Exploring the factors that influence speakers’ adoption or rejection of gender inclusive pronouns

Abstract

Society remains dominated by heteronormative ideology, with a wealth of literature attesting to the continued and significant levels of discrimination experienced by individuals with diverse sexual and/or gender identities, as compared to their heterosexual and cisgender counterparts. Language is a vital communication tool, used to identify oneself and construct meaning. In this way, gender and language are linked, with language able to empower and represent diverse identities, through gender affirmation and social acceptance, or to marginalise. The aim of this thesis was to prompt individual and systemic reflection, regarding respectful communication, and behaviour change, and elicit constructive ways forward to mitigate the effects of discrimination for LGBTQ+ and gender expansive youth.

Two research studies were conducted. Using a thematic synthesis approach, a systematic literature review was undertaken to explore how LGBTQ+ and gender expansive youth foster their resilience through activism. Prior research has typically emphasised risk rather than resilience in relation to sexuality and gender expansive youth, highlighting that their resilience, and the link between activism and resilience, represented an understudied area of research. Within the review, activism, via everyday acts of resistance, and more overt strategies, emerged as an important means of developing resilience. In recognition of the shift towards a collective social responsibility to challenge and change oppressive systems, there is an onus on schools to identify and provide LGBTQ+ and gender expansive youth with opportunities to resist oppression. An empirical study was also conducted to explore the factors that influence speakers’ adoption or rejection of gender inclusive pronouns. The reason for this focus was because of the known link between gender and language, and that early research highlighted a gap in the literature in terms of any similar UK studies. Implications were developed in response to each study, which included the provision of clear guidance and ongoing reflective practice for staff, to examine the structural entrenchment of heteronormativity and cisgenderism and its effects on the most marginalised in school, the need for more affirming policies, practices and curricula that teach that prejudice and discrimination are unacceptable, and professional development to support staff to foster a more inclusive school environment. The strengths and limitations of each study were also considered.

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Identifiers

ORCID for Martha Rose Mayfield: orcid.org/0009-0005-4511-1155

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