ABSTRACT

Sexism is a widely debated area in the subject of gender and language. This paper
explores methodologies to describe and to what extent sexism exist in ESL textbooks. This study
caters four ESL textbooks from grade seven, eight, nine, and ten. Feminist stylistics, a theory and
method used to analyze text on the way gender is presented, was being used in this research. The
writers of this paper have found out that there exist sexism or gender inequality in the ESL
textbooks. Results revealed that the ESL textbooks used in San Agustin Institute and Technology
High School is considered sexist.
English is a patriarchal language. The research recommends that authors, readers, and
other humane must be aware of the sexism in language and the use of inclusive language.

CHAPTER 1
INTRODUCTION
Many years had gone but sexist language still existing in our culture. It appears
consciously or unconsciously in our writing or speeches. Some say that language merely reflects
reality and so we should ignore our words, and work on changing the unequal gender
arrangements that are reflected in our language (Kleinman, 2007). According to Cambridge
dictionary sexist language excludes one sex or the other, or which suggest that one sex is
superior to the other. This present study aims at analyzing the textbooks of high school students
and how language is presented and used. Language is an important component in sex role
acquisition (Hyde, 1984). As a result, the manner in which gender is depicted in written
languages influences students thoughts and behaviour. It significantly affects students attitudes
and disposition towards themselves, other people, and society.
Sexist Language is words and phrases that demean and, ignore, or stereotype members of
either sex or that needlessly call attention to gender (Nordquist, 2014). In every culture gender
inequality cannot be avoided in which man is the norm, and the woman is the deviant. A
previous research of Na Pattalung, P. (2008), which entitled An Analysis of Sexist Language in
ESL Textbooks By Thai Authors used in Thailand focuses on identifying the types of sexist
language, what gender roles are communicated as appropriate, and if the language in ESL
textbook support or challenge patriarchy. The result of this study show that sexist language is
present in the textbooks and that the textbooks contain content that promotes sexist assumptions
concerning gender roles and that the language support patriarchy. This present study will be

dealing with the ESL textbooks from grade seven to ten using the critical discourse analysis. It
will be an analysis to determine if, and possibly to what extent, sexism exist in textbooks..
Language can reflect sexism (Fromkin & Rodman, 1993). Sexism greatly affects the role
of the women into any field of studies. Research shows that sexist language affects the
disposition of an individual towards the society. Amerian, M., & Esmaili, F. (2005) have said that
other investigated textbooks over the world, in this case, females seem to be treated unfairly in
such a way that their portion to males is about 1 to 2. In other words, males are represented
nearly two fold comparing females. Moreover, this aims to analyzed the English textbooks of
high school students and to find out if there is any gender- biased, and how male and female are
presented towards the use of language.

STATEMENT OF THE PROBLEM

Questions of the Study:
This study aims at answering the following questions;
1. What are the sexist terms found in the textbooks?
2. To what extent sexism exist in grade 7, 8, 9, and 10 English textbooks?
3. What are the levels of the sexist language found in the ESL textbook?

Significance of the Study

Finding of this study is for self-discovery and self-improvement. The data generated from

this research will be beneficial to the following;

Students it will help them to be more aware of sexism in language and gender-biases.
Teachers this will allow them to becoming cautious on using the generic terms (man, he, his,

etc.) in giving instruction to the learning process.

Supervisors it will help them in supervising the teachers, staffs, and others with regards to the

use of language and how it will affect ones disposition in life.

Authors/Writers it is for them to be more sensitive to the need for alternative, or non- sexist

language, and to be considerate in writing and to the use of generic terms.

Readers it is to make them realized how language can affect ones behaviour in dealing with
other people and also to know to what extent sexism exist in language and society.

Scope and Delimitation

This study is delimited to San Agustin Institute and Technology (SAIT) ESL textbooks of
students from grade seven to ten. It focuses mainly on the language being use and the generic
terms. Also, it will only deal with the language used in the textbooks. This will be an analysis of
how language portrayed sexism.

DEFINITION OF TERM(S)

Sexist language

Connotative meaning- It represents stereotypes of both male and female.

Denotative meaning- it is a language that excludes either men or women when discussing a
topic that is applicable to both sexes. This includes using the word man to refer humanity, and
using titles like Congressman and fireman. Another common that shows gender bias is assign
that the subject of all sentences is male.
Sexism

Is the belief that the members of one sex, usually women, are less capable than those of the other
sex and should be treated differently.
Language

Is a system of communication which consists of a set of sounds and written symbols which are
used by the people of a particular country for telling or writings.

CHAPTER 2

THEORITICAL FRAMEWORK
Feminist stylistic is a theory and method presented by Mills (1995) used for analysing
texts on the way gender is portrayed. The concept of stylistics is being described as the study of
literary texts and its language. Mills (1995) presented a toolkit with questions included in the
feminist stylistic that she argues could be of great used at any text to discover gender differences.
This model was also build from the work of other linguist such as Cameron and Coates as cited
by Mills. Sexism could be analyzed at three levels in a text: at word level, sentence/phrases level,
and at discourse level (Mills, 1995). For this particular study features at word level and
sentence/phrases level have been chosen for analysing the text. This focuses on features relevant
to the study: gendered- generic words and language- used beyond the level of the word. As
earlier mentioned, one part of Mills (1995) feminist stylistic analysis at the level of word. Mills
(1995) was on the opinion that words could only be sexist depending on the context. Thus, she
argues with the importance of analysing the text at the word- level by stating that certain word
uses reflect gender differences. The use of generic words is an evident of how men in viewed as
the norm in language at word level (Mills, 1995). Moving on to sentence/phrases-level, this term
is concerned with the way that phrases and sentence makes sense in relation to their co-text, their
context as cited by Mills.
Moreover, as mentioned, Mills (1995:201- 202) provides a number of questions which
she argues could be directed to any text to discover sexism. Following questions from Mills
(1995) toolkit are selected as significant for this study: Are the words which are used genderspecific?, Are generic nouns used to refer to males?, Is the suffix -man used to refer to
males?, How are males and females named in the text?, Are male and female characters
described in the same way? (Mills 1995:201- 202).
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CHAPTER 3
Methodology

This chapter describes how the study of ESL textbooks used in San Agustin Institute
Technology was conducted. This discussion covers research design, data collection, and data
analysis.
Research Design
The present research is exploratory in nature and qualitative approached is employed to
get an evidence on sexism in language. This study includes sexist terms found in the textbooks,
to what extent sexism exist in ESL textbook, and the discussion about the levels of analysing a
text.
Moreover, it will be studied using the feminist stylistics to analyse the text on the way
gendered is presented. This research will lead the researchers to describe sexism in language.

Data Collection
The data was collected at the San Agustin Institute and Technology textbooks from grade
seven, eight, nine, and ten. The ESL textbooks was being analysed to find out the existence of
sexist language. This study is engage on the analysis of sexist language in ESL textbooks. And
four ESL textbooks were being used to fulfil this research.

Data Analysis

This paper outlines the study of a feminist stylistics which was carried out, to analyze the
ESL textbooks. The present research enumerates the sexist terms found in the ESL textbook, and
describe to what extent sexism in the textbooks and analysing the levels of text: word-level and
sentence/phrases level.

CHAPTER 4
Research Findings and Discussion
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The purpose of this chapter is to report the results of the present study involving English
as Second Language (ESL) textbooks used in San Agustin Institute and Technology High School.
The sexist terms found in the ESL textbooks are reported. In addition, this chapter reports to
what extent sexism exist in grade seven to ten ESL textbooks and the levels of sexist language
found in the ESL textbooks. The three research questions investigated were:
1. What are the sexist terms found in the textbooks?
2. To what extent sexism exist in grade 7, 8, 9, and 10 English textbooks?
3. What are the levels of the sexist language found in the ESL textbook?
Results for Research Question 1
To answer the first question each textbooks were examined based on their context and the used of
sexist language. The sexist terms found in the textbooks are the generic terms like the most commonly
used pronoun he, his, and him which refer to either male or female such as students, person, teacher,
etc. when a noun are used with generic reference in a single form, the traditional grammar advocates to
use the masculine pronouns in the context to be fit with the generic noun.
Generic pronouns are pronouns that are said to refer, with equal likelihood, to woman and men.
But the English language is ignoring the existence of women by allowing masculine terms to be used
specifically to refer to men and commonly to the human race in general. Perhaps, the generic pronoun
he is the most well known example of gender-specific of sexist language, which is referred to as he/man
language. One example of a sentence found in grade 7 textbook: The speaker brings out pins from his
pockets. His refers to the subject: the speaker. To examine speaker in a sense of gender, it is either male
or female, yet his, a masculine pronoun used as the subjects reference covers the possibility of a female
subject. Also, the used of the word man to refer to humanity. Occupational nouns and job titles ending in

10

man excluded the presence of women in such professions and positions. For example: chairman,
salesman, businessman, policeman, fireman, fisherman, etc.
Results for Research Question 2
To answer the second question the books were examined thoroughly. And it was found out that to
some extent sexism exist in ESL textbooks for a reason that even the images portrayed are mostly male,
examples in every sentence, and even the author of other literary text male dominates. Examples given
below:

The pictures above shows despite decades of feminist consciousness-raising, sexist

language still exist in our culture. Although there are some examples and text in the ESL
textbooks which uses inclusive language but the masculine terms still dominates. In the first
picture above it shows that men are usually the one who works in the farm and take good care of
the animals. On the other hand, the women are only seated beautifully behind the men.

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Results for Research Question 3

Sexism in words

Common forms of sexism in English include the use of 'man' and 'he / him / his' as
genericsthat is, nouns and To answer the third question the text is analyzed through the use of
feminist stylistics. The levels of sexist language found in the books: at word- level, and
sentences/phrases level. Examples provided below:
pronouns referring to both men and women.
The use of suffixes -man, -ette, -ess, -trixin occupational nouns and job titles,
asymmetrical naming practices, and stereotyped images of women and men as well as
descriptions of (mainly) women which trivialize or denigrate them and their status.

English does not possess a third person singular pronoun which is gender neutral.
12

Instead the 'masculine' pronouns 'he', 'him' and 'his' are generally used to refer to both men and
women. This is confusing and inaccurate and, as well, makes women invisible. Consider the
following examples:

The stories used in the grade-7 and 10 textbooks have been dominated by men
characters:

The man with the coconut

One very hot day, when a carabao went into the river to bathe, he met a shell and they began
talking to each other.
Limbas, he has unusual strength, bravery, and swiftness.
Sulayman, because of him, there was peace, prosperity, and happiness.
The men of the Golden Age, the subjects of Cronus, were greatly loved by the Gods.
The souls in Kasanaan were kept by the chief deity named Sitan.
In example 1, the title of the story itself only used man and in the body of the story the
women were not even mentioned. Example 2 used he as a pronoun to the carabao, but study
says that an animal is referred as it unless the relationship is personal-like a pet that has a name
(Matriccino, 2010). It is actually obvious that the author doesnt have personal relationship with
carabao mentioned in the story. In example 3 which a character Limbas in the story was
mentioned, the content of the story describes him as very strong person that all the girls in the
story would admire of the strength he has. The example 4 shows the character of Sulayman
which he defeated the monsters in their town and saved the lives of the people weeping women
and children as being described in the story. The example 5 means that only boys were loved by
the God because in one of the sentences of the story stated that There were no mortal
descendants of this golden race, for there were no women but they were a good race.
13

In Grade 10 textbooks, there are also stories that women are dominated but there is
discrimination in each story like:

1) She went to her mother and asked how she could put a stop to this unfatherly behaviour. (The
War in Heaven)
2) She was responsible for the occurrence of diseases. (Divinities of the Lower World)
3) She was the Goddess of broken homes. (Divinities of the Lower World)
4) She could kill anyone by simply raising her hand. ((Divinities of the Lower World)
In English language in grade 7 and 8 textbooks, there are many words, which are clearly
male-orientated in that they contain the element man while they can in fact apply to both
sexes. For example:
Fisherman
Congressman
Newsman
Freshman

Salesman
Councilman
Foreman
Policeman

Sexism in language is also showed in that the noun of feminine gender can only be
obtained by adding a certain bound morpheme to the noun. For example:
man
god

woman
goddess

waiter
author

waitress
authoress

filipino

filipina

Some English words, especially the name of some professions, are basically of common
gender, namely, they can be applied to both sexes. However, people usually will habitually
associate them only with male. Consequently, we have to add woman before those names if we
want to refer to female of those professions. For example:

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COMMON GENDER
Doctor
Professor
Engineer
Senator

FEMALE
woman doctor
woman professor
woman engineer
girl senator

One tendency involves words that are clearly restricted in reference to one sex or the
other, with female words tending to have less favourable meanings.
In the grade 8 book there is the dominant use of a classic pair master and mistress (Mr.
and Mrs.), but if we go beyond the meaning of it, it shows that the male meaning is good and
the female is bad; specifically, a mistress but not a master is a partner for extra-marital sex.
Some other examples are as follows:
1. The word professional refers to a person qualified or employed in one of the professions.
When we say he is a professional, he may be thought to be a boxer, whereas when we say
she is a professional, she is likely a prostitute.
2. The word master means host while the feminine word mistress has the surface
meaning hostess. But actually its connotative meaning is lover, woman who depends on
man. He grew tired of his wife and went out for a mistress. Here we will sure know that
mistress cannot be his wife.
4. The word governor refers to a person appointed to govern a province or state, whereas the
word governess just means nurse maid.

Sexism in sentences/phrases
Proverbs are certain condensation of one language. Therefore the sexism can be reflected
perfectly in proverbs. In an English proverb, He who follows his wife's advice will never see the
face of god. We can clearly feel the wicked underlines by which men stretch their prejudice
15

towards women. For the grade 9 textbook, Proverbs are usually used and we have seen sexism in
its language and we have something even worse, like:
1). All world is a stage and all men are merely players.
2). There are the times that try mens souls. The summer soldier and the sunshine patriot will, in
this crisis, shrink from the service of their country; but he that stands by it now, deserves the love
and thanks of man and woman.
3). Into the hands of every individual is given a marvellous power for good or for evilthe
silent, unconscious, unseen influence of his life. This is simply the constant radiation of what
man really is, not what he pretends to be.
4). Seven women in their right senses are surpassed by a mad man.
5). He to whom the present is the only thing that is present knows nothing of the age in which he
lives.
Not only in English, but also in many other languages, men are the most used characters
in most proverbs. Afghan jokes and folklore are blatantly sexist, such as this proverb: If you see
an old man, sit down and take a lesson; if you see an old woman, throw a stone.
For the Grade 10 textbooks, a number of sentences have sexism in its language like:
1) Mythology shows the creativity and imagination of man.
2) Since the beginning of the year, we have experienced many events that seem to corroborate with
3)
4)
5)
6)
7)
8)
9)

mans beliefs on Gods and Goddesses.

The ancient Tagalogs believed in the final judgment of men.
He shall become the chief of the tribe.
Now that their parents are gone, the Perez brothers shall take over the family business.
The French exchange student bid his classmates adieu after the semester.
Men usually give corsage to their partner on formal dates.
Mr. Henry is one of the most successful Filipino entrepreneurs.
James Bond is an expert in espionage.

CHAPTER 5
Summary, Conclusion, and Recommendation

Summary & Conclusion

16

In this study, the research aimed to investigate the existence of sexist language in ESL
textbooks. Specifically the study aimed to: enumerate the sexist terms found in the ESL
textbooks; describe to what extent sexism exist in the textbooks; and to know what are the levels
of sexism found in the ESL textbooks.
All in all, sexist language can greatly influence humans thoughts, behaviours, and
attitudes in society. Therefore, to eliminate the sexist language, we should above all eliminate the
concept of prejudice in human beings thoughts. Only by this way can we be free of sexism both
in language and the society forever.
Recommendations
Since this study focuses only on the existence of sexist language in the textbooks, further
study can be conducted to find out other factors about sexism in language and the implications of
language towards the individual.
This study employs qualitative approach, further study can be conducted through the use
of quantitative approached to further explain and discussed the existence of sexist language. The
authors, readers, teachers, etc. should be sensitive in the used of sexist language and to start
using the inclusive language (non-sexist language).

REFERENCES
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Turkey.Kastamonu

Educational

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17(1),

331-340.

From:

www.kefdergi.com/pdf/cilt17_no1/331.pdf

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learning. Journal of Research, 2(2),121-144.
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and motivation. London: Edward Arnold.
Fakeye, D. (2010). Students Personal Variables as Correlates of Academic Achievement
in English as a Second Language in Nigeria.Journal of Social Sciences, 22(3), 205-211.
Kara, A. (2009). The Effect of a Learning Theories Unit on Students Attitudes towards
Learning.

Australian

Journal

of

Teacher

Education,34(3),

100-113.

from:http.//ro.edu.au/ajte/vol34/iss3/5
Eagly, A.H & Shelly, C. (1998).Attitude structure and function. In D.T. Gilbert, S. Fisk &
G. Lindsey (eds), Handbook of social psychology, pp. 269-322. New York: McGouan-Hill.
Baker, C. (1992). Attitudes and language.Clevedon:Multilingual Matters Ltd.
Crystal, D. (1997). A dictionary of linguistics and phoenetics. (4thed). UK:Blackwell.
Victori, M. & Lockhart, W. (1995).Enhancing metacognition in self-directed language
learning. System, 23, 223-234. http://dx.doi.org/10.1016/0346-251X(95)00010-H
Basturkmen, H. (1998). Refining procedures: a needs analysis projects at Kuwait
University. English Teaching F orum, 36(4),2-9.
Pendergrass, N., Kowalczyk, R., Dowd, J., &Loulache, R. (2001).Improving first-year
engineering education.Journal of Engineering Education, 90(1),33-41.
Pritchard, M & Nasr, A. (2004).Improving reading performance among Egyptian
engineering students: principles and practices.English for Specific Purposes, 23(4), 425-445.
Hogan-Brun, G &Romoniene, M. (2005).Perspectives on language attitudes and use in
Lithunias multilingual setting. Journal of Multilingual and Multicultural Development,
26(5),425-441.
Hohenthal, A. (2003). English in India: loyalty and attitudes. Language in India, from
http://www.languageinindia.com/may2003/annika.html
Joseba, M. (2005), Student engineers, ESP courses, and testing with cloze tests. ESP
World.2(10).
Sidek, S., Ramachandran, S., &Ramakrishan, R. (2006). From students to students:
adapting technical reports as classroom materials. In Mukundan, J. (Ed) Focus on ELT materials:
(pp. 152-163). Kuala Lumpur: Pearson Malaysia Sdn. Bhd.
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WORK PLAN SCHEDULE

MISSION

DECEMBER

JANUARY

FEBRUARY

MARCH

19

1
Proposal
Write a letter
Interview
Observation
Survey
Compilation
Analyzing

X
X
X
X
X
X
X

Data/Statistical
Treatment
Result/Conclusi

on

Recommendati

on
Final Defense

CURRRICULUM VITAE
Name: Baluarte, Epher A.
Degree: Bachelor of Secondary Education Major in English
BIOGRAPHICAL SKETCH
20

Birth Date: October 31, 1996

Birth Place: Bocboc, Don Carlos
Parents: Mrs. & Mr. Eusebio V. Baluarte
Home Address: San Nicholas, Don Carlos
EDUCATIONAL BACKGROUND
Elementary: Don Carlos Central Elementary School
Secondary: New Nongnongan National High School-Annex
Tertiary: Central Mindanao University
EXTRA- CURRICULAR ACTIVITIES
Member: Circle of Dynamic English Students
2ND ABS-CBN NEWSCASTING
Member: CMU-Music Society (2014-Present)

Chorale Competition- MASTS (2014 and 2015)

Chorale Competition-PASUC (2015)
SEMINARS AND TRAININGS

Poetry Seminar (2015 & 2016)

Writing an Analysis Paper
Public Speaking and Outcome Based- Approach
CURRRICULUM VITAE
Name: Gultiano, Shequelle Kloe P.
Degree: Bachelor of Secondary Education Major in English
BIOGRAPHICAL SKETCH
Birth Date: December 3, 1996
Birth Place: Poblacion, Impasugong, Bukidnon
Parents: Mr. Jemon S. Gultiano & Mrs. Brigida P. Gultiano
Home Address: Zone-8, Water dam road, Poblacion, Impasugong, Bukidnon
EDUCATIONAL BACKGROUND
Elementary: Impasugong Central Elementary School
Secondary: Bukidnon State University- Secondary School Laboratory
Tertiary: Central Mindanao University
EXTRA- CURRICULAR ACTIVITIES
Member: Circle of Dynamic English Students
Member: CMU-Music Society (2014-Present)

Chorale Competition- MASTS and PASUC (2014 and 2015)

21

SEMINARS AND TRAININGS

Poetry Seminar (2015 & 2016)
Writing an Analysis Paper
Public Speaking
Outcome Based- Approach
ADDU and USEP Seminar
CURRRICULUM VITAE
Name: Padre-e, Jurlina B.
Degree: Bachelor of Secondary Education major in English
BIOGRAPHICAL SKETCH
Birth Date: August 19, 1996
Birth Place: Sampaloc, Manila
Parents: Mr. and Mrs. Jurline Padre-e
Home Address: Zone 4 Casulog, Salay Misamis Oriental
EDUCATIONAL BACKGROUND
Elementary: Salay Central School
Secondary: Salay National High School
Tertiary: Central Mindanao Unversity
EXTRA- CURRICULAR ACTIVITIES
Member: Circle of Dynamic English Students
Member: CMU-Music Society (2015 to Present)
Chorale Competition- MASTS (2015)
SEMINARS AND TRAININGS
Poetry Seminar (2015 & 2016)
Writing an Analysis Paper
Public Speaking
Outcome Based- Approach
ADDU and USEP Seminar

CURRRICULUM VITAE
Name: Pagdato, Regine Vie M.
Degree: Bachelor of Secondary Education Major in English
BIOGRAPHICAL SKETCH
Birth Date: July 31, 1996
Birth Place: Wao, Lanao del Sur
Parents: Mr. & Mrs. Richard Pagdato
Home Address: Brgy. Eastern Wao, Lanao del Sur
EDUCATIONAL BACKGROUND
Elementary: Western Wao Pilot Elementary School
Secondary: Mindanao State University - Wao Community High School
22

Tertiary: Central Mindanao University

EXTRA- CURRICULAR ACTIVITIES
Member: Circle of Dynamic English Students
SEMINARS AND TRAININGS
Poetry Seminar (2015 & 2016)
Writing an Analysis Paper
Public Speaking
Outcome Based- Approach
Gender Sensitivity Training
ADDU and USEP Seminar

23