Voicing Identity: An Exploration of Gendered Communication in Academic Context Peshawar

Abstract

This study explores gender-specific communication patterns among undergraduate students at Islamia College Peshawar. It examines how male and female students differ in communication styles during academic interactions and how they perceive the effectiveness of these styles in achieving academic and social goals. The research is based on Genderlect Theory. A quantitative approach was used. Data were collected through a structured questionnaire with 20 Likert-scale items. A total of 100 students participated, including 58 females and 42 males. Independent Samples t-tests were conducted to compare gender-based responses. The findings show that female students use politer, and more indirect language. They also report listening more, prioritizing harmony, and building rapport before tasks. Male students were slightly more direct, but this was not statistically significant. No gender difference appeared in confidence, use of body language, or initiating conversations. Regarding perceived effectiveness, female students believed their communication style helped them more in building peer relationships, resolving misunderstandings, and performing academically. Both genders felt equally confident in expressing ideas and achieving group goals. These findings suggest a shift towards gender inclusivity, with some traditional patterns still present. The study highlights the need to understand gendered communication in local academic contexts. It provides insights for educators to create balanced and inclusive learning environments. Recommendations for future research include expanding the sample, exploring diverse gender identities, and linking communication to academic outcomes. This research contributes to gender studies and educational development in Pakistan.

Keywords: Gender, Communication, Academic, Genderlect Theory, Identity