Open Access. Powered by Scholars. Published by Universities.®
- Institution
- Publication
Articles 1 - 2 of 2
Full-Text Articles in Entire DC Network
Women Are More Likely To Use Tentative Language, I Think: A Literary And Statistical Analysis Of Ulysses By James Joyce And Debate Speech, Cozette Blumenfeld, Claire Bracken, Tomas Dvorak
Women Are More Likely To Use Tentative Language, I Think: A Literary And Statistical Analysis Of Ulysses By James Joyce And Debate Speech, Cozette Blumenfeld, Claire Bracken, Tomas Dvorak
Honors Theses
Language and its utilization can provide valuable information about individuals and their cultural norms. Negotiation is a major factor of the gender wage gap, perpetuated by gender bias. This paper seeks to discover—does language influence gendered cultural norms? Or reflect it? This thesis is divided into eight sections that engage the relationship between gender and language in literature and debate speech. Through critical literary and statistical analysis of the “Penelope” and “Proteus” chapters of Ulysses by James Joyce, it is evident that the female chapter’s invalidation found in literary criticism is from the reception of her speech, and not the …
Emotion Validating Language Regarding Negative Emotions In The Classroom Differing By Gender And Emotion Type, Tea Rose Pankey
Emotion Validating Language Regarding Negative Emotions In The Classroom Differing By Gender And Emotion Type, Tea Rose Pankey
MSU Graduate Theses
This study examined teachers’ emotion validating language regarding negative emotion in early childhood classrooms. By analyzing teachers’ emotion language differing by gender, the research highlights the gendered socialization of emotional expression, especially regarding negative emotions, in early childhood contexts. In toddler and preschool classrooms, 28 teachers were video recorded during 4 thirty-minute sessions of free play time. Videos were coded for teachers’ emotion language regarding negative emotions with attention to the gender of the child to whom the language was spoken. Results indicate that teachers validate negative emotions more to girls than to boys. This aligns with previous research that …