Best Practices for Gendered and Inclusive Language
Best Practices for Gendered and Inclusive Language
Use inclusive language when discussing gender and sexuality. Prioritize validating (rather than invalidating) practices around gender both inside and outside the classroom. Using people’s self-identified rather than assumed pronouns in class and in communication with other students and colleagues models a respectful culture in our classes. To do this, practice asking people about what language they use to describe themselves and actively use this language when talking directly with them and about them. Model gentle correction when you and others make mistakes without drawing significant attention to the error.
Because some people may be exploring their gender and sexual identities, it is best practice to ask which pronouns a person uses and seek clarification if there are specific contexts in which those pronouns should or should not be used. It is best not to assume the name and/or pronoun that someone uses unless they have identified these for themselves in a public way or in private communication with you, such as in their email signature or bio. If you are uncertain, you can ask someone what name and pronoun they use in a private conversation rather than in a public setting unless everyone is being asked to share their pronouns. For example: “Could I ask what name and pronoun you use? You can use X name with me, and I use she/her pronouns.”
Gender Inclusive Writing
There are many tips and guides for using Trans and non-binary inclusive language. Below are some best practices (Kapitan, 2017; Trans Care BC [PDF])
- Use validating language that affirms all genders:
e.g. all women or cis and trans women, not women and trans women. - Use the language people choose to describe their bodies:
e.g. he shared his experience having a chest exam, not he shared his experience having a breast exam. - Prioritize people’s self-determination and privacy:
e.g. she has not disclosed details about her history; not she is closeted. - Affirm people’s experiences and identities:
e.g. they are non-binary; not they call themselves non-binary. - Transform gendered terms into non-gendered and descriptive terms in relevant and appropriate contexts:
e.g. ombudsperson, not ombudsman; people with prostates should get screened for cancer, not men should get prostate exams; pregnant people, not pregnant women.
Using Non-Binary Pronouns
Many people today, especially in the area of sexuality studies, use non-binary pronouns such as “they/them/theirs,” “ze/hir/hirs,” and other alternative pronouns. In the classroom, learning student pronouns and using these when referring to students is important for respectful communication. If you are unfamiliar with using non-binary pronouns in speech, there are great guides to help you practice. (See section Gender and Pronoun Resources.) Consider practicing with a friend or trusted colleague in private.
Need help practicing different and less common pronouns?
Misgendering
It is common for