Acceptance and Inclusivity Through Language

Understanding How Language Shapes Belonging

Language conveys more than information; it demonstrates who belongs or is unwelcome. Implicit biases and microaggressions shape belonging and inclusivity. 

Implicit biases are unconscious attitudes or stereotypes that affect our understanding, actions, and decisions in ways we may not even recognize, influencing the words we choose and assumptions we make about others based on their identities. Implicit biases are shaped by experiences and learning.1 

Microaggressions are defined as every day, subtle, intentional, and sometimes unintentional behaviors and interactions that communicate bias towards marginalized groups. People who commit microaggression may not be aware they are committing them.2 Studies argue that microaggressions can undermine individuals’ sense of belonging, self-efficacy, and identity in academic environments.3 The accumulation of microaggressions on faculty, staff, and students can lead to an erosion of trust and belief in the community. 

Common Language Patterns:

Gendered Language: Usage of the term “mankind” has undergone a shift in its use, moving away from its use as the preferred universal noun for humankind. Yet other gendered language terms are still commonly used in modern parlance. An example is using “guys” to address mixed-gender groups. Like "mankind", using "guys" may implicitly erase difference and standardize men’s experience 4. Gendered language may also be differently insidious in professional contexts, including in academia. Research shows that letters of recommendation for women are often written using communal adjectives (e.g. dependable, kind, helpful) rather than agentic language (e.g. visionary, ambitious, independent). Communal descriptors are associated with support roles, while agentic descriptors are associated with leadership roles. Using communal language in reference letters for women can limit their professional trajectory.5

Racial Assumptions: “I’m surprised you got that grant so quickly” might sound like an off-hand observation between colleagues, but if a colleague makes this observation to a peer from an underrepresented background, it may signal implicit bias. Was this success an anomaly? Or unexpected due to their identity?  Even if the speaker means no harm, such comments can lead to feelings of exclusion. 

Linguistic Bias: Seemingly harmless comments like “Your English is so good!” or “Where is that accent from?” can unintentionally signal that international community members do not belong. These words carry the hidden message that the speaker’s language skills or intelligence are an exception rather than the norm. Over time, this “linguistic racism” takes a significant psychological toll. It can silence faculty, staff, and students in group settings, hinder social integration, affect academic outcomes and professional self-confidence, even among those who are highly fluent and articulate.6,7,8 

Ableist Language: Idioms we use every day mostly rely on disability metaphors to describe negative traits. Using terms like “that’s crazy” in casual conversation trivializes mental health issues and perpetuates stigma. Because such utterances often other the person, thing, or situation, they perpetuate stereotypes about disability. This language reinforces ableism and links disability to negativity.9 

Language Preferences: There is no “one size fits all” approach to disability language. While person-first language like “person with a disability” is widely used, it is not universal. Many in the Autistic and Deaf communities view their status as part of their identity and prefer identity-first language (e.g. Deaf person).9 

Untitling: This refers to the omission of professional titles or credential for women, while using them for men. An example is introducing a male speaker as Dr. John but a female speaker with same qualification as Jane. This form of devaluation undermines women’s authority and signals they are less credible than their male counterparts. It can affect women’s professional standing in academic spaces.10 

Practical Strategies for Inclusive Language

Gender-Inclusive Language: Replace gendered terms to demonstrate inclusivity. Say “everyone,” “all,” or “team” instead of “guys.” When you are uncertain about a person’s pronoun, use “they/them.” 

Ask Rather Than Assume: Making assumptions about people’s country of origin and status often leads to those people feeling like they don’t belong, which can be harmful. Don’t make assumptions about where people were raised or their immigration status based on how they look or sound. Instead, take the opportunity to ask and learn about people you meet who are different. 

Avoid Ableist Language: Find alternatives to disability metaphors. Use more precise language that does not draw upon ableism. Say “that’s surprising” or “unexpected” instead of “that’s crazy.” 

Address Microaggressions: When you hear exclusionary language, resist the urge to call out the person, which may lead to defensiveness. Rather, highlight how the language can be alienating, and encourage them to make alternate word choices. 

Pause and Audit: Before delivering feedback or introducing a colleague, take five seconds to examine the words you want to use and reflect on the impact. This helps increase your self-awareness and may allow you to avoid perpetuating implicit biases and microaggressions. 

Create Inclusive Spaces: Most of us like to believe that we are creating welcoming spaces in classrooms and meeting, but to actually create welcoming spaces requires intentional efforts. This can start with intentional efforts to make your use of language more inclusive. 

Building Collective Accountability

Creating an inclusive community through language requires collective intentionality and commitment. The language we use is part of our professional competency and helps make our workplaces and community more welcoming. Our words are the tools with which we build campus culture. Choosing words that empower and resist bias is not just about being polite but about dismantling barriers that can exclude others in our community. 

By committing to continuous learning and thoughtful adjustment, we can create spaces where our language builds the inclusive, respectful collective we envision.