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Research on sex differences in the communication practices of men and women often
ignores the contexts in which communication takes place. By comparing women and men
as they interact with both strangers and spouses, the authors present a more nuanced
view of gender differences in social interaction. The authors discuss gender-preferential
language and present data on social interaction in same-sex, mixed-sex and marital
dialogues. Results of a round-robin analysis of variance indicate that same-sex dyadic
conversations, but not mixed-sex dyadic conversations, are marked by a strong display
of stereotypical gender-preferential linguistic use. Husbands tend to adopt a female-
preferential linguistic style when speaking to their wives.
AUTHORS' NOTE: The research reported in this article was supported by a grant from
the National Institutes ofHealth (Biomedical Research Division, UW 141207) to the first
author. An earlier version of this article was presented at the International Congress of
Language and Social Psychology, University of Queensland, Brisbane, Australia.
JOURNAL OF LANGUAGE AND SOCIAL PSYCHOLOGY, Vol. 14 Nos. 1-2, March 1995 18-39
© 1995 Sage Publications, Inc.
18
Fitzpatrick et al./ GENDER-PREFERENTIAL LANGUAGE 19
We begin this article with two major assumptions. Our first major
assumption follows Smith (1985) in that we expect the communication
differences between women and men to be subtle, few in number, and
gender preferential rather than sex exclusive. This assumption leads
us to make a series of choices, not only about the behaviors we measure
but also about the methods we use to examine these behaviors.
Our second major assumption is that in a number of situations, we
should expect to see shifts in female and male communication patterns;
people vary their speech production, consciously or unconsciously; for
reasons related to both their internal state (for example, mood) and
the constraints of the situation in which they find themselves (for
example, their interaction partners). This second assumption con-
trasts with the radical intergroup relations perspective that guides
much of the recent work on sex differences in communication. Male
and female relations are analyzed in much the same way as cross-race,
-class or -ethnic relations (Tajfel, 1982), and speakers are said to
diverge from one another as a sign of their sex. Clearly, there are times
when women and men treat one another as members of different
groups. The analogy breaks down, however, because unlike members
of other in-group/out-group categories, individual men and women are
drawn to one another and form close interpersonal relationships.
In the next section, we extend the work of Mulac and his colleagues
(e.g., Mulac, Lundell, & Bradac, 1986) on gender-preferential language
use. Subsequently; we draw on some of the theoretical work on com-
munication accommodation (Giles, Coupland, & Coupland, 1991) to
formulate predictions concerning the use of gender-preferential styles
within various interaction contexts.
Table 1
Descriptions, Examples, and Citations a for 32 Language Variables Coded as Potential
Predictors of Interactant Gender
1. Elements
A. Words: The number of printed elements, separated by spaces, having semantic
meaning. Price and Graves, 1980, M+ (spoken) and F+ (written); Wood, 1966, M+.
B. Pauses: (" ... ") Nonvocalized hesitations in the flow of speech.
C. Vocalized pauses: ("ah," "uhm.") Utterances having no semantic meaning. Mulac,
Wiemann, Widenmann, and Gibson, 1988, M+; Poole, 1979, M+.
D. Fillers: ("you know," "like.") Words or phrases used without apparent semantic intent.
Hirschmann, 1973, F+; Mulac and Lundell, 1986, M+; Mulac, Lundell, and Bradac,
1986, F+; Mulac, Studley, and Blau, 1990, F+; Mulac et al., 1988 M+.
E. Back channels: ("unhuh," "right.") Utterances showing apparent interest in having
the partner continue talking.
F. Interruptions: (Person A: "I don't really like electrical engineering that much. [By that
I mean if you.]" Person B: "IA lot of] people are getting out of it.") Breaking into a
person's turn (not including back channels such as "yeah"), in an apparent attempt
to take over the floor. Mulac et al., 1988, M+; West and Zimmerman, 1983, M+;
Zimmerman and West, 1975, M+.
G. Interruption words: The number of overlapping words uttered while apparently trying
to take over the conversational floor from the partner.
H. Mean length sentence: The number of words divided by the number of sentences
(defined as sequences of words beginning with a capital letter and ending with a
period). Hunt, 1965, F+; Mulac and Lundell, 1986, F+; Mulac and Lundell, 1990, F+;
Mulac et al., 1986, F+; Mulac et al., 1990, M+; Poole, 1979, F+.
2. Sentences
A. Questions: ("What is [Communication 12]? What do you do?") Does not include
directives in question form. Fishman, 1978, F+; Mulac et al., 1988, F+.
B. Tag questions: ("It's early winter, isn't it?") An assertion that is followed immediately
by a question asking for support. Crosby and Nyquist, 1977, F+; Dubois and Crouch,
1975, M+; Lapadat and Seesahai, 1978, M+; Hartman, 1976, F+; McMillan, Clifton,
McGrath, and Gale, 1977, F+; Mulac and Lundell, 1986, F+.
C. Directives: ("Think ofanother," "why don't we put that down?") Haas, 1979, M+; Mulac
et al., 1988, M+.
D. Affirmations: ("I think you're right on that one.") Statements indicating apparent
agreement (but not counting back channels).
E. Negations: ("You don 'tfeel like looking.") A statement of what something is not. Mulac
and Lundell, 1986, F+; Mulac et al., 1986, F+.
F. Oppositions: ("The snow must have fallen fairly recently, but it has been a while,"
"... very peaceful, yet full of movement.... ") Retracting a statement and posing one
with an opposite meaning. Mulac and Lundell, 1986, F+; Mulac et al., 1986, F+.
G. Justifiers: ("It's winter because there's snow.") Areason is given for the assertion made.
Mulac and Lundell, 1986, M+; Mulac et al., 1988, F+.
H. Modals: ("I would say that ... " "could," "might.") A model verb form that suggests
doubtfulness. McMillan et al., 1977, F+.
3. Sentence initial elements
A. Sentence initial adverbials: ("Instead of being the light blue, it is ... " "Because the
trees still have snow, it looks like ....") Answers the questions how, when, or where
regarding the main clause. Mulac et al., 1986, F+; Mulac et al., 1988,F+; Mulac and
Lundell, 1990, F+; Mulac et al., 1990, F+.
B. Sentence initial fillers: ("Okay, the first thing we should do is ....") Mulac et al., 1988, M+.
C. Sentence initial conjunctions: (~And then I thought about ....") Mulac et al., 1988, M+.
Continued
22 JOURNAL OF LANGUAGE AND SOCIAL PSYCHOLOGY I March 1995
Table 1 Continued
4. Modifiers
A. Intensive adverbs: ("very," "really," "quite.") Modifiers that apparently increase the
strength or intensity of a statement. Crosby and Nyquist, 1977, F+; Lapadat and
Seesahai, 1978, F+; McMillan et al., 1977, F+; Mulac and Lundell, 1986, F+; Mulac
et al., 1986, F+; Mulac et al., 1988, F+.
B. Hedges: ("possibly," "somewhat," "maybe," "rather.") Modifiers that indicate lack of
confidence in, or diminished assuredness of, the statement. Crosby and Nyquist,
1977, F+; Mulac et al., 1990, F+.
5. Personal pronouns:
Words that stand for beings. Gieser, Gottschalk, and John, 1959, F+; Haslett, 1983,
F+; Koenigsknecht and Friedman, 1976, F+; Mulac and Lundell, 1986, F+; Mulac and
Lundell, 1990, M+; Mulac et al., 1988, F+; Poole, 1979, F+; Westmoreland, Starr,
Shelton, and Pasadeos, 1977, F+.
A. "I": ("I think it's better to ....") Mulac and Lundell, 1990, M+; Mulac et al., 1990, M+.
B. "me": ("If it's up to me ... .")
C. "we": ("We wanted to ... .")
D. "us": ("How can anyone expect us to do that?")
E. "you": ("You should know that ... .")
F. "him" or "her":(" ... gave it to her.")
G. "they": (They said .... ")
H. "he" or "she": ("He's the one who ....")
I. "them": ("Just give it to them.")
6. Miscellaneous
A. References to emotion: ("happy," "enticing," "depressing.") Any mention of an emotion
or feeling. Balswick and Avertt, 1977, F+; Gieser et al., 1959, F+; Mulac and Lundell,
1990, F+; Mulac et al., 1986, F+; Staley, 1982, F+.
B. Obscenities: ("fucking," "shitty.") Words that offend accepted standard of decency.
a. Citations indicate empirical studies in which the variable was found to differ for female
and male communicators. Gender distinctions, in terms of whether the variable was
more indicative of male or female communicators, are as follows: M+ = Male, F+ =
Female. (Note, however, that the linguistic categories were not in all cases precisefy
equivalent across studies.)
The sense of our first hypothesis is not that there are no patterned
differences in gender-preferential style. Rather, this hypothesis pro-
poses that one's linguistic choices are not based exclusively on one's
sex. Gender-preferential language choices are modified across contexts
and conversational partners. Indeed, we expect the strongest display
of stereotypical language behaviors in same-sex interactions. Social
group members use a variety of linguistic and nonlinguistic devices
that are peculiar to their own group and distinguish them from other
groups. Speech accent, for an obvious example, differs among ethnic
groups (Giles & Powesland, 1975). Accented speech potentially marks
one as an outsider in a different context (Giles, Scherer, & Taylor, 1979).
Under certain conditions, men and women may be emphasizing
their membership in a given sociolinguistic community (Ashmore,
1981; Ashmore & Del Boca, 1981; Maltz & Borker, 1982). The variation
in linguistic devices used in these contexts may be less obvious than
Fitzpatrick et al./ GENDER-PREFERENTIAL LANGUAGE 23
METHOD
SUBJECTS
PROCEDURE
each of the other participants (their spouse, three other married men,
and three other married women). The order of participation in the
seven conversations was randomized. Participants were escorted from
room to room to ensure that no conversations occurred during the
evening that were not captured on tape. The gender ofthe participants
was made salient in two ways. First, participants did not know who
would be their interaction partner until entering the experimental
room. Second, the topics for discussion were on relationship issues.
Participants were given a list of topics to choose for discussion. The 15
topics were taken from the Dyadic Adjustment Scale (DAS) (Spanier,
1976) and concerned important aspects ofrelationships, for example,
handling family finances, matters ofrecreation, religious matters, and
so forth.
CODING SCHEME
DESIGN
RESULTS
DISCRIMINANT ANALYSIS
Table 2
Linguistic Variables Selected by Stepwise Discriminant Analysisa Predicting Gender for
All I nteractants
a. Wilks's lambda = .64, F(20, 259) = 7.28, p < .001, reclassification accuracy= 78%.
b. Relatively frequent use of the variable led to this prediction for interactant gender.
c. Canonical coefficients are standardized.
BETWEEN-GROUP COMPARISONS
Table 3
Level of Gender-Preferential Language Use and Relational Reciprocity in Dyadic
Interaction
Gender-Preferential
Dyadic Interaction Language Scorea Reciprocity Correlation
DISCUSSION
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