A Case for the Bicycle: How Cycling Can Promote Equality


The purpose of this paper is to explore how cycling enhances health and quality among minority groups. We see examples from empirical literature of how cycling supports female health and empowerment, how cycling improves quality of life for people with cognitive and physical disabilities, how cycling increases health equality among people of color, and how cycling can combat ageism. Overall, a cycle of health, body autonomy, quality of life, and education work together to support equality in minority groups. . A prime example of this is seen in the history of the bicycle. Not only is this tool for exercise used for promoting positive physical and mental health outcomes, but also in increasing the quality of life. This quality of life does not only refer to the improvement of physiological and psychological outcomes but also changes in the ability of the individual to participate equally in society as their counterparts (i.e., men, people without disabilities). This is seen with the suffragettes riding bicycles to promote the right for women to vote or individuals with Autism Spectrum Disorders utilizing cycling as a life-long leisure skill. This paper argues that through utilizing means of accessible physical activity (i.e., the bicycle) minority populations are able to find more equality within society through transportation, physical and mental health, and education.

Author Information
Janette Hynes, Auburn University, United States
Rilla Hynes, Northwood University, United States
Janelle Hynes, Logan University, United States

Paper Information
Conference: ERI2022
Stream: Informal Education

This paper is part of the ERI2022 Conference Proceedings (View)
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To cite this article:
Hynes J., Hynes R., & Hynes J. (2022) A Case for the Bicycle: How Cycling Can Promote Equality ISSN: 2435-1202 – The IAFOR Conference on Educational Research & Innovation: 2022 Official Conference Proceedings https://doi.org/10.22492/issn.2435-1202.2022.12
To link to this article: https://doi.org/10.22492/issn.2435-1202.2022.12

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Posted by James Alexander Gordon