An Examination of Factors Associated with Gender Differences in Cycling to School Behaviours and Perceptions An Irish Case Study

As part of measures to reduce carbon emissions by 50% in the transport sector by 2030, the Climate Action Plan sets out aims to increase walking and cycling rates by 50%, and to shift 30% of all escort-to-education trips to sustainable forms of travel. This thesis is an examination of the behaviours and perceptions associated with cycling to school to ultimately increase levels of cycling. Currently the rates of cycling to primary and secondary schools in Ireland are low, compared to some European countries. Many habits, particularly in relation to physical activities, continue from childhood into adulthood. Therefore, if rates of cycling are to increase, the barriers to cycling to school, especially for girls, must be addressed. This project aimed to examine the behaviours and perceptions associated with cycling to school to ultimately inform the design of interventions to remove barriers and support cycling to school. It comprised surveys and focus groups in the study area of Limerick City and suburbs, as a significant representative Irish urban centre. Students and parents/guardians completed separate surveys. Five focus groups were held with gender-separated students and three with parents/guardians. The survey results showed that bad weather conditions reduced the rates of cycling to and from primary school for both boys and girls but not to secondary school. Factor analysis uncovered latent variables associated with cycling to school in relation to road safety, cycling inability, inconvenience, journey time and cycling being “uncool” compared to driving. Gender analysis found that there were factors affecting girls more than boys related to cycling to primary school and the number of factors, where gender differences were found, increased for secondary school level. All factors were categorised under the Theory of Planned Behaviour determinants: attitudes, subjective norms and perceived behavioural controls. There were attitudinal-based factors related to perceptions of cycling being a dangerous activity and that cycling had negative effects on personal appearance. Regarding subjective norms, cycling to school was found to be highly affected by peer- and parental-influences and several barriers to cycling to school were categorised as perceived behavioural controls. The main controls were related to uniforms, bags, distance to school and being “unfit”. All factors were found to affect girls more than boys. Examinations also found that boys and girls from the lowest affluence groups were significantly less likely to have access to a bicycle. Male parents/guardians did not significantly differentiate by the gender of their children in relation to factors associated with cycling to school, unlike female parents/guardians who were found to be significantly less supportive of their daughters than their sons. Fixing minor mechanical bicycle issues, being too hot and sweaty, cycling ruining their hair, cycling being perceived as “uncool” and being too “lazy” affected girls more than boys according to female parents/guardians, but not according to male parents/guardians. Based on findings, a number of interventions to supporting cycling, especially for girls, are proposed: more segregated cycle lanes, discounted bicycles and equipment, supportive school uniform policies, measures to address heavy schoolbags, and assigning female champions as role models to increase cycling to school rates, especially among girls.