PE teachers’ more tolerant attitudes towards and enthusiastic engagement in banter compared with their female colleagues. In this respect, PE teachers’ seemingly gendered habitus may contribute to and inform boys’ and girls’ exposure to, learning and embodiment of this communicative style within single-sex PE figurations. Given our focus, findings and theorising, future research should examine how banter is socially constructed in mixed-sex sporting settings, as well as the role of banter within girls’ friendship groups.