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Many institutions, such as the UNESCO (UNESCO general conference 1987, 24th session, 1987; Priority gender equality guidelines, 2011), have published guidebooks and resources aimed at helping speakers to avoid gender discrimination. The relationship between gender expression and social equality is highlighted by Stahlberg et al. (Social communication, Psychology Press, 2007) and Prewitt-Freilino et al. (Sex Roles, 66, 268–281, 2012), whose findings point to a higher degree of gender inequality in countries where grammatical gender languages are spoken (such as Spanish). This chapter presents the different terms used among Spanish speakers to refer to gender-fair language (GFL), including the preferred options among speakers and those chosen by guidelines, in opposition to the Spanish Royal Academy for the Language (RAE), which does not support most of the suggestions provided and which has made a clear statement against the use of GFL in Spanish (Bosque, Sexismo lingüístico y visibilidad de la mujer, El País, 2012; RAE, Informe de la Real Academia Española sobre el lenguaje inclusivo y cuestiones conexas, Real Academia Española, 2020). The chapter also reviews all these alternatives (Lledó-Cunill, Ministras y mujeres. En femenino y en masculino, Instituto de la Mujer, 1999; Bengoechea-Bartolomé, En femenino y en masculino, Instituto de la Mujer, 2006; Lenguaje y género, Síntesis, 2015 and all GFL guidelines). Finally, with the aim of providing empirical data that adds to the literature and debate, it summarizes two preliminary studies carried out by the author: a norming study on the acceptance and women representation using different GFL alternatives by university students of Spain, and a study that applies computational models to better predict and explain such correlations. Observing the preliminary results, alongside the commented observations on the current scenario of GFL in Spanish, the chapter claims for an existing space in society and language for all these alternatives with the common goal of reducing gender stereotyping and discrimination.

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Non-sexist, Gender-Inclusive, and Gender-Neutral Language in Spanish: Sociolinguistic Evolution and Current Challenges

  • 章节

  • 发表日期：

    2025年

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  • María Muelas-Gil

摘要

Many institutions, such as the UNESCO (UNESCO general conference 1987, 24th session, 1987; Priority gender equality guidelines, 2011), have published guidebooks and resources aimed at helping speakers to avoid gender discrimination. The relationship between gender expression and social equality is highlighted by Stahlberg et al. (Social communication, Psychology Press, 2007) and Prewitt-Freilino et al. (Sex Roles, 66, 268–281, 2012), whose findings point to a higher degree of gender inequality in countries where grammatical gender languages are spoken (such as Spanish). This chapter presents the different terms used among Spanish speakers to refer to gender-fair language (GFL), including the preferred options among speakers and those chosen by guidelines, in opposition to the Spanish Royal Academy for the Language (RAE), which does not support most of the suggestions provided and which has made a clear statement against the use of GFL in Spanish (Bosque, Sexismo lingüístico y visibilidad de la mujer, El País, 2012; RAE, Informe de la Real Academia Española sobre el lenguaje inclusivo y cuestiones conexas, Real Academia Española, 2020). The chapter also reviews all these alternatives (Lledó-Cunill, Ministras y mujeres. En femenino y en masculino, Instituto de la Mujer, 1999; Bengoechea-Bartolomé, En femenino y en masculino, Instituto de la Mujer, 2006; Lenguaje y género, Síntesis, 2015 and all GFL guidelines). Finally, with the aim of providing empirical data that adds to the literature and debate, it summarizes two preliminary studies carried out by the author: a norming study on the acceptance and women representation using different GFL alternatives by university students of Spain, and a study that applies computational models to better predict and explain such correlations. Observing the preliminary results, alongside the commented observations on the current scenario of GFL in Spanish, the chapter claims for an existing space in society and language for all these alternatives with the common goal of reducing gender stereotyping and discrimination.