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Staff Training
EFDI internal draft | May 2020
Inclusive Language
1. What is inclusive language?
Inclusive language is language that is free from words, phrases or tones that reflect prejudiced,
stereotyped or discriminatory views of particular people or groups. It is also language that doesn’t
deliberately or inadvertently exclude people from being seen as part of a group.
Inclusive language is sometimes called non-discriminatory language. Stereotyping means
presuming a range of things about people based on one or two of their personal characteristics
such as their appearance, apparent intelligence, personality or character, or their gender, sexual
orientation, race, ethnicity, age, location, socioeconomic status or disability. Stereotypes are
usually used in a negative way and are often evidence of prejudice against others. Even when a
remark or action based on a stereotype is not based on a conscious prejudice it can still be
hurtful and cause harm or damage to the person.
Discriminating against a person or group of people means treating people less favorably than
others or doing something that has a less favorable effect on someone because of their personal
characteristics.
2. Why is inclusive language important?
Language is our main form of communication and it plays a powerful role both in contributing to
and in eliminating discrimination. Language that is exclusive is harmful because it can inhibit or
prevent grantees reaching their full potential and benefitting from their educational
experiences. People can be hurt, demeaned and offended by discriminatory language.
Even ‘positive stereotyping’ (for example suggesting that a particular race, gender or age group are
gifted in a particular area) can be damaging as this oversimplifies individual characteristics and
ignores the diversity within groups and society more broadly. The use of inclusive language is an
important way to reflect the diverse nature of a given society.
Non-discriminatory language avoids false assumptions about people and helps to promote
respectful relationships. A commitment to inclusive language is an important attribute of a
modern, diverse and inclusive society. Inclusive language enables everyone to feel that they are
being reflected in what is being said. The goal of developing inclusive societies is often embodied
in a number of international, national and state laws relating to equal opportunity and anti-
discrimination.
As a result it is in many countries
unlawful to discriminate on the
grounds of a wide range of
characteristics including race, color,
national or ethnic origin, gender,
sexual orientation, age or disability,
be it physical, sensory, intellectual or
psychiatric. There is no place in written
or spoken communication for uninformed,
prejudiced, stereotypical or insensitive
references to people based on their actual or
perceived characteristics or membership of
particular groups.
Anti
Discrimin
ation Laws in my
country....
Staff Training
EFDI internal draft | May 2020
There is no place in public discourse, legally or ethically, for insensitive, inaccurate or derogatory
language stereotypes that are based on factors such as ability / disability, age, gender, sexual
orientation, ethnicity, race or cultural background.
Used with care and sensitivity, language can play a powerful role in minimizing conflict and
building connections between individuals and groups. In this way, it can play an important part in
building a society in which all people are valued and feel included.
3. Inclusive Language and the Fulbright Program
The Fulbright Program through its key values of promoting mutual understanding and forging
peaceful relations is committed to providing equal opportunity and access for all people. Inclusive
language can play an important role in acknowledging everyone and treating all people equitably
and with the sensitivity and respect to which they are entitled.
The EFDI therefore recommends that Fulbright commission staff, grantees, and affiliated
stakeholders should strive to use inclusive language. Discriminatory language is damaging to
others in work and learning environments. From a professional point of view it is important that
inclusive language is used in all forms of communication as a means of showing courtesy and
respect for every individual. Communication is less effective if inaccurate, irrelevant or exclusive
language is used.
4. What are some examples of inclusive language?
Inclusive language is important in all areas where individuals and groups may be referred to on
the basis of certain characteristics. When referring to individuals, characteristics such as the
person’s gender, sexual orientation, religion, racial group or physical characteristics should only
be mentioned where this information is relevant to the discussion. Any group characteristics
should always be applied with care and consideration, with an awareness of the diversity of the
audience, and always be couched in inclusive terms.
Historically and in common practice, there are some particular areas where individuals
and groups have been marginalized or have experienced discrimination. In particular,
people have experienced discrimination because of their culture, race and ethnicity,
gender, sexual orientation, age, disability, socioeconomic status, personal appearance
and where they live.
The following sections briefly consider each of these key areas in terms of language inclusivity and
includes practical examples of language usage for each that is more inclusive.
In using inclusive language, it is useful to keep the following generic questions in mind:
Finally, inclusive language does not mean cumbersome, dull or vague language; it simply means
language that has been carefully constructed in ways that treat all people with respect and
impartiality.
- Is it necessary to refer to personal characteristics such as sex, religion, racial group,
disability or age at all?
- Are the references to group characteristics couched in inclusive terms?
- Do the references to people reflect the diversity of the intended audience?
- Is the use of jargon and acronyms excluding people who may not have specialized
knowledge of a particular subject?
Staff Training
EFDI internal draft | May 2020
6. Gender
Historically in the English-speaking world, language usage has privileged men and often rendered
women invisible or inferior. This has happened through:
- the dominance of male-related terms
- the unequal treatment of men and women
- the stereotyping of gender roles
- unnecessary or irrelevant references to personal characteristics based on gender.
In language terms, the most inclusive strategy is to avoid references to a person’s gender except
where it is pertinent to the discussion. This often involves seeking gender neutrality when using
terms and pronouns. English provides many options for ensuring that language usage is both
unambiguous and inclusive.
These options include:
- avoiding patronizing expressions, e.g. use ‘the commission staff’ or ‘the office staff’ rather than
expressions that assign a particular gender to an entire team.
- using alternatives for ‘man’ where the term is generic but ambiguous and could refer to either
human beings or male human beings, and in practice usually works to exclude women, e.g.:
ü ‘humankind’ or ‘people’ instead of ‘mankind’
ü ‘workforce’ instead of ‘manpower’
ü ‘staffing the office’ instead of ‘manning the office’
ü ‘chair of the committee’ instead of ‘chairman of the committee’
- using alternatives for ‘he’ and ‘his’ as generic pronouns, including changing word order and
using plural forms, e.g.
- instead of ‘The grantee will receive his grant payment…’ use ‘Grantees will receive their grant
payments…’
- using terms which include all relationships, e.g. ‘partner’ or ‘spouse’ instead of ‘husband’ and
‘wife’
- understanding and respecting a woman’s preference to be referred to using the title ‘Ms’ on
the basis that it does not identify her by her marital status
- understanding and respecting a person’s preference to be referred to using the title ‘Mx’ on
the basis that it does not identify them by their gender
- mixing up the word order in common expressions, e.g. instead of ‘him and her’ try ‘her and
him.’
Notes and Comments
Staff Training
EFDI internal draft | May 2020
7. Sexual orientation and gender identity
Language that discriminates against people on the basis of their sexual orientation and gender
identity is unacceptable. The enduring bias in society against lesbian, gay, bisexual, transgender
and intersex (LGBTI) people makes many people feel invisible, marginalized and inferior to other
people. This bias means that lesbian, gay, bisexual, transgender and intersex people often
experience direct and/or indirect discrimination through the language of others.
Words and phrases that are likely to offend, that are negative or derogatory uses of terms
identified with particular characteristics, or that are hurtful should always be avoided.
- Ensure the language you use to refer to people’s sexual orientation is accurate and appropriate.
Acceptable terms are gay, lesbian, and bisexual. Terms such as fag, dyke, queer, and tranny are
sometimes used by people within these groups as a means of claiming their identity, but can be seen
as derogatory when used by people outside the group. For example, lesbian women may refer to
themselves as dykes, but do not appreciate heterosexual women or men using the term.
- Transgender and intersex are related to a person’s gender identity. In both instances, the biological
gender (sex) and the socio-cultural gender do not conform 100%. When sex and gender are
identical, we speak of ‘cis-gender’ identity. When sex and gender do not correlate, we speak of
‘trans-gender’ identity. When a person’s sex does not fit the binary body model, we speak of intersex.
The gender assigned to an intersex person at birth may or may not correspond with their gender
expression. Apart from ‘male’ and ‘female,’ individuals may express themselves as ‘non-binary,’
‘gender-fluid,’ or ‘non-conforming.’
Key points to remember:
- avoid creating invisibility. LGBTI people are often rendered invisible in conversation, in public discourse
and cultural and media representation. Across all media, heterosexual orientation tends to be
represented as ‘better,’ more morally correct, or as the only ‘normal’ and ‘healthy’ sexual orientation.
Language that reinforces the assumption that all intimate personal relationships are heterosexual denies
the reality of same-sex relationships. One way to avoid reinforcing this invisibility is to use ‘partner’
instead of gendered terms such as ‘wife,’ ‘husband,’ ‘boyfriend,’ or ‘girlfriend’ (which, in addition,
assign a specific gender identity to a person) if you do not know the sexual orientation of the people to
whom you are speaking. The exception is when you are aware that a same-sex partner is legally
married. In this case, it is appropriate to refer to them as ‘husband’ or ‘wife,’ unless they express a
preference for ‘partner’ or ‘spouse.’
- avoid stereotyping LGBTI people. Placing limitations or expectations on individuals because they belong
t a certain group is damaging, hurtful and discriminatory. Challenging homophobic jokes and
derogatory comments by speaking up and naming them as such goes some way toward creating an
environment inclusive of diverse sexualities and gender identities.
- avoid expressions that disparage or trivialize the diverse sexual experiences and desires of lesbian, gay,
bisexual, transgender or intersex people. Derogatory and patronizing expressions such as ‘That’s so gay’
or ‘All she/he needs is to find the right man/woman’ are unacceptable. People who use these phrases
should be called out on their words and be made aware of the emotional damage they can do to
others.
- also avoid stereotyping that could be considered ‘positive’ but still places unfair expectations and limits
on others, for example, ‘gay people are generally more creative and open-minded.’
Notes and Comments
Staff Training
EFDI internal draft | May 2020
9. Socioeconomic status and location
Another way that discrimination can occur through language is in relation to perceived or actual
economic status (usually poverty) and, linked to this, geolocation (usually rural or suburban).
Socioeconomic status is a characterization derived from a combination of education, income and
occupation, and can seriously impact student well-being and academic performance. People from
low socio-economic status backgrounds may experience a range of social and economic
disadvantages, such as low-quality living environments, unemployment or underemployment of
family members, limited access to technological resources, poor health and discrimination.
Students from a low socio-economic status background (often first-generation college students)
can experience difficult transitions to college, and when these students self-identify in ‘lower,’
working-class strata, they can feel out of place and court intentions of dropping out. Such
students may have a more limited repertoire of learning strategies available to them, and may
approach studying differently than students from an academic background. Students from socio-
economically disadvantaged backgrounds are often obliged to work while studying in order to
survive.
Additionally, students from different socio-economic status backgrounds have been
shown to have achievement gaps in standardized testing due to stereotype threat, a
phenomenon when members of a stigmatized group perform poorly on a task because
they fear confirming a negative stereotype that is associated with their ingroup.
Unfortunately, socioeconomic diversity may be difficult for instructors to detect in their
classes, as students may strive to appear middle-class in order to self-normalize.
People are often assigned particular characteristics (almost always negatively) on the basis of
factors such as where they live: sometimes even their postcode, how they speak, their cultural
preferences, perceived levels of income and access to financial resources, and their physical
appearance. People are typically unfairly and inaccurately judged against some perceived but
rarely defined norm. Also it is inappropriate to interpret a particular accent as an indicator of
intellectual capacity.
With regard to economic circumstances and geolocation, language usage that is inclusive
- only refers to location and relative economic circumstances where this is relevant to the
discussion;
- avoids negative terms relating to location or status
- does not make value judgments based on irrelevant characteristics; and
- treats all people, regardless of their perceived or actual economic circumstances or where
they live, with respect, fairness and dignity.
Notes and Comments
