Heterosexist words used by Icelandic upper secondary school students

Abstract

The research is about heterosexist vocabulary among students in Icelandic secondary schools but the vocabulary can take different forms. Researches point to heterosexist vocabulary causing students discomfort but few Icelandic researches exist about the topic. The goal of the research was to describe a specific Icelandic form of this vocabulary. Heterosexist vocabulary in this research consists of both Icelandic words and English loanwords. The vocabulary was defined as the usage of the words fag gi/faggalegt (fag/fagish) to describe a behaviour the speaker does not like or a boy whose behaviour does not adhere to masculine norms, or the word gay to describe a behaviour or a phenomenon that is stupid or out of place. The phrase no homo to underline ones heterosexuality was also considered to be an example of this vocabulary and the words trukkalessa (dyke) and lessa (lezza) to describe a girl whose behaviour does not adhere to feminine norms. Negative words to describe someone who is trans like kynskiptingur (an old term over trans individuals that is not considered appropriate anymore) and transa/tranný (tranny) were also considered to belong to heterosexist vocabulary. The research focuses on the prevalence of heterosexist vocabulary, gender differences in usage, if participants were more or less likely to use the vocabulary in different situations inside of school, on the internet and in other places compared to outside of school and how different forms of the vocabulary affected participants. A questionnaire was used to collect data from participants who were 18 years old or older (n=149) in three Icelandic secondary schools. Of the 149 participants 67 identified as male, 81 identified as female and one identified differently. The average age of participants was 19,9 years old. The schools were all located in the capital area of Iceland and had either class centered education or course-centered education. The prevalence of heterosexist vocabulary was different depending on forms. Participants were least likely to have used transa/tranný to refer to a trans individual but only 5% had used it in the past month. Participants were most likely to have used the wordsfaggi/faggalegt to describe behaviour they did not like (54% had used it in the past month) and second most likely to use the Icelandic word kynskiptingur but 34% of participants had used it the past month. Prevalence of other forms of heterosexist vocabulary was between 11-22%. Boys were statistically more likely than girls to have used the words gay to describe a behaviour or a phenomenon they found stupid or out of place, faggi/faggalegt both to describe a behaviour the speaker did not like and a boy whose behaviour does not adhere to masculine norms, also they were more likely to have used the phrase no homo and transa/tranný. The difference in usage on other forms of heterosexist vocabulary was not statistically significant. There was a statistical difference in how likely or unlikely participants estimated the likely hood of themselves using heterosexist vocabulary in three different situation inside of school compared to outside of school. Those situations were the locker room, in gym classes and in the classroom but higher percentage of participants estimated themselves  unlikely to use the vocabulary in these three situations compared to outside of school. The effects heterosexist vocabulary had on participants differed between forms. Fewer participants experienced discomfort from the word kynskiptingur (32%) to imply that someone is trans than other forms of heterosexist vocabulary. Participants were most likely to experience discomfort from the words trukkalessa (65%), gay to describe a behaviour that is considered stupid or out of place (64%) and faggi/faggalegt to describe a boy whose behaviour does not adhere to masculine norms (63%). Percentage of participants who felt discomfort of other forms of heterosexist vocabulary was between 45%-61%. The results point to Icelandic secondary school students using heterosexist vocabulary but that the amount differs between forms of the vocabulary. It also points to students that hear the vocabulary experiencing discomfort. If there is a possibility to lessen the use of heterosexist vocabulary amongst Icelandic secondary school students it could benefit students both while studying and in the future.