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4.3: Types of Language

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    Learning Outcomes
    • Understand how naming and identity can influence perceptions.
    • Comprehend how language can impact affiliation with others.
    • Identify the difference between sexist and racist language.

    By now, you can see that language influences how we make sense of the world. In this section, we will understand some of the ways that language can impact our perceptions and possibly our behavior. To be effective communicators, we need to realize the different ways that language can be significant and instrumental.

    Naming and Identity

    New parents/guardians typically spend a great deal of time trying to pick just the right name for their newborn. We know that names can impact other people’s perceptions.12 Our names impact how we feel and how we behave. For instance, if you heard that someone was named Stacy, you might think that person was female, nice, and friendly, and you would be surprised if that person turned out to be male, mean, and aggressive.

    People with unusual names tend to have more emotional distress than those with common names.13 Names impact our identity because others will typically have negative perceptions of unusual names or unique spellings of names. Names can change over time and can gain acceptance. For instance, the name Madison was not even considered a female first name until the movie “Splash” in the 1980s.14

    Some names are very distinctive, which also makes them memorable and recognizable. Think about musical artists or celebrities with unique names. It helps you remember them, and it helps you distinguish that person from others.

    Some of the names encompass some cultural or ethnic identity. In the popular book, Freakonomics, the authors showed a relationship between names and socioeconomic status.15 They discover that a popular name usually starts with high socioeconomic families, and then it becomes popular with lower socioeconomic families. Hence, it is very conceivable to determine the socioeconomic status of people you associate with based on their birth date and name. Figure 4.3.1 shows some of the more popular baby names for girls and boys, along with names that are non-binary.

    Figure \(\PageIndex{1}\): Popular Baby Names


    When we want others to associate with us or have an affiliation with us, we might change the way we speak and the words we use. All of those things can impact how other people relate to us. Researchers found that when potential romantic partners employed the same word choices regarding pronouns and prepositions, then interest also increased. At the same time, couples that used similar word choices when texting each other significantly increased their relationship duration.16 This study implies that we often inadvertently mimic other people’s use of language when we focus on what they say.

    If you have been in a romantic relationship for a long period, you might create special expressions or jargon for the other person, and that specialized vocabulary can create greater closeness and understanding. The same line of thinking occurs for groups in a gang or persons in the military. If we adapt to the other person’s communication style or converge, then we can also impact perceptions of affiliation. Research has shown that people who have similar speech also have more positive feelings for each other.17 However, speech can also work in the opposite direction when we diverge, or when we communicate in a very different fashion. For instance, a group from another culture might speak the same dialect, even though they can speak English, in order to create distance and privacy from others.

    Sexism and Racism

    Before discussing the concepts of sexism and racism, we must understand the term “bias.” Bias is an attitude that is not objective or balanced, prejudiced, or the use of words that intentionally or unintentionally offend people or express an unfair attitude concerning a person’s race, ethnicity, sexual orientation, age, disability, or illness. We’ll explore more on the issue of biased language later in this chapter.

    Sexism or bias against others based on their sex can come across in language. Sexist language can be defined as “words, phrases, and expressions that unnecessarily differentiate between females and males or exclude, trivialize, or diminish either sex.”18 Language can impact how we feel about ourselves and others. For instance, there is a magazine called Working Mother, but there is not one called “Working Father.” Even though the reality is that many men who work also have families and are fathers, there are no words that tend to distinguish them from other working men. Whereas, women are distinguished when they both work and are mothers compared to other women who solely work and also compared to women who are solely mothers and/or wives.

    Think about how language has changed over the years. We used to have occupations that were highly male-dominated in the workplace and had words to describe them. For instance, policemen, firemen, and chairmen are now police officers, firefighters, and chairpersons. The same can also be said for some female-dominated occupations. For instance, stewardess, secretary, and waitress have been changed to include males and are often called flight attendants, office assistants, and servers. Thus, to eliminate sexism, we need to be cautious of the word choices we use when talking with others. Sexist language will impact perceptions, and people might be swayed about a person’s capability based on the word choices.

    Similarly, racism is the bias people have towards others of a different race. Racist language conveys that a racial group is superior or better than another race. Some words in English have racial connotations. Aaron Smith-McLallen, Blair T. Johnson, John Dovidio, and Adam Pearson wrote:

    In the United States and many other cultures, the color white often carries more positive connotations than the color black… Terms such as “Black Monday,” “Black Plague”, “black cats” and the “black market” all have negative connotations, and literature, television, and movies have traditionally portrayed heroes in white and villains in black. The empirical work of John E. Williams and others throughout the 1960s demonstrated that these positive and negative associations with the colors black and white, independent of any explicit connection to race, were evident among Black and White children as young as 3 years old … as well as adults.19

    Currently, there is an ongoing debate in the United States about whether President Trump’s use of the phrase “Chinese Virus” when referring to the coronavirus is racially insensitive. The argument for its racial insensitivity is that the President is specifically using the term as an “other” technique to allow his followers to place blame on Chinese people for the coronavirus. Unsurprisingly, as a result of the use of the phase “Chinese Virus,” there have been numerous violent attacks against individuals of Asian descent within the United States. Notice that we don’t say people of Chinese descent here. The people that are generally inflamed by this rhetoric don’t take the time to distinguish among people they label as “other.”

    It is important to note that many words do not imply any type of sexual or racial connotations. However, some people might use it to make judgments or expectations of others. For example, when describing a bad learning experience, the student might say “Black professor” or “female student” as opposed to just saying the student and professor argued. These descriptors can be problematic and sometimes not even necessary in the conversation. When using those types of words, it can create slight factors of sexism/racism.

    Muted Group Theory

    Muted group theory was initially developed to explain the way humans, specifically men and women, communicate.20 The theory claims that man-made communication is, just that, “man”-made. Similar to standpoint theory, muted group theory argues that the dominant members of society, typically men, create a language and system of communication that subverts or reduces other groups, specifically women. Muted group theory has been described as feminist theory, and even this nomenclature is a great example of the claims that the theory is making.21 The term “feminist” exists in a male-dominated culture and language and connotes a negative conception of that which it is used to describe. Even the fact that there is not a popular term used to describe those who fight for the rights and equal status of men, points to the fact that there is a problem. The word “feminist” exists because it deviates from what is perceived as the “norm.” Even the terminology we use to describe women, and a theory that calls attention to their subversion, we see as even more subversion.

    Figure \(\PageIndex{2}\): Muted Group Theory

    Figure 4.3.2 represents the basic conceptualization of muted group theory. The blue circle represents the dominant group, and the solid arrow points to their perception of reality. Meanwhile, the pink circle represents the muted group, and the dashed line represents their perception of reality. Often what happens in society is that the dominant group’s perception of reality is just seen as reality. As such, the muted group’s perception of reality is seen as less than or more fanciful than the dominant group’s perception. In reality, the muted group often sees things that really do exist in a society that the dominant group either cannot see or chooses not to see based on its position in society as the dominant group.

    One area in our society where we can examine muted group theory is about socioeconomic status. Here are just a few statements that wealthy people have made:

    • When talking about a couple planning their wedding, “I feel sorry for them, because they have a budget.”
    • “What do you mean, you don’t know if you should get them? Whenever I want new clothes, I just ask my daddy for the money card.”
    • The guy was looking on a website for cars, when a rich coworker asks, “why don’t you just buy the car with cash so you don’t have to make payments?” When the guy told his coworker he couldn’t afford to pay for a car in cash, his rich coworker replied, “Why don’t you just have your parents buy it for you?”
    • “If you’re making $50,000 and your salary gets down to $40,000 and you have to cut, it’s very severe to you. But it’s no less severe to these other people with these big numbers.”
    • “People who don’t have money don’t understand the stress. Could you imagine what it’s like to say I got three kids in private school, I have to think about pulling them out? How do you do that?”
    • “You don’t get the vote if you don’t pay a dollar in taxes. But what I really think is it should be like a corporation. You pay a million dollars, you get a million votes. How’s that?”

    The perspectives illustrated in these statements are ones that most of us cannot easily relate to. The opposite is also true. People who live in the top 1% often have very flawed perceptions of what life is like for those who don’t have piles of money sitting around. Often those in the dominant group (in this case the top 1%) have no conceptualization of what life is like for those in muted groups (the bottom 99%). As such, those in muted groups often have a much clearer perception of reality.

    Some research in this theory has been done on other subverted groups such as new kids at school.22 They found that it was normative patterns that created a system of subversion in the classroom. When a new student arrived, they inadvertently went against the popular normative habits of the class and, in doing so, ostracized themselves. Other students simultaneously asserted and solidified their dominance while lowering the status of the new student. This same thing can be seen in our male-dominated society. As women seek to make themselves known and heard, they are continually reduced, and male-centric standards are reinforced.

    Research Spotlight

    Research Spotlight.PNGHeather Kissack (2010) focused on the subversion and muting of women in email communication within businesses. She found that women are consistently marginalized and muted in organizational emails in the workplace. This is surprising because it would seem that without the nonverbal cues of face-to-face communication, there would be less muting of women in computer-mediated communication. Unfortunately, in this study, one can see that it is the malecentric verbiage that has created this divide in social and organization status. Even as women attempted to un-mute themselves, they were increasingly muted and subverted.

    Kissack, H. (2010). Muted voices: a critical look at e-male in organizations. Journal of European Industrial Training, 34(6), 539-551.

    Key Takeaways

    • Names can impact how we perceive others. It can also impact how we feel about ourselves.
    • We can increase affiliation with others through converging our language to others. We can decrease affiliation with others through diverging our language with others.
    • Sexism and racism can be displayed through our language choices. It is important to be aware of the words we use so that we do not come across as sexist or racist.


    1. Create a list of names that you have heard that are unique. What makes these names so unique and memorable? Ask friends to give you their perceptions of those names. Does that match with what you think? Why or why not?
    2. Engage in a normal conversation with a friend or family member. Without having them know what you are doing, slowly and subtly converge your communication style to theirs. Record your observations. Then, with the same person, try to diverge your communication style. Re-record your observations. Ask if the person noticed any communication changes. How did it make them feel? How did you feel? Why?
    3. Make a list of all the words in the English language that are sexist or racists. Try to research those words on the Internet and determine how these words are sexists or racists. Then, provide alternatives for these words to be more politically correct.

    This page titled 4.3: Types of Language is shared under a CC BY-NC-SA 4.0 license and was authored, remixed, and/or curated by Jason S. Wrench, Narissra M. Punyanunt-Carter & Katherine S. Thweatt (OpenSUNY) via source content that was edited to the style and standards of the LibreTexts platform.