Inclusive Language Guide

The goal of this language guide is to provide our school communities with more inclusive language that is aligned with Grand Erie's mission to build a culture of learning, well-being and belonging to inspire each learner. One of our collective priorities is to build a culture of belonging to support an equitable, inclusive and responsive environment. This means that not only are we well prepared to address hateful language and other forms of discrimination in our schools, but we also use language to create welcoming and safe spaces that reflect our students’ and staff’s identities. This guide will help to address ways that we can remove harmful assumptions from the way we interact with one another.

We know this guide is not exhaustive, and language is constantly evolving; additionally, individuals choose the language that best describes their own identity. This guide was created with the intention of providing information to help direct our staff to look at their own language, knowledge and assumptions. Polite and thoughtful questions about an individual’s identity are typically the best way to get accurate information, rather than making assumptions. Be aware that people may not always welcome questions and are not obligated to respond.
 

Using gender-inclusive language can provide critical affirmation to students and staff across the gender spectrum. One way to do this is to remove unnecessary gendered terms or phrases. Below are some examples of ways we can rephrase language to be more inclusive.
 

• Hermaphrodite. Intersex is the appropriate word for someone born with ambiguous genitalia that is indiscernibly male or female.
• Transexual/Transvestite/Crossdresser. outdated terms to refer to what is now incorporated under the umbrella of transgender.

Cisgender

The term applies to individuals whose gender identity, or their internal sense of their own gender (male or female), aligns with the sex (girl/woman or boy/man) they were assigned at birth, based on outward physical appearance. This term comes from the Latin root cis- meaning “same side of”. In this context, cisgender is opposite of transgender, or someone whose gender identity does not align with their sex assigned at birth. We use cisgender to convey that everyone has a gender identity and to avoid the assumption that cisgender is the “norm” or standard and transgender is the outlier or abnormality.

• Resource Link: EGALE

Pronouns

Pronouns are used to identity someone when not saying their name. Common pronouns include he, him, his and she, her, hers. For folks all along the gender spectrum, using the right pronouns can be affirming to their gender identity, or on the flip side, can be detrimental if they are misgendered. One set of pronouns gaining common use is the singular version of they, them, and theirs, used to describe someone who does not feel comfortable using, or does not identify with, binary-gendered pronouns. In the classroom, it is good practice to state affirming pronouns when introducing oneself, which allows asking what pronouns others use to be a mutual act of respect.

• Resource Link: EGALE Pronoun Usage Guide

Non-Binary

Non-binary individuals identify as neither man nor woman, both man and woman, or a combination of both binary genders. Non-binary identified folks can, but don’t necessarily, fall under the umbrella of transgender, and can also identify as genderqueer, agender, and/or gender non-conforming, to name a few. Non-binary individuals may use the pronouns they, them, theirs.

• Video Link:  Gender Identities

Gender Identity vs. Gender Expression vs. Sexual Orientation

Gender identity refers to an individual’s sense of their own gender. Often an individual’s gender identity matches their sex assigned at birth (cisgender), but sometimes it doesn’t (transgender/nonbinary). Gender expression is how an individual chooses to express their gender identity. Gender expression can range from masculine to feminine and everything in between, and can employ dress, make-up, mannerisms, speech, etc. Gender identity and expression can be linked to, but doesn’t necessarily determine, one’s sexual orientation, which is whom someone is attracted to. Sexual orientation solidifies around puberty, where gender identity is developed as early as toddler years.

• Resource Link: Genderbread Person 

Families are formed and structured in many ways. In Grand Erie, we use inclusive language that reflects this diversity. It’s important to refrain from making assumptions about who students live with, who cares for them, whether they sleep in the same place every night, whether they see their parents/caregivers, etc.
 

• Video Link:  Different Types of Families

• Traditional Family- We actively try to undo notions of a “typical” or “normal” family structure, instead we recognize each family is unique
• “Real” parents- A preferred term is “birth parents"

Human sexuality exists along a spectrum. In Grand Erie, we use inclusive language that acknowledges all orientations and identities. Be conscious of heteronormative assumptions; i.e., boys have or want girlfriends, girls have or want boyfriends. Avoid phrases like “ladies’ man”, “boys will love those eyelashes” or other gender-stereotyping comments. People get to love who they want to love. Avoid making assumptions about how adults identify themselves in the present or how children might identify themselves in the future. Sexuality can be fluid along the course of a person’s life, meaning that an individual may identify differently at different points along their life journey.
 

• Sexual Preference. A preference implies a choice in the matter, when sexual orientation is more often than not something we’re born with
• Homosexual, gay, lesbian, bisexual, queer, two-spirited, etc. are more appropriate for individuals, and 2SLGBTQ+ is the most up-to-date acronym when talking about the larger community

Queer-(2SLGBTQ+)

Reclaimed from being a derogatory term used against lesbian, gay, bisexual, transgender, two-spirited or gender non-conforming individuals, queer serves as an umbrella term for any identity that is not heterosexual and/or cisgender. This term is used by people who identify as being members of the 2SLGBTQ+ community. The label represents a deliberately inclusive and political identification meant to encompass a growing view of gender and sexuality as several spectra as opposed to strict binaries.
 

Heterosexism/Heteronormativity

This is the assumption that heterosexuality is the natural or default form of sexuality and is inherently good or inevitable. An example of heterosexism is when straight individuals’ sexuality is implied, and only 2SLGBTQ+ people have to “come out” and declare their sexuality publicly in order to be acknowledged or legitimized.

• Resource Link: EGALE
  
  

Race/Ethnicity

People have racial/ethnic identities that are personal and familial. In Grand Erie, we work to be mindful of the language we use in order to avoid making assumptions about people as we engage in conversation that touches on race and ethnicity.
 

• Colour blind. No one is colour blind as it pertains to race. We see the skin tones of people and assumptions are made about how someone identifies racially.
• Caucasian. The correct term is white. White is a more accurate description of light-skinned people of European descent.
• Diverse person/student. Referencing a person of colour. A person is not diverse. A group of people can be diverse.
• Colour mute. The act of avoiding saying someone’s race. Instead, use “a person appears to be (insert race).” We can’t always be sure of someone’s race based solely on appearance. If you really need to know how someone identifies racially, you could follow up and ask that person.
• Coloured people. In being consistent with people-first language, we use people of colour

Race vs. Ethnicity vs. Nationality

Race is any number of socially constructed categories based on antiquated metrics, most frequently physical features such as hair texture and skin colour, and geographic heritage. Ethnicity is determined by geographic and cultural commonalities including religion, language, music, food and geographic ties that have been passed down through ancestry. Nationality is determined by where you or your family’s citizenship lies. For example, an individual could racially identity as Black, be ethnically Jamaican, and claim Canada as their nationality, or racially identify as Black, be ethnically Latinx, and claim both Mexico and Canada as their nationalities.

• Video Link:  Race, Ethnicity & Nationality
   

In Grand Erie, we work to be mindful of the language we use in order to avoid making assumptions about people as we engage in conversation that touches on religion.
 

In Grand Erie, we work to be mindful of the language we use to avoid making assumptions about people as we engage in conversation that touches on ability. One way to do this is to remember person-focused language. Rather than name that person is a difference (“a dyslexic”), we say a person has a condition or difference (“has dyslexia”). Additionally, we want to avoid using a person’s condition to describe something as negative.
 

• Handicapped
• Slow learner
• Special Needs
• Mentally Impaired/Disturbed
• Has a defect

In Grand Erie, we work to be mindful of the language we use in order to avoid making assumptions about people and their available resources as we engage in conversations that touch on socioeconomics.
 

Affinity or Alliance Group

In affinity group spaces, those that share an identity, such as race, religion or gender, come together with an advisor to discuss the rewards and challenges they share. In alliance groups, community members of all identities who share a common interest, such as discussing 2SLGBTQ+ rights or advancing women in science, meet to learn and to think about how they might further educate their community about building a safe, inclusive and equitable school.
 

Anti-Racism

Anti-racism includes active policies, practices, and programs that oppose racism by attempting to dismantle the systems that uphold a hierarchy based on skin colour privilege. Schools and institutions who seek to develop an anti-racist lens must examine their structures and practices, as well as develop skills and tools for their members that may help recognize and undo racism in the community and in the world.
 

Equity

Sometimes confused with equality, equity refers to outcomes, while equality connotes equal treatment. Each student and family bring a unique set of skills and needs to school. Because of the history of discrimination and bias against marginalized people, equal treatment may be insufficient or even detrimental to equitable outcomes. An example is accommodations for students with disabilities, which treat some students differently in order to ensure their equitable access to education.
 

Gender Equity

Gender equity refers to the movement and ideology that espouse equitable treatment and civil rights for all people, regardless of their gender identity. Related to movements promoting women’s rights and 2S LGBTQ+ rights, gender equity is unique in its call to include all genders in the movement for civil rights and ending gender bias.
 

Implicit Bias

Implicit bias refers to unconscious or “automatic” responses during social interactions that discriminate based on identity. Developed at a young age by living in a society that has bias and discrimination present, the most well-known research on the subject focuses on implicit attitudes toward members of socially stigmatized groups, such as Black, Indigenous, women and the 2SLGBTQ+ community. Members of stigmatized or stereotyped groups might have bias against their own performance when surrounded by evidence of implicit bias, as described by researcher Dr. Claude Steele in his work on stereotype threat.
 

Inclusion

Inclusion refers to intentional practices and policies that promote the full participation and sense of belonging of every student, family and employee. Operating with the assumption that we work in a widely diverse institution, inclusion involves critically examining events, curriculum, facilities, and gatherings so that each community member’s access to participation is considered and accommodated.
 

Intersectionality

Intersectionality is the complex, cumulative way in which the effects of multiple forms of discrimination (such as racism, sexism and classism) combine, overlap, or intersect, especially in the experiences of marginalized individuals or groups. Refer to the analytic framework coined by Dr. Kimberlé Crenshaw through which the relationship among systems of oppression can be understood. African American women made an early contribution to this analysis in the 19th century. Recognizing that they experienced racism and sexism differently from both Black men and white women even while they shared commonalities with both, they argued that a struggle that did not simultaneously address sexism and racism would only perpetuate both. Since then, social justice movements have worked to incorporate this framework for stronger bridge-building between causes.

• Video Links: Intersectionality and The Urgency of Intersectionality
   

Microaggression

Microaggressions are subtle words, cues and/or behaviours that insult, invalidate, or exclude marginalized group members. Microaggressions focus on the impact of hurtful words and actions regardless of the intentions of the offender. Sometimes couched in well-intentioned comments, they further a prejudice or false assumption about the marginalized group. Over time, with frequency and consistency in targeting, they can foster a negative sense of self. An example is when commenting on someone’s looks or abilities in reference to their ethnicity.
 

Race

Growing up, we learn that race is a label that denotes skin colour or geographic origin. We also learn that this label carries deeply problematic stereotypes and misunderstandings. While characteristics like skin colour and hair texture vary among people, race is not a fixed biological essence passed on through the genes. For example, while we associate “whiteness” with European ancestry and light skin colour, not all Europeans of light skin colour were considered “white” as recently as the early 20th century. Racial categories are specific to the context of a culture, not to biological traits. Ideas about race are culturally and socially transmitted and form the basis of racism, racial classification, and often complex racial identities. While sociologists agree that race is a social construct, racism, or other discrimination based on race, is real. Therefore, we hope to educate our students about the history of racial categorization and its consequences in their lives, encouraging racial literacy.
 

Systemic Racism

Systemic racism describes social patterns that create oppressive and negative conditions for identifiable groups on the basis of race or ethnicity. Oppression may come from the system or institution’s policies or practices, and can include institutions like the governments, schools or courts. Systemic racism shouldn’t be confused with individual racism, which is directed against one or a few individuals. Systemic racism creates patterns that affect groups at a large scale, such as when the enforcement of a law is more heavily imposed on one racial group, or when access to an institution or services is denied to a racial group.
 

Tokenism

Tokenism is the practice of making only a perfunctory or symbolic effort to be inclusive to members of minority groups, especially by recruiting people from underrepresented groups in order to give the appearance of racial or gender equality within a workplace or educational context. The effort of including a token individual in work or school is usually intended to create the impression of social inclusiveness and diversity.
 

White Privilege/White Supremacy

Privilege is best understood as the system of advantage that one has. These advantages are sometimes at the expense of another group, often due to historical discrimination. Some privileges are earned, such as achieving a master’s degree, but some are unearned, such as being born with light-coloured skin or being born male. Historically, the unearned privilege of whiteness and maleness allowed some to enter universities to earn education, so an unearned privilege helped facilitate getting an earned privilege. In terms of race and skin colour, white people have unearned privileges in many instances, such as being preferred home buyers, being perceived as trustworthy by Police, or being able to see people who share their heritage in history books and in the media. The system that maintains that privilege and power for white people is called white supremacy.

• Video Link: Deconstructing White Privilege

• SO14 Equity and Inclusivity in Education.pdf

• American Psychological  Association, APA Inclusive Language Guidelines 
• EGALE Canada
• GLADD  (LGBTQ+ Community)
• Ontario Human Rights Commission
• Supporting Gender Diverse Students