Discursive Practices and Gender Inequality: The Psychological and Social Effects of Gendered Slang on Female Students

Abstract

This study examines the role of discursive practices in perpetuating gender inequality, with a specific focus on the psychological and social effects of gendered slang on female students in a public sector university. Grounded in sociolinguistic and feminist theoretical perspectives, the research adopts a quantitative approach using a cross-sectional survey design. A sample of 224 female students from social sciences departments was selected through proportionate random sampling. Data were collected using a structured questionnaire, which was pilot tested to ensure reliability (Cronbach’s alpha > .700). Statistical analysis, including descriptive measures and chi-square tests, was employed to examine patterns and associations. The findings reveal that gendered slang functions as a mechanism of symbolic marginalization, significantly affecting students’ self-esteem, emotional well-being, and sense of belonging. Moreover, such discursive practices reinforce gender stereotypes and contribute to unequal participation in academic and social spaces. The study underscores the importance of addressing everyday linguistic practices as part of broader institutional efforts to combat gender inequality. It recommends the promotion of gender-sensitive communication and awareness initiatives to create inclusive and equitable learning environments in higher education.