Republic of the Philippines

CAVITE STATE UNIVERSITY

CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

ANALYSIS OF THE PERCEPTIONS TOWARD GENDERED LANGUAGE AND EFFECTS OF

GENDERED LANGUAGE TO SECOND YEAR BAELS STUDENTS OF CAVITE STATE
UNIVERSITY: A CASE STUDY

Presented to:
MS. LERRY ANNE A. VIRTUSO
Instructor, ENLS 75

Almonte, John Mark Vincent G.

De Paz, Benz Louijie E.
Miguel, Ma. Theresa A.
Santos, Loriel Angelo

January 2022
Page | 1
 Republic of the Philippines
CAVITE STATE UNIVERSITY
CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

Chapter I

INTRODUCTION

In today’s society people are categorized based on their gender and language is used by everyone to express

their thoughts and feelings, even in the early days, people are categorized based on their gender and

language used and everyone who expresses their thoughts and feelings. Others should be informed

like students for them to have broad knowledge about this topic, especially when communicating.

They interact with other students, in and outside the campus, for instance, today's mode of learning is

through online and other accessible platforms, students should be aware of how to address someone

respectfully. Others, like instructors too, who are the ones who will teach the young ones, more

specifically the students, and guide them the use of this gendered language in our community and

how it will affect each one from different contexts. Also, parents who are there to be the first to teach

children the basics in life. These types of people surrounding our environment should be informed

and educated about the significance a language holds and might as well combine with what gender

offers in our modern society. However, in terms of structure and vocabulary, the world's languages

exhibit enormous variation. Not only do various languages use different words to represent the same

notion, but they also construct the links between concepts in startlingly varied ways. And that the

language they speak may limit the extent of our thinking because languages are so different and so

crucial to mind, thus, language plays a vital role in it.

The relationship between gender and language refers to the language of male and female. Gu

(2013), mentioned that "gender difference is not only a reflection of the speeches between male and

female, but also a reflection of their different living styles and attitudes." In fields like psychology,

sociolinguistics and in female study, gender difference is presented. These fields may have discussed

a lot of differences between the males and females role, there are still similarities between them. (Gu,

2013). However, in terms of structure and vocabulary, the world's languages exhibit enormous
Page | 2
 Republic of the Philippines
CAVITE STATE UNIVERSITY
CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

variation. Not only do various languages use different words to represent the same notion, but they

also structure the links between concepts in startlingly varied ways. And that the language we speak

may limit the extent of our thinking because languages are so different and language is so crucial to

mind., and language plays a vital role in it. Gold et. al., (2015) stated in their study towards gendered

language in English that compares native and non-native English speakers' perceptions of four words:

sexy, tomboy, slut, and gay. The gender expressed by the participants in their word use, as well as

their positive or negative feelings toward each phrase, were all considered and it was suggested that

all four terms used by native English speakers and non-native English speakers appear to have

distinct meanings and attitudes. There is some semantic shift, as well as certain cases of semantic

degeneration in the two sets of words and evidence of the words used in sexist manner. BBC, (2020).

The world’s four most spoken gendered languages are Hindi, Spanish, French and Arabic, have

shared many of same gender patterns as such masculine is the default grammatical gender and being

a norm, there are several barriers that arise particularly on women in developing nations as their little

to none equal participation in society and English being the second largest language in the world in

terms of L1 Speakers does not really have a grammatical gender as other languages do, as it doesn’t

have a masculine of feminine for nouns.

According to Prior (2017) Gendered Language by definition is a language that is

comprehensible in that it has a bias towards a particular sex or social gender that is incoherent with

one another. And that language operates as a symbolic code, it may have a huge influence on our

thinking that they don't notice because it feels 'natural.' Such example of gendered language is the

word "Mr" can be used to refer to any guy, unmarried or married, while "Miss" and "Mrs." define

women by their marital status, which until recently meant that they were defined by their male

partners. Similarly, Davis and Reynolds (2018) claim that speaking a more gendered language may

emphasize gender in the speaker's consciousness, resulting in more prominent gender roles, and is

Page | 3
 Republic of the Philippines
CAVITE STATE UNIVERSITY
CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

connected with lower female labor force participation rates, earlier marriage, and higher fertility.

Languages differ in how much they use gender differences for nouns and pronouns. This proves that

Gendered Language has a significant effect on substantial gender inequality and how it affects lives.

Sarrasin et. al., (2012) discovered that across all situations, contemporary and hostile sexist ideas

were associated with unfavorable attitudes regarding gender-related language changes, but

benevolent sexist beliefs were associated with positive sentiments. According to Chelser (2015),

women are excluded from this definition when the term "man" is used to refer to "all of us," even if

the term is designed to be gender-neutral. As a result, men are considered as the standard against

which everything is judged, whereas women are perceived as departures from this norm.

Given the same idea, individuals have been using essential words and phrases that are

gendered language and their perspective might impact the way they perceive women and men based

on their grammatical gender and language which in extent might show significant bias between

genders. With that, Gygax et al., (2019) stated that in their Psycholinguistic investigations that

readers and speakers do perceive gender as bias based on how phrases or sentences are

grammatically realized in language and they also have shown that the readers saw gender from

different masculine words as being generic and they found feminine terms as somewhat difficult to

describe. According to Villines (2013) Gendered language is so widespread that some individuals

don't even notice it. When individuals stop detecting gendered language, it becomes simpler to accept

male as the default. Words like policeman, councillor, humanity, and firefighter may have

contributed to the situation. Villines (2013) additionally stated that Women are bombarded with

gendered terminology, which can gradually influence their ideas of themselves. Even women

indicate that their ideal police officers and firefighters are males, which may be due to gendered

terminology. Gender conditioning may influence men's and women's choices, and when women grow

up understanding that they aren't the ideal picture of a given position, their alternatives are limited.

Page | 4
 Republic of the Philippines
CAVITE STATE UNIVERSITY
CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

Given these substantial articles, the researches aim to extensively elucidate the Perceived

Effects of Gendered Language on 2nd Year Baels Students of Cavite State University and to

understand its underlying factors that are consequential in their every day life. As well as to provide

information on what factors are formed in using Gendered Language.

STATEMENT OF THE PROBLEM

Generally, this research focuses on the Perceived Effects of Gendered Language to 2nd Year Baels Students

of Cavite State University Don Severino de las Alas Main Campus A.Y. 2021-2022

Specifically, this study will answer the following:

I. How do students from BAELS of CVSU-Main Campus use gendered languages

towards the different genders?

II. How are the different genders of the students from CVSU-Main Campus affected

by these languages?

III. What is the role of gender in language variation as perceived by the students in

BAELS of CvSU-Main Campus?

RESEARCH OBJECTIVES

The findings of this research identify the Perceived Effects of Gendered Language to 2 nd Year Baels

Students of CvSU-Main Campus A.Y. 2021-2022: A Case Study

Specifically, this study has the following objectives:

1. To know how the students of BAELS from CVSU-Main Campus uses gendered language

towards the different genders.

Page | 5
 Republic of the Philippines
CAVITE STATE UNIVERSITY
CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

2. To know how different genders of CVSU-Main Campus affected by the gendered

language.

3. To know what is the role of gender in language variation as perceived by the students of

BAELS from CVSU-Main Campus.

SIGNIFICANCE OF THE STUDY

The researchers see the findings of this research beneficial for the following:

Students. The findings of this study will be able to distinguish what gendered languages are and acquire

knowledge that can be helpful not only to them but to others as well.

Instructors. The findings of this study will be able to learn about gendered language and be able to use the

correct language when communicating with students and colleagues.

Future researchers. The findings of this study can use this study as a good solid basis for their future

researches.

Department of Linguistics and Humanities Cavite State University. The findings of this study may use

the information gathered to improve language differences between genders in the University.

Parents. The findings of this study will be able to teach their children about gendered language and and be

able to correctly use gendered language as well.

THEORETICAL FRAMEWORK

Different gendered languages have created various psycholinguistic effects that determined and

divided genders, the effects are a way of showing one’s differences whether it may be in the university,

family, friends and etc. which influences the use of gendered language having their own interpretations and

has led to the incorporation and manifestation of different theoretical approaches.

Page | 6
 Republic of the Philippines
CAVITE STATE UNIVERSITY
CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

This study will be anchored from Whorf (1956)., Linguistic Relativity Theory, Eagly et al.,

Social Role Theory, and Leaper & Smith (2004)., and Galbin (2014), Social Constructionist Theory.

According to Whorf (1956) Linguistic Relativity Theory, Gender has a different function in

grammatical construction depending on the language. Speaking a more overtly gendered language

may accentuate gender distinctions in the speaker's cognition, resulting in more prominent gender

roles and greater discrepancies in social outcomes between genders. Countries where English is the

primary language, on the other hand, have a higher rate of literacy. Women's engagement in the labor

and credit markets is lower among gendered groups.

Whilst Eagly et al., (2000) presented the Social Role Theory where according to them gender

stereotypes originate in the gender-typical social roles and thus reflect the sexual division of labor

and gender hierarchy of the society. Men and women have historically held different social roles,

Men have been more likely to engage in tasks that require speed, strength, and the possibility of

being away from home for long periods of time, whereas women have been more likely to stay home

and engage in family tasks, such as child-rearing. As a consequence, men are perceived as, and

expected to be, agentic, namely, active, independent, and resolute, whereas women are perceived as,

and expected to be, communal, namely, kind, helpful, and benevolent. In other terms, the content of

gender stereotypes has been established by the characteristics and activities required by individuals

of each sex in their sex-typical occupations and family roles: Women are expected to engage in a

feminine gender role that reflects communal qualities but not agentic ones

According to Leaper&Smith (2004)., defines the Social Constructionist Theory holds that

men and females do not adhere to a single language style, but rather interchange styles dependent on

the social setting in which they find themselves. Men and females select their gendered identities,

and gendered identity is flexible and contextually placed. Galbin (2014) explains that Social

Constructionist Theory may be characterized as a viewpoint that believes that much of human
Page | 7
 Republic of the Philippines
CAVITE STATE UNIVERSITY
CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

existence is the result of social and interpersonal forces. It is a sociological and communication

theory that investigates the formation of a collectively formed view of the world.

CONCEPTUAL FRAMEWORK

Table 1

Semi-Structed 2nd Year Conventional

Interview BAELS Students Content Analysis

Analysis Of The Perception and

Perception Effects of Effects of
Toward Gendered Gendered
Gendered Language Language :
Language Case Study

The conceptual framework depicts the steps that must be followed in order to achieve the

researchers' desired outcomes. The researchers will be able to follow the necessary approach to

assure the authenticity of the results obtained by following this framework. Researchers will be able

to follow the proper procedure for ensuring the validity of the data obtained.

The paradigm shows that the researchers will conduct a Semi-Structed Interview to gather the

data from 30 selected 2nd Year BAELS Students of Cavite State University – Main Campus wherein

the participants will be asked questions accumulated by the researchers that will determine their

attitude and implications towards gendered language. After the conducted interview, the researchers

will use Conventional Content Analysis to determine the presence of gendered language and codes
Page | 8
 Republic of the Philippines
CAVITE STATE UNIVERSITY
CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

and themes within the given qualitative data in order for the researchers to unravel the Perception and

Effects of Gendered Language.

Chapter II

REVIEW OF RELATED LITERATURE

The researchers have gathered some reviews and related literature for this study that may

include these categories depending on: Gendered Language, Perception Towards Gendered

Language, Gender Fair Language, Gender Stereotyping and Gender Roles.

Gendered Language

The Writing Center from the University of North Carolina (2021) stated that, "other common

instances of gendered language include words that assume connections between jobs or roles and

gender (like “policeman”) and language conventions that differ depending on the gender of the

person being discussed (like using titles that indicate a person’s marital status)." Additionally,

English as a language has changed since the Declaration of Independence was written in the United

States of America. Few readers who encounter the word "man" no longer understand it to be

synonymous with the word "person," so writers must be precise when they write some similar words

related to these. Both journalistic and academic writing offers the practice of using gender-neutral

language which paves a way to be more gender-specific and fair in any situation or any given

context. A study conducted by Idowu et al., (2021), analyze the mixed-gender conversations on

different Drama Texts in Nigeria. According to their research, Language deviates significantly from

the norm, in which females are portrayed as dominant and males as submissive. Females in different

drama texts also used the over accommodation strategy to shift their communication attitudes,

portraying them not only as aggressive but also as insulting/abusive, causing men to lose their self-

esteem, which is contrary to patriarchal conduct in a typical Nigerian society or household.

Page | 9
 Republic of the Philippines
CAVITE STATE UNIVERSITY
CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

Furthermore, females are also portrayed in a way a Nigerian culture that women through their

language use are depicted beyond just being assertive but also abusive in nature. This study shows a

slight information about how culturally men are more assertive than women but definitively in

different Nigerian texts, however the language of women are very different as oppose to men, which

is breaking the norm of patriarchal society in Nigeria. The Gendered Language concept is very

different because men and women are portrayed in many different patterns on how they

communicate. Moreover, Katz and Regev (2021) conducted a study about the effect of language on

performance, specifically do gendered languages fail women in a math subject, which according to

them, when women are addressed in the feminine form, they are more likely to respond positively.

When compared to when both are present, performance is lowered by one-third. This study shows

that one's level of linguistic skill determines one's gender and sensitivity to being addressed in either

the masculine or feminine. When women are addressed in the masculine, their efforts (as measured

by time spent on the math exams) decrease, and they report feeling more strongly that "science is for

guys" and in a mathematics class, speaking to women in the masculine gender and sex stereotypes

may be reinforced via achievement tests. This study shows that women who experience masculine

gendered language, their perception may cause women to doubt their capacity to achieve and, as a

result, reduce the amount of effort, focus, and performance they put into the work. This presents a

gender male bias that is also present in different languages making the listeners think more of men

than women and these stereotypes about gender are easily activated which can easily affect’s women

performance. Besides this, Jakiela and Ozier (2020), state in their study that aimed to know Gendered

Language in four different countries in Sub-Saharan Africa and India showing that educational

attainment and female labor force participation are lower among those whose native languages use

grammatical gender, which lead them to conceive of objects as masculine or feminine, and gender

differences in schooling and labor force participation. Moreover, various languages have different

Page | 10
 Republic of the Philippines
CAVITE STATE UNIVERSITY
CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

ways for categorizing nouns. Many—sometimes many—genders are assigned in gender languages.

All nouns that belong to distinct sex-based groups. They also suggest that individuals should reflect

upon the social consequences of their linguistic choices, as the nature of the language they speak may

shape the way they think, and the way our children will think in the future even in different

languages across the world, languages are still gendered and it lowers female’s educational

attainment and labor force and their perception towards their counterparts are inferior compare to

their same gender. Davis and Reynolds (2018), stated in their study “Gendered Language and the

Educational Gender Gap”, that speaking a more gendered language may emphasize gender in the

speaker's consciousness, resulting in more prominent gender roles, and is connected with lower

female labor force participation rates, earlier marriage, and higher fertility. Languages differ in how

much they use gender differences for nouns and pronouns which cited their conclusion that a

language that has two sex-based nouns classes is definitively associated with increase gender gap in

educational attainment, based on their measurement of education and secondary school graduation

rates. It has been related to the study since it suggests the same thing as the different studies, that it

very clear that gender in language or gendered language affects an entirety of one’s gender not only

because the perceptions a specific gender might receive but also its lasting effects and the findings

are in line with the theory that gender disparities in language heighten the importance of conventional

gender roles in speaker's thinking. Lastly, According to Messner et. al., (1993), their study aims to

assess the Gendered Language of Televised sports, separating the men from the girls. In their study,

they found out that even though the games in the men's singles, women's and men's doubles, and the

mixed-doubles matches of the 1989 U.S. Open tennis tournament and 1989 NCAA basketball

tournament are still sexist it is less compared to the previous researches. They account that television

sports commentary contributes to the construction of gender and racial hierarchies by labeling

women's sports and athletes as "other," infantilizing women athletes and male athletes of color, and

Page | 11
 Republic of the Philippines
CAVITE STATE UNIVERSITY
CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

framing women athletes' accomplishments in an ambivalent manner. Gender coding and a "name

hierarchy" based on gender and, to some extent, race. The study shows that gendered language and

racial hierarchies does not only happen in one’s own home but is continuously being experienced

even by female athletes and to consider that United States of America is the beam and hope of

democracy, what more to those women who come from poor, third world countries.

Perception Towards Gendered Language

Rolls (1993), stated in his study "The Influence Of Language Style And Gender On

Perceptions Of Leadership Potential" that the relevant literature on gender and language suggests that

use of deferential language and non-deferential language styles produce different listener

perceptions. Moreover, gender and context/goals influence perceptions and selection of language

style." Speaker's sex also influences interpretations based on language style. (Rolls, 1993). Roll's

study stated that Wright and Hosman (1983) found that women who used a large number of

intensifiers were seen as more attractive than men who did so. And as for females who used qualified

speech were considered to be more polite and warmer than males who used this speech style.

Additionally Roll’s study found that women who used disclaimers were considered less intelligent

than men who used them. The results of these studies signify that women and men are rated as much

by their biological sex as by their language style. Rater sex also influences the perception of

deferential language users. In general, this study shows that gender bias affects individuals'

judgments as there are several other factors influence listener perceptions. Of particular concern are

language gender-linked stereotypes, context, and goal.

According to Alhabuobi (2021), her study aims at the Variation in language use across gender

which according to her, men and women use language differently, where women are more likely than

men to use a prestige language to achieve a certain social status. Men, on the other hand, like to

speak in a more casual tone, which helps to explain why each group has different perspectives on

Page | 12
 Republic of the Philippines
CAVITE STATE UNIVERSITY
CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

social ideals. The capacity of women to apply a unique discipline of lexemes and pronunciation to

this purpose is highly praised. In interviews and conferences, men tend to take the initiative while

women prefer to be listeners, as research shows. In an interactional environment. On the other hand,

women and men are nearly equal when it comes to sharing words in communicative dialogues with

people of the same gender. Therefore, this study shows that gender particularly in language has

different interpretations and it is important to understand that in language there are certain words or

speak of a certain way, opposite to one’s gender.

According to Flaherty (2001) in her study of How a Language Gender System Creeps into

Perception, Cross-cultural study looked at impact of a language's gender system on perception.

Spanish and English speakers were divided into three age groups: 5-7 years, 8-10 years, and adults.

Gender tags impacted the gender assignment of Spanish adults and 8- to 10-year-olds. Perceived

qualities influenced the perceived gender of English and Spanish speakers. Therefore, this study

shows that perception towards gender have different system and impact on the language system.

According to Li even et al., (2015) in their study The effect of brand design on brand gender

perceptions and brand preference, The purpose of their study is to investigate the effect of brand

design aspects (logo shape, brand name, type font, and color) on brand masculinity and femininity

perceptions, customer preferences, and brand equity. In four investigations including fake and actual

companies, this study experimentally explores the relationship between brand design and gender. It

shows how evolutionary psychology literature-discussed masculinity and feminine characteristics

may be used to the brand design of new and current businesses.

Gender Fair Language

According to Sczesny et al., (2016), in their study "Can Gender-Fair Language Reduce

Gender Stereotyping and Discrimination?" Gender-Fair Language is used as a response to reduce

gender stereotypes and discriminations, GFL aims to abolish asymmetries in referring to and

Page | 13
 Republic of the Philippines
CAVITE STATE UNIVERSITY
CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

addressing women and men, There are 2 strategies to achieve gender-fair language, neutralization

and feminization. Neutralization is the change of certain gendered marked words like (policeman) to

unmarked gendered words like (police officer). Feminization on the other hand is the use of feminine

forms of words to make female referents visible (i.e., the applicant… he or she instead of the

applicant… he). In general, this study shows different strategies can be used to make language

gender-fair and avoid detrimental effects of generic use of masculine words: neutralization,

feminization and a combination of the two. Which strategy is the appropriate one depends on the

situation and the type of language concerned.

Horvath et. Al (2016) articulates that in many languages, masculine forms have traditionally

been used to refer to both men and women. Although there are feminine forms too, feminine-

masculine pair of words are recommended as gender-fair alternatives. A huge number of results

provided that the use of gender fair forms has a considerable impact on mental representations. This

potential settlement has implications for language policies and gender fairness.

Gender Stereotyping

According to Menegatti and Rubini (2017), in their study of Gender Bias and Sexism in

Language, language is one of the most powerful tools where gender discrimination is often practiced.

Gender stereotypes like women displaying warmth in communicating while men show tough or

bravado traits reflect in how men and women communicate in their everyday lives. Feminine terms

are derived from masculine terms and similarly masculine nouns are used to refer to both men and

women which in turn make women disappear in mental representations. Moreover, this kind of

language also shows status and power in favor of men which attaches itself to the corresponding

social roles of men and women. Although the use of gender-fair linguistic expressions may promote

gender equality, there are still some gender bias in languages which are still hard to suppress.

In contrast, It is necessary to change people’s linguistic habits by making them aware of the effects
Page | 14
 Republic of the Philippines
CAVITE STATE UNIVERSITY
CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

of gender-fair expressions as to reduce the certain bias of language towards a specific language or

gender.

Bigler and Leaper (2015) proven that the language used to describe concepts influences

individual’s cognition, affect, and behavior. (e.g., she, he, women, son) Gendered language

contributes to the gender biases such as by making gender salient, as binary category, and causing

stereotyping views and acts. Highlighting gender bias forms of words comes in the process of

describing and reviewing the roles and shaping the views of languages that may lessen the

consequences and issues that connects to gendered language.

Irish Camon (2011) established an article regarding to a new study that suggests one

mechanism by which jobs become gender segregated. The way how these jobs were advertised and

the way how men and women react differently from those advertisements. The words “competitive”

and “dominant” describes men while “compassionate” and “nurturing” was for women. Those words

are like validations for gender stereotype, but the authors explained that these types of commercials

persuaded applicants more.

Gender Roles

Sweatt (2017), entitled Effects of Societal Gender Roles on Male and Female Language Use

and Communication, mentioned that there are distinctions that are not solely due to the genetic

differences between males and females. Rather, the imbalance of language use among them. The

study aims to explore the variables specific to men and women while presenting how societal

expectations lead to language differences. These topics are word choice variation, conversational

styles, hypercorrect English, tag questions, disclaimers and entrapment of gender roles. Additionally,

Sweatt (2017), said that men and women knew inevitability and indistinctly the judgment which

causes the linguistic style to be manifested and expected from them. Setting, audience, and the

gender of both listener and speaker are great influencers of language usage wherein society is the
Page | 15
 Republic of the Philippines
CAVITE STATE UNIVERSITY
CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

most influential determiner or linguistic discrepancies among men and women; engaging to society's

standards in every day life can lead to gender-specific linguistic variations that creates either positive

or negative impacts that might show miscommunication, division and inequality or discrimination

between the people and sexes.

One of Sweatt (2017), topic is about word choice variation, wherein an individual's word choice is

recognized and can carry stain when not used in a proper situation. For instance, when a man uses a

feminine marker and such words that are according to Lakoff's "Language and Woman's Place"

mentioned in Sweatt's study as "adorable" or "maroon", men could be ridiculed or made fun of if men

use it. So, as much as possible the norms in gender expect that men should use only words associated

with the masculinity side and ignore the feminine one, in this case it'll be safe for the men's role in

masculinity. Though, this is the case in most of men, the language between men and women in the

society is neither the same side of a coin, because women can be also belittled the way women

express language. Secondly, the use of swear words or expletives between men and women, Sweatt

(2017), mentioned that men tend to use more of those words compared to women, in the reason that

women are naturally seen as modest and appropriate to not say those words. And when they do, they

are corrected and warned. Thirdly, men and women conversational styles differ in such various ways,

wherein men tend to be more of the speaker in a conversation and women are the listeners.

SYNTHESIS

The studies and related literature mentioned above that came from different authors as well as

other researchers paved a way to the researchers’ way of perceiving gendered language or gender in a

language that has impact in one’s community and society. Thus, it must not be used in any context

that may cause discrimination towards someone. Also, the roles of men and women do not define

one’s purpose within a society, perhaps with the use of a gender-fair or gender-neutral language such

Page | 16
 Republic of the Philippines
CAVITE STATE UNIVERSITY
CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

as phrases and words might prevent biases and discomfort or stereotypes in one’s gender and could

also stop inequality towards one another.

Chapter III

METHODOLOGY

RESEARCH DESIGN

The researchers in this present study will use the Case Study Qualitative research design in

order to analyse the perceptions towards gendered language and effects of gendered language to

Second Year baels students of Cavite State University.

As a Case Study Research, the researchers will gather data by conducting a Semi-structured

interview to the selected 2nd Year Bachelor of Arts in English Language Studies students to describe

their perception about gendered language and its effects. The researchers will then use the collected

data to analyse their given answers.

SOURCES OF DATA

The present study will be conducted with 30 selected participants from 2 nd year BAELS Students this

will be thru the use of semi-structured interview as the researchers primary data collection. The

questions are made by the researchers and thus not adopted from other authors nor studies.

PARTICIPANTS OF THE STUDY

Page | 17
 Republic of the Philippines
CAVITE STATE UNIVERSITY
CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

The researchers selected 30 participants from BAELS program under the Department of Languages

and Humanities of Cavite State University-Main, Indang Campus. The participants of the study will

be chosen on the given criteria that they must be at least 18-22 years of age and have knowledge to

communicate both in English and Filipino and to certain extent have experienced nor use Gendered

Language in their daily communication. The researchers will select the 2 nd year BAELS students for

the reason that the knowledge and information using gendered language in communication is evident

and properly practiced they are also adept in linguistics given that they are students of BAELS

program.

RESEARCH INSTRUMENT

The researchers will use a semi-structured interview in order to obtain the appropriate outputs. These

questions allowed the target sample population to give answers to be used for the data

familiarization. There are fifteen questions divided into three categories which will satisfy the three

main problems stated by the researchers and all of the questions are made by the researchers. The

first part will answer the question, how do students from BAELS of CVSU-Main Campus use

gendered languages towards the different genders. The second part will answer the question, how the

different genders of the students from CVSU-Main Campus affected by these languages. The third

and last part will answer the question, the role of gender in language variation as perceived by the

students in BAELS of CvSU-Main Campus.

SAMPLING TECHNIQUE

In this present study, the researchers will use homogeneous non – probability purposive sampling

aiming to unravel the perception and effects towards gendered language presented.This is a method

of sampling use when the goal of the research is to understand and describe a particular group in

depth (Elmusharaf, 2016).

Page | 18
 Republic of the Philippines
CAVITE STATE UNIVERSITY
CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

DATA GATHERING PROCEDURE

The gathered data will be subjected to data analysis in order to preclude the subjectivity and the accuracy of

the result presented. The researchers will use Conventional Content Analysis. Conventional Content is a

research tool used to determine the presence of certain words, themes, or concepts within given qualitative

data (i.e. text). As stated by Columbia University, using content analysis, researchers can quantify and

analyze the presence, meanings and relationships of such certain words, themes, or concepts in getting the

result of the study. The first step that the researchers needed to do in the data analysis is data familiarization

where the initial ideas and faults obtained during the interview sessions or observations are marked. The

Second Step is to divide the entire content collected into categories so that it can be managed better. This is a

process of selective reduction where the text is reduced to categories so that the research can be focused on

the categories for specific words and patterns that answer the questions of the researcher. The third step is to

Code the content During the coding process, a number should be assigned to each category. The code should

be mutually exclusive and will identify four important characteristics, frequency, direction, intensity, and

space. The fourth step is to check the validity and reliability, the researchers have to make sure that the

themes generated are useful and accurate in representing the data The fifth step and last step is to Analyze

and Present results the researchers will now create a narrative that provides a clear and concise account on

how the content analysis was conducted and detailed information about the various factors that were

observed during the study, and will be answering the following questions.

1. To answer the question how do students from BAELS of CVSU-Main Campus use gendered

languages towards the different genders.

2. To identify how the different genders of the students from CVSU-Main Campus affected by these

languages.

Page | 19
 Republic of the Philippines
CAVITE STATE UNIVERSITY
CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

3. To find the role of gender in language variation as perceived by the students in BAELS of CvSU-

Main Campus.

REFERENCES

ONLINE SOURCES

INTRODUCTION

Chesler, A. (2015, January 21). “Hey Guys”: Let’s Talk About Male-Default Language. Retrieved from

https://www.ravishly.com/2015/01/21/hey-guys-lets-talk-about-male-default-language

Villines, C. B. Z. (2013, February 9). How Gendered Language Affects Perceptions. Retrieved from

https://www.goodtherapy.org/blog/how-gendered-language-affects-perceptions-0209137?

fbclid=IwAR1cyub4qORLQTdEDeKN4k0rL3KaNsYyTJSwqQRRZhRF3FQe7KnF1HkWO7c

Sarrasin, O., Gabriel, U., & Gygax, P. (2012). Sexism and Attitudes Toward Gender-Neutral Language The

Case of English, French, and German. Swiss Journal of Psychology, Retrieved from

https://www.researchgate.net/publication/233795013_Sexism_and_Attitudes_Toward_GenderNeutra

l_Language_The_Case_of_English_French_and_German?fbclid=IwAR2KN_2BDkdBVPetlwMyxG-

nno2PKK6BS7VVwLR45uEOjKbNAjAag_i_ZbY
Page | 20
 Republic of the Philippines
CAVITE STATE UNIVERSITY
CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

Megan, O., Kristine, S., Sara, O., Luke, V. (2015). Language attitudes toward some gendered words in

English. Retrieved December 22, 2021, retrieved from

https://www.hpu.edu/research-publications/tesol-working-papers/2015/06Goldetal2015Attitudes.pdf

Gu, L. (2013, December 14). Language and Gender: Differences and Similarities. Retrieved from

https://www.atlantis-press.com/proceedings/asshm-13/10624

Jemma, P. (2017, March 1). Teachers. What is gendered language?. Retrieved from

https://www.britishcouncil.org/voices-magazine/what-is-gendered-language

Culture, B. B. C. (2020, October 6). The subtle ways language shapes us.

Retrieved from

https://www.bbc.com/culture/article/20201006-are-some-languages-more-sexist-than-others

THEORETICAL FRAMEWORK

Galbin, A. (2014). An Introduction to Social Constructionism Social Research Reports 26. 82-92. Retrieved

from

https://www.researchgate.net/publication/283547838_AN_INTRODUCTION_TO_SOCIAL_CONS

TRUCTIONISM

Eagly, A. H., & Wood, W. (2000). Social Role Theory. Handbook of Theories of Social Psychology, 458–

476. Retrieved from https://doi.org/10.4135/9781446249222.n49

Samuel, S. (2019, August 19). Grammatical gender and linguistic relativity: A systematic review. Retrieved

from

https://link.springer.com/article/10.3758/s13423-019-01652-3?

error=cookies_not_supported&code=673b7357-88a3-4666-89e8-e9c9e166da95

Bergvall, V. (1999). Toward a Comprehensive Theory of Language and Gender on JSTOR. Retrieved from

https://www.jstor.org/stable/4168929

Page | 21
 Republic of the Philippines
CAVITE STATE UNIVERSITY
CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

Tannen, D. (2009). The Relativity of Linguistic Strategies: Rethinking Power and Solidarity in Gender and

Dominance. The New Sociolinguistics Reader, 168–186. Retrieved from

https://www.researchgate.net/publication/316501649_The_Relativity_of_Linguistic_Strategies_Reth

inking_Power_and_Solidarity_in_Gender_and_Dominance

James, D., & Clarke, S. (1993). Women, men, and interruptions: A critical review. In D. Tannen

(Ed.), Gender and conversational interaction (pp. 231–280). Oxford University Press. Retrieved

from https://psycnet.apa.org/record/1993-98939-009

REVIEW OF RELATED LITERATURE

Idowu, O., Gada, D., and Okata, N. G. (2021, August 6). Breaking the Norm: A Sociolinguistic Analysis of

Mixed-Gender Conversations in Selected Contemporary Nigerian Drama Texts. Retrieved from

https://journal.kasu.edu.ng/index.php/Voices/article/download/538/444

Alhabuobi, T. (2021, February). View of Variation in Language Use across Gender.

Retrieved from https://tpls.academypublication.com/index.php/tpls/article/view

/817/586

Katz, K.K., Tali, R. (2021) The effect of language on performance: do gendered languages fail women in

maths? Retrieved from

https://www.nature.com/articles/s41539-021-00087-7.pdf

Gygax, P. M. (2019). A Language Index of Grammatical Gender Dimensions to Study the Impact of

Grammatical Gender on the Way We Perceive Women and Men. Retrieved from

https://www.frontiersin.org/articles/10.3389/fpsyg.2019.01604/full

Lindvall-Östling, M., Deutschmann, M., & Steinvall, A. (2020, January 1). An Exploratory Study on

Linguistic Gender Stereotypes and their Effects on Perception.

Page | 22
 Republic of the Philippines
CAVITE STATE UNIVERSITY
CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

Retrieved from

https://www.degruyter.com/document/doi/10.1515/opli-2020-0033/html

Sweatt, M. (2017). Effects of Societal Gender Roles on Male and Female Language Use and

Communication. Retrieved from

https://digitalcommons.northgeorgia.edu/cgi/viewcontent.cgi?article=1687&context=ngresearchconf

Jakiela, P., & Ozier, O. (2020, April 13). Gendered Language. Retrieved from

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3573296

Davis, L. (2018, February 21). Gendered Language and the Educational Gender Gap. Retrieved from

https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2782540

Sczesny, S. (2016). Can Gender-Fair Language Reduce Gender Stereotyping and Discrimination?

Retrieved from

https://www.frontiersin.org/articles/10.3389/fpsyg.2016.00025/full?

fbclid=IwAR3GpqCoG1npOu0dUbjHoKpmDm89fiDQLFAaRhaFdtP56A8MmY9Pc9KXZh4

World Bank Group. (2019, February 7). Gendered Languages May Play a Role in Limiting Women’s

Opportunities, New Research Finds. Retrieved from

https://www.worldbank.org/en/news/feature/2019/01/24/gendered-languages-may-play-a-role-ilimiting-

womens-opportunities-new-researchfinds?fbclid=IwAR2BMuLS5pQuOKrUaFS8e-

LXUQwh0EmOeKraqIii7vm6ynZeg3_St_EM9hk

Menegatti, M. (2017, September 26). Gender Bias and Sexism in Language.

Retrieved from

https://oxfordre.com/communication/view/10.1093/acrefore/9780190228613.001.0001/acrefore-

9780190228613-e 470?

fbclid=IwAR2mb54MZlKr4lRz0aiKuaj5jHQMF56REVfd7sxVxiDfZsKZ__8PUNytSK

Page | 23
 Republic of the Philippines
CAVITE STATE UNIVERSITY
CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

Messner, M. A., Duncan, M. C., & Jensen, K. (1993). Seperating the Men from the Girls: The Gendered

Language of Televised Sports. Retrieved from

https://www.researchgate.net/publication/249667158_Separating_the_Men_from_the_Girls_The_Ge

ndered_Language_of_Televised_Sports

Carmon, I. (2013, June 19). The Effects Of Gendered Language In Job Ads. Retrieved from

https://jezebel.com/the-effects-of-gendered-language-in-job-ads-5803238

Horvath, L. K., Merkel, E. F., Maass, A., & Sczesny, S. (2016). Does Gender-Fair Language Pay Off? The

Social Perception of Professions from a Cross-Linguistic Perspective. Frontiers in Psychology, 6.

https://doi.org/10.3389/fpsyg.2015.02018

Bigler, R. S., & Leaper, C. (2015). Gendered Language. Policy Insights from the Behavioral and Brain

Sciences, 2(1), 187–194.

https://doi.org/10.1177/2372732215600452

Bigler, R. S., & Leaper, C. (2015). Gendered Language. Retrieved from Policy Insights from the:

Behavioral and Brain Sciences, 2(1), 187–194. https://doi.org/10.1177/2372732215600452

Horvath, L. K., Merkel, E. F., Maass, A., & Sczesny, S. (2016). Does Gender-Fair Language Pay Off? The

Social Perception of Professions from a Cross-Linguistic Perspective. Frontiers in psychology, 6,

2018. https://doi.org/10.3389/fpsyg.2015.02018

Carmon, I. (2013, June 19). The Effects Of Gendered Language In Job Ads. Jezebel. Retrieved from

https://jezebel.com/the-effects-of-gendered-language-in-job-ads-5803238?

fbclid=IwAR0ygjCAEiaWdQQz50nnoFdgL-fTacCnkmfyUTObGQTeUs6qWqtEhETSq6Y

Flaherty, M. (2001). How a Language Gender System Creeps into Perception. Journal of Cross-Cultural

Psychology, 32(1), 18–31. Retrieved from https://doi.org/10.1177/0022022101032001005

Page | 24
 Republic of the Philippines
CAVITE STATE UNIVERSITY
CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

The effect of brand design on brand gender perceptions and brand preference | Emerald Insight. (2015,

February 9). Retrieved from https://www.emerald.com/insight/content/doi/10.1108/EJM-08-2012-

0456/full/html

ADDITIONAL REFERENCES

Elmusharaf, K. (2016) Qualitative Sampling Techniques, Retrieved from https://www.gfmer.ch/SRH-

Course-2016/research-methodology/pdf/Qualitative-sampling-techniques-Elmusharaf-2016.pdf

Columbia University. (2021, September 30). Content Analysis. Retrieved from

https://www.publichealth.columbia.edu/research/population-health-methods/content-analysis

APPENDICES

APENDIX A – SAMPLE INTERVIEW QUESTIONS

Page | 25
 Republic of the Philippines
CAVITE STATE UNIVERSITY
CvSU)
DON SEVERINO DE LAS ALAS CAMPUS
Indang, Cavite

Page | 26