Gender and communications

by Valérie Boire

Thursday, March 6, 2014

CIMMYT Writers Meeting

An initiative of the CGIAR Generation Challenge Programme (GCP)

Gender-neutral writing Gender in pictures Gender in context

Themes

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

Writing

Alternatives to “he,” “him,” “his,” or “himself”

No single gender-neutral writing style has emerged as the norm; all of these alternatives has been met with objections…

"he or she" (or "she or he") Instead of: “If a student studies hard, he will succeed.”

• “If a student studies hard, he or she will succeed.” • “If a student studies hard, she or he will succeed.”

Alternation of she and he: • Use the gender of the primary author. • Alternate between "she" and "he". • Alternate by paragraph or chapter. • Use he and she to make distinctions between two groups of people.

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

Alternatives to “he,” “him,” “his,” or “himself” Abbreviated forms: "he/she", "(s)he", "s/he", "him/her", "his/her",

"himself/herself" “If a student studies hard, s/he will succeed.”

Changing to plural “If students study hard, they will succeed.” “Each partner will be more involved if he has a voice in the decision.” Revised: “Partners will be more involved if they have a voice in the

decision.” Rewrite to avoid the need for any pronoun at all

“Students who study hard will succeed.” Similarly, drop the possessive form his

“The average student is worried about his grades.” / Revised: “The average student is worried about _ grades.”

Substituting an article: “When the employee hands in his report, review it immediately.” /

Revised: “When the employee hands in the report, review it immediately.”

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

Alternatives to “he,” “him,” “his,” or “himself” Singular or epicene "they“, when they refers to an

individual person of unknown or unspecified gender Examples:

• “On a day like today, anyone would want to wear their best clothes”

• "We can only know an actual person by observing their behaviour in a variety of different situations." (George Orwell)

• “No mother should be forced to testify against their child.” • “Nobody in their right mind would do a thing like that” • “A child becomes an adult when they turn 18.”

This construction is becoming increasingly acceptable but is still considered ungrammatical in formal writing; use with caution.

Some recommend recasting generic expressions as plurals to avoid the criticisms of either party.

The Cambridge Guide to English Usage (2004) : “Generic/universal their provides a gender-free pronoun, avoiding the exclusive his and the clumsy his/her.”

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

Alternatives to “he,” “him,” “his,” or “himself” In everyday language, substitute with the first

or second-person pronoun “As an administrator, he faces excessive paperwork

daily.” Revised: “As administrators, we face excessive

paperwork daily.” “The tenant must keep his apartment clean and tidy.”

Revised: “You must keep your apartment clean and tidy.”

Sparingly, substitute with one/one's “He might wonder what his response should be.” Revised: “One might wonder what one's response

should be.”

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

Alternatives to “he,” “him,” “his,” or “himself”

Recast in the passive voice “The average citizen pays his taxes promptly.” Revised: “Taxes are paid promptly by the average

citizen.” Some object to the passive voice when its use allows

the performer of an action to escape responsibility for that action. Ex.: “She was assaulted.”

Substitute a participial phrase for a clause “Listen to the two-year-old as he uses his short,

simple sentences to communicate.” Revised: “Listen to the two-year-old using short,

simple sentences to communicate.”

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

Alternatives to “he,” “him,” “his,” or “himself”

Repeat the noun “The trainee must submit the registration

papers by July 1. His superior will send confirmation by mail.”

Revised: ”The trainee must submit the course registration papers by July 1. The trainee’s superior will send confirmation by mail.”

Use sentence fragments where appropriate (e.g. work descriptions, c.v.'s) “drafts policies, edits materials and develops

programs”

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

The pseudo-generic man “"Some men are female.“

Truly generic use of the word man would be perceived as false, funny, or insulting",

Sentences can be adapted to avoid this use: “To boldly go where no man has gone before” Revised: “To boldly go where no one has gone before.”

Use gender-neutral words ("human being", "person", "individual", etc.) instead of gender-specific ones ("man", "woman", "he", "she", "businessman", "mother", etc.)

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

The pseudo-generic man Other examples:

mankind: humanity, human beings, people man’s achievements: human achievements the best man for the job: the best person for the job man the controls: take charge of man the ticket booth: staff the ticket booth average man: average person, ordinary person layman: layperson, non-specialist man and wife: husband and wife, partners man-made: artificial, handmade, manufactured, synthetic manpower: personnel, staff, workers, workforce workmanlike: skilful

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

Occupational stereotypes In most cases, generic terms such as doctor, judge, or actor include

both genders. In other cases, replace with the gender-neutral term: • Stewardess: flight attendant, steward • Authoress: author • Chairman: chairperson (or chair). • Salesman, saleswoman: salesperson or sales representative • Anchorman: anchor • Congressman: congress person, legislator, representative • Cleaning lady: office cleaner • Mailman: mail carrier, letter carrier, or post worker • Waitress: server, wait staff, waitperson • Etc.

Avoid constructions like “The female doctor walked into the room” or “The male nurse walked into the room.” This only reinforces the assumption that most or all doctors are male

and most or all nurses are female. Unless the sex of the nurse or doctor is important to the meaning of the sentence, it should be omitted.

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

Occupational stereotypes Do not represent certain jobs or roles as only appropriate for, or

held by, women or men, i.e., farmers are men and nurses are women. Watch for the use of female pronouns for elementary school teachers

and male ones for scientists, for example. When referring to a job or role, use a gender-specific pronoun

only if the gender of the person is known. Dear Mothers, Please bake cookies for our class party. Revised: “Dear Families, please bake cookies for our class party.” “The convention attendees and their wives are invited.” Revised: “NCTE convention attendees and their guests/spouses are

invited.” “The policy manual states that a director must take attendance of

participants at his monthly meetings (the director’s gender is unknown). Revised: “The policy manual states that a director must take attendance

of participants at all monthly meetings.”

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

Address Avoid using the term “Miss” unless you know that a person prefers

to be referred to as such. Too often, people substitute Ms. for Miss and keep using Mrs. for

married women, defeating the original purpose of adopting Ms. to create an equitable form of address for all women regardless of marital status. Use Ms. for married as well as unmarried women.

Alternate the order of reference Jane Morton and Vince Rubens

Mr. Rubens and Ms. Morton Jane and Vince

If you don't know the gender of the addressee, use Dear followed by the person's initials and surname.

Similarly, if you do not know the name of the addressee: Dear Madam or Sir; Dear Sir/Madam, Dear Editor/Service Representative/… To Whom it may concern

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

Equal treatment Avoid listing women as a separate category:

“Students, women, unemployed and retired people...” In this sentence, naming women excludes them from the other categories Revised: “Men and women who are studying, unemployed or retired…” or,

“People who are studying, unemployed or retired…” “The people... moved with women, elders and children... In search of better

climates.” Revised: “The people moved in search of better climates.”

Avoid asymetrical designation of women and men: “Mrs Thatcher... Reagan” Revised: “Thatcher... Reagan”; “Mrs Thatcher... Mr. Reagan”. “The reading list included Jane Austen, Joyce, Proust, and Virginia Woolf.” Revised: “The reading list included Austen, Joyce, Proust, and Woolf” (or Jane

Austen, James Joyce, Marcel Proust, and Virginia Woolf). “The invitation was addressed to Mr and Mrs Michael Webber.” Revised: “The invitation was addressed to Dr Olivia and Mr Michael Webber.” “The invitation was addressed to Dr and Mrs Michael Webber (when both are

doctors). Revised: “The invitation was addressed to Drs. Michael and Olivia Webber.”

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

Equal treatment • When you mention the names of a woman and man together,

portray them as equals. Giselle Ward, the psychologist, and James Whyte, the teacher Denise Angus and her assistant Walter

Roy Bonneville, President, and his interpreter Jenn Revised:

Denise Angus and her assistant Walter Banks Roy Bonneville, President, and his interpreter Jenn Wilford

This also applies to couples and work associates. Check whether married couples share the same last name. Mr. and Mrs. Clayton Parker

Clayton Parker and his wife Maude Revised:

Mr. and Mrs. Clayton and Maude Parker Maude and Clayton Parker Mr. and Mrs. Parker

List names in alphabetical order or according to rank.

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

Unnecessary mention of gender Unless gender and related matters - looks, clothes,

parenthood - are relevant to your point, leave them unmentioned. If you identify someone as a female architect, for example,

would you refer to someone else as a “male architect”? If you then note that the woman is an attractive blonde mother

of two, do you mention that the man is a muscular, dark-haired father of three?

Avoid irrelevant references to details such as a woman's marital status, role or physical appearance. “Widow, 58, rescues kitten from tree” Revised: Woman, 58, rescues kitten from tree “The always elegant Vice President, Rachel Wills, accepted

the award on behalf of the organisation.” Revised: ”The Vice President, Rachel Wills, accepted the

award on behalf of the organisation.”

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

Respect Seek alternatives to language that omits, patronizes, or

trivializes women, as well as to language that reinforces stereotyped images of both women and men. I'll have my girl do that job.: I'll ask my assistant (or secretary) to

do that job. Maria is a career woman.: Maria is a professional. Maria is a

doctor. You guys go ahead.: Group, folks, all of you The ladies on the committee all supported the bill.: The women

on the committee supported the bill. Pam had lunch with the girls at the office.: Pam had lunch with

the women at the office. This is a man-sized job.: This is a complex (huge, enormous,

difficult) job. Old maid; spinster: single person

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

Textual citations When citing from texts, make a choice whether to use a

directly stated passage or a paraphrase of the wording. Though quoted passages cannot be altered, there are options for making language more inclusive: Change a direct quotation into a paraphrase that fits the sense of

the discussion and retains the original author's intent and idea. Point out the gender-biased nature of the passage to defuse its

power. Make substantial revisions or deletions when language is

gender-biased or when stereotyped assumptions pervade a passage.

Consider avoiding the passage if doing so does not detract from the writing's content, tone, or purpose.

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

Represent and give voice to protagonists of both genders

Alternate between “him” and “her” when possible according to context

Attributes such as tenderness, compassion, strenght, dynamism, authority, dignity, assurance, understanding, etc., have to be shown valid for both genders, coherently with the situation in which the person is depicted

Show men and women in traditional and nontraditional roles and without distinction in the description of tasks

Narration

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

Dobletes: o/a, o(a), o-a Utilización de genéricos reales: personas, gente

universitarios/as = estudiantes universitarios; director/a, politico/a, diplomatico/a = gobernante, líder, dirigente vecinos = vecindario hombre = seres humanos, humanidad o persona

Empleo de los abstractos: los redactores = la redacción, los legisladores = la legislación “Elegiremos el presidente” = “Nombraremos alguién a la presidencia”/

”votaremos para la presidencia” Cuidado con el languaje colloquial: a veces, una forma feminina

atestada pueda sonar peyorativa o desvalorizante.

In Spanish and other romance languages

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

Checklist Have you used “he,” “him,” “his,” or “himself” to refer to

people who may be female? Have you used “man” or “men” or words containing one of

them to refer to people who may be female? Do you use any occupational stereotypes? Do you make proper use of titles? Is the designation of men and women symmetrical? If you have mentioned someone’s gender, was it necessary

to do so? Do you use language that in any way shows a lack of

respect for either sex? Did you revise the quoted text to ensure it is also inclusive? Does your narration give voice to protagonists of both

sexes? Are they depicted with coherent attributes and tasks?

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

Pictures

Go beyond the first impression: Images are ambiguous Our experiences and the dominant ideology in

our society can affect how we look at a picture Pictures are always a subjective production The title, caption and context in which a

picture is used affect our interpretation

Visual represention

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

Title: Una mujer campesina de Lake Victoria en Tanzania recogiendo madera. Geoff Sayer/Oxfam

Title: Una mujer campesina de Lake Victoria en Tanzania recogiendo madera. Geoff Sayer/Oxfam

Title: Concurso de futbol bolivarista. Alexandra Hitter

Same event, different moment and angle

Alexandra Hitter

Stereotypes have power Stereotypes have power over us as producers and

consumers of publicity and information, even when we make a conscious effort to reject them

Ex.: production and replication of sexist situations in publicity

Visual representation

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

Stereotypes in pictures: Romanticised traditional roles, “exoticism”, idealised vision of rural life, etc.

Photo credit: Alexandra Hitter

Transformative images

Mujeres soldadas. Honduras. Oxfam

Bono Padre-Niños. Cochabamba. Alexandra Hitter

Titulo: Peligro, hombre trabajando. Alexandra Hitter

Keep in mind relations and power struggles when choosing pictures

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

Producers

(photograph, client, editor… Why do they need the picture?)

Subjects

(how are people depicted, with what resources?)

Consumers, public

(Verifying precision of context, access to source, how will the

context be interpreted?)

Analising gender in visual representations

Visual : number of women, men, children; also analise the representation of cultural origins. What are they doing? How are they depicted? How are they described in the title and caption?

Text: consider when and how are mentioned women, men, boys and girls, families and communities. What associations or messages are suggested? Are they precise and pertinent?

General impression: Is the text coherent with the images chosen to illustrate it? Ex. : ”children” for a picture depicting young boys; “community” attached to a picture of a group of men; “family” on a picture of a woman with her children.

Context

Gender in Communications Intentions

Inform, move, sensitise, educate, mobilise, convince, promote, sale, etc...

What is our position? How does it affect my audience? Coherence

Our own attitudes and actions are aligned with our message Are we really doing what we say we are doing? What concrete actions

can we cite as examples? Credibility

Facts, data, presentations, testimonies, etc. What data/actions are documented? Do our publics know about facts

that might contradict or negate what we are saying? Channels

Can we diferenciate or segment our channels to better reach the women in our targeted audience, in consideration of their situation/reality? (reach, impact, frecuency, variety, tone, traditional or non traditional, formal or informal, etc.)

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

Selection of materials

A balance of literature by and about both women and men should be included whenever possible.

The material should be placed in proper historical/cultural context or be balanced by other texts that show gender-fair roles and assumptions.

Books, texts, videos, and other media resources should be chosen to show females and males actively participating in a variety of situations at home, work, or play.

Educational activities

Choose headings and activities that do not assume stereotypic male and female interests. Avoid promoting competition of sexes, for example, a debate with males

taking one side of the issue, females the other. Avoid assuming gendered interests and abilities, i.e., girls

decorate, boys boot up the computer, girls are like to talk, boys play sports.

Present gender-equitable examples by alternating male and female names and by avoiding the use of stereotyped gender roles. When discussing roles traditionally held by males, use examples of

females in those roles; use examples of males in roles traditionally held by females.

Find informal ways to collect feedback from women if they tend to not address their concerns publicly in group settings.

Ask questions to specific people, equally to men and women, to engage everyone within the group.

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

Examples and contents taken from these sources: CECI:

“Correspondencias en los temas de género y de comunicaciones”, Valérie Boire y Alexandra Hitter, Mayo 2012, La Paz, Bolivia

Wikipedia: Gender-specific and gender-neutral pronouns

• http://en.wikipedia.org/wiki/Gender-specific_and_gender-neutral_pronouns#Alternatives_to_generic_he

Gender neutrality in English • http://en.wikipedia.org/wiki/Gender_neutrality_in_English

Gender marking in job titles • http://en.wikipedia.org/wiki/Gender_marking_in_job_titles

Singular they • http://en.wikipedia.org/wiki/Singular_they

References

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

American Psychological Association Avoiding Heterosexual Bias in Language

• http://www.apa.org/pi/lgbt/resources/language.aspx Language Portal of Canada

Guidelines for gender-neutral language • http://www.noslangues-ourlanguages.gc.ca/bien-well/fra-

eng/style/nonsexistguidelines-eng.html#sn National Council of Teachers of English (NCTE)

Guidelines for Gender-Fair Use of Language • http://www.ncte.org/positions/statements/genderfairuseoflang

Marquette University Tips for Using Inclusive, Gender Neutral Language

• http://www.marquette.edu/wac/neutral/NeutralInclusiveLanguage.shtml

References

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014

References The Law Student's Guide to Good Writing by

Professor Marc A. Grinker Gender Neutral Language, Copyright (c) 1994 Gender Neutral Language

• http://www.kentlaw.edu/academics/lrw/grinker/LwtaGender_Neutral_Language.htm

The Writing Center, College of Arts and Sciences, University of North Carolina at Chapel Hill Gender-Sensitive Language

• http://writingcenter.unc.edu/handouts/gender-sensitive-language/

Gender and Communications – CIMMYT Writers Meeting – March 6, 2014