Boy Racers and Influencing their Behaviour

1. Boy Racers and Influencing their Behaviour Dr Karen Lumsden Department of Social Sciences Email: K.Lumsden@lboro.ac.uk Twitter: @karenlumsden2

2. Overview • Ethnographic research with ‘boy racer’ culture in city of Aberdeen, Scotland. Interested in both: • The boy racer culture (rituals, participation, gender, class) • The response of society (police, politicians, media, local community) • Background to Aberdeen’s ‘Bouley Bashers’ • Police and local authority response • The myth of the ‘boy racer’ • Lessons learned for RSOs from police response to the drivers in Aberdeen: • Use of ASB legislation • Education

3. Background: Aberdeen’s ‘Bouley Bashers’ • Car culture at Aberdeen’s Beach Boulevard since late 1960s • Urban regeneration from 1990s onwards • Community concern • Proliferation of local and national media articles on Aberdeen’s ‘boy racers’ (peaked 2004/5)

4. Media Representation ‘For more than 30 years they’ve been at it – speeding recklessly up and down the Beach Boulevard. In that time the leisure complex has grown massively and become a magnet for families. But that hasn’t stopped the madness of the boy racers – or led to the authorities driving them off the roads’ (Press & Journal 2002)

5. Police and Local Authority Response • Police operations • CCTV • Redesigned road layout • Education via road safety events • Grampian Police ‘Drivers’ Group’ • Provision of alternative spaces (i.e. ‘park and ride’ car parks) • ASB legislation: seizure of vehicles and dispersal orders

6. The Myth of the ‘Boy Racer’ • Importance of car modification for individual and collective identity • Driving performances allow individuals to gain celebrity status • Growing number of girls participate although still largely male, working-class subculture • Not all youths, also older drivers • Challenges myths around what a ‘boy racer’ is: • > Majority took pride in driving skills and cars

7. The ‘Drivers’ Group’ and Self-Policing • Grampian Police ‘Drivers’ Group’ successful as a way of information sharing between police/community and drivers • The drivers also engaged in their own informal policing re. ‘how to behave’ in the culture • Informal rules and expectations which members were expected to adhere to (i.e. parking on ‘trammers’ and not beside the flats, not speeding/racing)

8. Lessons forRSOs:ASB Powers • In case of Aberdeen’s boy racers, ASB powers were only successful in the short term • Long term implications – stigmatized group and impacted negatively on police-driver relations • Tension between successful consensual management of young drivers.. • And enforcement-led approaches reflected via use of ASB legislation • More education needed on regulations and best-practice for car modification

9. Lessons forRSOs: Driver Education • Focus on education and interaction via community policing – must extend to roads policing • ‘Drivers’ Group’ particularly successful as a way of information sharing between police and drivers • Recognition of the myth of the ‘boy racer’ or street racer – not always young drivers…

10. What does the term ‘boy racer’ mean? ‘Well it’s stereotypical. Isn’t it? I guess by their definition I typically am [a ‘boy racer’] but then what does the term mean? I am, but I don’t really race. In fact, not that I don’t really race, I never have raced! Most people who come down here aren’t racers either. It’s just a few idiots who spoil it for the rest of us.’ (Interview with Robert)

11. Further Information • Access publications via webpage: http://www.lboro.ac.uk/departments/socialsciences/staff/lumsden-karen.html • Or email me directly: K.Lumsden@lboro.ac.uk