Apology responses and gender differences in spoken British English

Pragmatics ◽  
2021 ◽  
Author(s):  
Yi An ◽  
Hang Su ◽  
Mingyou Xiang
Keyword(s):  
Gender Differences ◽  
British English ◽  
Male And Female ◽  
Typical Response ◽  
And Gender ◽  
Using Data

Abstract This study presents a corpus-based sociopragmatic investigation into apology responses (ARs) and gender differences in ARs in spoken British English. Using data taken from the recently released Spoken BNC2014, the investigation leads to an adjusted taxonomy of ARs which comprises five categories and several sub-categories. The investigation shows that ‘Lack of response’ is the most typical response, followed by ‘Acceptance’, ‘Rejection’, ‘Evasion’, and ‘Acknowledgement’. The results are discussed in relation to the process of attenuation that apologies have undergone (e.g. Jucker 2019), i.e. apologies are becoming more routinised and less meaningful. The proposed taxonomy is subsequently used to examine the extent to which male and female recipients respond to apologies differently. While the investigation suggests no significant differences in ARs across genders, it has been observed that there is some correlation between ARs and the gender of the apologiser. Finally, the implications and applications of the study are briefly discussed.

scholarly journals Turn-taking and gender differences in language classroom

2018 ◽  
Vol 23 (1-2) ◽  
pp. 54-67
Author(s):  
Kaukab Abid Azhar ◽  
Nayab Iqbal
Keyword(s):  
Gender Differences ◽  
Female Students ◽  
Male Students ◽  
First Year ◽  
Female Teacher ◽  
Male And Female ◽  
Language Classroom ◽  
And Gender ◽  
The University ◽  
Mixed Gender

The study aims at studying gender differences in the ways male and female students take turns and participate in a mixed-gender classroom. Two groups of first-year English compulsory classes held at two different departments (Geography and Economics) at the University of Karachi took part in the study. The results revealed that in the Geography Department, where there was a female teacher, male students were more dominating as compared to the female students who hardly participated in the class. They took more turns and participated better in the classroom discussion. In addition, they also interrupted the teacher and the female counterparts when they tried to contribute to the discussion. On the other hand, at the Department of Economics, female students had more number of turns. They dominated the classroom as compared to the male students. Besides, the study revealed that the gender of the teacher played an important part in shaping the discourse taking place in the classroom.

A Perspective of Equality and Role for Women in IT

2011 ◽  
pp. 999-1004
Author(s):  
Susan E. George
Keyword(s):  
Gender Differences ◽  
Equal Opportunity ◽  
Male And Female ◽  
Male Roles ◽  
Women In The Workplace ◽  
Change Perceptions ◽  
Women In It ◽  
Positive Discrimination ◽  
Male Dominated ◽  
And Gender

There are many disciplines and professions where women are not well represented, are paid less than male counterparts, and rise less quickly to leadership positions. IT is one such field, encompassing a broad range of topics from software development to telecommunications. This “inequality” has created a sense of injustice among some, leading to more aggressive stands for rights, for positive discrimination, and cries for all manner of “equality” within the workplace—specifically that male and female peers are able to play the same roles and indeed should have fair opportunity to play the same roles. This article questions the “equality” that is pursued by the “equal opportunity” agenda. In many instances demanding women, given opportunities to take traditional male dominated positions in the workplace underlines the male-dominated world, what it values, and what it requires. A worldview that rejects male domination at its core may do more to help the “equality” of women and men. Moving toward this entails (1) recognising the roles played by women in the workplace and improving remuneration—rather than forcing women to take more male orientated roles, (2) couching the well renumerated roles that males play in more female friendly language to change perceptions of who is suitable for the role, and (3) recognising the female skills that many male roles require and not failing to give women novel workplace arrangements that permit pursuing roles outside the workplace. In each of these suggestions the importance of male and female differences are recognised. This represents an understanding of “personhood”, that is, not forcing all people to be equal regardless of gender, but recognising the intrinsic worth of people above gender—and that there may be gender differences. The idea of intrinsic worth of people is based upon one theological perspective of personhood drawn from the Christian tradition. It asks for equality of personhood to be recognised over and above gender issues and gender “differences” to be actually incorporated into professional environments.

Obstetrics and birth: effects of experiences and gender bias on student test scores

2021 ◽  
Vol 11 (1) ◽  
pp. 27-33
Author(s):  
Glen Keating ◽  
Amy Marsh ◽  
Adisack Nhouyvanisvong ◽  
Steven Mountfort ◽  
Ron Lawler
Keyword(s):  
Gender Bias ◽  
Test Scores ◽  
Female Students ◽  
Sex Bias ◽  
Individual Student ◽  
Male And Female ◽  
Skills Laboratory ◽  
Minimal Difference ◽  
And Gender ◽  
Using Data

Objectives: Paramedic education requires all students have the experience of attending childbirth. Obstetric (OB) experiences are limited for students in hospitals and even more so in the field. Gender bias may exist in hospital OB rotations for paramedic students but research on this is limited. This study is intended to examine whether a sex bias exists in field or hospital placements and if that bias correlates to OB test scores. Methods: Using data from Fisdap, numbers of OB experiences were analysed and compared to individual student sex and experience type (hospital clinical, field or skills laboratory). The number of experiences were compared to that student's score on the OB section of the Fisdap paramedic readiness examinations version 3 (PRE3) or version 4 (PRE4). Results: Of 12 090 paramedic students, male (n=5625) and female (n=2682) students who took the PRE3 had equal average scores of 0.76 and male (n=2498) and female (n=1285) students who took the PRE4 had average scores of 0.77 and 0.79 respectively. Students who took the PRE3 saw a mean of 4.32 births, a majority of which were in hospital (3.68); there was minimal difference in experiences between male and female students in field or skills laboratory settings, but women saw more births in hospital settings (3.92) than men (3.43). Students who took the PRE4 saw a mean of 4.54 births, a majority of which were in hospital (3.8) and there was minimal difference in experiences between male and female students in field or laboratory settings but women students saw more births in hospital (4.06) than men (3.54). Conclusions There is no correlation between the number of OB emergency encounters by paramedic students and their OB test scores. However, a potential gender bias exists as female students tend to have more labour and birth experiences in hospital settings than their male counterparts, while number of experiences in lab and field settings were similar.

Detecting Involuntary Layoffs in Teacher Survival Data: The Year of Leaving Dangerously

1988 ◽  
Vol 10 (3) ◽  
pp. 212-224 ◽  
Author(s):  
Judith D. Singer ◽  
John B. Willett
Keyword(s):  
Gender Differences ◽  
Metropolitan Area ◽  
Survival Data ◽  
Individual Variation ◽  
Documentary Evidence ◽  
Employment Duration ◽  
Early Dropout ◽  
And Gender ◽  
Using Data ◽  
Teacher Survival

In this paper, we present an exploratory methodology for detecting and documenting an influence on the duration of teacher employment which has heretofore eluded empirical quantification—the involuntary layoff. Using data on the lengths of employment of more than 14,000 teachers hired between 1969 and 1981 in the St. Louis metropolitan area, we show that over and above the effects that previous researchers have identified (such as high early dropout rates and gender differences), there were certain years in which many more recently hired teachers were likely to leave their districts than might have been expected. We then present documentary evidence indicating that these unusual years were ones in which several of the districts under study implemented sizable mandated staff reductions. We conclude by discussing how ignoring involuntary layoffs may lead researchers to erroneously attribute some inter-individual variation in employment duration to other influences such as entering cohort. Viewed in its entirety, our paper presents a methodology for the improved analysis of teacher survival data that allows researchers to uncover not only involuntary layoffs but other predictors of employment duration as well.

scholarly journals Social norms of sexual initiation among adolescents and gender relations

2009 ◽  
Vol 17 (1) ◽  
pp. 94-100 ◽  
Author(s):  
Ana Luiza Vilela Borges ◽  
Eunice Nakamura
Keyword(s):  
Gender Roles ◽  
Social Norms ◽  
Gender Relations ◽  
Gender Issues ◽  
Sexual Initiation ◽  
Sexual Relation ◽  
Male And Female ◽  
And Gender ◽  
Using Data ◽  
The Moment

This study aimed to identify standards and expectations regarding sexual initiation of 14 to 18 year-old adolescents in Sao Paulo, SP, Brazil, using data from four focal groups conducted in 2006. Results revealed that gender issues are clearly present in participants' reports and showed to be essential in their choices about the moment, partners and contraceptive practices in the first sexual relation. Adolescents are subordinated to gender roles, traditionally attributed to male and female genders, i.e. the notion that sex is an uncontrolled instinct for boys, and intrinsically and closely associated to love and desire for girls. Adolescents also play a preponderant role in the perpetuation of these values within the group they live in.

Critical swim speed and metabolic activities in trained male and female swimmers after 400 m free style swimming with their full effort

2016 ◽  
Vol 6 (2) ◽  
pp. 46-50
Author(s):  
P. Chatterjee ◽  
P. Nandy ◽  
S. Chakraborty ◽  
A. Bandyopadhyay
Keyword(s):  
Gender Differences ◽  
Serum Urea ◽  
Laboratory Methods ◽  
Male And Female ◽  
Maximum Effort ◽  
Metabolic Activities ◽  
Positive Correlations ◽  
And Gender ◽  
Maximal Effort ◽  
Blood Creatinine

Purpose: This study was done to ascertain gender dif ferences in trained swimmers between their Critical S wim Speed (CSS). Certain metabolic responses, imme diately after 400 meters free style swimming (FSS), w ith maximum effort, were also studied. Methods: The analysis was conducted in trained swi mmers between 12- 18 years age. Height, weight, bod y fat quantity were estimated using standard techniqu es. CSS was measured for each swimmer. Blood samp les were taken within two minutes of 400 meters FSS, with maximum efforts. The blood creatinine, lactic ac id, serum calcium, serum urea and serum urea nitroge n were estimated using standard laboratory methods. Results: With the maximal effort of 400 meters FSS, values of hematological variables for both sexes were found to increase many folds than reference values. Si gnificant (p<0.05) gender differences were observed in CSS and blood creatinine. The positive significant (p<0.05) correlation was found between CSS and heig ht in the swimmers. For trained male swimmers signif icant positive correlations among CSS, blood urea an d serum urea nitrogen were found. Conclusions: This study reflects metabolic status of b oth trained male and female swimmers, after their full efforts. Besides blood creatinine no significant differe nces were observed in them. So it may conclude that e ffective physical training minimizes the metabolic de mands during their full efforts and gender differences could be overcome.

scholarly journals A Comparative Study of Spatial and Temporal Preferences for Waterfronts in Wuhan based on Gender Differences in Check-In Behavior

2019 ◽  
Vol 8 (9) ◽  
pp. 413 ◽  
Author(s):  
Wu ◽  
Li ◽  
Ma
Keyword(s):  
Gender Differences ◽  
Social Media ◽  
Geographical Location ◽  
Distribution Characteristics ◽  
Social Media Data ◽  
Men And Women ◽  
Male And Female ◽  
Points Of Interest ◽  
And Gender ◽  
Media Data

The geographical location and check-in frequency of social platform users indicate their personal preferences and intentions for space. On the basis of social media data and gender differences, this study analyzes Weibo users’ preferences and the reasons behind these preferences for the waterfronts of the 21 major lakes within Wuhan’s Third Ring Road, in accordance with users’ check-in behaviors. According to the distribution characteristics of the waterfronts’ points of interest, this study explores the preferences of male and female users for waterfronts and reveals, through the check-in behaviors of Weibo users, the gender differences in the preference and willingness of these users to choose urban waterfronts. Results show that men and women check in significantly more frequently on weekends than on weekdays. Women are more likely than men to check in at waterfronts. Significant differences in time and space exist between male and female users’ preferences for different lakes.

scholarly journals From Major Preferences to Major Choices: Gender and Logics of Major Choice

2019 ◽  
Vol 93 (2) ◽  
pp. 91-109 ◽  
Author(s):  
Natasha Quadlin
Keyword(s):  
Higher Education ◽  
Gender Differences ◽  
Major Choice ◽  
Community Survey ◽  
American Community Survey ◽  
Economic Returns ◽  
Men And Women ◽  
Fields Of Study ◽  
And Gender ◽  
Using Data

Research shows that college students choose majors for a variety of reasons. Some students are motivated by potential economic returns, others want to take engaging classes, and others still would like opportunities to help people in their jobs. But how do these preferences map onto students’ actual major choices? This question is particularly intriguing in light of gender differences in fields of study, as men and women may take divergent pathways in pursuit of the same outcome. Using data from the Pathways through College Study (N = 2,639), I show that men and women choose very different majors even when they cite the same major preferences—what I call gendered logics of major choice. In addition, I use earnings data from the American Community Survey to assess how these gendered logics of major choice may be associated with broader patterns of earnings inequality. I find that among men and women who have the same major preferences, men’s major choices are tied to significantly higher prospective earnings than women’s major choices. This finding demonstrates that the ways men and women translate their preferences into majors are unequal from an earnings perspective. Implications for research on higher education and gender are discussed.

Winning Isn't Everything: Goal Orientation and Gender Differences in University Leisure-Skills Classes

2009 ◽  
Vol 33 (1) ◽  
pp. 54-64 ◽  
Author(s):  
Denise M. Anderson ◽  
Anthony W. Dixon
Keyword(s):  
Gender Differences ◽  
University Students ◽  
Goal Orientation ◽  
Achievement Motivation ◽  
Task Orientation ◽  
Male And Female ◽  
Ego Orientation ◽  
And Gender ◽  
Intention To Continue

Achievement motivation is predicated on the notion that a person wants to demonstrate competence and feel successful and is motivated to achieve these outcomes. A person's goal orientation describes the individual's motivation—an ego orientation presupposes that achievement is a result of ability, whereas a task orientation ties achievement to effort. Understanding a person's achievement motivation can help us better understand how to facilitate positive leisure experiences and long-term participation in recreation activities. Therefore, the purpose of this study was to examine the goal orientation of male and female university students enrolled in leisure-skills courses. Results suggest that there are gender differences in goal orientation that may have an impact on enjoyment of and intention to continue participation in a recreation activity, regardless of the activity.

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