‘D'you understand that honey?’: Gender and participation in conversation
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This chapter focuses on a single turn-at-talk produced during the course of a backyard barbecue. I argue that this turn, 'D'you understand that honey?', can be seen not only to invoke the relevance of the recipient's gender but also, simultaneously, to formulate the kind of talk it refers to by 'that' – a dirty joke – as designed for an exclusively male audience. Though the talk in question contains no explicit mention of 'men' or 'woman' or 'girls', etc. – that is, though it contains no explicitly gendered referring expressions – it nevertheless serves to highlight this aspect of the context. In this chapter, then, the gender of the participants is conceptualized as a feature of the context which is always available but not always relevant. Rather, I suggest that it takes work to push gender from the taken-for-granted, seen but unnoticed backdrop into the interactionally relevant foreground of oriented-to features of the setting (Hopper & LeBaron, 1998). One way this happens is by talk, such as 'Do y'understand that, honey?', which links the organization of participation in the activity of the moment – here reception and appreciation of a dirty joke – to larger, socially significant categories such as those of 'men' and 'women'.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it