Page 103 - Essentials of Human Communication

82 Chapter 4 Verbal Messages

Communication Popular language is replete with examples of linguistic ageism; expressions such
Choice point as “little old lady,” “old hag,” “old-timer,” “over the hill,” “old coot,” and “old fogy”
ageism are some examples. As with sexism, qualifying a description of someone in terms of
One of your instructors is his or her age demonstrates ageism. For example, if you refer to “a quick-witted
extremely sensitive in talking about women, 75-year-old” or “an agile 65-year-old” or “a responsible teenager,” you’re implying
different races, and different affectional that these qualities are unusual in people of these ages and thus need special men-
orientations but consistently speaks of old tion. One of the problems with this kind of stereotyping is that it’s simply wrong.
people using stereotypical and insulting There are, for example, many 75-year-olds who are extremely quick-witted (and, for
language. What are some of the things you can that matter, many 30-year-olds who aren’t).
say (you’re in your early twenties and your One useful way to avoid ageism is to recognize and avoid the illogical stereotypes
instructor is at least 65) to voice your objection that ageist language is based on:
to this type of talk?
● Avoid talking down to a person because he or she is older. Most older people
remain mentally alert.
● Don’t assume that older people don’t know pop culture or technology.
● Refrain from refreshing an older person’s memory each time you see the person. Assume
that older people remember things.
● Avoid implying that relationships are no longer important. Older people continue to be
interested in relationships.
● Speak at a normal volume and maintain a normal physical distance. Being older does not
necessarily mean being hard of hearing or being unable to see.
● Engage older people in conversation as you would wish to be engaged. Older people are
interested in the world around them.

sexist sPeeCH
Sexist speech also exists on both an individual and an institutional level. Individual sexism
Explore the Concept involves prejudicial attitudes about men or women based on rigid beliefs about gender roles.
“Sexist Language” at
MyCommunicationLab These beliefs may include, for example, the notion that all women should be caretakers,
should be sensitive at all times, and should acquiesce to men’s decisions concerning political
or financial matters. Other sexist beliefs imply that all men are insensitive, interested only in
sex, and incapable of communicating feelings.
Institutional sexism involved customs and practices that discriminate against people
because of their gender. Clear examples come from the world of business: the widespread
practice of paying women less than men for the same job and the frequent discrimination
against women in the upper levels of management. Another clear example of institutionalized
sexism is the divorce courts’ practice of automatically, or almost automatically, granting child
For an article on sexual equality in
different countries, see “Gender custody to the mother rather than the father.
Gap” at tcbdevito.blogspot.com. Of particular interest here is sexist language—language that disparages someone because
Do you see “gender gaps”? Where of his or her gender (but usually language derogatory toward women). The National Council
are they most prevalent? of Teachers of English (NCTE) has proposed guidelines for nonsexist (gender-free, gender-
neutral, or sex-fair) language. These guidelines concern the use of the generic word man, the
use of generic he and his, and sex role stereotyping (Penfield, 1987):
● Avoid using man generically. Using the term to refer to both men and women
emphasizes maleness at the expense of femaleness. Gender-neutral terms can easily be sub-
stituted. Instead of “mankind,” say “humanity,” “people,” or “human beings.” Similarly, the
use of terms such as policeman or fireman and other terms that presume maleness as the
norm—and femaleness as a deviation from this norm—are clear and common examples
of sexist language.
● Avoid using he and his as generic. Instead, you can alternate pronouns or restructure
your sentences to eliminate any reference to gender. For example, the NCTE guidelines
(Penfield, 1987) suggest that instead of saying, “The average student is worried about
his grades,” you say, “The average student is worried about grades.”