Download
1 / 43
430 likes | 432 Views
Explore the relationship between language and gender, discussing stereotypes and inequality in the English language. Understand the differences between sex and gender and analyze how language creates meanings and representations.
E N D
Grammar Starter Underline the pronouns in the passage.
Aims of today’s lesson • To discuss sex equality and the stereotypes associated with males and females • To begin to explore whether language is inherently sexist Lesson Outcomes By the end of the session we will have: Identified the differences between sex and gender. Utilised paired and group discussion to examine key terminology and theory relating to the ways in which gender is represented in the English language. Examined the associated connotations of terms used to describe males and females. Completed a table with key terms and their definitions.
Language and Gender – what we will study In order for you to have a good understanding of issues relating to language and gender and to be able to successfully answer a question related to this in the exam, we will study; • The difference between the terms sex and gender and how socialisation plays an important role in the construction of gender. • The representation of gender in a range of texts. • Gender bias. • Conversational styles of men and women and theories related to this. • How men and women talk to each other!
Language and Gender Paper 1 – You could be given two texts in which ‘gender’ is the key theme/topic – REMEMEBER: You are required to examine how language is used to create meanings and representations Paper 2 – You could be required to produce a discursive essay focused on gender or a directed writing task which centres around the topic of ‘gender’.
Discussion Activity In your groups of 2-4, consider how you feel about the statements below. How far do you believe them to be true? Try to use evidence to support your opinion. (You do not have to come to a group agreement.) • Boys and girls are brought up and expected to behave in different ways. • English is an inherently sexist language. • Women are conventionally represented in negative ways by the media. • Women talk more than men.
What is the difference between sex and gender? Sex: either of the two main categories (male and female) into which humans and most other living things are divided on the basis of their reproductive functions Gender: the state of being male or female (typically used with reference to social and cultural differences rather than biological ones)
Do you think men and women are treated equally? Illegal to pay a man more than a woman for same job role Women still objectified in the media but could argue men are too – do you agree? Still discriminated from some professions? E.g. manual labour, management (females) and caring / nursing (males) Unequal maternity / paternity leave – this can be shared now March 2011 – cheaper car insurance for women made illegal
Stereotype: a widely held but fixed and oversimplified image or idea of a particular type of person or thing
Task 1 In your groups: Divide your A4 sheet in half – one side for girls/women, the other side for boys/men. List as many words you can think of to refer to each group – either positive or negative. To help you – think of terms you would use to describe your girlfriend/boyfriend, males & females you dislike You have one minute to think about male terms first You now have one minute to think about female terms
Now try to reorganise your words into different Semantic Categories MALE FEMALE
Is the language we use sexist? Task Out of your list of words, identify the examples of insulting (derogatory) terms used towards males and females – highlight these.
Julia Stanley compiled similar inventories of words and found that there were more words for men but also that there were more positive words. She also discovered that many words for women had sexual overtones (220 for a sexually promiscuous female compared to only 20 for a sexually promiscuous male.) Therefore, language embodies sexual inequality. Muriel Shulz (1975) argues that it is not an accident that there are more negative words for women. It represents patriarchal order and is rule governed. Words that are ‘marked’ for females become pejorated. In many western cultures, the largest dominant group of all consists of white, middle-class men. Historically, power has rested with men and has been handed on to men. A society in which power is distributed in this way is called a patriarchy.
Animal Imagery Task In your list, can you find examples of animal names used towards males and females as you can think of.
Animal Imagery Words for men – generally more positive, often associated with sexual prowess or wiliness. Words for women – usually negative e.g. bitch, cow. Birds are widely regarded as feather-brained and flighty. Even the more positive ‘chick’ and ‘kitten’ are sweet but helpless pets.
Patronising usages List some examples of words that might be considered ‘patronising’ terms e.g. ‘babe’, ‘honey’, ‘treacle’ (mainly used for addressing women).
The male titles have retained the original positive meanings whereas female titles have frequently undergone a downhill slide – often ending with a sexually debased meaning. Words for women assume negative connotations even when they are designated the same state or condition as they do for men e.g. ‘bachelor’/’spinster’. Keeping his options open! This is known as Lexical Asymmetry – the words are unequal (asymmetrical) in their associations and connotations. Rejected, undesirable, on the shelf!
Lexical asymmetry • What is the definition of the word ‘bachelor’? • What is the definition of the word ‘spinster’? • What connotations do the words ‘bachelor’ and ‘spinster’ have?
Lexical asymmetry • What is unequal about the terms of address ‘Mr’ and ‘Mrs’? Lexical asymmetry - male words and their female equivalents that are unequal in their associations
Semantic Derogation of Women Personal Study: Research the change in meaning for the word ‘mistress’. Hint: use the Online Etymology Dictionary.
Semantic derogation – KEY THEORY Muriel Schulz (1975) Words which are used in association with females become ‘pejorated’. Words which are marked female are marked negative. Miller & Swift (1976) Once a boy’s name became popular as a girl’s it ceased to be used, e.g. Lesley.
Marked and unmarked terms When women move into a profession they do not gain a ‘noun’. Instead, the male terms are converted to female equivalents by the addition of a bound morpheme, such as ‘-ess’ or by the qualifier ‘lady’ doctor Lady doctor It is suggested that male roles are more important because the standard, unmarked term refers to them. Julia Stanley refers to this as women having negative semantic space
He/Man Language In groups, discuss the gender issues in each of the following examples:
This seems to show that there is a bias in the English Language in favour of males. Anne Bodine (1975) refers to this as Androcentric Language ‘Man’/’Mankind’ is always a generic term but this has been criticised because it implies that men are more important. ‘Deer’ is a generic term for a species – male deer are ‘stags’ and female deer are ‘does’. ‘Man’ refers to the species as a whole and males – this is why the term man has been labelled the False generic. ‘Humankind’ is an alternative that is increasingly used.
There is evidence that the word ‘man’ naturally includes ‘women’ from as early as 1553 when it was considered more neutral to place the male before the female – men and women, husband and wife, boys and girls, son and daughter etc. male superiority is reflected in the structure of the language, Exceptions to the pattern: Ladies and gentlemen Mother and father Suggests that bringing up the children is primarily the role of the female parent.
Order of precedence Task • How many phrases can you think of where the male word is placed in front of the female word? E.g. ‘boys and girls’ Are there any exceptions?
Generic ‘he’ The masculine pronoun ‘he’ is used generically to refer to both males and females. Grammarians of the 19th century argued that the use of ‘he’ included women on grammatically objective grounds. In 1850 an Act of parliament legislated that ‘he’ stood for ‘she’ in texts. Some use ‘they’ although this is considered grammatically incorrect. Bodine (1975) Language has a built in bias towards men = androcentric language. Male superiority is reflected in the structure of language – e.g. husband and wife. There exists a generic he – e.g. mankind / Neil Armstrong, but it is a false generic. There is a female inanimate / pronoun used by men to describe possessions. For example, traditionally, he, him and his were used to refer to both sexes, male and female, but nowadays many people feel that this makes she, her and hers seem less important or inferior. It is best to avoid sexist language in order not to offend people.
Generic use of ‘man’ / ‘he’ Task • List as many words as you can think of that include the word ‘man’ • Discuss which of your words you think use ‘man’ in the generic sense (use man to refer to both males and females, therefore, could be viewed as sexist)
Generic use of ‘man’ / ‘he’ man mankind to man manpower manhole manmade woman
Marked and unmarked terms Task • Complete the questions on the handout
Inclusive usages Task • List as many job titles as you can think of that are gender specific, e.g. paper boy • List as many job titles as you can think of that have now been replaced by neutral terms, e.g. ‘police officer’
Sapir-Whorf hypothesis Theory – The language we learn determines the way we view the world. There is a connection between language and thought. • What are your thoughts on this? Do you think this is true with regard to language and gender?
Ban Bossy! https://www.youtube.com/watch?v=6dynbzMlCcw • What are the connotations of the word BOSSY? • What words would we use instead of BOSSY to describe men?
https://www.youtube.com/watch?v=yFn0unMtcTg How does the Pantene advert use language to create meanings and representations regarding gender?
Plenary: Complete the table filling in the gender terms next to their correct definition. • Semantic fields • Address terms • Diminutive suffixes • Generic terms • Lexical asymmetry • Marked terms
Personal Study 2 Revise the key terms we have covered today, and their meanings.
