Using equitable language
Language is powerful. It鈥檚 how we tell our own stories and learn about others鈥 lives. It鈥檚 how we connect, inspire and build bridges. At the 糖心少女, we鈥檙e devoted to broadening horizons, learning and teaching about the vast array of cultures in the world, and making connections among the diversity of people鈥檚 experiences and wisdom.
We reach those goals with inclusive language: communication that respects and reflects people鈥檚 lived experience, using the words they find most accurate and centering their point of view. Inclusive language helps us understand and be understood; it shows that we鈥檙e listening and that we care; it helps us build trust with our readers.
Language evolves along with culture. It will never be possible to list all the 鈥渞ight鈥 ways of using language for diversity, inclusivity and equity, because language and culture are fluid. As communicators, it鈥檚 our responsibility to stay current on the language of identity and inclusion. Using a term that might once have been the norm but is now out of use can be insulting or disrespectful; even if you didn鈥檛 intend to cause hurt, it鈥檚 the impact that matters. Continuing to learn and observe how people and groups describe themselves will help you be as accurate and culturally aware as possible, forging connections and understanding rather than reinforcing power imbalances.
Equitable language means not only using (and avoiding) particular words but paying attention to whom you write about, how you tell their stories, whose points of view are included and whose are absent 鈥 whose voices are amplified and whose perspective is assumed. Representation matters in the words you use and the stories you tell.
Ask yourself:
- Whose point of view is central? If the communication focuses on a particular group or culture, are people from within that group the main actors, rather than an outsider coming in as the 鈥渉ero鈥?
- Who is left out of the story?
- What unexamined stereotypes might be included?
- As the storyteller, what鈥檚 your position and relationship to the subject(s)?
- What does the communication assume about the reader? (For instance, does it assume that the reader is or isn鈥檛 part of the group being described?)
Please consult the resources in this guide, and always listen to how people and groups want to be named and represented. Trust that each person and group is the expert on their own experience. And if you make a mistake, remember that everyone makes mistakes sometimes; you can show that you care about getting it right by owning up to the mistake, apologizing, and working to do the research and improve next time. Learning is a lifelong journey.
Race, ethnicity, nationality & religion
As with all writing, in writing about race, ethnicity, nationality or religion it鈥檚 important to notice and interrupt your own assumptions. Ask your subject how they prefer to identify themselves. Be aware of complexities and nuance; for instance, many nationalities include multiple ethnicities, and a person may be multiracial and/or multiethnic. Learn and help educate your readers. (Ex.: Not all from the Middle East are Arabs or Muslim. Residents of Hong Kong may not see the region as part of China.) Avoid treating cultural customs or ways of life as 鈥渆xotic鈥 or different. (They鈥檙e different only to an outsider鈥檚 POV.)
Use racial and ethnic identification when it is pertinent to a story, fairly (across all racial categories, including identifying persons as 鈥渨hite鈥) and appropriately (without relying on stereotypes).
鈥 Race Forward鈥檚
Avoid using words, images, or situations that reinforce racial, ethnic, or religious stereotypes (even stereotypes that may appear to be positive). Avoid the term non-white, or other terms that treat whiteness as a default.
鈥
- In identifying race or ethnicity, opt for adjectives over nouns: 鈥淎 Hispanic person鈥 rather than 鈥淎 Hispanic.鈥
- Do not hyphenate compound nationalities like 鈥淎frican American,鈥 鈥淎sian American,鈥 etc. (See 鈥溾)
- Be aware of and avoid coded imagery and stereotypes that implicitly suggest and/or demonize racial groups. (For instance, the use of words like 鈥渦rban,鈥 鈥渢hug,鈥 鈥渟avage,鈥 etc.)
- Avoid using 鈥diverse鈥 as a synonym for 鈥渘onwhite鈥; it means 鈥渃ontaining a variety of unlike qualities.鈥 A group can be diverse; an individual can鈥檛.
- We recommend capitalizing 鈥淏lack鈥 in discussing the culture or race, while leaving 鈥渨hite鈥 lowercase, as it doesn鈥檛 describe a particular culture. (See the New York Times鈥 鈥溾 and Seattle Times鈥 鈥溾 for more explanation.)
- While AP has not adopted 鈥Latinx鈥 at this point, use if it鈥檚 a person鈥檚 preferred descriptor. However, many people within the community prefer 鈥淟atino,鈥 鈥淟atina,鈥 or 鈥淟atino/a.鈥 Some also use 鈥淟atine.鈥
- Currently 鈥API鈥 (Asian Pacific Islander) and 鈥AAPI鈥 (Asian American and Pacific Islander) are in common use, but there are many other names that people may prefer for their own identity, including Pasifika, APA (Asian Pacific American), APIDA (Asian Pacific Islander Desi American) and APIMEDA (Asian, Pacific Islander, Middle Eastern and Desi American). Each of these has its own nuance and includes or distinguishes from particular cultures. Ask the people you鈥檙e writing or speaking about how they
prefer to identify.
- Use 鈥white鈥 rather than 鈥淐aucasian.鈥 The latter term comes from an outdated and inaccurate understanding of race
Citizenship
Avoid using 鈥渃itizens鈥 to describe residents of the U.S., Washington state or any other state, unless citizenship is the specific focus. Those who are not legally citizens may be “immigrants鈥 or, if it鈥檚 relevant to the written piece, 鈥渦ndocumented鈥 (not 鈥渋llegal鈥 or 鈥渁lien鈥). Use 鈥渞efugee鈥 if that鈥檚 relevant to the story (e.g., if it focuses on someone having fled violence in their home country). Avoid 鈥淎mericans鈥 unless you specifically mean those with American citizenship; 鈥淯.S residents鈥 may be more accurate. Note that American鈥 is also used to mean 鈥淟atin American鈥 or to refer to 鈥渢he Americas鈥; again, 鈥淯.S.鈥 is more accurate when referring to this country.
Racism
Do not use 鈥渞acially charged,鈥 鈥渞acially divisive,鈥 鈥渞acially tinged鈥 or similar terms as euphemisms for 鈥渞acist鈥 or 鈥渞acism鈥 when the latter terms are truly applicable.
鈥
Terms like 鈥渞acially tinged鈥 and 鈥渞acially charged鈥 are usually euphemisms. They suggest that race can possess both positive and negative valences. This masks that, as history tells us, phrases described as 鈥渞acially tinged鈥 always involve assertions of race hierarchy, power, and privilege.
鈥
It鈥檚 appropriate to name something as racist when it objectively is racist. Example of accurate and appropriate use of 鈥渞acist鈥 rather than a euphemism like 鈥渞acially tinged鈥:
鈥淚n the first half of the 20th century, African Americans and Native Americans were often prevented from voting by the racist use of poll taxes and literacy tests at the polls.鈥
Resources
- (collection of definitions for words/phrases around racial equity work)
- (Asian American Journalists Association)
- 鈥溾 (essay that influenced AP鈥檚 decision to drop the hyphen in compound nationalities)
- 鈥溾 (Nadra Kareem Nittle, ThoughtCo.)
- 鈥溾 (Karina Martinez-Carter, The Atlantic)
- 鈥溾 (Tola Folarin-Coker, Affinity Magazine)
Native/Indigenous identity
Ask the subject how they prefer to be identified. For instance, some from Indigenous groups prefer 鈥淚ndian鈥 or 鈥淎merican Indian鈥 while others prefer 鈥淣ative鈥 or 鈥淣ative American.鈥 Others may prefer to use only their specific tribal/nation identity (鈥淧uyallup鈥). In some contexts it鈥檚 important to name 鈥淎laska Native鈥 as a separate identity. And, of course, people from Indigenous groups outside the U.S. may use different terms 鈥 in Canada, 鈥淔irst Nations鈥 is commonly used.
- Use the person鈥檚 specific affiliation, not a catch-all like 鈥淣ative group鈥 or 鈥淚ndian tribe鈥: 鈥渕ember of the Duwamish Tribe.鈥
- Capitalize 鈥淣ative鈥 and 鈥淚ndigenous鈥 when they refer to a specific person or group鈥檚 identity (but leave lowercase in other and more generic uses, like 鈥渟he is native to the region鈥 or 鈥渋ndigenous plants鈥).
- In general writing that鈥檚 not focused on Native experiences, avoid using metaphors like 鈥渢ribe,鈥 鈥渢otem pole,鈥 鈥渟pirit animal鈥; these have specific significance to Indigenous groups and should not be used casually to describe non-Native experience.
Resources
- (Native American Journalists Association)
- 鈥溾 (International Journalists鈥 Network)
- (University of British Columbia 鈥 especially for writing about the indigenous peoples of Canada)
Gender
First, it鈥檚 important to understand the difference between sex and gender: Sex is the set of biological markers present at birth, including genitals, reproductive organs and chromosomes. Gender is the cultural expression of being masculine, feminine, or any combination or absence of those concepts. (Note that neither sex nor gender is an indicator of sexual orientation.)
Always respect a person鈥檚 gender identity as they report it. It might not be relevant to the story, just as with any other nonrelevant trait like eye color or religion. If it is relevant to the story, be sure to ask the subject rather than making assumptions. If the person is transgender, be consistent in identifying them with the name, gender and pronouns they provide you. Never use a 鈥渄eadname鈥 鈥 any birthname or other prior name that a transgender person no longer uses 鈥 unless the subject gives explicit permission to use it and there鈥檚 a good reason to do so.
Pronouns
Ask and use the subject鈥檚 pronouns. If necessary, it鈥檚 OK to include a brief parenthetical for clarity: Jones (whose pronouns are 鈥渢hey/them鈥) expects to graduate next year. Or: Jones (they/them) expects to graduate next year.
- Singular 鈥渢hey鈥: It鈥檚 perfectly fine to use 鈥渢hey鈥 as a personal pronoun. It鈥檚 also useful when writing about a hypothetical person or one whose gender you don鈥檛 know. (Ex.: If a student arrives late, they may need to find a space in the back of the room. Or: One professor objected, but they were overruled.) It has been in use for centuries, and AP and most other modern style guides and dictionaries endorse this usage.
- Avoid using 鈥渉e鈥 or 鈥渉im鈥 as a universal pronoun that includes people of any gender. Use 鈥渢hey鈥 and 鈥渢hem,鈥 or alternate between male and female pronouns.
- In identifying a person鈥檚 gender identity, when in doubt, opt for adjectives over nouns: 鈥渁 transgender man,鈥 鈥渁 cisgender woman,鈥 鈥渋dentifies as gender-fluid,鈥 etc.
- Avoid language that assumes the reader鈥檚 gender perspective. When possible, opt for gender-neutral language and avoid irrelevant descriptions of appearance.
- Avoid using 鈥渢he opposite sex,鈥 which ignores the reality of a gender spectrum and range of gender experiences. In places, 鈥渙f a different gender鈥 can be used instead.
- Avoid 鈥済uys鈥 to refer to a mixed-gender group of people.
- Avoid assumptions about gender within relationship roles: 鈥淧artner鈥 and 鈥渟pouse鈥 are more inclusive than 鈥渉usband/wife,鈥 and parents鈥 more inclusive than 鈥渕other/father.鈥 Remember that biological roles do not necessarily indicate gender experience (Ex.: 鈥減regnant person鈥 is more inclusive than 鈥減regnant woman鈥 or 鈥渕other鈥).
Resources
- (National Center for Transgender Equality)
- (National Council of Teachers of English)
Sexual orientation
鈥淪exual orientation鈥 refers to which genders a person is physically, emotionally or romantically attracted to. In many cases, sexual orientation is not relevant to the story. If it is relevant, ask the person how they want to be identified, and confirm their permission to identify their orientation; don鈥檛 鈥渙ut鈥 someone without their explicit permission.
- In general, opt for adjectives over nouns (鈥渋s bisexual鈥 over 鈥渁 bisexual鈥).
- Avoid using the term 鈥渟exual preference,鈥 which suggests that orientation is a choice or otherwise not inherent.
- Inclusive acronyms for the range of sexual orientations include LGBTQ+ and LGBTQIA+. It鈥檚 OK to use either; in quotes and organization names, keep usage accurate to the source.
- 鈥Queer鈥 was historically used as a slur and is being reclaimed from within the LGBTQ+ community. It鈥檚 fine to use by request, if that鈥檚 how a person or organization prefers to be identified. Be cautious in using it as a general descriptor, because it can still carry offensive connotations out of context or from outside the community it鈥檚 describing.
Resources
Disability
Every person is a whole person 鈥 no matter how they interact with the world.
鈥
Disability is not always obvious or visible 鈥 and a person鈥檚 disability is not always relevant to a story. If it is relevant, be as specific as possible and focus on the facts; avoid using language that judges or pities a person鈥檚 experience. (Ex.: 鈥渉as muscular dystrophy,鈥 not 鈥渟uffers from鈥 or 鈥渋s afflicted with.鈥 鈥淯ses a wheelchair鈥 rather than 鈥渋s confined to a wheelchair鈥 鈥 wheelchairs provide mobility and autonomy, not confinement.)
Many people prefer 鈥減erson-first鈥 language: 鈥渉as epilepsy鈥 rather than 鈥渋s an epileptic.鈥 But, as with most inclusive language, it鈥檚 best to ask the person if possible. Some people find 鈥渃ondition-first鈥 language more accurate to their experience. When in doubt, however, opt for person-first.
When possible, avoid metaphors of disability as a shortcoming 鈥 鈥渇ell on deaf ears,鈥 鈥渓ame,鈥 鈥渂lind to the truth,鈥 etc. Many in the disability community find metaphors of mental illness to be stigmatizing 鈥 terms like 鈥渃razy鈥 and 鈥渋nsane鈥 in casual use; consider finding other descriptors instead.
Resources
- (National Center on Disability and Journalism)
- (Center for Disability Rights)
- (Research & Training Center on Independent Living)
Visual communications & photography
Thinking about the visual imagery we use to communicate our ideas and stories is about more than just who we are representing. It goes way beyond 鈥渓ooking diverse鈥 and delves into the people who own the stories you are telling. A good place to start is asking yourself these questions based on the Six Lenses of Equity*:
- Are we recognizing diversity in our images and stories?
- Who is able to participate in the process from inception to debrief (internal review)?
- Who has access to our process (subject reviews)?
- What effects will this story have on a subject or community if a mistake is made?
- Is our organization changing to include equity internally? Is our organization working on racial equity?
- How is our practice affecting marginalized communities? (Do we hire diverse freelancers
and/or work with underrepresented vendors?)
Photography considerations
In addition to the six lens of equity, there are specific considerations in photography and image making**:
- How do you approach people to set up a photo/video shoot? Was everyone given clear
communication for how to prepare? Is there appropriate hair, make-up, clothing resources? Are there cultural considerations/requests?
- Who is the active agent in your photos? Who is depicted in positions of authority and leadership? Is the portrayal accurate? Does it tell the whole story?
- Who is being placed in the foreground versus the background? At the center versus to the side? What message does that send?
- When taking photos or lighting videos, have you considered lighting and make-up for subjects across the spectrum of skin tones.
*Six lenses of equity. The multidimensional equity framework enables staff to understand, discuss, and implement inclusion policies and practices. Copyright 2014 by Amelia M. Kraehe.
**From Shared Voices: Mennonite Mission Network guidelines for anti-racism and anti-sexism communication.