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Gender and Language, KATIA PAOLA CISNEROS ROSAS
SOCIOLINGUISTICS t72
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Gender and Language
Talking about sex;Reporting sexual violence on Campus
The reliance on pornography
undermines normal sexual development
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With pornography, the realities of a relationship are absent, turning sex into only a physical activity and not an act of emotional intimacy. If desire emerges only through pornography, it can take away the desire for sex with actual people
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When individuals steeped in the world of pornography enter the ‘real world’, they flounder because they seek what they have learned in digital pornography #
Social media have changed teenage life with digital prornography
When it comes to sexuality, women who accept or reject a sexual relationship are judged through slut-shaming or puritans, and men when they don't accept it are wuss and fag
Education systems have always struggled with how to handle emerging sexuality in schools; with such a sex-saturated culture, it makes things yet more difficult.
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Educational institutes are places where society itself seeks to reproduce the status quo
The persistent rates of sexual assault at universities and the systematic misogyny are highly problematic and says much about society’s view of women
Young women hesitant to report rape because of the response they receive when they do; they are often not believed or they are accused of encouraging rape by what they have worn or where they were or how much they were drinking or if they were involved in drug use; the victims become victims again of the attitudes of society at large that is suspicious of young women’s version of events
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The list of barriers in reporting rape and sexual assault among both male and female victims included shame, guilt, embarrassment, not wanting friends and family to know, concerns about confidentiality, and fear of not being believed
Gender Achievement, the Hiddin Curriculum and Language Space #
Class participation
Speaking out in class
Educational attainment levels
Teacher-student interaction
The hidden curriculum in education and school policies also promotes discrimination in the educational system
Teachers interact with and teach their students in a way thatreinforcepower discepancies of gender, race, and social class
Teachers develop the correspondence principle
Girls may be encouraged to learn skills valued just in female-dominated fields
Because of this women are not prepared or qualified to pursue more prestigious, high-playing occupations
Women are more passive, quiet, and less assertive
Boys might learn leadership skills for male-dominated fields.
Children learn traditional gender stereotypes and roles as "natural" and permanent characteristics
Some roles or habits in classrooms seems to reflect the patriarchy outside the classroom; more power to the male,less power to the female
Educational gender discourses
The masculine educational discourses reinforces the necessity to keep boys 'on top' by appealing to their 'male learning style' and their more physical, aggresive and competitive traits
The society trains boys to be emotionally disengaged #
The 'culture of cruelty' is in which boys receive little (if any) encouragement to develop qualities such as compassion, sensitivity and warmth; or, ‘the Boy Code’ society's demand that boys suppress or cover up their emotions.
The feminist educational discourses connect with our vulnerability; the emotional traits.
Silence as participation strategy
According to many feminist, a connection between gender, speech, and silence exists
It is 'normal' for a teacher to ignore girls for long periods of time, for boys call out, and for boys dominate classroom talk in addition todominationg the physical space #
Gendered language tendencies regarding the use of 'linguistic spacie' in classrooms drive from both the particular features of the language used (specific patterns and habits of belonging) as well as the amount of talk-time in teacher-led lessons
The quality of language as well as the quantity that seem to reinforce gender divisions
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Silence among many female students seems to be a comfortable participation strategy because more verbal
interaction by girls in classrooms is often
condemned as ‘chatty’ and ‘trivial'
Gender roles are constructed through language and teachers own use of speech, including the proportions of talk-time and the level of meaningful discussions. So a disproportionate amount of linguistic space is allotted to males in classrooms and this has an effect on the female classroom experience
Gender imablance
Silence function is part of female discussion of the societal perception of female ‘verbosity’ and the cultural requirement for females to say less
The teacher as Gender Coach; Classrooms as Gender Stage
Gender discrimination in classrooms exists largely at a covert level; thus, teachers largely perpetuate accepted attitudes from the social-historical gender patterns of the past; gendered or outright sexist comments and attitudes persist. As a result, genderedness is constantly a key ingredient for participating in school life
Girls keep in silence; they are systematically marginalized in general class discussions so, they can't work through their ideas with language or practice #
Boys are privileged learners as males are privileged participants in society and that this privilege is evidenced in the way boys monopolize teacher attention #
School's programs put into practice the zero-sum game of gender and achievement (that is, that one gender must win and one must lose).
Gender classification also index sex, as well as social variables as race and social class
Teachers seem unaware that they treat boys and girls in distinct ways and even disbelieve the evidence when confronted with it; they defend their actual practices with a sincere disclaimer that they treat them all the same
School succes
The underachievement of boys in part due to a growing
culture of masculinity, which insists on a lack of interest in academic pursuits
Masculinities in schools – on how language is used to align with a certain belonging of masculinities studies the way boys speak to each other, other students, and their teacher #
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Girls’ school successes are limited and derogatory ways; even if and when girls ‘win’, they still ‘lose’. They are ‘winning’ at tests but ‘losing’ at life. Academic successes do not correlate with senior positions in places of business later on
Girls receive less behavioral criticism, fewer instructional contacts, fewer high-level questions, and academic criticism, and slightly less praise than boys across the age ranges and in all subjects
Sex discrimination in the educational systemaffects both boys/ men and girls/women during an after their education experience.
Because education is an institution of social and cultural reproduction, the existing patterns of gender inequality are reproducen within school
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Formal process
Informal process
Classrooms
The surrounding school culture
The construction of one's identity and the resulting selationship with the world is rehaearsed day in day out inside school
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Foundations of social behavior
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There is a systematic and stubborn perpetuation of genderedness
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