Teaching inclusive generic pronoun usage: The effectiveness of an authority innovation‐decision approach versus an optional innovation‐decision approach

This study assesses the effectiveness of two methods for teaching students to write using inclusive generic pronouns. Sixty students were exposed to an authority innovation‐decision approach to diffusion, while forty‐one students received instruction under an optional decision model. Data analysis indicates that both models were effective, but that the authority model produced more change in pronoun usage. There were no significant differences between the groups on affective measures, nor did either group show a greater inclination to discontinue use of inclusive pronouns.