Inclusive & Affirming Language

 
“Challenging ourselves to live by higher standards requires constant diligence and awareness. Because so many time-worn systems of power have placed certain people outside the realm of what we see as human, much of our work is more a matter of rehumanizing. That starts in the same place dehumanizing starts- with words and images.”

– Brene Brown, Braving the Wilderness: The Quest for True Belonging and the Courage to Stand Alone, 2019

Language for this guide is adapted from UMBC’s Inclusive and Affirming Language Guide.

This guide is created as an educational and practical reference for all of the ways language continues to evolve, and is reflected in Bowie State’s communication in the classroom, the offices, shared social and virtual spaces.  If you have any questions about the content on this page, or if you are looking for guidance on certain word usage, please contact the Office of Equity Compliance or the Office of Multicultural Programs and Services.

Inclusive Language

Are you wondering how to speak to your students in class without assuming age, gender, or marital status?  Not sure how a new employee or visitor may like to be known to the campus? As a starting point, please refer to our guidance on Gender-Identity Discrimination: Respecting Our Entire Community.  Below are some commonly used titles and phrases that rely on an unnecessarily gendered perspective. 

We are forming young professionals in a number of disciplines, and it is our commitment to speak to the successful college student in them, without limitation. Faculty, staff, students and other community members are encouraged to ask each other about their pronouns (https://www.hrc.org/resources/why-we-ask-each-other-our-pronouns ), their preference to be referred to by a name of their choosing, or we may default to the approved titles/designations  “Scholar”, “Student”  and “Colleague” in place of Mr./Miss/ Mrs., Sir, Ma’am, etc.

As a general practice, words with masculine markers (or feminine, though they are less common) can and should be replaced with non-gender–specific language.

Examples:

freshman → first-year student
mankind → humanity, people, human beings
the best man for the job → the best person for the job
man-made → synthetic, manufactured, machine-made
manning the booth → staffing the booth
chairman → chairperson, coordinator (of a committee or department), moderator (of a meeting), presiding officer, head, chair
businessman → business executive
congressman → congressional representative

Additionally, instead of using expressions that include only two genders (i.e., ladies and gentlemen, sir and madam), the terms below allow your speech and writing to invite inclusion to all members of the community. The exact language used in a specific situation depends on context and judgment.

Examples:

• esteemed guests
• this person
• friends and colleagues
• students/scholars
• siblings
• everyone
• the participant
• faculty members
• family
• people
• children

Pronouns and Proper Nouns

Please read the memorandum to the University on Gender-Identity Discrimination: Respecting Our Entire Community.

The first step to creating a welcoming atmosphere in person and online is treating others the way they want to be treated.  The fastest and best way to know how to refer to someone is to A.S.K.! 

A-ASK the person, “How do you want me to address you?”  Not only may a person use pronouns other than what you may assume by looking at them (i.e. he/she), but asking also respects that a person may prefer a more casual identity on campus (Please, call me James) or acknowledgement of their professional or social title (“Dr. Crane”. “Professor or Miss Brown”).  Importantly, modeling this behavior by first sharing your own pronouns creates an environment where people feel safe to share their pronouns. For example, a person who identifies as a woman may introduce themselves by saying, “My name is …and my pronouns are she/her.”

S-SAY what you hear. Using the person’s pronoun or title immediately shows they have been       heard, and helps you begin to put this new information in practice.   Using the appropriate pronouns and titles must carry over into speaking of the person in conversation with others. Singular “they” is an acceptable form to use if you are unsure, or you can use the person’s name in place of a pronoun.

K-KEEP what you heard in mind. You may forget during your next interaction, and when corrected, apologize and immediately recommit to using the pronouns or title expressed by repeating it in conversation.   

In general usage, there are several alternative approaches to using a singular, gendered pronoun.

Recast into the plural.

• Use: Give students their papers as soon as they are finished.
• Not: Give each student his paper as soon as he or she is finished.

Reword to eliminate gender.

• The average student is worried about grades.
• Not: The average student is worried about her grades.

Disability

Whether speaking to or writing about any community member, we encourage you to ask how they identify and what language they use about themselves when possible. Many disabilities, cognitive and physical, are invisible, so in general, keeping language as inclusive as possible better serves our whole community. 

First, let’s discuss what NOT to say and do. Terms such as differently-abled, special, or challenged are not appropriate references to people who have a disability.  In fact, mentioning a disability should be used to provide necessary context when discussing an individual that may have that disability, not as a label to identify the individual.

When specifically writing about people with disabilities, keep in mind that some people might prefer identity-first language while others use people-first language. Below are some common examples of outdated language and some positive alternatives to use in both verbal and written communication.

• is handicapped → has a disability
• wheelchair-bound, confined to a wheelchair → uses a wheelchair, is a wheelchair user, uses mobility aids
• visually impaired → blind, legally blind, low vision, visual disability
• hearing impaired → Deaf (the community), deaf (audiological status), hard-of-hearing, uses hearing aids, sign language user, lip reads
• slow learner, special ed, special needs → has a learning (or cognitive) disability
• special→ disability, disability-inclusive, accessible
• brain damaged → person with a brain injury, traumatic brain injury

Likewise, consider that a disability accommodation is intended to remove barriers to access for those that require it.  Intentionally referring to accessibility rather than labeling disability is appropriate in written and verbal communication, as demonstrated below. 

• handicapped parking → accessible parking, parking with a disability hangtag/MVA placard
• handicapped restroom → accessible restrooms

For more information, see the EDUCAUSE Inclusive Language Guide, the National Network for Information, Guidance, and Training on the Americans with Disabilities Act, and the National Center on Disability and Journalism.

Race and Culture

As the first and oldest Historically Black College and University (HBCU) in the state of Maryland, Bowie State University recognizes the importance of voices, thoughts, identities, and the value they hold. As  our legacy of commitment to educating and affirming African American students evolves, we practice embracing and affirming the growing diversity of campus members and their personal intersectionality (identifying in more than one way).  This includes lifting up our community members from different ethnicities, races, and cultural experiences and expressions so they are seen, included and celebrated within our practices.

• Heritage (Race and Ethnicity): Following guidance from the Diversity Style Guide, BSU capitalizes Black, White, or Brown when writing about race. Phrases denoting heritage, such as Asian American and African American are not hyphenated.
• Spiritual Practice: Bowie State University is a community of people of all backgrounds who practice a variety of religious traditions, and those who practice none. We provide the following guidance in eliminating instances that seem to elevate one religion or cultural practice above others:

Suggestions for Faculty and University Academic Planning

Familiarize yourself with common religious and spiritual practices that should inform your testing and lab schedules.  For instance, avoid scheduling major tests during sacred days that may require some students to be absent from classes.  For a suggested list, plea Avoid language that assumes shared religious, cultural, or like affiliation and experiences.  

Be conscious of the fact that holidays happen all year round, and people may hold celebrations and observances at times other than those you recognize. As a community we should aim to honor our community members’ religious traditions, encourage folks to share them, and learn about their experiences while still maintaining inclusive communications. 

Suggestions for Inclusive Imagery

• Campus images in different seasons
• Show campus members wearing weather-appropriate accessories (e.g., scarf, sunglasses, hat, visor)
• Fun photos of squirrels or other campus wildlife
• In the winter, use snowflakes, snowmen, mittens, scarves, sleds, and mugs of hot chocolate—rather than Christmas trees, wreaths, bells, holly, reindeer, gifts, dreidels, or menorahs. Use BSU colors or, as appropriate, a full range of colors, rather than red and green or blue and silver.
• In the spring, use flowers, other plants, and birds rather than bunnies, eggs, and chicks.
• Remember that simply adding imagery from underrepresented religions to communications that center imagery from majority religions or holidays is often experienced as tokenizing or exclusionary, rather than inclusive.

Suggestions for Inclusive Messaging

• “Wishing you a wonderful spring break / winter break.”
• “Wishing you peace, health, and happiness.”
• “From our community to yours, best wishes for the new year.”

Guidance for Writers

• Only cite a person’s religion if it is relevant to the story. Consult with your interviewee on how they identify and whether or how it may be part of the story.
• Do not assume a person’s religious identity based on their country of origin, appearance, social ties, or name.
• Portray people as complex human beings, not just representatives of identity groups.
• Avoid stereotypical depictions and negative labels.
• Always capitalize Christian, Muslim, Hindu, etc. but do not use them as a substitute for a precise name of a denomination or subgroup, if applicable. Be specific and, wherever possible, let practitioners speak for themselves.
• Be aware that terms like cult, sect, extremist, militant, radical, and fundamentalist can have negative connotations and can be offensive. Seek out more precise terms to describe religious movements outside the mainstream in ways that practitioners self-identify.
• Avoid subjective, value-laden terms such as devout and pious to describe religious communities and people. Possible alternatives include practicing or observant, but it is best to ask the subject how they describe themselves.

(Adapted from Northwestern University’s editorial guidelines.)

Acknowledging the Land of Indigenous People

The official Bowie State University Land Acknowledgement below was created by a working group of students, faculty and staff who worked closely with Native and Indigenous Elders.

This Land Acknowledgement may be displayed or read aloud at campus events. It is important that this be the only Land Acknowledgement used at the Bowie State University.

Land Acknowledgement

Every community owes its existence and strength to the generations before them, around the world, who contributed their hopes, dreams, and energy into making the history that led to this moment.

Truth and acknowledgement are critical in building mutual respect and connections across all barriers of heritage and difference.

So, we acknowledge the truth that is often buried: We are on the ancestral lands of the Piscataway People, who are the ancestral stewards of this sacred land. It is their historical responsibility to advocate for the four-legged, the winged, those that crawl and those that swim. They remind us that clean air and pristine waterways are essential to all life.

This Land Acknowledgement is a vocal reminder for each of us as two-leggeds to ensure our physical environment is in better condition than what we inherited, for the health and prosperity of future generations.

Bowie State University also acknowledges that this country would not exist if it weren’t for the free, enslaved labor of Black people. We honor the legacy of the African diaspora and Black life, knowledge, and skills stolen due to violence and white supremacy.

Bowie State University is dedicated to amplifying the voices of Native / Indigenous people. We commit to honoring those who came before, those who are, and those who will be.