De-Marginalizing Feminine Speech in the Classroom

My project this semester discusses the marginalization of traditionally feminine speech patterns in academic and professional spaces, and what instructors and faculty can do to in their teaching and course design to dismantle linguistic hierarchy. By looking at vocal and tonal patterns associated with feminine speech, I examined the roots, impacts, and action steps for deconstruction through a concise visual resource.

Commonly associated feminine speech patterns such as verbal fillers, hedges, and disclaimers, vocal fry, and vocal uplifts (further defined with examples in the resource) are often deemed unprofessional, unintelligent, or unacademic, negatively impacting female students’ sense of self and belonging and limiting their academic and professional opportunities. This creates a type of academic exclusion that exists under the surface and often goes unnoticed and unnamed by students and instructors alike. By outwardly naming its true roots in interwoven systems of oppression including white supremacy and cisheteropatriarchy, we can create more welcoming and culturally responsive educational environments.

Throughout the resource, “feminine” and “female” are used to name common experiences of people socialized as women, but it is important to recognize that gendered experiences expand well beyond and between the male/female binary. Additionally, it’s crucial to understand that while we can point out common patterns in women’s experiences, the female experience is not singular or universal, and interacts with each individual’s other identities and experiences to create a uniquely personal female experience.

This is a project I am very passionate about, partly because of my own experiences with this type of marginalization throughout my academic career. As an Education and Women’s and Gender Studies student, I am very passionate about the intersection of the two fields, and how we can leverage that multidisciplinary knowledge to promote equity in education access. While this resource is intentionally concise for broad access and readability, I strongly encourage you to connect further with these concepts through the linked further reading at the bottom of the resource.

Click here to view the resource as a pdf.