A Comparative Analysis of Gender‐Just Language in First‐Year German Textbooks

ABSTRACT This study analyzes the inclusion of binary and non‐binary gender‐just language in US first‐year college German textbooks. The analysis covers eight textbooks, evaluating their use of gender‐just forms such as the gender star and neopronouns, which explicitly represent non‐binary positionalities, as well as “neutral” or binary gender‐inclusive forms such as neutralization and the co‐naming of masculine and feminine forms. Findings indicate significant variation in inclusivity, with most textbooks integrating binary inclusivity, some textbooks integrating non‐binary inclusive language to some extent and only one predominantly using the generic masculine. Results suggest that while most textbooks incorporate gender‐just language, linguistic inclusivity often remains binary and tokenistic. The study concludes that while available teaching materials do significantly incorporate gender‐just language, holistic evaluation of gender‐just language in context is necessary to support pedagogies of care for transgender and gender non‐conforming students.