appreciating the struggle of women
TRANSCRIPT
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APPRECIATING THE STRUGGLE OF WOMEN THROUGH LANGUAGE USE: A
PHENOMENOLOGICAL INQUIRY
A Research Outline
Presented to
DR. ANNIE RODRIGUEZProfessor
The University of the Immaculate Conception
Davao City
In Partial Fulfillment of the requirements in
Sociolinguistics
Ariel E. San Jose
October 2010
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Table of Contents
Page No.
Introduction .
Background
Research Interests
Theoretical Underpinings
Significance of the Study.
Dilimitations
Definition of Terms .
Schematic Route
Study Design
Research Integrity
Locale of the Study .
Research Participants ..
Participants Selection .
Research Instruments ..
Research Process .
Data Analysis ..
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INTRODUCTION
Background
"Long afterward, Oedipus, old and blinded, walked the roads. He smelled
a familiar smell. It was the Sphinx. Oedipus said, "I want to ask you one
question. Why didn't I recognize my mother?" "You gave the wrong
answer," said the Sphinx. "But that was what made everything possible,"
said Oedipus. "No," she said. "When I asked, What walks on four legs in
the morning, two at noon, and three in the evening, you answered, Man.
You didn't say anything about woman." "When you say Man," said
Oedipus, "you include women too. Everyone knows that." She said,
"Thats what you think.""
Myth by Muriel Rukeyser
Every language reflects and thereby shapes the prejudices of society in which it
evolved. The English language which is historically evolved in all-white, Anglo-Saxon,
patriarchal society, frequently reflects attitudes that exclude or degrade minorities and
women it assumes that the male is the norm, the significant gender. A language which
promotes and maintains attitudes that stereotype people according to gender is sexist
language; on the other hand, nonsexist language treats all people equally and either does
not refer to a persons sex at all when it is irrelevant or refers to men and women in
symmetrical ways when their gender is relevant (Yanilla-Aquino, 2006).
Yanilla-Aquino (2006) citing Furman discussed that in a world defined by man,
the trouble with woman is that she is at once an object of desire and an object of
exchange, valued on the one hand as a person in her own right, and on the other
considered simply as a relational sign between men. At the intersection of two
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incompatible systems, woman appears as the embodiment of impossible duality, the locus
of an opposition. Levi-Strausss contention that woman is both a person and a sign, a
human being and depersonalized, subjectless structure, clearly indicates that the
discussion of womans relationship to language of woman and/in language will take
different paths according to whether woman is understood as being a person or a sign.
Sexism in language is a much-talked-about socio-political issue today. The issue is
one that invites almost everyones attention, particularly women who most of the times
are the victims of sexist language. Professional organizations, periodical publications and
feminist activists, grimly aware of this phenomenon, launch their awareness campaign to
make people more sensible in using language as a social and political tool of
communication (A Brief on Language Sexism, 2010).
In this day and age, one of the most rewarding and perhaps the most unexpected
side effects of breaking away from traditional sexist pattern of the English language is
dramatic improvement in writing and speaking style. Due to necessary changes brought
about by womens continuing struggle for equality and recognition of their changing
roles and status in society, the continued use of sexist words and phrases, whether in
written or oral form, is now frowned upon especially by individuals who are critically
conscious and aware of the issues of gender bias which confront women. People are
beginning to realize that non-sexist language is more than a token gesture of goodwill to
feminist; it is a matter of accurate communication because when we use nonsexist
language we are doing two things: 1) we ensure that the language reflects reality and 2)
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we ensure that any shaping done by the language us bias-free (Yanilla-Aquino, etc. al
2006).
Henley (2001) suggested that students must receive adequate instruction on
avoiding sexist language, particularly in textbooks intended to help students develop and
refine their language skills. Although the full impact of prescriptive "he" remains to be
explored, effects on attitudes related to achievement motivation, perseverance, and level
of aspiration seem likely.
McArthur and Eisen (cited by Henley, 1983) found that stories about male vs.
female protagonists performing certain activities influenced the achievement motivation
(desire to excel in these activities) of male vs. female children... Prescriptive "he" could
have similar effects on a much larger scale and may even contribute to the fact that before
attending school, boys aspire to traditionally male occupations and girls aspire to
traditionally female occupations.
The researcher strongly believed that the preceding discussions showed that the
issue on language sexism is something that merits serious attention and research. As an
English teacher, the researcher believes that educators have the mandate to be the
transformers of the learners minds; the builders of attitudes and an epitome of being a
good citizen. The researcher is interested to find out how language teachers promote the
image of women through the use of language in their classrooms.
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Purpose of the Study
Language is constantly changing, hence, it is dynamic. Its constant changing
reflects the nature of society. As we are moving towards equality in all areas of life, it is
important that our language facilitate and reflect this change.
The purpose of this inquiry is not only to gain cognition on the promotion of the
image of women through language but also to draw attention to the sexist nature of
language. Hence, providing suggestions on ways in which we can change the language.
Research Interests
This study is interested to determine the following:
1. What are the sexist languages encountered by the study-participants?
2. How do the study-participants accept these sexist languages?
3. What are the concrete actions undertaken by the study-participant to reveal the
struggle of women?
Theoretical Underpinning
This inquiry is anchored on the Feminist Language Theory which emerged as
early as 1792. Feminist linguists argued that female uses of language differ from male;
that the difference may stem from essential biological differences between the sexes; that
the differences may stem from women's different inscription in culture (Shaffer, 2010).
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In addition, this study is supported by the Feminist Philosophy of Language by
Jennifer Saul (2010). She said that much of feminist philosophy of language so far can be
described as criticalcritical either of language itself or of philosophy of language, and
calling for change on the basis of these criticisms. Those making these criticisms suggest
that the changes are needed for the sake of feminist goals either to better allow for
feminist work to be done or, more frequently, to bring an end to certain key ways that
women are disadvantaged. My focus in this entry will generally be on the analytic
tradition. In her approach, she presented the feminist approaches to the intersection of
pragmatism and continental philosophy, namely; A) Language under which are; false
gender-neutrality; invisibility of women; maleness as norm; sex-marking; encoding of
male worldview; reform effort: success and limitations; maleness of language; and
metaphor. B) Philosophy of Language which includes the feminist worries about
philosophy of language and feminist use of philosophy of language.
Significance of the Study
The outcome of the study is significant to the various individuals and
organizations or institutions, mainly:
The administrators of the University of the University of the Immaculate
Conception, in terms of obtaining pertinent pieces of information regarding the condition
of women in todays society, this study will provide them deeper understanding of
womens aspirations
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Moreover, administrators could gain insights as they formulate and implement
programs for the empowerment of women through language use.
The teachers of the University of the Immaculate Conception. As symbols of
learning; a leader of learning and a miracle of education, the output of this research will
be able to uplift their cognition on the struggle of women. The result may strengthen or
reconstruct and widen their viewpoint and standpoint as to why man women aspire for
recognition and equality even in language.
Further, the result of this study may be incorporated to the study notes of
Sociology and Philosophy subjects. Hence, it will give additional insights to the learner
on the importance of giving equal footing to both sexes in the use of language.
The students and student organizations of the University of the Immaculate
Conception, in terms of obtaining credible grounds in examining and clarifying the
situation of women in linguistics, this research would lead and guide them to better
understand the flight of women even in language.
Delimitations
The study is restricted and focused only to the language and literature teachers of
the University of the Immaculate Conception of the main and annex campuses. This
study does not include the Filipino teachers. The study-participants are composed of 3
male and 7 female teachers.
Definitions of Terms
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The following terms are defined operationally:
Valuing Process. This refers to internal course of action in mans self. This
involves his aspirations, ideals, including the reasons of believing the worth of his values
and how he puts these values into action to be meaning and profitable.
Appreciating the Struggle. This refers to the understanding the effort made by a
group particularly the women in their quest for language equality.
Women. This term refers to the group of people bounded by one ideal to be of
equal opportunity if not standing not only in the society but also in language.
Phenomenology. This kind of research belongs to the qualitative research
traditions. This type of research describes the "lived experience" of the study participants
under study.
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SCHEMATIC ROUTE
This chapter describes how this research will be undertaken. This explains the
validity and reliability of the study shaped and fostered by scientific and logical
processes. Included are the research design, locale of the study, research participants and
informants, research instrument, research procedure, and data analysis diagram which is
illustrated and pointed explicitly.
Study Design
This study is qualitative in nature. Qualitative research is used to gain insight into
people's attitudes, behaviors, value systems, concerns, motivations, aspirations, culture or
lifestyles. Its used to inform policy formation, communication and research. Focus
groups and in-depth interviews are among the many formal approaches that will be used.
Further but qualitative research also involves the analysis of any unstructured material,
including customer feedback forms, reports or media clips (QSR International, 2010).
Moreover, this research will make use of the Hermeneutic Understanding. Willis
(2007) in his book Foundation of Qualitative Research: Interpretative and Critical
Approaches said that the purpose of hermeneutic research is to understand the
perspectives of humans. And because understanding is situational, hermeneutic research
tends to look at the details of the context in which the study occurred. The result is
generally rich data reports that include multiple perspectives. Hermeneutic theories are
more like fuzzy, tentative explanations that ebb and flow, merge and diverge, as research
progresses.
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This study will also make use of the Interpretative Phenomenological Analysis
(IPA) approach developed by Professor Jonathan Smith (2009) of Birkbeck University,
London. This approach is an experiential qualitative approach to research in psychology
and the human and social sciences. This approach is a relatively recent qualitative
approach developed specifically within psychology. IPA is concerned with trying to
understand lived experience and with how participants themselves make sense of their
experiences. Therefore, it is centrally concerned with the meanings which those
experiences hold for the participants. Moreover, IPA is phenomenological in that it
wishes to explore an individuals personal perception or account of an event or state as
opposed to attempting to produce an objective record of the event or state itself. Thus,
one important theoretical touchstone for IPA is phenomenology, which originated with
Husserl's attempts to construct a philosophical science of consciousness. At the same
time, while trying to get close to the participant's personal world, IPA considers that one
cannot do this directly or completely. Access is dependent on the researchers own
conceptions which are required to make sense of that other personal world through a
process of interpretative activity. A second important theoretical current for IPA is,
therefore, hermeneutics- the theory of interpretation. Consonant with its theoretical
commitment, IPA employs qualitative methodology. Most IPA work has been conducted
using in-depth interviews which enable the participant to provide a full, rich account and
allow the researcher considerable flexibility in probing interesting areas which emerge.
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Interviews are audio-recorded, transcribed verbatim and subjected to detailed qualitative
analysis - attempting to elicit the key experiential themes in the participants talk.
This study also adapted Cuisons (2010) four approaches in gathering the
information needed. These four approaches are community immersion and integration,
document analysis, interview with the language coordinator of the University of the
Immaculate Conception, and focus group discussion activities with the identified study
participants.
Research Integrity
According to the Association AVP for Research Boston College (2008) research
integrity is a concept that cannot be fully defined by a short, simple phrase. It cited a
recent national report which asserts that for the individual researcher it "embodies above
all the individual's commitment to intellectual honesty and personal responsibility. It is an
aspect of moral character and experience. For an institution, it is a commitment to
creating an environment that promotes responsible conduct by embracing standards of
excellence, trustworthiness, and lawfulness . . ." Research integrity includes the
traditional ideals of honesty, fairness, and compliance with research guidelines and
policies, as well as the goal of integrating one's work as a researcher with one's broader
life experience and values.
With the above expressions, the researcher should follow the principles required to
obtain a positively oriented set of practical suggestions for maintaining integrity of
http://www.nap.edu/books/0309084792/html/http://www.nap.edu/books/0309084792/html/ -
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research. These instructions are written in the Guidelines for Responsible Conduct of
Research (2007) which is the meticulous record-keeping practice which provides an
accurate contemporaneous account of observations that become a permanent reference
for the researcher should be observed. An accurate record also serves others who may
want to replicate the observation or to apply a method to other situations. In addition, it is
an aid in allowing the eventual sharing of information with others and as documentation
that might disprove any subsequent allegation of fabrication or falsification of data.
Secondly, all data should be recorded contemporaneously with the production or
observation of the data. If some data are obtained as printouts from instruments or
computers, these printouts should be appropriately labeled and pasted into the notebook
or, if pasting is not possible, stored securely and referenced in the notebook as to storage
location. Thirdly, research in social sciences and in some clinical biomedical fields poses
specific problems with respect to the availability of primary data for use by other
researchers or by reviewers of allegations of possible scientific misconduct. The
protection of human subjects requires that data be used, stored, and disclosed in a way
that insures the privacy of individual research subjects. Furthermore, while for purposes
of analysis these data are frequently coded and entered into computer files with only code
numbers identifying the individual subjects, there is often an interest of the researcher in
reviewing the coding procedures in order to identify either random or systematic
mis-entry of data into files. To satisfy these guidelines fully, the primary data - clinical or
laboratory records, questionnaires, tapes of interviews, and field notes - should be
available for review. Finally, research integrity requires not only that reported
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conclusions are based on accurately recorded data or observations but that all relevant
observations are reported. It is considered a breach of research integrity to fail to report
data that contradict or merely fail to support the reported conclusions, including the
purposeful withholding of information about confounding factors. If some data should be
disregarded for a stated reason, confirmed by an approved statistical test for neglecting
outliers, the reason should be stated in the published accounts. A large background of
negative results must be reported. Any reckless disregard for the truth in reporting
observations may be considered to be an act of research misconduct.
Locale of the Study
This study will be conducted at the two campuses of the University of the
Immaculate Conception Fr. Selga Street main campus and Bonifacio Street annex
campus.
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Fig. 3 The Map of Davao City
Research Participants/Informants
The participants of this study are the language and literature teachers of the
University of the Immaculate Conception. The participants are composed of 3 males and
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7 females teachers. The study participants do not include the part-time language and
literature teachers.
Participants Selection Process
The participants or informants of this study are purposively selected on the basis
of their capacity to provide important information needed in this inquiry aside from they
are language and literature teachers.
Research Instrument
In order to assist appropriate process of illustrating out information, a Focus
Group Discussion (FGD) and in-depth interview guide questions are constructed. These
questions correspond to and substantiate the objectives and queries formulated in this
study. Furthermore, the guide questions are self-constructed, open-ended and focused on
main topic of the research.
Research Procedure
This study will undergo the following procedures in collecting and interpreting
data. These include the leveling-off on concept and research procedure and planning,
securing consent from the different offices of the university. Authorities concerned such
as the coordinator of the language and literature is included in the assembly of all FGD
informants, actual workshop and interview with the participants. Furthermore, analyzing
data, drafting conclusions and recommendations, and administering forum presenting the
research output will be observed.
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Data Analysis
Data analysis follows the process of phenomenological inquiry which is to use an
emergent strategy to permit the method of analysis to follow the nature of the data itself.
The data from observed reality, from the drawn out information and narratives will be
treated differently. However, in all cases, the main objective is on an understanding of the
meaning of the description. According to Janet Waters (2010), to get at the essential
meaning of the experience, a common approach is to abstract out the themes. These are
essential aspects "without which the experience would not have been the same". In a
narrative, consider aspects such as the physical surroundings, the objects, the characters
or aspects of the characters (e.g. their relationship), the social interactions between the
different characters (or groups), the type of activity, the outcome, the descriptive
elements, or the time reference. If the narrative would keep its essential meaning even
when several of these aspects are changed, then those aspects are not part of the essential
theme. Only those elements that can't be changed without losing the meaning of the
narrative contribute to the theme. Analyzed data are put together as shown in the figure
below, and the rising themes.
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Fig. 4.Approaches in Drawing out and Analyzing Data
Focus
GroupDiscussio
n
Data
Analysis
Communit
y
Integratio
n
Interview
with Key
Informant
s
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