University students’ beliefs, perceptions and critical assessment of inclusive language

Abstract

In recent years, university students in Spain and other European countries have become increasingly engaged in the social and media debate about gender-inclusive language. Consequently, it is necessary to gain an in-depth understanding of their attitudes, perspectives, and positions regarding this debate. This study examines various aspects related to participants’ individual opinion of the concept, use, and social relevance of inclusive language, as well as their educational experiences, their views on guidelines and recommendation documents, and their positions regarding feminism. A descriptive cross-sectional mixed-methods study was conducted using an ad hoc questionnaire (CLIAU), which was doubly validated through expert judgment and pilot testing based on the results of a previous study (Cremades & Fernández- Portero, 2022). The sample consisted of a total of 1,114 students from 13 Spanish universities (N = 1,062) and universities in five other European countries (N = 52). The findings and conclusions reveal that the majority of participating university students hold favorable attitudes toward inclusive language, although with significant nuances and differences according to country, sex or gender identity.