Investigating linguistic sexism in teachers' talk at public university of Pakistan

Schools are regarded as the main socializing institutions. The language that the instructor uses has an impact on the pupils' overall personalities and self-perceptions. As a result, students' academic performance is jeopardized. This study focuses on the teachers’ talk within classroom discourse and its effect on students’ perceptions of themselves in Pakistani context. For this, 8 university students from social sciences were interviewed and 4 teachers were observed by classroom ethnography. During the study, data were gathered by audio-recording interviews and by observing student-teacher interactions in the classroom. By developing themes in thematic analysis and deductive coding, the findings from the qualitative method were acquired. The findings indicated that both male and female students feel excluded in the class because of the teachers’ use of gendered language. They consequently take part in the class less, which negatively impacts their academic performance. The study also found that when teachers use sexist language in the classroom, it alters students' self-perceptions, which has an impact on them psychologically as well as academically and professionally. The promotion of gender norms as the reality of daily life by teachers' gender prejudices not only prevented pupils from succeeding academically but also made them oblivious to gender issues