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Trace the development of language and gender research since the 1980s. Taking one or two examples from research in the last ten years, explain what the priorities are now - Essay Example

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This stems from the gender differences that exist which may either complement or cause misunderstandings that affect their relationships.
Over the years, the phenomenon of gender…
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Trace the development of language and gender research since the 1980s. Taking one or two examples from research in the last ten years, explain what the priorities are now
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Extract of sample "Trace the development of language and gender research since the 1980s. Taking one or two examples from research in the last ten years, explain what the priorities are now"

Download file to see previous pages Gender differences stem from childhood and how boys and girls are treated differently. Baby girls are considered delicate and fragile and are therefore treated as such, being exposed to language that is gentle and handled with utmost care. On the other hand, boys, expected to grow up to be strong and masculine, are exposed to power-filled language punctuated with strong tones (Rasquinha & Mouly, 2005). This example reflects the Sociolinguistic Subculture Approach which suggests that that boys and girls grow up in essentially different talk subcultures resulting from the differing expectations parents and peers direct toward them about acceptable ways to talk (Maltz and Borker, 1982). Leaper (1991) explains that at three years of age, little girls develop earlier in terms of language and this helps them explore relationships with those around them. Girls use language that demonstrates attentiveness, responsiveness, and support. Boys, in turn, use language that demand attention, give orders, and establish dominance (Leaper, 1991). They engage in group activities with other boys and test out their ‘high’ and ‘low’ status roles: “I’m the leader”, “you follow me”, etc. They establish positions among the group and they are apparently louder, more physical and less verbal than girls (Rasquinha & Mouly, 2005).
By the age of 7, children have acquired gender constancy (Kohlberg & Zigler, 1967) and knowledge of gender-role stereotypes (Huston, 1983; Martin, 1989). As they transition to middle childhood, interaction strategies become more gender-differentiated. Whereas girls become more competent in collaborative strategies, boys stick to their reliance on domineering influence strategies.
Bakan (1966) explained that boys are taught to value autonomy, competition and linear problem solving and such values are expressed by the encouragement of self-assertion and self-expansion (Mason, 1994). They grow up learning that information and ...Download file to see next pagesRead More
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