Everyday Language and Gendered Experience: A Sociological Analysis of Gendered Slang among Female Students

Abstract

This study explores gendered slang as a socio-linguistic practice and critically examines its psychological and social impacts on female students in higher education. Using a qualitative research design, it is based on a systematic review of existing scholarly literature to integrate theoretical perspectives with empirical evidence. Secondary data were collected from Google Scholar and other reputable academic databases, focusing on studies related to gendered language use, socio-linguistic interaction, and student experiences in academic settings. The selected literature was analyzed through thematic analysis, involving systematic coding and interpretation to identify recurring patterns, meanings, and conceptual relationships across studies. Findings reveal that gendered slang operates as a subtle yet powerful discursive practice that reinforces gender stereotypes and sustains symbolic inequalities within educational environments. Psychologically, exposure to such language is associated with stress, discomfort, reduced self-esteem, and changes in self-perception among female students. Socially, it contributes to decreased classroom participation, interactional withdrawal, and a weakened sense of belonging in academic spaces. The study further emphasizes that these linguistic practices are often normalized in peer interactions, making their effects less visible but more persistent. Overall, it concludes that gendered slang significantly shapes gendered experiences in higher education and highlights the need for critical awareness of everyday language use in academic institutions.