Awareness, Knowledge, and Preference of Pronouns by Non-Binary College Students: A Sociolinguistic Inquiry

Abstract

Pronouns indicate significant importance in both pedagogical and communicative contexts, as they shape the way individuals are addressed and understood in social interactions and educational settings. Beyond the traditional pronouns “he” and “she,” the American Psychological Association endorses the scholarly use of the singular pronoun “they,” recognizing its relevance in promoting inclusive language practices. In addition, the popularity of neopronouns continues to rise, providing non-binary individuals with a broader range of linguistic options to express their identities. Despite this growing recognition, there remains a dearth of empirical research that systematically investigates the awareness, knowledge, and preferences regarding pronoun use among non-binary populations. Addressing this gap, the present quantitative inquiry examined the level of awareness, knowledge, and preference of pronouns among non-binary college students at a state university in the Philippines. The study involved 80 participants, including 20 lesbians, 20 gays, 20 bisexual males, and 20 bisexual females, selected through criterion sampling, who responded to a four-part researcher-developed survey questionnaire. The results indicate that, overall, non-binary college students are aware of the categories of pronouns (M=2.48, SD=0.39 for traditional pronouns; M=2.79, SD=0.25 for gender-neutral pronouns; and M=2.64, SD=0.32 for neopronouns) and knowledgeable about them (M=2.49, SD=0.31 for traditional pronouns; M=2.68, SD=0.23 for gender-neutral pronouns; and M=2.47, SD=0.32 for neopronouns). However, despite this awareness and knowledge, participants expressed a preference for using traditional pronouns (“he” and “she”) when being referred to. These findings underscore the persistence of traditional linguistic norms in educational settings and highlight the potential influence of formal language instruction on pronoun preference. Empirically, this study contributes to the limited body of research on non-binary pronoun use speficically in the Philippines, providing a foundational dataset that can inform inclusive language policies, pedagogical strategies, and future sociolinguistic investigations. Its significance lies not only in documenting patterns of pronoun awareness and preference but also in offering evidence-based insights for educators, policymakers, and advocates seeking to foster more inclusive and affirming learning environments.