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ial
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G
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n
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d
De
v
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p
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(
G
AD
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a
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stre
a
m
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g
p
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ra
m
s
o
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c
a
m
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u
s o
n
t
h
e
u
se
o
f
th
e
sa
id
lan
g
u
a
g
e
.
K
ey
w
o
r
d
s
:
Gen
d
er
d
if
f
er
en
ce
Gen
d
er
-
in
clu
s
iv
e
lan
g
u
ag
e
No
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-
s
ex
is
t la
n
g
u
ag
e
Sex
is
m
Sex
is
t la
n
g
u
ag
e
T
h
is i
s
a
n
o
p
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n
a
c
c
e
ss
a
rticle
u
n
d
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r th
e
CC B
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-
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li
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se
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C
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s
p
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r
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T
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Gr
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Sch
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C
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lleg
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E
d
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C
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State
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s
ity
Ma
u
r
a,
Ap
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C
ag
ay
an
,
Ph
ili
p
p
in
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E
m
ail: e
n
elaso
lat@
g
m
ail.
co
m
1.
I
NT
RO
D
UCT
I
O
N
L
iter
atu
r
es
p
r
o
v
i
d
e
m
o
u
n
tin
g
ev
id
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ce
th
at
la
n
g
u
a
g
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p
lay
s
a
cr
u
cial
f
ac
to
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in
m
o
ld
in
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lin
g
u
is
tic
b
eh
av
io
r
an
d
g
e
n
d
er
p
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ce
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tio
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s
.
W
o
m
en
an
d
th
eir
im
a
g
e,
as
Han
s
en
,
L
ittwit
z,
an
d
Scz
esn
y
[
1
]
ar
g
u
ed
ar
e
n
o
t
o
n
l
y
in
f
lu
e
n
ce
d
b
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aid
ab
o
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th
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u
t
also
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y
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o
w
it
is
s
aid
.
Sex
is
m
in
lan
g
u
ag
e
is
n
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t
an
is
o
lated
s
o
cial
p
r
ac
tice.
Seen
in
th
e
co
n
tex
t
o
f
a
p
atr
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ch
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cu
ltu
r
e
an
d
th
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id
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lo
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p
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s
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it e
m
er
g
es a
s
a
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an
d
im
p
o
r
tan
t iss
u
e
wo
r
th
y
o
f
r
ef
o
r
m
.
B
o
th
liter
atu
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e,
ed
u
ca
tio
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th
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u
ca
tio
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s
ec
to
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R
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m
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Pau
wels
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in
ter
[
2
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Fu
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u
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s
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io
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is
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is
cr
im
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n
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g
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I
t h
as
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ee
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s
aid
th
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l
ex
ical
ter
m
s
p
eo
p
le
ch
o
o
s
e
d
o
m
atter
,
Sab
ater
[
3
]
.
T
h
e
u
s
e
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f
g
en
e
r
ic
m
ascu
lin
e
is
n
o
t
s
im
p
ly
a
lin
g
u
is
tic
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n
v
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,
in
v
o
l
v
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g
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th
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d
is
cu
r
s
iv
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p
r
ac
tices,
in
o
th
e
r
w
o
r
d
s
,
th
ey
im
p
ly
a
d
is
cu
r
s
iv
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ten
d
en
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to
ex
clu
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an
d
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m
is
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ep
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wh
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elo
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g
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p
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m
ar
k
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s
u
b
ca
teg
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ies
lik
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wo
m
en
.
Gen
d
er
–
I
n
clu
s
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lan
g
u
ag
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i
s
a
way
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f
ac
k
n
o
wled
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in
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d
i
v
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ity
,
r
esp
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b
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en
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itiv
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to
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if
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an
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p
r
o
m
o
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eq
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ality
o
f
o
p
p
o
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tu
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ities
.
Sp
ec
ial
at
ten
tio
n
is
cu
r
r
en
tly
b
ein
g
p
aid
t
o
u
s
in
g
g
en
d
e
r
-
in
clu
s
iv
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lan
g
u
a
g
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in
alm
o
s
t
all
f
o
r
m
s
o
f
d
is
co
u
r
s
e
in
ter
n
atio
n
ally
.
Su
ch
i
s
n
o
w
th
e
s
tan
d
ar
d
p
r
ac
tice
g
iv
in
g
b
ir
th
to
n
u
m
er
o
u
s
s
tu
d
ies
d
u
e
to
v
ar
iated
ca
m
p
aig
n
s
.
C
ir
cu
lar
Me
m
o
r
an
d
u
m
No
.
1
2
,
s
.
i
n
th
e
Ph
il
ip
p
in
es
C
iv
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Ser
v
ice
C
o
m
m
ittee
,
2
0
0
5
[
4
]
e
n
co
u
r
ag
e
s
all
g
o
v
er
n
m
en
t
o
r
g
a
n
izatio
n
s
,
in
clu
d
in
g
g
e
n
d
er
lan
g
u
ag
e
co
n
s
u
m
e
r
s
,
to
s
to
p
u
n
eq
u
al
u
s
e
o
f
lan
g
u
ag
es.
R
ec
e
n
t
s
tu
d
ies
co
n
d
u
cted
b
y
C
lem
en
te
an
d
T
em
p
o
r
al
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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&
R
es E
d
u
c
I
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N:
2252
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8
8
2
2
S
tu
d
en
t’
s
g
e
n
era
l a
ttit
u
d
e
in
g
en
d
er
-
in
clu
s
ive
la
n
g
u
a
g
e
(
Ma
.
Th
eres
a
R
.
R
emig
io
)
865
[5
]
c
o
n
clu
d
e
d
th
at
teac
h
er
ed
u
ca
tio
n
f
ac
u
lty
a
r
e
g
e
n
d
er
-
i
n
c
lu
s
iv
e
lan
g
u
a
g
e
co
m
p
eten
t
al
o
n
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f
o
r
m
al
r
eg
is
ter
,
non
-
s
ex
is
t
ter
m
s
o
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r
o
les,
a
n
d
n
o
n
-
s
ex
is
t
ter
m
s
in
co
n
te
x
t.
Mo
r
e
s
o
,
Sh
eh
ab
at
[6
]
r
ec
en
tly
ar
g
u
ed
th
at
wo
m
en
’
s
v
o
ices
h
a
v
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g
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ig
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u
p
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e
to
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g
en
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er
,
a
n
o
tio
n
No
m
an
an
d
Ast
h
an
a
[7
]
attr
i
b
u
ted
to
wo
m
en
’
s
s
o
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s
tr
u
ctu
r
e.
Similar
ly
,
o
n
a
s
tu
d
y
e
m
b
ar
k
ed
b
y
R
u
an
an
an
d
J
u
n
[8
]
o
n
s
o
cial
co
n
s
tr
u
ctio
n
in
Po
liti
ca
l
co
n
tex
t,
th
ey
f
u
r
t
h
er
s
p
ec
u
lated
th
at
ca
n
d
id
ates
o
f
d
if
f
er
in
g
g
en
d
er
s
h
av
e
d
is
tin
ct
awa
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en
ess
o
f
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en
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er
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in
p
u
b
lic
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co
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r
s
e
wh
ich
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ey
u
s
e
to
q
u
esti
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n
o
r
n
eu
tr
alize
p
u
b
lic
g
en
d
er
ass
u
m
p
tio
n
s
.
A
r
ev
iew
o
f
wo
r
l
d
wid
e
g
en
d
er
r
ep
r
esen
tativ
es’
s
tu
d
ies
in
p
r
i
m
ar
y
s
ch
o
o
l
b
o
o
k
s
m
ea
n
wh
ile
p
r
o
v
es
t
h
at
th
e
r
e
ar
e
s
till
g
en
d
e
r
s
ter
eo
t
y
p
es,
as
T
elio
u
s
i
,
et
a
l.
[
9
]
,
ar
g
u
e
d
at
least
i
n
c
o
u
r
s
e
b
o
o
k
s
.
T
h
is
all
p
r
o
v
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th
at
d
e
-
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en
d
e
r
in
g
o
f
lan
g
u
ag
e
d
u
e
to
g
en
d
er
-
in
cl
u
s
iv
ity
is
s
till
a
t
its
h
ig
h
p
ea
k
o
f
s
p
ec
ial
in
ter
est
attr
ac
tin
g
th
e
atten
tio
n
o
f
lin
g
u
is
ts
ar
o
u
n
d
t
h
e
g
lo
b
e.
Als
o
,
i
n
th
e
Ph
ilip
p
i
n
e
co
n
te
x
t,
T
ar
r
ay
o
[
1
0
]
ar
g
u
ed
th
at
th
er
e
is
a
cr
u
cial
r
o
le
ex
p
ec
ted
am
o
n
g
teac
h
er
s
in
p
r
ev
en
tin
g
g
en
d
er
d
is
cr
im
in
atio
n
f
r
o
m
s
n
ea
k
in
g
in
to
t
h
e
class
r
o
o
m
.
R
ec
o
g
n
izin
g
th
e
way
s
in
wh
ich
lin
g
u
is
tic
in
eq
u
ality
r
ein
f
o
r
ce
s
g
en
d
e
r
an
d
o
th
er
in
e
q
u
alities
is
ess
en
tial
to
d
ev
elo
p
in
g
a
cu
ltu
r
e
o
f
in
cl
u
s
iv
en
ess
alth
o
u
g
h
m
o
u
n
tin
g
ev
id
en
ce
s
u
g
g
ests
th
at
g
en
d
er
in
eq
u
ality
is
p
er
p
etu
ated
b
y
lan
g
u
a
g
e,
H
ar
r
is
,
et
a
l.
[
1
1
]
.
T
h
is
lin
g
u
is
tic
in
eq
u
ality
is
s
h
o
wn
in
p
a
r
ad
ig
m
s
h
if
t
wh
er
eb
y
f
o
o
d
s
em
ic
ter
m
s
ca
n
also
b
e
u
s
ed
in
r
ef
er
en
ce
to
b
o
th
g
en
d
er
s
in
a
s
ex
is
t
way
th
r
o
u
g
h
th
e
u
s
e
o
f
m
etap
h
o
r
ical
tr
a
n
s
f
er
s
’
attr
ib
u
tiv
e
to
wo
m
en
as
ar
g
u
ed
b
y
L
ilian
[
1
2
]
.
Gu
d
er
a
n
d
Ata
[
13]
d
eter
m
in
ed
th
at
th
er
e
to
o
is
a
s
ig
n
if
ican
t
p
o
s
itiv
e
r
elatio
n
b
etwe
en
th
e
g
e
n
d
er
s
ter
eo
ty
p
es
o
f
th
e
ch
ild
an
d
th
eir
f
ath
e
r
'
s
ar
b
itra
r
y
en
g
ag
em
e
n
t,
wh
ich
i
s
o
n
e
o
f
th
e
s
u
b
-
d
im
e
n
s
io
n
s
o
f
th
e
f
ath
er
in
v
o
lv
em
e
n
t
s
ca
le
th
u
s
th
e
n
ee
d
f
o
r
p
r
o
p
er
m
o
d
elin
g
.
L
a
n
g
u
a
g
e
is
a
lin
g
u
is
tic
to
o
l
ca
p
ab
le
o
f
m
o
ld
in
g
,
s
h
a
p
in
g
a
n
d
r
e
p
r
ese
n
tin
g
r
ea
liti
es
in
th
e
s
o
ciety
liv
ed
in
t
o
,
He
[
1
4
]
.
W
ith
th
is
,
Ar
iy
an
to
[
1
5
]
an
d
W
id
o
d
o
,
et
a
l.
[
1
6
]
ass
er
ted
t
h
at
s
o
cial
ac
to
r
s
at
d
if
f
er
en
t
lev
els
o
f
ed
u
ca
tio
n
f
r
o
m
p
r
im
ar
y
to
ter
tiar
y
ed
u
c
at
io
n
p
lay
a
p
iv
o
tal
r
o
le
in
ca
n
a
lizin
g
o
r
im
p
o
s
in
g
p
ar
ticu
lar
v
alu
es th
r
o
u
g
h
ed
u
c
atio
n
al
p
r
ac
tices a
n
d
d
o
cu
m
e
n
ts
.
Sp
o
n
tan
eo
u
s
u
s
e
o
f
g
en
d
er
in
c
lu
s
iv
e
lan
g
u
ag
e
h
as b
ee
n
s
h
o
wn
to
b
e
d
r
i
v
en
b
y
clea
r
in
ten
t
io
n
s
to
u
s
e
g
en
d
er
in
clu
s
iv
e
la
n
g
u
a
g
e
as
well
as
b
y
a
s
u
b
tler
m
ec
h
an
is
m
in
v
o
lv
in
g
its
u
s
e
i
n
th
e
p
ast
[
1
7
]
.
Scien
tific
wr
itin
g
s
ca
ll
f
o
r
th
e
d
esid
er
atu
m
n
o
t
to
co
n
d
o
n
e
o
n
ce
u
b
iq
u
ito
u
s
p
r
ac
tices
th
at,
eit
h
er
co
n
s
cio
u
s
ly
o
r
u
n
co
n
s
cio
u
s
ly
,
ac
t
to
th
e
d
et
r
im
en
t
o
f
g
en
d
er
-
in
clu
s
iv
e
f
ai
r
n
ess
y
et
ca
llin
g
f
o
r
im
p
o
r
t
a
n
ce
is
th
e
f
ac
t
th
at
attitu
d
e
p
lay
s
in
th
e
f
o
r
m
atio
n
an
d
r
e
f
o
r
m
atio
n
o
f
h
ab
its
.
W
h
ile
th
e
s
tu
d
y
o
f
Gen
d
e
r
-
i
n
clu
s
iv
e
lan
g
u
a
g
e
is
a
g
r
o
w
in
g
co
n
ce
r
n
a
m
o
n
g
r
esear
ch
er
s
ac
r
o
s
s
co
u
n
tr
ies
as
a
r
o
b
u
s
t
b
o
d
y
o
f
liter
atu
r
e
o
n
th
e
s
aid
lan
g
u
ag
e
is
a
v
ailab
le.
Few
r
ese
ar
ch
er
s
v
e
n
tu
r
ed
o
n
d
eter
m
in
in
g
th
e
attitu
d
e
o
f
s
tu
d
en
ts
to
war
d
s
g
en
d
er
-
in
cl
u
s
iv
e
lan
g
u
ag
e
in
th
e
Ph
ilip
p
in
e
co
n
tex
t.
J
u
s
t
r
ec
en
tly
,
T
al
o
s
a
an
d
T
em
p
o
r
al
[
1
8
]
in
th
eir
s
tu
d
y
o
n
c
o
n
ten
t
an
aly
s
is
o
f
s
ex
is
t
lan
g
u
ag
e
o
cc
u
r
r
e
n
ce
o
n
s
tu
d
en
ts
wr
itten
d
is
co
u
r
s
e
f
o
u
n
d
th
at
th
er
e
ar
e
i
n
cid
en
ce
s
o
f
s
ex
is
t
lan
g
u
ag
e
in
s
tu
d
en
ts
’
d
is
co
u
r
s
e,
g
en
er
ic
m
ascu
lin
e
o
f
wh
ich
a
p
p
ea
r
t
o
b
e
th
e
m
o
s
t
r
ec
u
r
r
e
n
t
s
h
o
wed
an
alar
m
in
g
d
ev
ian
ce
o
f
th
e
lin
g
u
is
tic
tr
en
d
wh
ich
s
h
o
ws
its
p
o
s
s
ib
ilit
y
to
f
o
r
m
a
h
ab
it
if
n
o
t
b
ein
g
co
r
r
ec
ted
in
th
e
co
u
r
s
e
o
f
th
eir
l
ea
r
n
in
g
.
T
h
ey
also
p
o
in
ted
o
u
t
th
at
wh
ile
E
n
g
lis
h
is
th
e
m
o
s
t
co
m
m
o
n
ly
u
s
ed
f
o
r
eig
n
lan
g
u
ag
e
in
th
e
w
o
r
ld
,
it
is
im
p
er
ativ
e
f
o
r
lan
g
u
ag
e
u
s
er
s
to
b
e
r
esp
o
n
s
iv
e
to
g
en
d
er
-
b
ased
la
n
g
u
a
g
es.
I
n
th
e
C
ag
ay
an
State
Un
iv
er
s
ity
,
ef
f
o
r
ts
a
r
e
n
o
w
u
n
d
e
r
tak
en
to
ad
d
r
ess
g
en
d
er
a
n
d
d
ev
elo
p
m
en
t
(
GAD
)
co
n
ce
r
n
s
wh
ich
in
clu
d
e
th
e
u
s
e
o
f
in
clu
s
iv
e
lan
g
u
ag
e.
Acc
o
r
d
in
g
to
T
h
e
W
r
itin
g
C
en
ter
o
f
t
h
e
Un
iv
er
s
ity
o
f
No
r
th
C
ar
o
lin
a
[
1
9
]
“wr
iter
s
to
d
ay
m
u
s
t
th
in
k
m
o
r
e
ca
r
ef
u
lly
ab
o
u
t
th
e
way
s
th
ey
ex
p
r
ess
g
en
d
er
in
o
r
d
e
r
to
co
n
v
ey
th
e
ir
id
ea
s
clea
r
ly
an
d
ac
cu
r
ately
to
th
ei
r
r
ea
d
er
s
”.
I
t
is
s
ad
to
n
o
te
h
o
wev
er
th
at
d
esp
ite
wea
lth
o
f
e
v
id
en
ce
th
at
m
ale
g
en
e
r
ic
ter
m
s
n
e
g
ativ
ely
im
p
ac
t
t
h
e
co
n
ce
p
tio
n
o
f
wo
m
en
,
in
clu
s
iv
e
ter
m
in
o
lo
g
y
r
em
a
in
s
to
b
e
co
n
test
ed
[
2
0
]
.
So
cio
lin
g
u
is
tics
h
av
e
co
n
s
id
er
ed
lan
g
u
a
g
e
attitu
d
es
as
o
n
e
o
f
th
e
m
ajo
r
f
ac
to
r
s
m
a
n
ip
u
latin
g
lan
g
u
ag
e
v
a
r
iatio
n
an
d
c
h
an
g
e.
Mo
s
t
s
p
ec
if
ically
,
th
e
s
tu
d
y
d
elv
ed
in
to
d
ete
r
m
in
in
g
s
e
x
d
if
f
er
en
ce
s
o
n
th
e
attitu
d
e
o
f
th
e
s
tu
d
en
ts
in
Ge
n
d
er
-
I
n
clu
s
iv
e
lan
g
u
ag
e
s
o
as
to
s
ee
wh
eth
er
th
er
e
is
a
g
a
p
am
o
n
g
m
e
n
an
d
wo
m
en
o
n
th
e
attitu
d
e
t
o
war
d
s
d
e
-
s
ex
in
g
th
e
E
n
g
lis
h
lan
g
u
ag
e
wh
ich
is
g
en
er
ally
b
eliev
ed
to
b
e
a
p
r
im
a
r
y
p
er
p
etu
ato
r
o
f
g
en
d
e
r
-
ex
clu
s
iv
e
lan
g
u
ag
e
.
T
h
e
p
r
esen
t
s
tu
d
y
ass
ess
ed
th
e
attitu
d
e
o
f
th
e
s
tu
d
en
ts
in
g
en
d
er
-
in
cl
u
s
iv
e
lan
g
u
ag
e
.
Sp
e
cif
ically
,
it
s
o
u
g
h
t to
an
s
wer
th
e
f
o
llo
win
g
q
u
esti
o
n
s
:
1
)
W
h
at
is
th
e
s
e
x
p
r
o
f
ile
o
f
th
e
s
tu
d
en
ts
?
2
)
W
h
at
is
th
e
att
itu
d
e
o
f
th
e
s
tu
d
en
ts
in
g
en
d
er
-
in
clu
s
i
v
e
lan
g
u
ag
e?
(
B
elief
in
Gen
d
er
-
ex
clu
s
iv
e
lan
g
u
a
g
e
)
;
R
ec
o
g
n
itio
n
o
f
Gen
d
e
r
-
ex
clu
s
iv
e
lan
g
u
a
g
e
;
W
illi
n
g
n
ess
to
u
s
e
g
en
d
er
-
in
clu
s
iv
e
la
n
g
u
ag
e
)
;
3
)
I
s
th
er
e
a
s
ig
n
if
ica
n
t
d
if
f
er
e
n
ce
o
n
t
h
e
s
tu
d
en
t’
s
attitu
d
e
in
g
en
d
er
-
in
clu
s
iv
e
lan
g
u
ag
e
wh
en
g
r
o
u
p
ed
ac
co
r
d
in
g
to
s
ex
?
4
)
W
h
at
p
ed
ag
o
g
ical
in
ter
v
en
tio
n
m
ay
b
e
in
f
er
r
ed
f
r
o
m
th
e
f
in
d
in
g
s
?
Evaluation Warning : The document was created with Spire.PDF for Python.
I
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J
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c
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Vo
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.
10
,
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3
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2
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1
:
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2.
RE
S
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M
E
T
H
O
D
T
h
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s
tu
d
y
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tili
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d
th
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escr
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-
co
m
p
ar
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esear
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d
es
ig
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.
Descr
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was
u
s
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n
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p
r
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to
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d
s
g
en
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in
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C
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m
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ican
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b
etw
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th
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g
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attitu
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T
h
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s
tu
d
y
r
esp
o
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d
en
ts
wer
e
s
tu
d
en
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o
f
a
State
I
n
s
titu
tio
n
in
C
ag
ay
an
.
T
h
e
k
ey
m
eth
o
d
u
s
ed
to
co
lle
ct
th
e
d
ata
was
th
e
s
u
r
v
ey
q
u
esti
o
n
n
air
e,
wh
ich
w
as
s
p
lit
in
to
two
s
ec
tio
n
s
.
T
h
e
2
1
p
r
o
d
u
cts
o
f
th
e
I
n
v
e
n
to
r
y
o
f
Attitu
d
es
to
war
d
Sex
is
t
an
d
No
n
-
Sex
is
t
L
an
g
u
a
g
e
—
Gen
er
al
(
I
SANL
-
G)
,
a
q
u
esti
o
n
n
air
e
wh
ich
wen
t
th
r
o
u
g
h
f
ac
e
an
d
co
n
te
n
t
v
alid
atio
n
an
d
with
ex
ce
llen
t
in
ter
n
al
co
n
s
is
ten
cy
b
y
P
ar
k
s
an
d
R
o
b
er
to
n
[
2
1
]
,
[
2
2
]
was
ad
o
p
ted
in
th
e
s
tu
d
y
.
Ps
y
ch
o
m
etr
ic
p
r
o
p
er
ties
o
f
th
e
in
s
tr
u
m
en
t
ar
e
e
x
ce
llen
t.
T
h
e
C
r
o
n
b
ac
h
al
p
h
a
o
f
(
.
8
0
)
in
d
i
ca
tes
a
h
ig
h
d
eg
r
ee
o
f
in
ter
n
al
co
n
s
is
ten
cy
.
Prio
r
t
o
th
e
d
ata
c
o
llectio
n
,
wr
itten
d
ir
ec
tio
n
s
wer
e
g
iv
en
to
th
e
p
ar
ticip
an
ts
an
d
th
ey
wer
e
to
ld
o
f
t
h
eir
v
o
lu
n
ta
r
y
i
n
v
o
lv
em
e
n
t
in
th
e
s
tu
d
y
a
n
d
o
f
th
eir
r
ig
h
t
to
d
ec
lin
e.
E
ac
h
p
ar
ticip
an
t
r
ec
eiv
ed
g
en
er
al
d
ir
ec
tio
n
s
,
r
esear
ch
d
e
tails
,
p
u
r
p
o
s
e
an
d
co
n
f
id
en
tial
ity
ag
r
ee
m
en
ts
,
all
o
f
wh
ich
w
er
e
in
clu
d
ed
in
th
e
in
f
o
r
m
e
d
co
n
s
en
t.
3.
RE
SU
L
T
S
AND
D
I
SCU
SS
I
O
N
3
.
1
.
Sex
T
ab
le
1
i
n
d
icate
s
th
e
g
en
d
e
r
d
is
tr
ib
u
tio
n
o
f
s
tu
d
e
n
ts
.
T
ab
le
1
s
h
o
ws
th
at
8
8
o
r
7
3
.
3
3
%
o
f
s
tu
d
en
ts
ar
e
f
em
ales
with
th
e
m
ajo
r
ity
,
wh
ile
o
n
ly
3
2
o
r
2
6
.
6
6
%
o
f
s
tu
d
en
ts
ar
e
m
ales.
T
h
is
i
s
s
u
p
p
o
r
ted
b
y
co
lleg
e
en
r
o
lm
en
t
e
v
id
en
ce
th
at
t
h
e
r
e
ar
e
m
o
r
e
f
e
m
ale
en
r
o
lm
e
n
ts
th
an
m
ale
en
r
o
lm
en
ts
.
I
t
ca
n
b
e
d
ed
u
ce
d
f
r
o
m
th
e
d
ata
th
at
th
e
b
ig
E
n
g
lis
h
s
tu
d
en
ts
o
f
th
e
C
o
lleg
e
o
f
T
ea
c
h
er
E
d
u
ca
tio
n
ar
e
o
v
er
w
h
elm
in
g
ly
f
em
ale.
T
h
is
r
esu
lt in
d
icate
s
th
at
th
e
m
ajo
r
i
ty
o
f
th
o
s
e
wh
o
to
o
k
an
a
p
p
r
e
n
ticesh
ip
a
r
e
f
em
ale.
T
ab
le
1
.
Dis
tr
ib
u
tio
n
o
f
th
e
s
tu
d
en
ts
in
ter
m
s
o
f
s
ex
S
e
x
F
r
e
q
u
e
n
c
y
(
n
=
1
2
0
)
P
e
r
c
e
n
t
a
g
e
F
e
mal
e
88
7
3
.
3
3
M
a
l
e
32
2
6
.
6
6
3
.
2
.
B
elief
a
bo
ut
g
ender
-
ex
clus
iv
e
la
ng
ua
g
e
T
ab
le
2
p
r
esen
ts
th
e
b
elief
o
f
th
e
s
tu
d
en
ts
to
war
d
s
g
en
d
er
-
ex
clu
s
iv
e
o
r
s
ex
is
t la
n
g
u
ag
e.
B
a
s
ed
o
n
th
e
T
ab
le
2
,
th
e
r
esp
o
n
d
en
ts
r
ep
o
r
ted
l
y
ac
ce
p
t
th
at
wh
ile
r
e
f
o
r
m
is
d
if
f
icu
lt,
th
ey
s
h
o
u
ld
also
s
tr
iv
e
to
r
em
o
v
e
th
e
g
en
d
er
-
b
ased
lan
g
u
ag
e
(
4
.
0
0
)
an
d
th
o
s
e
m
o
s
t
p
u
b
lis
h
in
g
s
tan
d
ar
d
s
r
e
q
u
ir
e
n
ewsp
ap
er
wr
it
er
s
to
av
o
id
th
e
u
s
e
o
f
eth
n
ic
a
n
d
r
ac
ial
s
lu
r
s
.
T
h
u
s
,
th
ese
g
u
id
elin
es
m
a
y
also
r
eq
u
ir
e
wr
iter
s
to
av
o
i
d
g
e
n
d
er
-
b
ased
lan
g
u
ag
es
(
3
.
6
0
)
,
an
d
also
to
f
av
o
r
th
e
i
d
ea
th
at
th
e
m
an
n
e
r
in
wh
ich
E
n
g
lis
h
h
as
h
is
to
r
ically
b
ee
n
wr
itten
an
d
s
p
o
k
en
s
h
o
u
ld
n
o
t
b
e
alter
e
d
(
3
.
5
8
)
,
wh
ich
is
a
p
r
eten
s
e
th
at
co
n
ce
r
n
r
eg
ar
d
in
g
th
e
u
s
ag
e
o
f
g
e
n
d
er
-
b
ased
lan
g
u
ag
es
is
p
ar
t
o
f
an
in
cr
ea
s
ed
u
n
d
er
s
t
an
d
in
g
th
at
th
e
p
er
ce
i
v
ed
s
ig
n
if
ican
ce
o
f
s
u
ch
ter
m
s
h
as
ch
an
g
ed
in
r
ea
ctio
n
to
ch
an
g
in
g
r
o
les.
I
n
a
d
d
itio
n
,
s
tu
d
en
ts
h
av
e
ac
ce
p
ted
th
a
t
th
e
ab
o
liti
o
n
o
f
g
en
d
e
r
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b
a
s
ed
lan
g
u
ag
e
is
a
s
ig
n
if
i
ca
n
t
g
o
al;
g
en
d
er
-
b
ased
lan
g
u
ag
e
is
co
n
n
ec
ted
to
g
en
d
er
-
b
ased
tr
ea
tm
en
t
o
f
p
eo
p
le
in
s
o
ciety
;
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d
wh
en
teac
h
er
s
s
p
ea
k
a
b
o
u
t
th
e
p
ast
o
f
th
e
Ph
ilip
p
in
es,
t
h
ey
s
h
o
u
ld
a
d
ju
s
t
p
h
r
ases
s
u
ch
as
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r
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s
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p
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b
o
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f
wh
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h
av
e
th
e
s
a
m
e
m
ea
n
o
f
3
.
5
0
.
B
en
s
o
n
,
et
al
.
[
2
3
]
a
r
g
u
e
d
th
at
u
s
in
g
s
ex
is
t
an
d
u
n
n
ec
ess
ar
ily
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en
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er
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d
lan
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m
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f
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e
m
o
r
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lik
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s
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W
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th
n
o
tin
g
h
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wev
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a
r
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s
tu
d
en
ts
’
r
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f
ag
r
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e
n
t f
o
r
t
h
e
elim
in
atio
n
o
f
th
is
lan
g
u
ag
e.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
n
t J E
v
al
&
R
es E
d
u
c
I
SS
N:
2252
-
8
8
2
2
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d
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t
i
t
u
d
e
1
.
8
3
3
.
6
.
Dif
f
er
ence
s
o
n
belief
in
s
ex
is
t
la
ng
ua
g
e
when g
ro
up
ed
a
cc
o
rding
t
o
s
ex
T
h
e
r
esear
ch
h
y
p
o
th
esized
th
a
t
th
e
co
n
f
id
en
ce
o
f
s
tu
d
e
n
ts
in
th
e
eq
u
al
lan
g
u
ag
e
o
f
g
en
d
e
r
an
d
th
eir
s
ex
d
o
es
n
o
t
v
ar
y
s
ig
n
if
ican
tl
y
.
T
ab
le
6
s
h
o
ws
th
at
t
h
e
co
n
f
id
en
ce
o
f
s
tu
d
e
n
ts
in
s
ex
is
t
l
an
g
u
ag
es
d
o
es
n
o
t
v
ar
y
s
u
b
s
tan
tially
if
th
ey
ar
e
g
r
o
u
p
ed
ac
co
r
d
in
g
to
th
eir
s
ex
an
d
ac
co
r
d
i
n
g
to
th
eir
t
-
v
al
u
es
–
1
.
0
4
with
a
p
r
o
b
a
b
ilit
y
o
f
0
.
3
0
3
,
wh
ich
is
ab
o
v
e
t
h
e
s
et
0
.
0
5
m
ar
k
.
C
o
n
s
eq
u
en
tly
,
th
e
n
u
ll
h
y
p
o
th
esis
is
ac
ce
p
ted
.
T
h
is
f
in
d
in
g
m
ea
n
s
th
at
s
ex
h
as
n
o
s
ig
n
if
ican
t
b
ea
r
in
g
with
th
e
attitu
d
e
o
f
th
e
s
tu
d
en
ts
to
war
d
s
g
en
d
er
f
air
lan
g
u
ag
e.
T
h
is
f
in
d
i
n
g
s
u
p
p
o
r
ts
th
e
s
tu
d
y
s
u
r
v
ey
ed
b
y
T
alo
s
a
[
2
7
]
as
s
h
e
f
o
u
n
d
th
at
wo
m
en
an
d
m
en
d
id
n
o
t
s
ee
m
to
ca
r
e
s
tr
o
n
g
l
y
o
n
e
way
o
r
th
e
o
th
er
a
b
o
u
t
g
en
d
er
-
f
air
lan
g
u
ag
e.
T
ab
le
6
.
Dif
f
e
r
en
ce
o
f
th
e
s
tu
d
en
t’
s
b
elief
in
s
ex
is
t la
n
g
u
ag
e
wh
en
g
r
o
u
p
e
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ac
co
r
d
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g
t
o
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ex
B
e
l
i
e
f
o
f
t
h
e
s
t
u
d
e
n
t
s i
n
s
e
x
i
s
t
l
a
n
g
u
a
g
e
S
e
x
M
e
a
n
t
-
v
a
l
u
e
P
r
o
b
a
b
i
l
i
t
y
M
a
l
e
3
.
4
6
1
.
0
4
0
.
3
0
3
F
e
mal
e
3
.
3
4
T
h
e
r
esear
ch
ass
u
m
ed
th
at
th
e
s
tu
d
en
ts
'
ac
k
n
o
wled
g
em
en
t
o
f
th
e
s
ex
u
al
eq
u
ity
v
o
ca
b
u
l
ar
y
wo
u
ld
n
o
t
h
a
v
e
a
m
ajo
r
g
en
d
e
r
g
a
p
.
T
ab
le
7
s
h
o
ws
th
at
th
e
r
ec
o
g
n
itio
n
o
f
s
ex
is
t
lan
g
u
ag
e
o
f
s
tu
d
en
ts
as
ca
lcu
lated
b
y
its
1
.
9
0
-
v
alu
e
with
th
e
lik
el
ih
o
o
d
o
f
0
.
0
6
is
n
o
t
im
p
o
r
tan
t.
T
h
is
r
esu
lt
in
d
icate
d
th
at
th
e
ap
p
r
ec
iatio
n
o
f
th
e
s
ex
is
t
v
o
ca
b
u
lar
y
was
ir
r
ele
v
an
t
f
o
r
b
o
th
m
en
a
n
d
wo
m
e
n
.
T
h
e
f
ir
s
t
s
tep
to
ch
an
g
e
t
h
e
u
s
e
o
f
g
en
d
er
-
in
clu
s
iv
e
lan
g
u
ag
e
was
to
ac
k
n
o
wled
g
e
in
la
n
g
u
a
g
e
a
n
d
g
e
n
d
er
liter
atu
r
e
t
h
e
p
r
o
b
lem
atic
f
ield
,
wh
ich
s
tates:
"I
f
s
tu
d
en
ts
ca
n
'
t id
en
tify
g
en
d
er
-
s
p
ec
if
ic
lan
g
u
a
g
es o
r
s
ter
eo
ty
p
es,
th
ey
wo
u
l
d
n
'
t k
n
o
w
h
o
w
to
u
s
e
th
em
ev
en
if
th
ey
k
n
o
w
n
o
n
-
s
ex
is
t
ter
m
in
o
lo
g
y
.
"
Ku
h
n
an
d
Gab
r
i
el
[
2
8
]
f
in
d
th
at
th
e
la
n
g
u
a
g
e
co
m
p
ete
n
ce
o
f
in
d
iv
id
u
als,
n
o
t
g
en
d
e
r
,
p
r
ed
i
cts
th
at
th
ey
will
u
s
e
s
ex
u
al
e
q
u
ality
,
wh
ic
h
is
co
n
s
is
ten
t
with
f
in
d
in
g
t
h
at
it
is
d
if
f
icu
lt
to
u
s
e
g
en
d
er
eq
u
ality
lan
g
u
a
g
e,
an
d
t
h
at
lin
g
u
is
tic
s
k
ills
ar
e
an
im
p
o
r
tan
t
p
r
e
r
eq
u
is
ite
in
th
e
u
s
e
o
f
g
en
d
er
-
in
clu
s
iv
e
lan
g
u
ag
e.
T
ab
le
7
.
Dif
f
e
r
en
ce
o
f
th
e
s
tu
d
en
t’
s
r
ec
o
g
n
itio
n
in
g
e
n
d
er
f
ai
r
lan
g
u
a
g
e
wh
en
g
r
o
u
p
ed
ac
co
r
d
in
g
to
s
ex
R
e
c
o
g
n
i
t
i
o
n
o
f
s
e
x
i
st
l
a
n
g
u
a
g
e
S
e
x
M
e
a
n
t
-
v
a
l
u
e
P
r
o
b
a
b
i
l
i
t
y
M
a
l
e
3
.
9
3
1
.
9
0
0
.
0
6
F
e
mal
e
3
.
6
3
T
h
e
s
tu
d
y
th
eo
r
ized
th
at
th
er
e
is
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
o
n
th
e
s
tu
d
en
ts
’
willin
g
n
ess
i
n
g
en
d
er
-
in
clu
s
iv
e
lan
g
u
ag
e
u
s
e
wh
en
g
r
o
u
p
ed
ac
co
r
d
in
g
t
o
s
ex
.
T
a
b
le
8
r
ev
ea
ls
th
at
th
er
e
is
n
o
s
ig
n
if
ican
t
d
if
f
e
r
en
ce
o
n
s
tu
d
en
ts
’
willin
g
n
ess
in
g
en
d
er
-
in
cl
u
s
iv
e
lan
g
u
ag
e
u
s
e.
T
h
is
f
in
d
in
g
in
d
icate
s
th
at
n
o
g
en
d
er
is
s
u
p
er
io
r
in
th
eir
willin
g
n
ess
to
u
s
e
g
en
d
e
r
-
in
clu
s
iv
e
lan
g
u
a
g
e
(
GI
L
)
.
T
h
is
f
in
d
in
g
s
u
p
p
o
r
ts
th
e
r
esu
lt
s
f
ou
n
d
b
y
Ko
eser
an
d
Scze
s
n
y
[
2
9
]
th
at
th
er
e
i
s
n
o
g
en
d
er
d
if
f
e
r
en
ce
in
attitu
d
es
to
war
d
GI
L
co
n
tr
ar
y
to
m
o
s
t
f
in
d
in
g
s
th
at
wo
m
en
co
u
l
d
b
e
ex
p
ec
ted
to
h
o
ld
m
o
r
e
f
av
o
r
ab
le
attitu
d
es
to
war
d
GI
L
th
an
m
e
n
an
d
t
h
ey
m
ig
h
t
b
e
m
o
r
e
in
clin
ed
to
u
s
e
it
in
th
eir
o
wn
s
p
ee
ch
.
T
h
e
u
s
e
o
f
GI
L
is
p
r
e
d
icted
b
y
:
1
)
C
o
n
s
cio
u
s
,
ex
p
licit
ju
d
g
m
e
n
ts
,
wh
en
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8
8
2
2
S
tu
d
en
t’
s
g
e
n
era
l a
ttit
u
d
e
in
g
en
d
er
-
in
clu
s
ive
la
n
g
u
a
g
e
(
Ma
.
Th
eres
a
R
.
R
emig
io
)
869
s
p
ea
k
er
s
ad
ju
s
t
th
eir
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eh
av
i
o
r
to
th
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av
o
r
ab
le
in
ten
ti
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s
;
an
d
as
well
as
2
)
Mo
r
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im
p
licit,
h
ab
itu
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p
r
o
ce
s
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es,
wh
en
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im
p
ly
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e
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at
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e
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p
r
ev
i
o
u
s
ly
in
s
im
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lar
s
itu
atio
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.
C
o
n
tr
ib
u
to
r
y
t
o
th
is
,
a
s
im
ilar
s
tu
d
y
co
n
d
u
cted
b
y
Sar
r
asin
,
et
a
l.
[
3
0
]
d
is
clo
s
ed
th
at
tim
e
was
th
e
m
o
s
t
im
p
o
r
tan
t
p
r
ed
icto
r
o
f
th
e
attitu
d
es,
ev
en
af
te
r
co
n
tr
o
llin
g
f
o
r
v
ar
io
u
s
o
th
er
f
ac
t
o
r
s
.
T
ab
le
8
.
Dif
f
e
r
en
ce
o
f
th
e
s
tu
d
en
t’
s
willin
g
n
ess
in
g
en
d
er
f
ai
r
lan
g
u
a
g
e
wh
en
g
r
o
u
p
ed
ac
co
r
d
in
g
to
s
ex
W
i
l
l
i
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n
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ss
t
o
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se
g
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n
d
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f
a
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M
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1
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3
6
0
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7
1
7
F
e
mal
e
3
.
8
6
3
.
7
.
P
eda
g
o
g
ic
a
l
i
m
pli
ca
t
io
n
Peo
p
le
r
eg
ar
d
less
o
f
g
e
n
d
er
ar
e
ca
p
a
b
le
an
d
p
o
wer
f
u
l
lin
g
u
is
tic
ag
en
ts
.
A
s
m
all
s
h
if
t
in
h
o
w
lan
g
u
ag
e
is
u
s
ed
ca
n
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ce
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o
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e
-
o
r
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ig
n
al
ch
an
g
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th
at
m
ay
b
e
o
n
its
way
to
r
ef
o
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m
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.
Hav
in
g
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o
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n
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a
s
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p
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o
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itu
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er
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ltu
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s
h
if
t
in
th
e
g
en
d
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ter
m
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g
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ld
b
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p
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ac
ticed
in
co
n
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ity
.
W
ith
em
p
h
asis
o
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th
e
d
is
p
lay
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attitu
d
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as
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lectiv
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lan
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tio
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T
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d
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ca
tio
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r
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lu
m
s
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ld
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u
e
s
tr
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v
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en
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u
s
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o
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th
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r
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n
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h
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r
s
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tu
d
en
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ad
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in
is
tr
ato
r
s
s
h
o
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ld
c
o
n
tin
u
e
t
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m
ak
e
a
g
o
o
d
f
aith
ef
f
o
r
t
f
o
r
th
is
lin
g
u
is
tic
s
tatu
s
q
u
o
.
T
o
s
ee
k
co
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s
u
ltatio
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wh
en
o
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e
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u
n
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u
r
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a
d
m
it
h
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m
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ly
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d
o
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wh
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is
a
d
ir
e
n
ee
d
.
T
h
e
o
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s
is
o
n
all
o
f
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s
to
ch
allen
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e
o
u
r
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d
d
o
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etter
an
d
th
in
k
cr
itically
ab
o
u
t
g
en
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an
d
la
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g
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ag
e
.
T
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e
m
er
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o
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ex
p
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r
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a
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u
lu
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er
s
ar
e
in
a
u
n
iq
u
e
p
o
s
itio
n
f
o
r
m
o
d
ellin
g
,
th
u
s
th
e
ch
allen
g
e
.
I
t
is
in
th
is
p
r
o
s
p
ec
ts
th
at
teac
h
er
s
m
ay
d
ir
ec
tly
o
r
in
d
ir
ec
tly
in
cl
u
d
e
th
e
p
r
in
cip
les
o
f
lin
g
u
is
tic
r
eg
is
ter
s
,
wh
ich
m
a
y
b
e
a
s
o
lid
g
r
o
u
n
d
f
o
r
th
e
s
tu
d
en
ts
to
b
e
war
y
o
f
th
eir
l
ex
ical
ch
o
ices
lead
in
g
to
s
tr
o
n
g
lin
g
u
is
tic
attitu
d
e.
L
ik
ewise,
an
in
s
titu
tio
n
al
p
o
licy
s
h
o
u
ld
b
e
f
o
r
m
u
lated
e
n
jo
in
in
g
teac
h
e
r
s
to
m
o
d
el
g
e
n
d
er
-
in
cl
u
s
iv
e
lan
g
u
ag
e
in
th
e
ir
u
tter
an
ce
s
am
o
n
g
s
tu
d
en
ts
an
d
p
ee
r
s
.
4.
CO
NCLU
SI
O
N
T
h
e
s
tu
d
y
r
e
v
ea
ls
th
at
m
ajo
r
it
y
o
f
th
e
s
tu
d
en
ts
ex
h
ib
it
a
p
o
s
itiv
e
attitu
d
e
to
war
d
s
g
en
d
er
-
in
clu
s
iv
e
lan
g
u
ag
e.
Fu
r
t
h
er
,
th
er
e
was
n
o
s
ig
n
if
ican
t
d
if
f
er
en
ce
o
n
t
h
e
s
tu
d
en
ts
’
attitu
d
e
wh
en
g
r
o
u
p
ed
ac
c
o
r
d
in
g
to
s
ex
wh
ich
in
d
icate
s
n
e
u
tr
ality
o
f
att
itu
d
e
in
eith
e
r
s
ex
.
L
o
o
k
in
g
at
th
e
len
s
o
f
i
n
s
tr
u
ctio
n
,
it
is
wo
r
th
h
ig
h
lig
h
tin
g
th
at
an
o
th
er
s
tu
d
y
s
h
o
u
ld
b
e
co
n
d
u
cted
lo
o
k
in
g
o
n
th
e
ef
f
ec
tiv
e
s
tr
ateg
ies
em
p
lo
y
ed
b
y
teac
h
er
s
in
p
er
p
etu
atin
g
g
en
d
e
r
-
in
clu
s
iv
e
lan
g
u
ag
e
in
th
e
la
n
g
u
a
g
e
class
r
o
o
m
.
I
n
th
is
c
o
n
tex
t,
teac
h
er
s
n
ee
d
to
cr
itically
ch
o
o
s
e,
a
d
ap
t
a
n
d
ap
p
ly
th
e
m
o
s
t
s
u
itab
le
teac
h
in
g
m
ate
r
ials
,
an
d
s
elec
t
m
eth
o
d
s
,
s
tr
ateg
ies
o
r
tech
n
iq
u
es th
at
ar
e
g
en
d
e
r
in
cl
u
s
iv
e
-
s
en
s
itiv
e
in
co
u
r
s
e
d
esig
n
in
g
.
Su
b
s
eq
u
en
tly
,
t
h
e
in
s
titu
tio
n
s
h
o
u
ld
co
n
tin
u
e
its
p
r
o
g
r
a
m
s
o
n
g
en
d
e
r
-
f
air
la
n
g
u
a
g
e
u
s
e
to
f
u
r
th
er
s
tr
en
g
th
en
th
e
s
tu
d
e
n
ts
’
attitu
d
e
to
war
d
s
g
en
d
er
in
clu
s
iv
e
l
an
g
u
ag
e
u
s
e.
T
r
ain
in
g
s
ess
io
n
s
ca
n
b
e
ef
f
ec
tiv
e
m
ed
iu
m
in
in
f
o
r
m
in
g
s
tu
d
en
ts
.
T
h
u
s
,
t
h
ey
m
u
s
t
b
e
g
iv
en
s
em
in
ar
s
o
r
tr
ain
in
g
s
o
n
t
h
e
u
s
e
o
f
g
e
n
d
er
-
i
n
clu
s
iv
e
lan
g
u
ag
e
i
n
d
is
co
u
r
s
e.
T
h
e
wo
u
ld
-
b
e
an
d
c
u
r
r
e
n
t
r
es
ea
r
ch
er
s
o
f
s
o
cio
lin
g
u
is
tics
an
d
p
r
ag
m
atics
m
ay
co
n
s
id
er
th
i
s
s
tu
d
y
a
s
a
g
atew
ay
in
co
n
d
u
ctin
g
p
a
r
allel
r
esear
ch
o
r
s
ca
led
u
p
in
v
es
tig
atio
n
in
ter
m
s
o
f
wid
er
co
n
tex
t
an
d
ad
d
itio
n
al
v
ar
iab
les lik
e
lo
o
k
in
g
in
to
th
e
len
s
o
f
s
tu
d
en
ts
’
willin
g
n
ess
an
d
o
r
r
esis
tan
ce
to
u
s
e
g
en
d
er
-
in
clu
s
iv
e
lan
g
u
ag
e
o
n
th
eir
d
is
co
u
r
s
e.
Similar
ly
,
it
m
ig
h
t
also
b
e
wo
r
th
wh
ile
to
lo
o
k
at
s
tu
d
en
ts
’
p
er
ce
p
tio
n
o
n
teac
h
e
r
s
’
p
er
f
o
r
m
an
ce
an
d
co
m
p
eten
ce
as g
en
d
er
-
in
cl
u
s
iv
e
lan
g
u
a
g
e
u
s
er
.
RE
F
E
R
E
NC
E
S
[1
]
K.
Ha
n
se
n
,
C.
Li
tt
witz,
a
n
d
S
.
S
c
z
e
sn
y
,
“
Th
e
s
o
c
ial
p
e
rc
e
p
ti
o
n
o
f
h
e
ro
e
s
a
n
d
m
u
rd
e
re
rs:
e
ffe
c
ts
o
f
g
e
n
d
e
r
-
i
n
c
lu
siv
e
lan
g
u
a
g
e
in
m
e
d
ia re
p
o
rts
,
”
Fro
n
t
.
Psy
c
h
o
l
.
,
v
o
l.
7
,
n
o
.
3
6
9
,
p
p
.
1
-
1
7
,
2
0
1
6
,
d
o
i:
1
0
.
3
3
8
9
/f
p
sy
g
.
2
0
1
6
.
0
0
3
6
9
.
[2
]
A
.
P
a
u
we
ls
a
n
d
J
.
Wi
n
ter
,
“
G
e
n
d
e
r
-
in
c
l
u
siv
e
Lan
g
u
a
g
e
Re
fo
r
m
in
Ed
u
c
a
ti
o
n
a
l
Wr
it
in
g
in
S
i
n
g
a
p
o
re
a
n
d
t
h
e
P
h
il
i
p
p
i
n
e
s:
A
Co
rp
u
s
-
b
a
se
d
S
tu
d
y
,”
Asia
n
En
g
li
sh
e
s
,
v
ol
.
7
,
n
o
.
1
,
p
p
.
4
-
20
,
2
0
0
4
,
d
o
i:
1
0
.
1
0
8
0
/
1
3
4
8
8
6
7
8
.
2
0
0
4
.
1
0
8
0
1
1
2
8
.
[3
]
C
.
S
a
b
a
ter
,
“
Re
se
a
r
c
h
o
n
S
e
x
ist
Lan
g
u
a
g
e
in
EF
L
Li
tera
tu
re
:
T
o
wa
rd
s
a
No
n
-
S
e
x
ist
Ap
p
r
o
a
c
h
,”
Po
rta
L
i
n
g
u
a
r
u
m
,
v
o
l.
23
,
n
o
.
1
,
p
p
.
1
8
7
-
2
0
3
,
2
0
1
5
.
[4
]
Civ
il
S
e
rv
ice
Co
m
m
issio
n
’s
(CS
C)
,
“
M
e
m
o
ra
n
d
u
m
Circu
lar
No
.
1
2
,
s.
2
0
0
5
,”
2
0
1
4
.
[On
li
n
e
].
Av
a
il
a
b
le
:
ww
w.p
c
w.g
o
v
.
p
h
.
Evaluation Warning : The document was created with Spire.PDF for Python.
I
SS
N
:
2
2
5
2
-
8
8
2
2
I
n
t
J
E
v
al
&
R
es E
d
u
c
,
Vo
l
.
10
,
No
.
3
,
Sep
tem
b
er
2
0
2
1
:
864
-
8
7
0
870
[5
]
B
.
Clem
e
n
te
a
n
d
C
.
Tem
p
o
ra
l
,
“
Ge
n
d
e
r
-
fa
ir
lan
g
u
a
g
e
c
o
m
p
e
ten
c
e
o
f
tea
c
h
e
r
e
d
u
c
a
ti
o
n
fa
c
u
lt
y
,
”
Asia
n
EF
L
J
o
u
rn
a
l
Res
e
a
rc
h
Arti
c
les
,
v
o
l
.
2
1
, n
o
.
2
.
3
,
M
a
r.
2
0
1
9
.
[6
]
A
.
S
h
e
h
a
b
a
t
,
“
To
S
p
e
a
k
Up
o
r
N
o
t:
A
Crit
ica
l
S
t
u
d
y
o
f
Two
F
e
m
in
ist
V
o
ice
s
in
Li
g
h
t
o
f
W
o
m
e
n
'
s E
m
p
o
we
rm
e
n
t
,”
L
in
g
u
isti
c
s a
n
d
L
it
e
ra
tu
re
S
t
u
d
ies
,
v
o
l.
8
,
n
o
.
5
,
p
p
.
2
2
9
-
2
3
7
,
2
0
2
0
,
doi
:
1
0
.
1
3
1
8
9
/
ll
s.2
0
2
0
.
0
8
0
5
0
1
.
[7
]
A
.
No
m
a
n
a
n
d
S
.
As
th
a
n
a
,
“
W
o
m
e
n
s Vo
ice
s in
Ara
b
-
Am
e
rica
n
Li
t
e
ra
tu
re
,”
L
a
n
g
li
t
,
v
ol
.
2
,
n
o
.
1
,
pp
.
4
9
4
-
5
,
2
0
1
5
.
[8
]
W
.
Ru
a
n
a
n
a
n
d
H
.
J
u
n
,
“
S
o
c
ial
G
e
n
d
e
r
Co
n
stru
c
ti
o
n
i
n
P
o
li
ti
c
a
l
Co
n
tex
t
:
A
Co
rp
u
s
-
Ba
se
d
S
t
u
d
y
o
f
Lex
ica
l
Diffe
re
n
c
e
s
a
c
ro
ss
G
e
n
d
e
rs,”
L
in
g
u
isti
c
s
a
n
d
L
it
e
ra
tu
re
S
t
u
d
ies
,
Vo
l.
8
,
n
o
.
3
,
p
p
.
1
1
4
–
1
2
4
,
2
0
2
0
,
d
o
i:
1
0
.
1
3
1
8
9
/l
ls.
2
0
2
0
.
0
8
0
3
0
5
.
[9
]
V
.
Telio
u
si
,
M
.
Zafiri
a
n
d
V
.
P
l
i
o
g
o
u
,
“
Oc
c
u
p
a
ti
o
n
a
n
d
G
e
n
d
e
r
S
tere
o
ty
p
e
s
in
P
rima
ry
S
c
h
o
o
l:
Th
e
Ca
se
o
f
t
h
e
En
g
li
s
h
La
n
g
u
a
g
e
Co
u
rse
b
o
o
k
s
i
n
G
re
e
k
P
rima
ry
S
c
h
o
o
ls
,”
Un
iv
e
rs
a
l
J
o
u
rn
a
l
o
f
Ed
u
c
a
ti
o
n
a
l
Re
se
a
rc
h
,
v
o
l.
8
,
n
o
.
4
,
p
p
.
1
1
3
5
-
1
1
4
8
,
2
0
2
0
.
[1
0
]
V
.
Tarra
y
o
,
“
G
e
n
d
e
re
d
Wo
rd
(Or
Wo
rld
):
S
e
x
ism
in
P
h
il
i
p
p
in
e
P
re
sc
h
o
o
l
En
g
li
sh
Lan
g
u
a
g
e
Tex
tb
o
o
k
s
,”
i
-
ma
n
a
g
e
r’s
J
o
u
r
n
a
l
o
n
En
g
li
s
h
L
a
n
g
u
a
g
e
T
e
a
c
h
in
g
,
v
o
l
.
41
,
n
o
.
2
,
pp
.
25
-
32
,
2
0
1
4
.
[1
1
]
C
.
A
.
Ha
rris,
N
.
Blen
c
o
we
,
a
n
d
D
.
A
.
Tele
m
,
“
Wh
a
t’s
in
a
p
r
o
n
o
u
n
?
Wh
y
g
e
n
d
e
r
-
fa
ir
lan
g
u
a
g
e
m
a
tt
e
rs
,”
An
n
a
ls
o
f
S
u
rg
e
ry
,
v
o
l.
26
,
n
o
.
6
,
p
p
.
9
3
2
-
9
3
3
,
2
0
1
7
,
d
o
i:
1
0
.
1
0
9
7
/S
LA.
0
0
0
0
0
0
0
0
0
0
0
0
2
5
0
5
.
[1
2
]
M
.
A
.
Li
li
a
n
,
“
S
e
x
ism
o
f
t
h
e
Jik
o
(C
o
o
k
i
n
g
S
to
e
),
F
o
o
d
a
n
d
S
e
x
u
a
li
ty
:
Th
e
F
u
z
z
y
Co
n
c
e
p
t
u
a
l
Bo
u
n
d
a
ry
,”
L
in
g
u
isti
c
s a
n
d
L
it
e
ra
tu
re
S
t
u
d
ies
,
v
ol
.
7
,
n
o
.
5
,
pp
.
1
8
5
-
1
9
6
,
2
0
1
9
.
[1
3
]
S
.
G
u
d
e
r
a
n
d
S
.
Ata
,
“
F
a
th
e
r
I
n
v
o
lv
e
m
e
n
t,
G
e
n
d
e
r
P
e
rc
e
p
ti
o
n
a
n
d
C
h
il
d
re
n
’s
G
e
n
d
e
r
S
tere
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ty
p
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s
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o
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[1
4
]
G
.
He
,
“
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ly
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o
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e
x
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m
in
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g
li
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h
,”
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o
u
rn
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3
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-
335
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0
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[1
5
]
S
.
Ariy
a
n
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o
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in
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tex
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p
.
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6
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.
[1
6
]
H.P
.
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o
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o
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M
.
R.
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to
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.
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h
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n
d
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Bu
ri
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k
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T
M
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ter
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ls:
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h
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[1
7
]
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.
S
c
z
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sn
y
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F
.
M
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n
d
W
.
Wo
o
d
,
“
Be
y
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fs:
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in
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lu
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lan
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”
Per
s.
S
o
c
.
Psy
c
h
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B
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ll
.
,
v
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l.
41
,
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p
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2
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.
[1
8
]
A.D
.
Talo
sa
a
n
d
C.
M
.
Tem
p
o
ra
l
,
“
Co
n
ten
t
An
a
ly
sis
o
f
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x
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ti
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o
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[1
9
]
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d
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s
,
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e
n
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e
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”
2
0
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.
[On
l
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n
e
].
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il
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b
le:
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tp
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e
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.
[2
0
]
C
.
Lu
c
k
,
“
Li
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tera
tu
re
.
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:
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g
u
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se
,”
UCL
Pre
ss
.
,
p
p
.
1
4
-
52
,
2
0
2
0
.
[2
1
]
J
.
P
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rk
s
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n
d
M
.
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n
,
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5
.
[2
2
]
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.
P
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rk
s
a
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d
M
.
Ro
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n
,
“
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:
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re
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l.
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[2
3
]
Be
n
so
n
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m
p
,
P
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,
Co
u
g
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li
n
,
F
o
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,
a
n
d
Be
c
h
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r
,
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sin
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in
ist
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e
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v
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l.
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[2
4
]
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Ve
rg
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ss
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n
,
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Re
n
str
ö
m
,
A.
Li
n
d
q
v
ist
a
n
d
M
.
S
e
n
d
é
n
,
“
F
o
u
r
Dim
e
n
sio
n
s
o
f
Crit
icism
Ag
a
in
st
Ge
n
d
e
r
-
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ir
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g
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g
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,”
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e
x
Ro
les
,
v
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.
[2
5
]
R.
L
.
M
o
re
la
n
d
a
n
d
S
.
T
o
p
o
li
n
sk
i
,
“
Th
e
M
e
re
Ex
p
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u
re
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n
:
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n
g
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ri
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M
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y
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b
e
rt
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n
c
,”
Emo
ti
o
n
Rev
iew
,
v
o
l.
2
,
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o
.
4
,
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p
.
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.
[2
6
]
A
.
M
u
c
c
h
i
-
F
a
in
a
,
“
Visib
le
o
r
in
fl
u
e
n
ti
a
l?
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n
g
u
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g
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re
fo
rm
s
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n
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n
d
e
r
(i
n
)e
q
u
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li
ty
,”
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o
c
ia
l
S
c
ien
c
e
In
fo
rm
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n
,
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l.
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p
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,
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3
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0
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0
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0
4
6
6
.
[2
7
]
A.D.
Talo
sa
,
“
F
il
i
p
in
o
ES
L
S
tu
d
e
n
ts
An
d
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g
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n
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a
re
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ss
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n
d
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t
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d
e
in
G
e
n
d
e
r
-
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a
ir
Lan
g
u
a
g
e
,”
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n
J
o
u
rn
a
l
o
f
S
c
ien
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e
a
n
d
T
e
c
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y
,
v
ol
.
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,
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o
.
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0
,
p
p
.
8
8
6
5
-
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8
7
4
,
2
0
1
8
.
[2
8
]
E
.
Ku
h
n
a
n
d
U
.
G
a
b
riel
,
“
Ac
tu
a
l
a
n
d
P
o
te
n
ti
a
l
G
e
n
d
e
r
F
a
ir
La
n
g
u
a
g
e
Us
e
:
T
h
e
R
o
le
o
f
La
n
g
u
a
g
e
C
o
m
p
e
ten
c
e
a
n
d
th
e
M
o
ti
v
a
ti
o
n
t
o
Us
e
Ac
c
u
ra
t
e
Lan
g
u
a
g
e
,”
J
o
u
rn
a
l
o
f
L
a
n
g
u
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n
d
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o
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l
Psy
c
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3
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2
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4
-
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0
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6
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9
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7
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1
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5
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4
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9
7
.
[2
9
]
S.
Ko
e
se
r,
E.
A.
Ku
h
n
,
S
.
a
n
d
S
c
z
e
sn
y
,
“
Ju
st
re
a
d
i
n
g
h
o
w
g
e
n
d
e
r
fa
ir
lan
g
u
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tri
g
g
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rs
re
a
d
e
rs’
u
s
e
o
f
g
e
n
d
e
r
fa
ir
fo
m
s,”
J
o
u
rn
a
l
o
f
L
a
n
g
u
a
g
e
a
n
d
S
o
c
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l
Psy
c
h
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g
y
,
v
o
l.
34
,
n
o
.
3
,
p
p
.
3
4
3
-
357
,
2
0
1
5
.
[3
0
]
O.
S
a
rra
sin
,
U
.
G
a
b
riel
a
n
d
P
.
Gy
g
a
x
,
“
S
e
x
ism
a
n
d
a
tt
it
u
d
e
s
to
wa
rd
g
e
n
d
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n
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tral
lan
g
u
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:
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a
se
o
f
En
g
li
sh
,
F
re
n
c
h
,
a
n
d
G
e
rm
a
n
,”
S
wiss
J
.
Ps
y
c
h
o
l
,
v
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l.
7
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o
.
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,
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p
.
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,
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4
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7
8
.
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