Soccer: the only way to be a boy in Spain? narratives from a Spanish primary school on the influence of playground soccer in shaping masculinities and gender relations

Abstract

Soccer, a dominant playground activity in many primary schools worldwide, plays a significant role in shaping boys’ masculine identities and influencing gender relations. This paper explores the experiences of three young Spanish boys, observed over a longitudinal ethnographic study spanning from early childhood education (3 years old) to their final year of primary school (10 years old). Informed by Foucauldian theory, we present three narratives that critically examine the boys’ engagement with school soccer activities, challenging dominant educational practices and exploring inclusive alternatives. The findings highlight the role of gender socialisation in reinforcing traditional masculine norms and exclusionary dynamics through playground soccer. At the same time, they highlight opportunities for reimagining school spaces to foster inclusivity and challenge hegemonic practices. This study calls on researchers, educators and policymakers to recognise these dynamics and promote gender-inclusive and diverse extracurricular activities within schools.