Language patterns and gender role orientation among students in grades 3–12

Abstract

This study investigated current generic referent usage among 1,529 public school children in grades 3–12. The results indicated that, in spite of a growing body of research which has expressed concern over the prevalent use of the masculine generic, there was little evidence that overall referent usage patterns have been modified. Among male students, usage patterns differentiated by grade level and gender role orientation were more predictable than those of female students. There was an overall relationship between referent usage and gender role orientation, with more use of nontraditional referents among students who projected themselves in nontraditional occupational roles. Further research into factors which differentiate referent usage within gender role orientation groups, particularly among females, is suggested as a means of understanding the degree to which linguistic patterns affect and/or reflect perceptions of self.