In Monday’s discussion, Professor Vasvari discussed the idea of genderlects. Genderlects examines the “style” of speech used by a particular gender. Professor Vasvari separates this theory into three separate parts: A, B and C. Genderlect A is defined as the stereotypes that exist in our society of how women speak, Genderlect B represents the idea of how women actually speak and Genderlect C discusses the idea of how one learns to speak like the opposite sex. In an article the class read, called, “THE PRESIDENT'S TRIAL: THE INTERN; Cool Refusal To Take On Damsel Role” there is a clear tension between Genderlects A and B. This article examines Monica Lewinsky’s visit to the Senate. Throughout the article, they describe the amazement of
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Through this example it is clear to see that despite the degrading stereotypes and expectations of being a “girl,” “girls” are actually focused. In another part of this article it says, “her voice seemed different now, more modulated, less high-pitched and breathy.” Through this the reader can clearly understand that despite the stereotype that women speak high pitched and breathy, they speak in various ways. In this article it is evident that there is a continuous conflict between Genderlects A and B; although the environment expects women to perform according to their stereotypes, women actually women perform in various ways. In another article the classed had to read named, “The Afghan girls raised as boys” Genderlects C is discussed. Although these girls, were not transgender, they needed to switch their outward appearance, so their environment could identify them as boys (Gender 2A). Jenny Nordberg writes, “I have interviewed dozens of these girls, as well as adult women who have had the experience of growing up as the other gender, adopting both the exterior and the behaviour of Afghan boys.” In this article one begins to understand that by looking like a particular gender, one must learn to adopt the stereotypical behaviors of this gender, to be considered of
Through this example it is clear to see that despite the degrading stereotypes and expectations of being a “girl,” “girls” are actually focused. In another part of this article it says, “her voice seemed different now, more modulated, less high-pitched and breathy.” Through this the reader can clearly understand that despite the stereotype that women speak high pitched and breathy, they speak in various ways. In this article it is evident that there is a continuous conflict between Genderlects A and B; although the environment expects women to perform according to their stereotypes, women actually women perform in various ways. In another article the classed had to read named, “The Afghan girls raised as boys” Genderlects C is discussed. Although these girls, were not transgender, they needed to switch their outward appearance, so their environment could identify them as boys (Gender 2A). Jenny Nordberg writes, “I have interviewed dozens of these girls, as well as adult women who have had the experience of growing up as the other gender, adopting both the exterior and the behaviour of Afghan boys.” In this article one begins to understand that by looking like a particular gender, one must learn to adopt the stereotypical behaviors of this gender, to be considered of