Gender Language Research Articles

BAHASA, BIAS GENDER DAN IDENTITASNYA PADA BUKU AL-ARABIYAH LIL INDUNIYSIYYIN

<em>Learning Arabic is a complex process that not only involves linguistic aspects, but in the context of learning Arabic, it also requires important aspects, such as the relationship between language, gender bias, and identity. Language is important because it functions as a means of communication for people in their daily lives, so learning Arabic is closely related to gender bias and language identity. This research aims to explain language, gender bias, and identity in the book Al-Arobiyyah lil Induniysiyyin. This type of research is qualitative and uses a library research approach by obtaining data from journals, books, and other sources relevant to the research. The results of this research reveal that the function of language, apart from being a means of communication, also includes self-expression, identity, and culture, as well as education and learning. An important aspect of learning Arabic is gender bias. Forms of gender bias in the book Al-Arobiyyah lil Induniysiyyin include the role of men being more dominant in terms of work, nature, and role in Arabic texts compared to the role of women. Forms of gender bias are divided into three categories: </em><em>mudzakar </em><em>(masculine), </em><em>muanats</em><em> (feminine), and functional (neutral). Apart from gender bias, another aspect is language identity. The forms of language and identity learned in Arabic can be summarized as religious identity, cultural identity, and national identity.</em>

When multilingualism is more than three: On the nature of gender transfer in L3+ acquisition

In this article we investigate transfer in the ab-initio acquisition of grammatical gender in two groups of multilingual learners. The first group knows two gender languages (German and French), which can potentially act as transfer sources; the second group knows three (German, French and Italian). Both groups had to assign gender to nouns in Franco-Provençal, a Romance language which is new to the learners, and which shares similarities with both French and Italian. Based on our data, we address the question whether there is a unique transfer source and what the respective roles of sub-lexical structural similarity, proficiency, and recency of use of the background languages are. The findings of this study reveal that learners of the first group use both French and German as transfer sources, whereas learners in the second group additionally transfer from Italian. We show that the amount of transfer increases with higher proficiency, more recent use of the source language(s), and increasing structural similarity between the source and target language. Finally, not only is the gender feature transferred but also orthographical cues.

Preprocedural Video Education on Liver Ablation Treatment

BackgroundAnxiety is a common problem in patients scheduled for a procedure, and their level of anxiety increases as the procedure date approaches; pre-procedural anxiety is observed in hepatocellular carcinoma (HCC) patients scheduled for liver ablation treatment. There is currently a lack of standardized education provided to patients about liver ablation treatment, which may contribute to patients’ anxiety. PurposeTo test the effectiveness of a pre-procedural video educational tool to reduce patient anxiety and increase knowledge in HCC patients in an interventional radiology clinic setting. MethodsThis was a quasi-experimental, single-arm study, with a pre-test/post-test. Participant recruitment was based on a convenience sample. Inclusion criteria included: patients ages 18 and older; have biopsy-proven HCC or have a liver mass suspicious for HCC based on LI-RADS criteria imaging; no prior liver ablation treatment within three months of study onset. Participants watched a 7:04 minutes video and completed a 40-item State-Trait Anxiety Inventory and 10-item Knowledge Questionnaire before and after the video intervention to assess changes in anxiety and knowledge. Demographic variables evaluated included age, gender, education, and primary language. ResultsThere were 16 participants who met inclusion criteria. The state anxiety scores were significantly lower after the intervention (Md = 33.50, n = 16) compared to before (Md = 47.50, n = 16), z = −2.67, p = .009, with a medium effect size, r = 0.47. The trait anxiety scores did not show sufficient evidence for a difference after the intervention (Md = 40.00, n = 16) compared to before (Md = 39.50, n = 16), z = 0.71, p = .50, with a small effect size, r = 0.13. The knowledge scores were significantly higher after the intervention (Md = 9.00, n = 16) compared to before (Md = 2.00, n = 16), z = −3.53, p = .0005, with a large effect size, r = 0.62. A nonparametric bootstrap and nonparametric permutation test also showed evidence for a difference in mean between the distributions of the state anxiety and knowledge pre- and post-intervention scores. DiscussionThe results of this study showed evidence for the effectiveness of video education in decreasing anxiety and increasing knowledge in HCC patients. A standardized pre-procedural video educational tool can be a useful practice across all interventional radiology departments as it is associated with improved quality of care and positive health outcomes.

A validity study of COMLEX-USA Level 3 with the new test design.

The National Board of Osteopathic Medical Examiners (NBOME) administers the Comprehensive Osteopathic Medical Licensing Examination of the United States (COMLEX-USA), a three-level examination designed for licensure for the practice of osteopathic medicine. The examination design for COMLEX-USA Level 3 (L3) was changed in September 2018 to a two-day computer-based examination with two components: a multiple-choice question (MCQ) component with single best answer and a clinical decision-making (CDM) case component with extended multiple-choice (EMC) and short answer (SA) questions. Continued validation of the L3 examination, especially with the new design, is essential for the appropriate interpretation and use of the test scores. The purpose of this study is to gather evidence to support the validity of the L3 examination scores under the new design utilizing sources of evidence based on Kane's validity framework. Kane's validity framework contains four components of evidence to support the validity argument: Scoring, Generalization, Extrapolation, and Implication/Decision. In this study, we gathered data from various sources and conducted analyses to provide evidence that the L3 examination is validly measuring what it is supposed to measure. These include reviewing content coverage of the L3 examination, documenting scoring and reporting processes, estimating the reliability and decision accuracy/consistency of the scores, quantifying associations between the scores from the MCQ and CDM components and between scores from different competency domains of the L3 examination, exploring the relationships between L3 scores and scores from a performance-based assessment that measures related constructs, performing subgroup comparisons, and describing and justifying the criterion-referenced standard setting process. The analysis data contains first-attempt testscores for 8,366 candidates who took the L3 examination between September 2018 and December 2019. The performance-based assessment utilized as a criterion measure in this study is COMLEX-USA Level 2 Performance Evaluation (L2-PE). All assessment forms were built through the automated test assembly (ATA) procedure to maximize parallelism in terms of content coverage and statistical properties across the forms. Scoring and reporting follows industry-standard quality-control procedures. The inter-rater reliability of SA rating, decision accuracy, and decision consistency for pass/fail classifications are all very high. There is a statistically significant positive association between the MCQ and the CDM components of the L3 examination. The patterns of associations, both within the L3 subscores and with L2-PE domain scores, fit with what is being measured. The subgroup comparisons by gender, race, and first language showed expected small differences in mean scores between the subgroups within each category and yielded findings that are consistent with those described in the literature. The L3 pass/fail standard was established through implementation of a defensible criterion-referenced procedure. This study provides some additional validity evidence for the L3 examination based on Kane's validity framework. The validity of any measurement must be established through ongoing evaluation of the related evidence. The NBOME will continue to collect evidence to support validity arguments for the COMLEX-USA examination series.

Cambodian STEM pre-service teachers’ competency in effective information communication technology integration teaching based on technological pedagogical content knowledge framework

This study explores how Cambodian STEM (Science, Technology, Engineering, and Mathematics) pre-service teachers comprehended the Technological Pedagogical Content Knowledge (TPACK) and its components, content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), technological content knowledge (TCK) and their associations with demographic variables. Using a self-report questionnaire, the study surveyed 440 pre-service teachers from three distinct teacher training colleges. Data was analyzed using descriptive statistics, independent t-test, and Pearson's correlation. Results showed that pre-service teachers rated themselves above the mean in all components: TPK and CK were the highest, and TCK and TPACK were the lowest. There was a significant difference in the gender and foreign language variables; males and being able to understand foreign languages were the favor. A negative relationship existed in age variables where younger pre-service teachers demonstrated higher competence in all aspects of TPACK except PCK. It concluded that Cambodian STEM pre-service teachers demonstrate adequate knowledge of content, pedagogy, and technology to integrate information communication and technology (ICT) into their teaching. Possessing a medium to a high level of TPACK, additional professional development programs are needed to assist pre-service teachers in reaching the highest TPACK level.

Contraception Requirements in Clinical Research Consent Forms: Assessing and Supporting Gender Inclusive Practices.

Gender-diverse individuals are underserved in clinical research settings. Reliance on gendered language throughout the consent process for clinical research contributes to the marginalization of these populations. The research objective was to assess use of gender-inclusive language used to describe the contraception requirement in consent forms. We categorized and analyzed contraception language in 289 clinical trial consent forms using a deductive and summative content analysis approach. We found that 79% (n = 227) of consent forms contained gender-inclusive language, 80% (n = 231) used terms that fell under the biological sex language, and 91% (n = 264) used gendered language. No consent forms used exclusively gender-inclusive language and the majority 63% (n = 182) featuring a combination of all three language types. There were many consent forms which would have been entirely gender-inclusive language if section headings with references to biological-sex-specific contraceptives were excluded, suggesting that gender-inclusive language may be attainable with minor revisions.

Parental Involvement in Children’s Education in the United States: Evidence from Annual Survey of Refugees

This study examined sociodemographic factors that influence parental involvement in children’s education among recently resettled refugees in the U.S. Data came from the 2018 Annual Survey of Refugees (ASR). A sample of 1007 refugees aged 16 years or older was analyzed using chi-square tests to obtain the prevalence estimates and multiple logistic regression to predict an association between independent and dependent variables. The results indicate that females, married parents, those aged 25–29, and with good English proficiency were associated with higher odds of being involved in children’s education. However, unmarried refugees aged 55 or older were associated with lower odds of being involved in children’s education. Therefore, addressing existing gender disparities, language and cultural barriers, providing cultural orientation programs, encouraging parent-teacher communication, offering empowerment workshops, and increasing social support systems can help facilitate parental involvement in their children’s education. Further implications for practice and policy are discussed.

A commentary on a trauma-informed, community-based, and holistic intimate partner violence program: “A micro approach to a macro problem: One agency’s approach to domestic violence” by DiBella et al. (2023)

This commentary on “A Micro Approach to A Macro Problem: One Agency’s Approach to Domestic Violence” by DiBella et al. (2023) highlights exemplary aspects of programming for survivors of intimate partner violence, as well as notes additional areas for consideration and improvement for other agencies. Specifically, DiBella et al. (2023) describes the historical development of the Cherokee Family Violence Center (CFVC), as well as the evolution of the program, which adapted to best suit its clients’ needs over more than 30 years. The CFVC’s trauma-informed, community-based, and holistic approach are worthy of consideration. Additional areas of improvement that are encouraged in this commentary include increased gender inclusivity, language and cultural diversity, peer-led programming, therapeutic considerations for mental health treatment, and program evaluation.

The Constitutive Nature of Gender Mainstreaming Discourse: Uzbekistan Context

The emergence of the anthropocentric paradigm and theory responds to the necessity of reevaluating evolving realities, where traditional methods for investigating social phenomena diminish in significance. This signifies a profound shift in science, introducing innovative research approaches. This study aims to view gender terminology and methodology as cognitive structures facilitating effective communication within human rights discourse. Contemporary Gender Studies demand a societal dynamic transformation, notably through Gender Mainstreaming (GM), which predominantly addresses marginalized groups. The study posits that gender language warrants careful examination. Analyzing gender terminology within GM reveals intricate, intriguing, and occasionally contentious aspects. Notably, the USA and UK have transitioned from importing to exporting GM discourse, impacting translation and terminology industries, especially in non-English-speaking nations. This article delves into the context of Gender Mainstreaming in Uzbekistan through the lens of "Own and Alien culture," providing insights into its localization within the country's cultural framework. The study emphasizes the importance of scrutinizing gender terminology within GM discourse, highlighting its evolving dynamics across diverse cultural settings.

UNFCCC: A Feminist Perspective

The United Nations Framework Convention on Climate Change (UNFCCC) was the only multilateral environmental agreement to emerge from the Earth Summit in 1992 which did not include any references to gender. Recognition of gender within the UNFCCC has been exceedingly slow and largely tokenistic with a focus on ensuring ‘gender balance’ within UNFCCC meetings and processes. This article explores the emergence of gender language within the UNFCCC by reflecting upon: where we have come from; where we are now; and where we are going with respect with gender. While there was very little progress in the early days of the UNFCCC, this article shows that from 2001 onwards there have been a series of small gains, which will be explained and critique. Much work remains to be done with this paper suggesting some concrete steps such as hosting a Gender COP, ensuring financing for National Climate Change Gender Focal Points and embedding gender meaningfully within existing climate finance processes. In recommending future actions, the paper draws on insights from the Pacific and Australian experience.

The Need of Teaching Gender-inclusive Language in English for Specific Purposes in Order to Provide the Future Specialists for Using Gendered Language

The theoretical significance of this article lies in the fact that the work collected and analyzed information about the need of teaching gender inclusive language for English for Specific Purposes students in English, which makes a certain contribution to the development and solution of topical issues in usage of gendered English language. Although suggested several effective strategies in teaching inclusive vocabulary and pronoun usage in English lessons by English for Specific Purposes students.

Use of gender-inclusive language in genetic counseling to optimize patient care.

Providing welcoming, inclusive, and culturally competent care is essential for genetic counselors (GCs) to serve the needs of all patients, including transgender and nonbinary (TGNB) individuals. Inclusive language creates welcoming healthcare spaces and improves health outcomes for TGNB individuals. Training on gender-affirming healthcare can increase knowledge, comfort, and self-efficacy working with TGNB patients. Using a mixed-method survey, this study assessed 65 GCs' gender-inclusive communication practices and elucidated reasons for discomfort using language to determine how language builds trust and fosters patient-provider relationships, ascertain differences between specialties, and identify potential gaps in education and professional development. This study found that approximately one-third of GCs are comfortable using gender-inclusive language and just over half regularly use it with patients. Most GCs do not share their pronouns or ask patients theirs, which was not correlated with comfort levels or frequency of using gender-inclusive language. There were no significant differences based on specialty. Thematic analysis of open responses revealed GCs used gendered language to promote shared language and for clarity, some mentioning sex assigned at birth was relevant for risk assessment. Most felt the impact of gendered language depended on the patient's perspective. Twenty-five percent noted gendered language was familiar for most patients and 40% recognized negative impacts on TGNB individuals. Most GCs desired more gender-inclusivity training even though >95% had some type previously. Those who had gender-inclusivity training in their genetic counseling program were more comfortable using gender-inclusive language and were more likely to share their pronouns with patients. This study adds to the growing body of literature demonstrating GCs' desire for more gender-inclusivity education and highlights the potential importance of having this education integrated into genetic counseling training programs. GCs should continue to incorporate gender-inclusive language into their practice in concordance with the tenants of the Reciprocal Engagement Model.

(038) Health-Related Quality of Life after Gender-Affirming Pelvic Surgery: A Systematic Review and Meta-Analysis

Abstract Introduction Various validated questionnaires have been designed to evaluate sexual dysfunction as it relates to specific phases of the sexual response cycle, which include desire, arousal, orgasm, and resolution. Although there is a breadth of data on the surgical and aesthetic outcomes of patients who have undergone gender-affirming pelvic surgery (GAPS), there are limited data on sexual outcomes as they relate to the sexual response cycle after GAPS. Questionnaires are a crucial tool for research and clinical assessment of sexual dysfunction. However, many of the validated questionnaires for sexual dysfunction were not created for use in transgender patients after GAPS. To date, there is not a validated questionnaire specifically for patients who have undergone GAPS. Objective We sought to review the most commonly used sexual function questionnaires and assess their inclusivity as it relates to transgender patients who have undergone GAPS. Methods A PubMed and PsycINFO search was carried out using the keywords: “Validated questionnaires” AND “sexual dysfunction” OR “arousal” OR “desire” OR “libido” OR “satisfaction” OR “quality of life”. We then reviewed the most commonly used validated sexual dysfunction questionnaires and graded them on the metrics of medical applicability of patients who had undergone vaginoplasty, metoidioplasty, or phalloplasty, affirming language, and inclusion of identities beyond fully binary transgender people. The validated questionaries were reviewed by a comprehensive sexual health expert and a gender-affirming surgeon. Results Of the 13 questionnaires reviewed, only 5 met all metrics for inclusiveness. 4/13 of the validated questionnaires used exclusionary gendered language (female vs male), 6/13 were not physiologically applicable to patients who had undergone GAS (vaginal lubrication, ejaculation etc) and 2/13 assumed heterosexual orientation. Conclusions The current clinical and research tools used to define sexual dysfunction are not inclusive of people who have undergone gender-affirming surgery. Validated questionnaires are needed to optimally assess the sexual outcomes of patients who have undergone GAS. Disclosure No.

Identifying Strategies for the Use of Gender and Sex Language in Clinical One-Liners.

Purpose: The "one-liner," commonly used in clinical communications, summarizes a patient's identity, presenting condition, medical history, and clinical findings. Imprecise, inconsistent use of gender and sex information in one-liners threatens the provision of affirming care to transgender, nonbinary, gender-expansive, and intersex patients and may exacerbate health care disparities. This study aimed to generate guidance for communicating gender and sex information in one-liners. Methods: This is an explanatory sequential, equal status mixed methods study of transgender, nonbinary, gender-expansive, and intersex people and clinicians caring for this population. Survey participants rated one-liners on a five-point Likert-type scale of appropriateness, considering affirmation and clinical utility, and provided open-ended comments. We conducted two focus groups with survey respondents to explore survey results and performed a thematic analysis of survey comments and focus group transcripts. Results: Survey respondents included 57 clinicians and 80 nonclinicians. One-liners containing patient pronouns were rated most appropriate, and appropriate patient descriptors included self-described gender identity or gender-neutral terms. In scenarios where patient sex information was not pertinent to the chief concern (CC), one-liners containing no sex information were rated most appropriate. Four themes were identified: inclusion of sex information based on relevance to the CC, accurate patient representation, influence of clinical setting, and risk of harm from inaccurate one-liners. Conclusion: This study generated data to support the appropriate use of gender and sex language in one-liners. Clinicians, educators, and trainees may use these findings to compose one-liners that are affirming and clinically useful for patients of diverse gender and sex identities.

Exploring the Cognitive-Semantic Dimensions of Gender-Specific Idioms.

Presently, anthropocentric research is undergoing rapid advancement, a trend underpinned by the substantial role that human-centric studies occupy within the scientific discourse. This article delves into the genesis and framework of gender linguistics, examining the coalescence of gender alongside the male and female paradigms, as well as the socio-cultural characteristics and methodologies inherent in gender research. The discourse extends to elucidate methodologies for fostering a gender-focused approach, encompassing areas such as comparative and contrastive gender linguistics, gender paralinguistics, gender lexicography, and the interplay between gender dynamics and language acquisition. Methodologically, the study leverages approaches like descriptive analysis, lexicon definition scrutiny, gender-centric analysis, conceptual examination, and comparative-contrastive techniques. The research scrutinizes phraseologies pertinent to 'male' and 'female', undertaking a thorough gender and conceptual analysis, with a special focus on the cognitive-semantic exploration of gender idioms. The foundational elements of this article are anchored in the scholarly works of both national and international academics pertinent to the subject, encompassing gender terminologies, social linguistics lexicons, phraseological dictionaries, literary sources, and mass media content.

The Grammatical Features of Vietnamese Journalistic Discourses about Women from Feminist Critical Discourse Analysis Theory

Basing principally on Fairclough's theory of Critical Discourse Analysis (2001) and Halliday's Systemic Functional Grammar (1994), Feminist Critical Discourse Analysis was initiated in “Feminist Critical Discourse Analysis - Gender, Power and Ideology in Discourse” by Lazar (2005) is developed into a discourse research approach that sheds interest on the relationship between gender power and language or language use. Following this research approach, this paper outlines a detailed study of the grammatical features of journalistic discourse written about women in Vietnamese Women Newspapers, issues of 2021, from the perspectives of Feminist Critical Discourse Analysis, of which the grammatical features of journalistic discourse would be expressed in three aspects: experiential, interpersonal, and expressive values. More specifically, the experiential values of grammar were reflected in the transitivity processes, the interpersonal values were shown in modes of sentences, and finally, the expressive values were realized in the expressive modality. The study results revealed that the three most frequently used processes were material, relational and verbal. Besides, declarative sentence type was used most frequently, and there was very little likelihood of modal word use. These grammatical features were consistent with the news genre applied for newspapers while remaining ample contextual conditions for reflecting journalists' perceptions of women and feminism.

Building an Annotated L1 Arabic/L2 English Bilingual Writer Corpus: The Qatari Corpus of Argumentative Writing (QCAW)

Abstract The study presents the creation of the Qatari Corpus of Argumentative Writing (QCAW) as an annotated L1 Arabic and L2 English bilingual writer corpus. It comprises 200,000 tokens of argumentative writing by Qatari university students in L1 Arabic and L2 English. The corpus includes 195 essays written by 195 students, 159 females and 36 males. The students were native Arabic speakers proficient in English as a second language. The corpus is divided into Arabic and English sections, accompanied by part-of-speech annotated files in UTF-8 encoded text format. Metadata in CSV format contains information about the students (gender, major, first and second languages) and the essays (text serial numbers, word limits, genre, writing date, time spent, and location). The current study outlines the steps for collecting and analysing the corpus, including details on essay writers, topic selection, pre-analysis text modifications, proficiency level, gender, and major ratings. Statistical analyses were applied to examine the corpus. The QCAW offers a valuable bilingual data source authored by the same students in Arabic and English, with implications for further research.

Uncovering the Determinants of English Language Anxiety in Undergraduate Learners

English Language plays a crucial role in global communication across various domains. The objective of this study was to investigate English language anxiety among undergraduate learners at Pakistani private universities and explore the factors affecting language related anxiety. The researchers assessed three demographic variables—age, gender and years of English language learning—alongside three key aspects contributing to language anxiety: Test Anxiety, Fear of negative evaluation, and communication apprehension. Data were collected from one hundred undergraduate participants in the study using English Language Classroom Anxiety Scale (ELCAS). Data analysis was conducted using descriptive statistics, multiple regression, and correlation analysis. The data revealed a significant correlation between years of English language study and language anxiety. However, there was no relationship between gender, age and English language anxiety. The multiple regression analysis revealed that the primary factor related to language anxiety is the fear of negative evaluation. The study underscores the importance of addressing the fear of negative evaluation as the key factor in English language anxiety among Pakistani private university undergraduates and recommends tailored language programs and professional development for educators to create a supportive learning environment.

Gendered Language in Philippine Newspapers

Print media can influence public perceptions but may also reinforce gender bias through language. Numerous studies have underscored the persistence of linguistic sexism in print publications, highlighting how language choices can reinforce gender stereotypes and inequality. This study investigates gendered language in The Philippine Daily Inquirer, a leading newspaper in the Philippines, to highlight how sexist terms persist in modern print media. The study analyzed the May 2018 issue using quantitative and qualitative content analysis, focusing on terms influenced by Gender Schema Theory and Social Responsibility Theory. Five gendered terms with sexist undertones were identified: "policemen," "businessman," "countrymen," "gunmen," and "ombudsman," with "policemen" being the most common. These terms were grouped into three categories: Generic Masculine, Derogatory, and Pseudo-Masculine expressions, with Generic Masculine terms being the most prevalent. The findings show that print media continues to use sexist language, particularly through Generic Masculine terms. The study suggests a thorough content review in media outlets to remove sexist language and encourage gender-neutral alternatives.

Doing Things with the Language of Law and Gender: Using Speech Act Theory to Understand the Meaning and Effect of the Gender Identity Backlash

Doing Things with the Language of Law and Gender: Using Speech Act Theory to Understand the Meaning and Effect of the Gender Identity Backlash