Anti-Bias and Inclusive language Using anti-bias and inclusive language helps all students feel respected and represented in the learning environment. It avoids perpetuating stereotypes and demeaning attitudes. Anti-bias and inclusive language encompass references to age, health, ability/disability, gender, race and ethnicity, sexual orientation, and socioeconomic status. Determine Relevance Before including references to any identity traits, ask: Is it relevant to the topic or learning objective? Does it help clarify or contextualize the content? Would omitting it change the meaning or accuracy of the content? If the answer to all these questions is “no,” consider removing identity markers from the text. This will support clarity and focus. Instead of: “Maria, a Latina engineer, presented the quarterly report.” Use: ”Maria, an engineer, presented the quarterly report.” Be Specific Avoid vague language when describing people or groups. Instead, use specific terms that reflect relevant details like age ranges, specific conditions, or cultural backgrounds. Using specific descriptors helps students understand the context. Instead of: “Seniors often experience memory loss.” “The researchers interviewed 25 Asians.” Use: “Adults with Alzheimer’s disease often experience memory loss.” “The researchers interviewed 15 people who were from China and 10 people who were from India.” Use Person-First and Identity-First Language Both person-first language (e.g., “a person with macular degeneration”) and identity-first language (e.g., “blind person”) can follow an anti-bias and inclusive approach when used respectfully and in alignment with the preferences of the communities being described. Consider talking about anti-bias and inclusive terminology with department chairs and SMEs early in the course development process to determine preferences within the field. Avoid Negativistic Terms Negativistic terms can take many forms: Language that implies restriction: Instead of “Confined to a wheelchair,” use “Uses a wheelchair.” Euphemisms: Instead of “physically challenged” or “special needs,” use “person with a physical disability” or “disabled person.” Demeaning or dehumanizing terms: Instead of “meth addict,” use “person with a substance abuse disorder.” Language that implies hierarchy: Instead of “normal child,” or “underprivileged community,” use “non-disabled child” or “historically marginalized communities.” Use Gender-Inclusive Language Avoid using multiple pronouns or slash constructions (e.g., he/she, s/he) when referring to a person whose gender is not specified. If a pronoun is needed, use the singular pronoun “they.” Often, however, eliminating the pronoun improves readability. Instead of: “A marketing professional relies on data analytics when s/he develops a new campaign strategy.” Use: “A marketing professional relies on data analytics when they develop a new campaign strategy.” Or use: “A marketing professional relies on data analytics when developing new a campaign strategy.” Use gender-inclusive occupational terms. Instead of: “Congresswoman,” “chairman,” “fireman,” “waiter/waitress,” “actress” Use: “Member of Congress,” “chair/chairperson,” “firefighter,” “server,” “actor” Replace and Avoid Outdated Terminology Language evolves, and terms that were once widely accepted may no longer reflect shifts in cultural awareness and community preferences. If you are unsure about a term used to describe a person or community, investigate options and ask your SME. Instead of: “Special needs adult” “Senior citizens” or “the elderly” Use: “Person with a disability” “Older adults” or “people aged [specific age] and older” References and Resources APA Style: Bias-Free Language The California State University: Diversity/Inclusivity Style Guide PreviousAcronyms and AbbreviationsNext Idioms, Colloquialisms, and Cultural References