This document summarizes a research paper that examines the use of gender-exclusive language in secondary school English textbooks in Kenya. Specifically, it looks at the textbook "New Integrated English Student’s Book 3" and identifies examples where the pronouns "he" and nouns containing "man" are used generically to refer to people but unintentionally exclude women. The research paper provides the identified examples, suggests more gender-inclusive alternatives in brackets, and gives a short comment on how the original phrasing assigns stereotypical gender roles. The goal of the research is to promote more inclusive language in educational materials in order to shape learner attitudes and represent both genders equally in societal development.
Gender-neutral language aims to avoid bias by not differentiating or excluding people based on gender. It involves replacing gender-specific words like "mankind" or gendered titles with gender-inclusive alternatives. Examples include using "humankind" instead of "mankind", or using gender-neutral pronouns like "they" instead of gender-specific ones. The document discusses debates around prescriptive vs. descriptive approaches and examines ways to make writing more inclusive through word choices and constructs.
The document summarizes a book that discusses gender stereotyping and the harms it causes women. The book provides a methodology for identifying and addressing gender stereotyping, which involves naming the operative stereotypes, the contexts in which they exist, and how they harm women. It also discusses states' obligations to eliminate discrimination and stereotyping under international law. As an example, the document discusses a study on stereotypes facing women with disabilities in the legal profession, such as views of women with disabilities as weak, inadequate, and asexual.
Gender and discourse difference= an investigation of discourse markers in per...Bhe Si
This document summarizes a research study that investigated gender differences in the use of discourse markers in Persian casual conversations. The study analyzed recorded conversations between Persian male and female speakers to identify common discourse markers and their functions. It found 34 common discourse markers in Persian and that women used them slightly more frequently than men, though not at a statistically significant level. However, there were significant gender differences in the functions of discourse markers, with women using them more for interpersonal purposes and men focusing more on textual functions. So the main gender difference was found to be in the functional use of discourse markers rather than their overall frequency of use.
This document summarizes key topics from Chapter 7 on language and gender. It discusses how research on gender differences in language use began in the 1970s and draws from different disciplines. Studies have looked at distinct gendered languages, variations between male and female speech patterns across cultures, and how language use reflects and reinforces social distinctions between genders. More recent research emphasizes the context-dependent and fluid nature of gendered language.
The supply side gaps and opportunities of small & medium enterprises (sm es) ...Alexander Decker
This document summarizes a study on the challenges faced by financial institutions in lending to small and medium enterprises (SMEs) in Bangladesh. The study found that SMEs in Bangladesh are underserved by financial institutions, which lack customer-tailored products and specialized credit risk assessment systems. Providing loans to SMEs also requires a long time for credit clearance. To address these supply-side gaps, the study recommends identifying the risks faced by commercial banks in lending to SMEs and finding solutions to increase credit flows to the important SME sector.
This document discusses the top IT management concerns in Kenya. It identifies several key concerns, including IT strategic alignment, cost reduction, business productivity, business agility, and generating revenue from IT investments. It also notes Africa-specific challenges such as developing IT infrastructure, improving IT governance, and developing IT human resources and skills. The document provides context on the IT management concerns through references and background on the author.
Urban transformation in 1950’s the case of hacettepe district, ankaraAlexander Decker
This document summarizes a research paper on the urban transformation of the Hacettepe district in Ankara, Turkey during the 1950s due to modernist planning approaches. It provides historical context on Ankara's development as Turkey's capital city beginning in the 1920s. Plans in the 1950s to develop Hacettepe University led to significant physical and socio-cultural changes in the historical Hacettepe district. The paper analyzes how the modernist ideology of the time period shaped the transformation of the urban form and conservation approaches in Hacettepe through archival documents and interviews.
Gender-neutral language aims to avoid bias by not differentiating or excluding people based on gender. It involves replacing gender-specific words like "mankind" or gendered titles with gender-inclusive alternatives. Examples include using "humankind" instead of "mankind", or using gender-neutral pronouns like "they" instead of gender-specific ones. The document discusses debates around prescriptive vs. descriptive approaches and examines ways to make writing more inclusive through word choices and constructs.
The document summarizes a book that discusses gender stereotyping and the harms it causes women. The book provides a methodology for identifying and addressing gender stereotyping, which involves naming the operative stereotypes, the contexts in which they exist, and how they harm women. It also discusses states' obligations to eliminate discrimination and stereotyping under international law. As an example, the document discusses a study on stereotypes facing women with disabilities in the legal profession, such as views of women with disabilities as weak, inadequate, and asexual.
Gender and discourse difference= an investigation of discourse markers in per...Bhe Si
This document summarizes a research study that investigated gender differences in the use of discourse markers in Persian casual conversations. The study analyzed recorded conversations between Persian male and female speakers to identify common discourse markers and their functions. It found 34 common discourse markers in Persian and that women used them slightly more frequently than men, though not at a statistically significant level. However, there were significant gender differences in the functions of discourse markers, with women using them more for interpersonal purposes and men focusing more on textual functions. So the main gender difference was found to be in the functional use of discourse markers rather than their overall frequency of use.
This document summarizes key topics from Chapter 7 on language and gender. It discusses how research on gender differences in language use began in the 1970s and draws from different disciplines. Studies have looked at distinct gendered languages, variations between male and female speech patterns across cultures, and how language use reflects and reinforces social distinctions between genders. More recent research emphasizes the context-dependent and fluid nature of gendered language.
The supply side gaps and opportunities of small & medium enterprises (sm es) ...Alexander Decker
This document summarizes a study on the challenges faced by financial institutions in lending to small and medium enterprises (SMEs) in Bangladesh. The study found that SMEs in Bangladesh are underserved by financial institutions, which lack customer-tailored products and specialized credit risk assessment systems. Providing loans to SMEs also requires a long time for credit clearance. To address these supply-side gaps, the study recommends identifying the risks faced by commercial banks in lending to SMEs and finding solutions to increase credit flows to the important SME sector.
This document discusses the top IT management concerns in Kenya. It identifies several key concerns, including IT strategic alignment, cost reduction, business productivity, business agility, and generating revenue from IT investments. It also notes Africa-specific challenges such as developing IT infrastructure, improving IT governance, and developing IT human resources and skills. The document provides context on the IT management concerns through references and background on the author.
Urban transformation in 1950’s the case of hacettepe district, ankaraAlexander Decker
This document summarizes a research paper on the urban transformation of the Hacettepe district in Ankara, Turkey during the 1950s due to modernist planning approaches. It provides historical context on Ankara's development as Turkey's capital city beginning in the 1920s. Plans in the 1950s to develop Hacettepe University led to significant physical and socio-cultural changes in the historical Hacettepe district. The paper analyzes how the modernist ideology of the time period shaped the transformation of the urban form and conservation approaches in Hacettepe through archival documents and interviews.
Transition of space technologies and the spin off technologies realisedAlexander Decker
This document discusses space technologies and spin-off technologies realized from space exploration. It provides examples of past space technologies from the 20th century that enabled space exploration. It also discusses present space technologies and applications that provide satellite communications, remote sensing, GPS, and benefits to various sectors. Examples of specific spin-off technologies are also outlined from space agencies in Europe and Japan that have applications in areas like living, safety/security, environment, healthcare, industry, and education. Potential new space technologies under development in 2013 are also mentioned, including improved spacesuits and reusable rocket technologies.
Uranium concentration in human blood using fission track etch techniqueAlexander Decker
This document summarizes a study that measured uranium concentration in human blood samples from exposed and control groups in Iraq using fission track etching technique. The main findings are:
1) Uranium concentrations were higher in the exposed group (1.84 ppb) compared to the control group (0.88 ppb), likely due to military activities contaminating the exposed areas.
2) Female uranium concentrations were higher than males in both groups, due to females having lower total blood volume.
3) Uranium concentrations varied between individuals but were highest in older females from more contaminated areas.
The relationship between the eps the market stock returnAlexander Decker
This document discusses research on the relationship between earnings per share (EPS) and stock market returns. It notes that previous studies have found EPS explains less than 11% of changes in returns. The study aims to test this relationship for industrial companies listed on the Amman Stock Exchange. It discusses two models for representing unexpected earnings - using change in EPS or level of EPS. The study hypothesizes that both measures will significantly affect returns but that level of EPS may better explain returns. It also hypothesizes that using multiple earnings variables could improve explanation of returns. The literature review discusses a previous Jordanian study on the relationship between stock prices, current EPS, and future profits.
The presentation of the arabic character in shakespeare's othelloAlexander Decker
This summarizes a research document about the presentation of the Arabic character in Shakespeare's play Othello. It discusses how Othello, as the main Arabic character, faces racial and religious discrimination as a Moor in Venice. While Othello possesses noble traits as a military leader, he is still viewed as an outsider due to his race and religion. The document analyzes how Othello is portrayed through negative imagery and language that emphasizes his darkness and exoticism in contrast to the fair Venetians. It concludes that the portrayal of Othello reflects the racial prejudices against Arabs that were prevalent in Elizabethan England.
Theoretical study of the effect of hydroxy subgroup on the electronic and spe...Alexander Decker
This document summarizes a theoretical study that used density functional theory calculations to investigate the effect of adding hydroxyl groups to the azulene molecule in different positions. The study found that adding hydroxyl groups (electron-withdrawing groups) decreases the energy gap of the molecules, making electrons easier to excite. It also decreases the ionization potential and increases the electron affinity, improving the electronic properties and making the molecules more soluble and conductive. Molecule 6, with hydroxyl groups in specific positions, was found to have the best properties for use as an n-type organic semiconductor. Vibrational frequency calculations showed good agreement with experimental data for the azulene molecule and identified characteristic vibrations induced by the addition of hydroxyl groups
1. Feminist literary criticism examines representations of women in texts and challenges traditional gender roles and stereotypes.
2. Early feminist critics analyzed how women authors faced barriers and how female characters were portrayed in limited, stereotypical ways.
3. More recent criticism looks at the intersection of gender with other identities like race and sexuality, and how cultural factors shape concepts of masculinity and femininity.
This document discusses the key aspects of feminist stylistics. It notes that feminist stylistics analyzes texts through a feminist lens to uncover patterns of sexism and representations of gender. It examines differences in how men and women are portrayed in literature and their language use. Some differences highlighted include women using more hedging, shorter sentences, coordination over subordination, and a focus on emotion over control. The goal of feminist stylistics is linguistic and social change by challenging patriarchal assumptions and stereotypes.
The document discusses differences in language use between men and women in several areas: minimal response, question asking, turn-taking, changing topics, self-disclosure, verbal aggression, and politeness. Women tend to provide more minimal responses like "mhmm" in conversations. They also ask more questions and are more likely to take turns in discussions. Men typically change topics less and focus more on their own points. Self-disclosure and expressions of emotions also differ between genders.
This document discusses gender in language from several perspectives. It begins by differentiating the terms "sex" and "gender" in sociolinguistics, noting that "sex" refers to biological distinctions while "gender" refers to social or constructed identities. It then examines the Whorfian hypothesis that language shapes thought using examples of how speakers of languages with grammatical gender describe objects differently based on gender. Several languages, including English, French, Spanish, Icelandic, Norwegian, Swedish, Japanese, and the constructed language Novial are analyzed for their use of gendered pronouns and how they include or distinguish gender.
Feminism is defined as the belief that women and men should have equal rights and opportunities. It arose from the understanding that historically, women have been unable to fully participate in social institutions and have often been treated differently than men. Feminism aims to remedy this situation by eliminating old assumptions about gender roles. There have been three major waves of feminism. The first wave in the late 19th and early 20th centuries focused on women's suffrage and legal rights. The second wave from the 1960s-90s took on issues like reproductive rights and the fight for the Equal Rights Amendment. The third wave since the 1990s challenges concepts like universal womanhood and promotes defining femininity on women's own terms.
This document discusses the history and key concepts of feminism. It defines feminism as movements and ideologies that work to establish political, socio-economic, and reproductive rights for women. The document outlines three waves of feminism: first-wave feminism in the 19th-20th centuries focused on women's suffrage and property rights, second-wave feminism in the 1960s focused on issues like education and career opportunities, and third-wave feminism addresses issues like government representation and gender violence. It also discusses feminist theory, different feminist movements and ideologies, and notable feminists from Pakistan who have advocated for women's rights.
The document discusses the history and key concepts of feminism from the 19th century to present day. It covers the three waves of feminism, fighting for women's political, social, and economic rights. It also examines ongoing debates around representations of women in media and their impact, including the objectification of women's bodies and the pressure to conform to narrow beauty ideals. Critics argue this influences women's self-image and reinforces gender inequality, while others believe audiences are more active and resistant to media effects.
Feminism is a collection of movements and ideologies aimed at defining and establishing equal political, economic, and social rights for women. It has occurred in three waves, focusing on women's suffrage, gender equality, and continued issues of oppression, respectively. Feminism explores the interconnected nature of concepts like patriarchy, sexism, and women's status globally that contribute to women's inequality. It aims to challenge these systems through perspectives like liberal, radical, socialist, and postcolonial feminism.
A research paper about Gender Discourse Analysis in "Hamlet". Gender discrimination has been highlighted in perspective of discussion between the characters of the drama.
1) The document discusses the history and development of the field of language and gender, which emerged in the 1970s during second-wave feminism.
2) Three pioneering works published in 1975 helped launch this new field by questioning biological determinism and documenting differences in women's and men's speech.
3) Robin Lakoff's 1975 book identified specific linguistic forms that characterize "women's language" as weaker and more mitigated than men's language.
Gendered Verbal communication (Gender and Society)Adrian Divino
Research shows that men and women are more likely to exhibit different styles of verbal communication. Men are more prone to adopt what is called “report talk”, while women gravitate more toward
The study is entitled “Analyzing the Extent of Using Gender Fair Language in CMU’s Instructional Materials”. It aimed to 1. Evaluate the system of language choice used in the IMs following the NCTE guidelines; 2. Describe possible explanations for such choice of language; and 3. Determine if there is a relationship between author’s sex/gender and language choice. The data were gathered Instructional Materials Development Center, Central Mindanao University, there were about 52 available Instructional Materials that were used. The books and instructional materials were analysed on the language used in all parts of the books, from preface, to body, discussion and even the examples. The guide used during this stage is the guidelines set by the National Council of Teachers in English (NCTE) in the use of gender-fair language. Results showed Gender-bias language is present among the IMs evaluated. The common biases found were the following: a. generic used of “he his and man” and .gender stereotyping.
MAGLANA RESEARCH- Gender Fair Language in grade 8 high school modules.docxMelodinaSolis
Over the years men have reliably been placed in a platform and women are considered straightforward appendage even to the purpose for being non-existent. Gender equality never genuinely was a thing in the past not until the eighteenth century. Women begin to fight for their own spot in the general public. They needed to change the overall population by having their own affiliation. They struggled for a wide extent of issues like property freedoms, admittance to advanced education , equivalent compensation , testimonial and a lot more which a large number of the present ladies are campaigning for.
In the quest for equality, women needed to destroy all types of separation and generalizing particularly on the jobs they depict in the family or in the general public. They have likewise needed to further develop the language utilized in depicting or characterizing women and the utilization of words that trivializes women.
This document discusses theories of language and gender from historical perspectives. It covers dominance approaches viewing women's speech as subordinate due to societal inequalities. Difference theory sees gender differences in language due to socialization into different subcultures. Current social constructionist theory views gender as negotiated through interaction rather than innate. Variation within and across cultures is explored, finding women sometimes have restricted access to prestigious languages or act as cultural brokers between groups.
Men and Masculinity in Men’s Stylish Lifestyle.pdfGemma Garcia
This document discusses a study on the representation of men and masculinity in Men's Folio, a Malaysian men's lifestyle magazine. It highlights findings from focus group discussions with 6 Malaysian men aged 24-34 on how the magazine's content and advertisements portray masculinity and impact their notions of a modern male identity. Previous research on Western men's magazines is reviewed, showing they construct masculinity through language used, images featured, and topics covered for different age groups. However, less is known about how magazines influence readers' own sense of gender identity, especially in non-Western contexts like Malaysia. This study aims to help address that gap.
Complete Description of the Relationships between Language and Gender - how men and women speak differently? Personality differences in genders? gender discrimination? Authentic sources....
This document discusses how Nzema proverbs portray women in society. It analyzes key images of women in Nzema proverbs that relate to sexuality and procreation, perpetuating traditional perceptions of women. Qualities praised in men are not equally appreciated in women. Women are praised for fertility, humility, kindness, loyalty, reliability and dependence. The paper examines proverbs as an agent of socialization and their role in social construction of gender. It discusses how proverbs depicting women can reflect gender ideologies and affect prevailing gender roles and attitudes in these communities.
Transition of space technologies and the spin off technologies realisedAlexander Decker
This document discusses space technologies and spin-off technologies realized from space exploration. It provides examples of past space technologies from the 20th century that enabled space exploration. It also discusses present space technologies and applications that provide satellite communications, remote sensing, GPS, and benefits to various sectors. Examples of specific spin-off technologies are also outlined from space agencies in Europe and Japan that have applications in areas like living, safety/security, environment, healthcare, industry, and education. Potential new space technologies under development in 2013 are also mentioned, including improved spacesuits and reusable rocket technologies.
Uranium concentration in human blood using fission track etch techniqueAlexander Decker
This document summarizes a study that measured uranium concentration in human blood samples from exposed and control groups in Iraq using fission track etching technique. The main findings are:
1) Uranium concentrations were higher in the exposed group (1.84 ppb) compared to the control group (0.88 ppb), likely due to military activities contaminating the exposed areas.
2) Female uranium concentrations were higher than males in both groups, due to females having lower total blood volume.
3) Uranium concentrations varied between individuals but were highest in older females from more contaminated areas.
The relationship between the eps the market stock returnAlexander Decker
This document discusses research on the relationship between earnings per share (EPS) and stock market returns. It notes that previous studies have found EPS explains less than 11% of changes in returns. The study aims to test this relationship for industrial companies listed on the Amman Stock Exchange. It discusses two models for representing unexpected earnings - using change in EPS or level of EPS. The study hypothesizes that both measures will significantly affect returns but that level of EPS may better explain returns. It also hypothesizes that using multiple earnings variables could improve explanation of returns. The literature review discusses a previous Jordanian study on the relationship between stock prices, current EPS, and future profits.
The presentation of the arabic character in shakespeare's othelloAlexander Decker
This summarizes a research document about the presentation of the Arabic character in Shakespeare's play Othello. It discusses how Othello, as the main Arabic character, faces racial and religious discrimination as a Moor in Venice. While Othello possesses noble traits as a military leader, he is still viewed as an outsider due to his race and religion. The document analyzes how Othello is portrayed through negative imagery and language that emphasizes his darkness and exoticism in contrast to the fair Venetians. It concludes that the portrayal of Othello reflects the racial prejudices against Arabs that were prevalent in Elizabethan England.
Theoretical study of the effect of hydroxy subgroup on the electronic and spe...Alexander Decker
This document summarizes a theoretical study that used density functional theory calculations to investigate the effect of adding hydroxyl groups to the azulene molecule in different positions. The study found that adding hydroxyl groups (electron-withdrawing groups) decreases the energy gap of the molecules, making electrons easier to excite. It also decreases the ionization potential and increases the electron affinity, improving the electronic properties and making the molecules more soluble and conductive. Molecule 6, with hydroxyl groups in specific positions, was found to have the best properties for use as an n-type organic semiconductor. Vibrational frequency calculations showed good agreement with experimental data for the azulene molecule and identified characteristic vibrations induced by the addition of hydroxyl groups
1. Feminist literary criticism examines representations of women in texts and challenges traditional gender roles and stereotypes.
2. Early feminist critics analyzed how women authors faced barriers and how female characters were portrayed in limited, stereotypical ways.
3. More recent criticism looks at the intersection of gender with other identities like race and sexuality, and how cultural factors shape concepts of masculinity and femininity.
This document discusses the key aspects of feminist stylistics. It notes that feminist stylistics analyzes texts through a feminist lens to uncover patterns of sexism and representations of gender. It examines differences in how men and women are portrayed in literature and their language use. Some differences highlighted include women using more hedging, shorter sentences, coordination over subordination, and a focus on emotion over control. The goal of feminist stylistics is linguistic and social change by challenging patriarchal assumptions and stereotypes.
The document discusses differences in language use between men and women in several areas: minimal response, question asking, turn-taking, changing topics, self-disclosure, verbal aggression, and politeness. Women tend to provide more minimal responses like "mhmm" in conversations. They also ask more questions and are more likely to take turns in discussions. Men typically change topics less and focus more on their own points. Self-disclosure and expressions of emotions also differ between genders.
This document discusses gender in language from several perspectives. It begins by differentiating the terms "sex" and "gender" in sociolinguistics, noting that "sex" refers to biological distinctions while "gender" refers to social or constructed identities. It then examines the Whorfian hypothesis that language shapes thought using examples of how speakers of languages with grammatical gender describe objects differently based on gender. Several languages, including English, French, Spanish, Icelandic, Norwegian, Swedish, Japanese, and the constructed language Novial are analyzed for their use of gendered pronouns and how they include or distinguish gender.
Feminism is defined as the belief that women and men should have equal rights and opportunities. It arose from the understanding that historically, women have been unable to fully participate in social institutions and have often been treated differently than men. Feminism aims to remedy this situation by eliminating old assumptions about gender roles. There have been three major waves of feminism. The first wave in the late 19th and early 20th centuries focused on women's suffrage and legal rights. The second wave from the 1960s-90s took on issues like reproductive rights and the fight for the Equal Rights Amendment. The third wave since the 1990s challenges concepts like universal womanhood and promotes defining femininity on women's own terms.
This document discusses the history and key concepts of feminism. It defines feminism as movements and ideologies that work to establish political, socio-economic, and reproductive rights for women. The document outlines three waves of feminism: first-wave feminism in the 19th-20th centuries focused on women's suffrage and property rights, second-wave feminism in the 1960s focused on issues like education and career opportunities, and third-wave feminism addresses issues like government representation and gender violence. It also discusses feminist theory, different feminist movements and ideologies, and notable feminists from Pakistan who have advocated for women's rights.
The document discusses the history and key concepts of feminism from the 19th century to present day. It covers the three waves of feminism, fighting for women's political, social, and economic rights. It also examines ongoing debates around representations of women in media and their impact, including the objectification of women's bodies and the pressure to conform to narrow beauty ideals. Critics argue this influences women's self-image and reinforces gender inequality, while others believe audiences are more active and resistant to media effects.
Feminism is a collection of movements and ideologies aimed at defining and establishing equal political, economic, and social rights for women. It has occurred in three waves, focusing on women's suffrage, gender equality, and continued issues of oppression, respectively. Feminism explores the interconnected nature of concepts like patriarchy, sexism, and women's status globally that contribute to women's inequality. It aims to challenge these systems through perspectives like liberal, radical, socialist, and postcolonial feminism.
A research paper about Gender Discourse Analysis in "Hamlet". Gender discrimination has been highlighted in perspective of discussion between the characters of the drama.
1) The document discusses the history and development of the field of language and gender, which emerged in the 1970s during second-wave feminism.
2) Three pioneering works published in 1975 helped launch this new field by questioning biological determinism and documenting differences in women's and men's speech.
3) Robin Lakoff's 1975 book identified specific linguistic forms that characterize "women's language" as weaker and more mitigated than men's language.
Gendered Verbal communication (Gender and Society)Adrian Divino
Research shows that men and women are more likely to exhibit different styles of verbal communication. Men are more prone to adopt what is called “report talk”, while women gravitate more toward
The study is entitled “Analyzing the Extent of Using Gender Fair Language in CMU’s Instructional Materials”. It aimed to 1. Evaluate the system of language choice used in the IMs following the NCTE guidelines; 2. Describe possible explanations for such choice of language; and 3. Determine if there is a relationship between author’s sex/gender and language choice. The data were gathered Instructional Materials Development Center, Central Mindanao University, there were about 52 available Instructional Materials that were used. The books and instructional materials were analysed on the language used in all parts of the books, from preface, to body, discussion and even the examples. The guide used during this stage is the guidelines set by the National Council of Teachers in English (NCTE) in the use of gender-fair language. Results showed Gender-bias language is present among the IMs evaluated. The common biases found were the following: a. generic used of “he his and man” and .gender stereotyping.
MAGLANA RESEARCH- Gender Fair Language in grade 8 high school modules.docxMelodinaSolis
Over the years men have reliably been placed in a platform and women are considered straightforward appendage even to the purpose for being non-existent. Gender equality never genuinely was a thing in the past not until the eighteenth century. Women begin to fight for their own spot in the general public. They needed to change the overall population by having their own affiliation. They struggled for a wide extent of issues like property freedoms, admittance to advanced education , equivalent compensation , testimonial and a lot more which a large number of the present ladies are campaigning for.
In the quest for equality, women needed to destroy all types of separation and generalizing particularly on the jobs they depict in the family or in the general public. They have likewise needed to further develop the language utilized in depicting or characterizing women and the utilization of words that trivializes women.
This document discusses theories of language and gender from historical perspectives. It covers dominance approaches viewing women's speech as subordinate due to societal inequalities. Difference theory sees gender differences in language due to socialization into different subcultures. Current social constructionist theory views gender as negotiated through interaction rather than innate. Variation within and across cultures is explored, finding women sometimes have restricted access to prestigious languages or act as cultural brokers between groups.
Men and Masculinity in Men’s Stylish Lifestyle.pdfGemma Garcia
This document discusses a study on the representation of men and masculinity in Men's Folio, a Malaysian men's lifestyle magazine. It highlights findings from focus group discussions with 6 Malaysian men aged 24-34 on how the magazine's content and advertisements portray masculinity and impact their notions of a modern male identity. Previous research on Western men's magazines is reviewed, showing they construct masculinity through language used, images featured, and topics covered for different age groups. However, less is known about how magazines influence readers' own sense of gender identity, especially in non-Western contexts like Malaysia. This study aims to help address that gap.
Complete Description of the Relationships between Language and Gender - how men and women speak differently? Personality differences in genders? gender discrimination? Authentic sources....
This document discusses how Nzema proverbs portray women in society. It analyzes key images of women in Nzema proverbs that relate to sexuality and procreation, perpetuating traditional perceptions of women. Qualities praised in men are not equally appreciated in women. Women are praised for fertility, humility, kindness, loyalty, reliability and dependence. The paper examines proverbs as an agent of socialization and their role in social construction of gender. It discusses how proverbs depicting women can reflect gender ideologies and affect prevailing gender roles and attitudes in these communities.
This document summarizes sexism in the English language. It discusses how feminism aims to establish equal rights for women, and traces the history of feminism through three waves focused on women's suffrage, legal rights, and representation. The document then analyzes how English contains sexist elements, like words containing "man" that can apply to both genders, and feminine forms created by adding suffixes to masculine nouns. Specific examples of sexism in words, titles, proverbs, and descriptions of gender roles are provided to demonstrate how language reflects and perpetuates societal discrimination against women.
This document summarizes the key points of muted group theory and gendered communication styles. It discusses how muted group theory proposes that women are a marginalized group due to communication being constructed by men. This gives men an advantage and makes it difficult for women to express their experiences. The document also examines how gendered communication styles differ between men and women, with men focusing on status and women on connection. It provides examples of this, such as derogatory words used for women's tones of voice. Finally, the document considers whether muted group theory is still relevant given changes in gender roles over time.
Communication and StereotypicalImpressionsPatrick C. Hug.docxclarebernice
Communication and Stereotypical
Impressions
Patrick C. Hughes
Texas Tech University, Lubbock, Texas, USA
John R. Baldwin
Illinois State University, Normal, Illinois, USA
This study examined the relationship s between specific communica-
tion behaviors and overall perceptions of Black and White commu-
nicators and sought to replicate the findings of Leonard and Locke.
Eighteen communication behaviors were identified in the literature
representin g ‘‘Black’’ and ‘‘White’’ communication. Black (N = 105)
and White (N = 159) respondents recalled a past interaction with a
racial ‘‘other’’ and completed a two-part questionnaire regarding
these behaviors and overall impressions of the other. Pearson
correlations were used to answer seven hypotheses regarding these
behaviors and impressions. Individual communication behaviors
were associated with several negativ e race-type impressions,
suggesting that macrolevel interpretation s between interracial speak-
ers may be problematic. Results also suggest that the exact order
of stereotypes=perceptions might change from place to place,
depending on how the instrument is used, and may be influenced
by interpersonal interaction.
KEYWORDS interracial communication, stereotypes , communica-
tion style
`̀I s interracial communication possible?’’ Leonard and Locke (1993) suggest commu-nication stereotypes are a key piece of the interracial relations puzzle. If this is thecase, the outlook for interracial communication in the twenty-first century is dis-
couraging. For example, a survey found that 76% of African Americans felt that Whites
are insensitive to people, 76% felt that Whites do not want to share with non-Whites, and
79% believed that Whites see themselves as superior and able to boss others around
(Minorities,1994). Many felt that `̀ Whites are insensitive to other people and have a long
history of bigotry and prejudice’’and that `̀ Whites control power and wealth in America’’
The authors are grateful to the editor and two anonymous reviewers for their
helpful comments.
Address correspondence to Patrick C. Hughes, Department of Communication
Studies, Texas Tech University, Lubbock, TX 79409, USA. E-mail: [email protected]
The HowardJournal of Communications, 13:1137128, 2002
Copyright # 2002 Taylor & Francis
1064-6175/02 $12.00 + .00
DOI: 10.1080=10646170290089 917 113
(Minorities, 1994, p. A14). While many may either confirm or challenge the existence of
such perceptions, we cannot deny that stereotypes among racial and ethnic groups con-
tinue to be prevalent in the United States.
Stereotyping is an impediment to effective interracial communication (Barna, 1994;
Boyd,1993; Waters, 1992) and yet seems to be a natural part of the communication process,
as categoriz ation is needed to make sense of our world (Stephan, 1985). The existence and
propagation of these stereotypes themselves are inherently communicative, as it is com-
munication that creates, perpetuates, or contests stereotypes. ...
Analysis Of Language Style Found In Novel The Last Tycoon Written By F. Scoot...Asia Smith
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Use of gender exclusive language in secondary school english textbooks in kenya
1. Research on Humanities and Social Sciences
ISSN 2222-1719 (Paper) ISSN 2222-2863 (Online)
Vol.3, No.19, 2013
www.iiste.org
Use of Gender-Exclusive Language in Secondary School English
Textbooks in Kenya: The Case of New Integrated English
Student’s Book 3
Norah Mose
School of Arts and Social Sciences, Maasai Mara University PO box 861, Narok, Kenya ignarayn@yahoo.com
Abstract
This paper focuses on the use of the pronoun “he” and nouns containing “man” which are generically used to
mean people but intentionally or unintentionally they exclude the female gender. The paper confines itself to one
of the English course books used in Kenyan secondary schools, New Integrated English Student’s Book 3.
Examples of gender-exclusive language used in the book are extracted and suggestions of using gender inclusive
language are given. The study hopes to help in shaping the attitudes of learners in such a way that both genders
will feel morally and socially included in the socio-economic developments of the society.
Keywords: Gender, sex, gender-exclusive, gender-inclusive, language.
1.
Introduction
The focus of this paper is on the use of gender-exclusive English language with specific reference to the pronoun
“he” and the noun “man” which are used generically to refer to both male and female. In the real sense “man” is
not equal to people and therefore the pronoun reference “he” for neutral antecedents is gender-exclusive. The
use of “man‟ as a generic term for people in general or as a person of either sex is now considered old-fashioned
(Macmillan, 2002: 867). This paper takes cognizance of the pioneer work of the 1970s feminist linguists who
concentrated on the way language features indicate sex-roles of women and men in society (See Cameron &
Coates, 1988 and Tannen, 1990), and the 1990s where focus shifted to generic use of “he/man” (Martyna 1995,
p. 42; Thomas and Wareing 1999, p.70) .
Currently, women are getting involved in socio-economic developments and are increasingly becoming aware of
their linguistics rights unlike there before. The fact that it is no longer a man's world is evident. Women today
perform jobs which were male dominated e.g. the president of Liberia, Hellen Serlif, former Philippines
president, Gloria Aroyo and former British Prime Minister Margaret Thatcher, members of national assembly,
police officers, firefighters and salespersons. The titles statesmen, assembly men, policemen, firemen and
salesmen can no longer be used to refer to them.
Historically, the use of “man” excluded women (Freeman, 1979, p. 492) as in when Thomas Jefferson indicated
“all men are created equal” and “governments are instituted among men…” He did not use the term ‘men’
generically; rather he was precise at the time that women could not vote (Fromkin, Rodman and Hyams 2003, p.
485). This was a blatant exclusion of women. Both men and women can be discriminated but most research
has concentrated on negative attitudes towards women through the use of gender-exclusive language (Holmes,
1995).
The emphasis for use of gender-inclusive English language has found its way in the media, learning institutions
and publishing houses. The United Nations Education Scientific and Cultural Organization (UNESCO) in a 1999
book Guidelines on Gender-Neutral Language, gives alternative words to use instead of words containing “man”
and also made a call for the avoidance of gender-specific language in its bid to transform behavior and attitudes
that legitimize and perpetuate the moral and social exclusion of women. Indeed the use of gender-fair language
can be felt in the media, publishing houses and learning institutions.
2.
Sex and gender
Sex refers to biological category which is usually fixed before birth (Romaine, p. 1994); (Wareing , p. 1999) and
(Gradol and Swan, p. 1989:96). Spender (1980) remarks that we construct only two sexes (p.4): male and
female. Gender, on the other hand, Gradol and Swan (1989) add is the social cultural dimension of the division
of human beings into male and female (p.96). Wardhaugh (2002) adds that gender is a social construct, but
which is heavily grounded in sex, involving the whole gamut of genetic, psychological, social, and cultural
differences between males and females (p.313). Halls (2003) in Coates (2004) views gender as being constructed
locally and that it interacts with race, class, sexuality and age (p.288). This presupposes that the way men and
women are viewed may vary from one place to another. This view is affirmed by Wodak (1997) that gender
constitutes what a person does and that what it means to be a woman or a man changes from one generation to
the next as well as between different ethnic, religious groups and social classes (p.13). Spender (1980) affirms
that the division of the world into plus male minus male has seen the construction of patriarchal order.
99
2. Research on Humanities and Social Sciences
ISSN 2222-1719 (Paper) ISSN 2222-2863 (Online)
Vol.3, No.19, 2013
www.iiste.org
2.1 Gender-exclusive language
Language is considered gender-exclusive when particular expressions “support unfair or untrue attitudes to a
particular sex, usually women” (Cambridge, 1995:1305). Conkright (2000) remarks that it inadvertently
prejudices the audience’s interpretation of the described target (p.482). Such a language conveys stereotypical
attitudes mostly towards women and occasionally towards men. Thus proponents of gender-inclusive language
view the use of generic ‘he/man’ as demeaning to the woman. Gendered terms like policeman, salesman,
firemen and watchman are generically used thus revealing sexism in language. ‘Doctor, engineer, lawyer’ etc are
used as if they apply to one gender (male) (Wodak, 1997; Cameron, 1985 and Crawford, 1995). Their pronoun
reference is more often ‘he’ connoting that these high status jobs are for men , but when a woman is a doctor she
is marked ‘woman doctor’(Thomas and Wareng, 1999, p.72) and is subordinate to male doctors as well as male
patients (Romaine, 2004, p.111); consequently, her position in relation to men is inferior (Spender 1980, p.194).
Though general improvement on use of gender-inclusive terms has been noted, a few glaring instances of
insensitivity deserve attention. During the Westgate Mall attack in Kenya in September, 2013, news anchors in
various television stations kept on referring to the attackers as “gunmen”, and the alleged organizer
“mastermind” only for the purported mastermind to turn out to be a woman! Similar use of gender-specific
language was noted during the March 2013 Kenyan general election where on a television station a political
analyst commenting on a potential election re-run said: “if people turn out man to man in the re-run…” The
Standard newspaper during the countdown to 2013 general election, ran an article which read in part “… we owe
it to the British colonialists the establishment of ‘a one man show’. Also, the chair of the Independent Electoral
and Boundaries Commission applauded Kenyans’ perseverance as “the long queues of our countrymen…”
Similar examples where women are appointed ‘chairmen’ of boards or ‘he’ generically referring to both men and
women also abound. In a Kenyan University’s admission office notice board, I saw a list of section heads with
the title ‘Chairmen of Departments’, but on reading through it I found names of women among the chairs. In the
school of Science, I saw a memorandum with the clause: “Chairman/chairperson of the department identifies the
need for part-time lecturer.” It appeared as if the use of gender-neutral forms has not been fully accepted and
readers have to be carefully directed that if a woman occupies the position of a chair, the reference is
chairperson; otherwise, it is chairman. Chairperson in this case does not refer to men and it is marked. I also
stumbled upon a memo addressed “ To all chairmen of departments”. Furthermore, the charter of the university
linked some administrative duties such as course allocation with the “chairman”. For the two years I was a
student in a university, the office of the chair of language and linguistics department bore the tag “chairman”,
surprisingly, when a female professor acted in the absence of the chair the tag remained the same. The higher
institutions of learning perpetrators of gender-exclusive language even when they champion for moral and social
exclusion of women in all spheres of life.
Gender-exclusive forms maintain status quo, and Romaine (1994) remarks that ‘language is made by men and
for men, to represent their points of view and perspectives’ (p. 105). (Fromkin, Rodman and Hyams (2003) add
that language connotes sexist attitudes by the users (p.482) which exclude or demean either gender (Cameron,
1985, p. 72) almost invariably the female (Gradol and Swan, 1989, p. 96). It has been used to perpetuate deeply
ingrained sexist attitudes and values (Coates 2004). Through language we can demonstrate meaning and values
and according to Desprez-Bouanchaub et. al (1999) imprecise word choice may be interpreted as biased,
discriminatory and demeaning even if they are not intended to be (p.4).
Over-use of generic “man” and gender-specific pronouns like "he" are manifestations of linguistic sexism
(Fromkin, Rodman and Hyam, 2003, p. 484). As was seen above, it is skewed towards women, a fact that makes
Guimei (2010) keenly observe that the English language ignores women by allowing masculine terms to be used
specifically to refer to males and commonly to refer to human beings in general. In the sentence: “A lecturer
should guide his students”, “his” refers to the subject ‘a lecturer’. To examine ‘lecturer’ in the sense of gender, it
is either a male or a female, yet ‘his’, a masculine pronoun used as the subject’s reference, also covers the
possibility of a female subject.
2.2 Gender-inclusive language
Treichler and Frank (1989) define gender-inclusive language as a language that explicitly includes both the
females and males and that this language minimizes the gender differences. They also give gender-neutral,
gender-fair, non-sexist and gender-free as phrases that can be used instead of gender-inclusive. But it has to be
noted that if the sex of the antecedent is known to be either male or female then use of corresponding pronoun
will not be considered sexist. However, when references are made to neutral subjects then, there is need to use
gender-neutral language. The following examples of correcting gender neutral language are derived from
Desprez-Bouanchaub et. al (1999) in their UNESCO Gender-Neutral Language Guidelines.
a) Man’s search for knowledge has led him to improve scientific methods. (The search for knowledge has
led us to improve scientific methods.)
b) The teacher is usually appointed on the basis of his training. (Teachers are usually appointed on the
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basis of their training.)
Apparently, a lot of effort is being expended in transforming sexist attitudes through use of politically
correct expressions. However, despite this, my reconnaissance study shows that this benefit has not trickled
down in its fullness to the school textbooks. In some of the books, examples of gender-specific language abound
in words like manpower, mankind, salesman, man among others and the pronoun reference used is “he”. One of
the culprits is history books in an example like: The first man lived in caves. He made fire to warm himself and
chase away wild animals. “Man” here is intended to mean both man and woman; likewise, “he” and “himself” is
supposed to refer back to both man and woman. However, looked at critically, the woman is not part of the
people who lived in the caves earlier, and this raises the question where was she then? Obviously, she is
invisible.
Once attitudes relegating women to second rate citizenship are implanted in the minds of young people through
association in examples in books, it may be an uphill task to reverse the genders that has already been done.
Butler (1990) sees gender as something that is done in social interaction. Students interact with their books daily.
These books, by extension are their social environment because examples are drawn from the real world. The
examples used in reading comprehension passages and poems are either factual or relate to the real world.
Weatherall (2002) observes that gender is discourse because it is an integral part of social life that is produced
through everyday language and talk (p.81).
It should be noted that the English textbooks authors have made a lot of efforts to use gender-neutral language,
but somehow lack of it emerges in the passages, poems and even grammar example they provide, a fact that
waters down the gains made in incorporating gender-sensitive topic in the form three English curriculum. The
purpose of this paper is to explore how the generic pronoun and noun “he/man” have been used to perpetuate
negative attitudes towards women, exclude them or relegate them stereotypical women roles. This paper also
offers alternatives to the gender specific forms used in the selected books. A form three textbook is selected
purposively because gender-sensitive English Language is covered in the form-three English syllabus (Ministry
of Education Science and Technology, 2002). The New Integrated English by Jomo Kenyatta Foundation is also
purposively selected because it is used by many schools yet there are manifestations of gender-insensitive
language. The objectives of this paper are:
• To identify use of gender-insensitive English language in the form-three English textbooks.
• To find out the roles assigned to the genders through use of pronoun references and words including
“man” in English language text books.
• To suggest ways of making the gender-exclusive language gender-inclusive.
3. Methodology
A case study of New Integrated English form three student’s book was done. Sentences containing “he/man”
used in a generic sense were identified. I then focused on the roles assigned to the females and males through
various uses of the pronoun “he” and words containing “man”. Corrections of gendered examples were provided
in brackets adjacent the gendered expressions. A short description of stereotypical roles assigned by gendered
pronouns and words containing “man” was also provided. The sections studied include grammar, reading
comprehension, poems, writing, listening and speaking.
4. Result and discussion
The following are examples of sexist or gender-insensitive language found in the course book. These words are
used in the comprehension passages, poems and grammar exercises offered for students. I also provide genderinsensitive alternatives in brackets and a short comment. I start with words including “man”.
1. The rich man (person) who lives idly on his income: the man (person) who gambles in the hope of
getting money without working for it; the woman (person) who marries for the mere sake of being
comfortably established for life (p.64).
(1) Portrays men as rich and women as gold diggers, a negative connotation.
2. Man (A person) proposes; God disposes (p.75).
‘Man” is used synonymously with “person”, but it discriminates against woman.
3. How long does it take a spaceman (space explorer) to fly to mars?
Both men and women are known for feats in space exploration.
4. It was senseless and inhuman for the clansmen (relatives) to wage war against each other for no
apparent reason (p.105).
The relatives consist of both men and women, but here women are invisible.
5. “Dead man’s (person’s) path.” Dead men (people) do not require footpaths (p.189). Death is a
phenomenon that befalls both men and women.
6. No man (one/person) is an island (p.227).
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Both men and women should explicitly be captured since it is not only men who can be
incommunicado.
7. One day the policeman (police officer) led her to the refuge (p.230).
The police officer could also be female.
8. Look, son there is no fair play, no gentleman (respectable person)… the gentlemanly (respectful) third
… sportsmanship (sportiveness) is real…best man (person) won…(p.245).
Women should be included since they are also taking part in sports and also desire to excel in them.
9. You beasts that men (people) call wicked (p.269).
Men is not equal to people and it excludes women; people includes men and women.
10. Man is (people are) a social being (p.29).
“Man” is not synonymous with people though the expression is often used in social sciences.
11. However, it was only after the arrival of a fire engine from Kisumu Airport that firefighters contained
the blaze. By the time the Kisumu airport firemen arrived, everything in the bookshop had been
destroyed (p.132).
(11) is a newspaper excerpt and in the previous sentence, however, “firefighters” is used. Even the
media sometimes slips back to gender-insensitive language.
The following section presents sentences in which “he” is used generically and as in the previous section,
suggestions have been provided for use of gender-sensitive language. This includes pluralizing the antecedent,
using “their” or the alternative “he/she”.
1. If the patient (patients) look(s) seriously ill, he is (they are) referred to the doctor who carries out
further examination which may include ordering for laboratory tests (p.80).
2. When the patient is (patients are) fully recuperated, he is (they are) discharged (p.80).
3. The patient was suffering from malnutrition because of his (/her) poverty (p.220).
4. We carry the death-disease… The disease that slowly wastes its victim (s) while he (they) still stand(s)
upon his (their) feet as the wolf wastes its prey… (p.112).
5. The victim wrote in his statement… (p.236).
12 to 15 are cases of restricting common gender antecedents to masculine gender.
“patient” and “victim” means people yet the pronoun reference restrict it to male.
6. Oh about ninety minutes if he doesn’t (they don’t) hit any meteorites (p. 83).
Space exploration has been associated with men. Now women are exploring space and should be given
due recognition in language for this feat.
7. The ambassador arrived at the reception in his (their) pyjamas bottoms. (p. 83).
The ambassadorial role is a traditional domain of men, but one which is now getting occupied by
women. It is deplorable that such a demeaning example is associated with the male ambassador.
8. …in a city, today’s driver was yesterday’s pedestrian and only knows the highway code from that
perspective. He (/she) will therefore be subject to impulse buying. Newspapers, maize cobs, peanuts
will all afford him (her) the opportunity to test his prowess at emergency braking…the driver is only
trying to find his (/her) mobile phone or answer a text message (p.85).
9. The driver said he suspected the lorry driver was distracted by the first accident (p.131). 17 and 18 are
insensitive to the realization that driving is no longer a male preserve.
10. Today (a) good driver(s) is (are) the one(s) who speed(s) and passengers like him (them). He is (they
are) thus eager… (p. 149).
The recklessness of the male driver makes him a hero.
11. Once mama has found her chicken under the seat, she will get out and the car will move (p.85).
The antecedent “mama” strips the woman the title of a “passenger” while it is not the case with the
male driver. The example of travelling with chicken is demeaning.
12. She burnt herself as she cooked food (p.86).
The feminine pronouns portray the stereotypical role of women as cooks prone to accidents.
13. He (They) left his (their) property to both his wife (their spouses) and children (p.119)
(24) Portrays women as the traditional receivers of wealth and men as toilers thus disregarding the fact
that women work as hard as men do.
14. An accident-prone person demands too much or too little satisfaction for himself (themselves) (p. 149).
(25) sets out gender neutrally but reverts to gender-exclusive language in the pronoun reference.
15. It gives the individual(s) the opportunity to do as good a job as he is (they are) capable and …. Also
develops him (them) as a person, enabling him (them) to get more out of life. (p. 164).
Gender-inclusive language is used in the passage ‘Universal Primary Education’ yet both male and
female children are beneficiaries of universal primary education.
16. The contract worker wanted to write a letter to his (/her) lover three weeks ago (p.196).
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26 portrays men as workers who leave women at home to only wait for letters and other benefits from
workers.
17. I tried to call the doctor but his (the) line was engaged (p.198).
These days there are women doctors, but the stereotypical male doctor still occupies this prestigious
position in this selection.
18. The examiner(s) also does not have a favourable word for examinations; at least not when he (they) has
stacks of scripts to mark. In most cases he has (they have) … and he (they) must read them
carefully(p.216).
19. An examinee might get few marks more than he (they) deserves… (p.216).
20. His [invigilator’s] concentration is likely to suffer and a sharp examinee is likely to take advantage of
the situation (p.216).
28-30 disregards the fact that even the students know that some of their female teachers are examiners
and that the students reading this text are both male and female and know they are potential candidates.
21. Angered by the remark the thug drew his(/her) gun.
A case of neutral antecedent being assigned masculine gender.
22. Their MP failed them, they expected him(/her) to support the development (p.332).
Still not acknowledging advances made in women leadership, the neutral gender restricts itself to
masculine pronoun reference.
5. Conclusion
The data collected reveals that there a significant use of gender-exclusive language in the selected English
language textbook. It creates a misunderstanding and actually promotes a male centered perception. It imprints in
the minds of the learners stereotypical roles traditionally reserved for men and women. The female are directed
to the stereotypical minding of children or demeaning acts such as travelling with livestock, while men assume
more challenging and rewarding roles like sportspersons and doctors.
Authors, especially of English course books, need to adapt and integrate fully gender-sensitive examples. This
will encourage girls to fairly venture into areas dominated by the male.
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