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English language--United States--Sex differences, Sexism in language, Women--United States--Language, Men--United States--Language, Sex role.
publication date
:
1983
lcc
:
PE2808.F73 1983eb
ddc
:
420/.1/9
subject
:
English language--United States--Sex differences, Sexism in language, Women--United States--Language, Men--United States--Language, Sex role.
Page i
Language and the Sexes
Francine Frank and Frank Anshen
State University of New York Press ALBANY
Page ii
Published by State University of New York Press, Albany
1983 State University of New York
All rights reserved
Printed in the United States of America
No part of this book may be used or reproduced in any manner whatsoever without written permission except in the case of brief quotations embodied in critical articles and reviews.
For information, address State University of New York Press, State University Plaza, Albany, N.Y., 12246
Library of Congress Cataloging in Publication Data
Frank, Francine Harriet Wattman, 1931-Language and the sexes. Bibliography: p. Includes index. 1. English languageUnited StatesSex differences. 2. Sexism in language. 3. WomenUnited StatesLanguage. 4. MenUnited StatesLanguage. 5. Sex role. I. Anshen, Frank, 1942- I. Title. PE2808.F731984 420'.1'93-24141 ISBN 0-87395-881-0 ISBN 0-87395-882-9 (pbk.)
10 9 8 7
Page iii
Contents
Preface
1
Introduction
3
1. Naming Names
9
2. Talking Like a Lady: How Women Talk
25
3. Hey Lady: Whose Honey Are You Anyway?
51
4. Of Girls and Chicks
63
5. What Is to Be Done
79
Suggested Research Projects
95
Bibliography
101
Guidelines for Non-Discriminatory Language Usage
107
A Selected List of Guidelines For Non-Sexist Usage
115
Index
121
Page v
To our most loyal friends and supporters, our families
Page 1
Preface
When faced with yet another book clamoring for her attention, the harried reader has a right to ask, why this book and why these authors? The focal point of this book is an examination of the many ways in which language both reflects and influences the roles and status of women and men in our society. The authors believe that such an examination will be useful to those who want to understand the structure of our society as well as those who want to change it.
Our collaboration on this book grew out of our mutual interest in the relationship of language to sexual equality. By profession and avocation we are linguists. We recognize the central role of language in human culture and society. Both of us have taught courses in sociolinguistics in which we have dealt with the subject of language and the sexes; we have also written independently on the topic, and have read much of the sizeable and growing body of literature in the field. Our teaching and reading convinced us that the expansion and increasing specialization of research activity had created the need for a book such as this oneone which would present the important issues from the perspective of linguistics and still be accessible to the general public, one which would also raise linguistic consciousness about the social implications of language and linguistic usage. Rashly, perhaps, we set out to write such a book.
Although this volume is not specifically intended as a textbook, we hope that teachers of English, Women's
Page 2
Studies, and Linguistics may find it appropriate for their students. For their convenience, we have appended a list of projects and suggestions for research. We have also yielded a bit to the temptation of advocacy and included a brief set of guidelines for non-sexist language usage.
Many people have helped in the preparation of this book. We acknowledge first of all our debt to the many researchers whose cumulative efforts form the basis of our discussion, and especially those who shared with us their unpublished research. The names of some, but by no means all, of these people are found in our bibliography. In addition, friends, family, and colleagues have read all or part of the manuscript and offered valuable comments and suggestions. We list below the names of a few who have been of special help: Mary Ann Rafferty and Lauren De Sole read the entire manuscript and provided us with their reactions as students; Martha Schultz gave us valuable suggestions from the perspective of a secondary school teacher; Miriam Isaacs, John Holm, and Billie Anshen all read at least one draft and provided encouragement and advice. Fran Kelly typed our first draft with speed and efficiency and contributed valuable editorial advice; Carol Tansey, our illustrator, also supplied both typing and editorial assistance; and Bertha Wakin provided word-processing help in producing the guidelines.
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1984 420'.1'9