Homosocial and heterosocial academics in masculinity contest cultures

Purpose The purpose of this article is to examine how masculinities are reproduced in academic workplace cultures through homosocial and heterosocial relations in the context of neoliberal university reforms. Design/methodology/approach Semi-structured interviews were conducted with senior lecturers across two departments of a major social science subject at two Swedish universities. We employ the analytical dimensions of Masculine Contest Cultures (MCC) to analyse gender dynamics within academic settings undergoing managerialist transformation. Findings The study identifies patterns of harmonic versus competitive homosociality and homogenous versus fragmented heterosociality. Competitive homosociality emerges when neoliberal performance management systems disrupt traditional academic hierarchies, while harmonic homosociality persists where organisational narratives celebrate men's achievements. Women's responses vary correspondingly through fragmented heterosociality (withdrawal from traditional supportive roles) or homogenous heterosociality (maintaining collective support for men's privileges and advancement). Research limitations/implications The study is limited to Swedish universities and senior lecturers. Future research should examine intersectional factors and conduct comparative studies across national contexts and career stages. Practical implications Findings suggest that performance management systems can reinforce gender hierarchies when implemented without attention to homosocial and heterosocial dynamics. Universities need to provide better institutional support for middle managers, particularly women, who face contradictory expectations from multiple directions. Social implications Understanding academic institutions as sites of masculinity contests offers insights for creating more equitable academic environments and addressing persistent gender inequalities in higher education by recognising the complex dynamics between men's competitive relations and women's varied responses to masculine workplace cultures. Originality/value This study contributes to understanding gender dynamics in higher education by developing a nuanced conceptual framework for understanding masculinity contests in academic settings and demonstrating how seemingly similar neoliberal transformations produce different gendered outcomes across institutions through the interplay of homosocial and heterosocial relations.