The gender gap in student attitudes toward sexist/nonsexist language: implications for sport management education

Abstract

This paper discusses three studies on changing people's attitudes toward sexist/nonsexist language. In Study 1, sport management students(N=164) were asked how to persuade others to use nonsexist language. Many suggested education. Study 2 participants(N= 201) were asked if they had ever discussed sexist language in instructional settings. Analysis of their attitudes revealed an interaction between gender and instruction. Study 3(N =248) tested the effects of 3 types of instruction on student attitudes about sexist/nonsexist language. After a 50-minute intervention, Study 3 participants were generally undecided about sexist/nonsexist language, and their attitudes did not differ across instructional strategies(p >.01). In all conditions, males were significantly less receptive to nonsexist language than females(p <.01). This “gender gap” was magnified by a combination of direct and indirect instruction. Until more is known, the authors propose (a) modeling and (b) instruction grounded in empathy as initial strategies for teaching inclusive language.