Construction of Gender Asymmetry Through Figurative Language in English Course Books of Kenyan Secondary Schools

Abstract

Gender bias in texts is expressed through figurative language choices. It is generally observed that language is deployed to favour masculinity as opposed to femininity since the selection of images and names denoting the genders express disparities. This study focused on finding out the implications of the gendered connotations as expressed by use of metaphors, personification and similes in English language course books of Kenyan secondary schools. A descriptive research design was employed to study gendered images in thirteen (13) passages that were purposively sampled from four course books recommended for study in secondary schools. The texts were analysed and discussed using Mills (1995) Feminist Stylistics Theory. Findings indicate that in the course books, naming for genders is done from a stereotypical point of view. Proper names for personified. Source domains such as used goods, bowl and a flower derogatorily refer to women’s sexuality. Meaphors relating to the physical appearance of men in the sense that gendered metaphorical expressions highlight male-female sex differences, support male dominance, discriminate women, convey offensive attitudes and women’s metaphorical mappings are more varied as compared to men’s. Findings also show that females are equated to objects to diminish them. Terminologies such as china-ware, glass, goddess- like, rising sun and evergreen hills comment about the physical attractiveness of a woman that are desirable to men.