Understanding linguistic accommodation in science and literature

Language use is shaped by societal norms surrounding gender identities, reinforcing gendered stereotypes in linguistic expression. However, recent research suggests that individuals may adopt counter-stereotypical language styles to achieve specific communicative purposes, particularly in professional settings where occupational demands take precedence over social expectations. This study examines professional environments as a distinct case in which individuals engage in linguistic accommodation that may challenge socially constructed gender norms. Focusing on science and literature as two contrasting disciplines, we investigate how professional norms interact with social norms and may shape patterns of linguistic performance. Through an analysis of autobiographies and speeches, we find that scientific discourse predominantly favors a logical and categorical language style, aligning with the professional expectations of precision and objectivity. In contrast, literary discourse exhibits greater linguistic diversity, suggesting that this discipline prioritizes creativity and personal expression rather than adherence to rigid norms. By incorporating both gender identity and disciplinary context into the analysis of language use, we show that professional norms can reshape gender-linked linguistic patterns, moderating and in some cases counteracting stereotypical associations between gender and language. Furthermore, our findings reveal that emotional language is more prevalent in speech than in writing, indicating that the communicative context also plays a crucial role in shaping language use. These findings not only advance theoretical understanding of gender and discourse but also have practical implications for fostering more inclusive professional communication across disciplines

Accommodation · Creativity · Discipline · Discourse analysis · Language and gender · Linguistic anthropology · Discourse Analysis in Language Studies · Gender Studies in Language · Multilingual Education and Policy