{"id":5241,"date":"2022-04-05T15:04:04","date_gmt":"2022-04-05T15:04:04","guid":{"rendered":"https:\/\/www.wcsu.edu\/upd\/?page_id=5241"},"modified":"2022-04-06T18:42:47","modified_gmt":"2022-04-06T18:42:47","slug":"diversity-style-guide","status":"publish","type":"page","link":"https:\/\/www.wcsu.edu\/communications-marketing\/diversity-style-guide\/","title":{"rendered":"Diversity Style Guide"},"content":{"rendered":"
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\n\t\t\t\t\t\tDiversity\/Inclusivity Style Guide\t\t\t\t\t\t<\/h1>\n\t\t\t\t\t\t<\/div>\n<\/div><\/div>
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\n\t\t\t\t\t\tWords matter<\/b>. The language around many groups is changing, in some cases very rapidly\u2014we welcome your feedback.\t\t\t\t\t\t<\/h2>\n\t\t\t\t\t\t\t\t\t\t\t\t

\n\t\t\t\t\t\tHere are some (evolving) guidelines in speaking to and about:\t\t\t\t\t\t<\/h3>\n\t\t\t\t\t\t<\/div>\n<\/div><\/div><\/div><\/div><\/div>
\n\t\t\t\n\t\t\n\t\t\t\n\t\t\tGENDER\t\t<\/span>\n\t\t\t<\/a>\n\t<\/div>\n<\/div><\/div>
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Women, men and people who don't identify with a specific gender<\/span><\/p>\n<\/div>\n<\/div><\/div><\/div>

\n\t\t\t\n\t\t\n\t\t\t\n\t\t\tLGBTQOIA+\t\t<\/span>\n\t\t\t<\/a>\n\t<\/div>\n<\/div><\/div>
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Individuals who are gay, transgender, and non-binary<\/span><\/p>\n<\/div>\n<\/div><\/div><\/div>

\n\t\t\t\n\t\t\n\t\t\t\n\t\t\tDISABILITIES\t\t<\/span>\n\t\t\t<\/a>\n\t<\/div>\n<\/div><\/div>
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People with disabilities, including neurodiversity<\/span><\/p>\n<\/div>\n<\/div><\/div><\/div>

\n\t\t\t\n\t\t\n\t\t\t\n\t\t\tRACE & ETHNICITY\t\t<\/span>\n\t\t\t<\/a>\n\t<\/div>\n<\/div><\/div>
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People of various races and ethnicities, including African American, Hispanic\/Latino\/Latines, Asian and Asian American, Pacific Islander, and Native American<\/span><\/p>\n<\/div>\n<\/div><\/div><\/div>

\n\t\t\t\n\t\t\n\t\t\t\n\t\t\tLOW INCOME\t\t<\/span>\n\t\t\t<\/a>\n\t<\/div>\n<\/div><\/div>
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Students who are low-income and\/or underserved<\/span><\/p>\n<\/div>\n<\/div><\/div><\/div><\/div><\/div>

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Gender<\/u><\/strong><\/span><\/h2>\n

 <\/p>\n

Gender is not synonymous with sex. According to the AP Stylebook, gender<\/strong> refers to a person's social identity<\/strong> while sex<\/strong> refers to biological characteristics<\/strong>.<\/p>\n

Since not everyone falls in the category of man\/male or woman\/female, consider referring to \"a person\" or \"people\" or including the term non-binary.<\/p>\n

Transgender is an adjective (modifying man or woman\u2014as in transgender man, transgender woman) that refers to someone whose sex assigned at birth does not match their gender identity. AP style allows the use of trans on second reference and in headlines. Do not use transgender as a noun or use the term transgendered.<\/strong><\/p>\n

When interviewing people, ask them how they want to be referenced (e.g., male, female, man, woman, transgender, gender fluid, nonbinary, etc.). Ask if there are pronouns they prefer (e.g., he\/him\/his, she\/her\/hers, they\/them\/theirs, he\/they, she\/they). Ask if there are any terms they do \u200bnot want used.\u00a0 Once learning the correct pronouns to use, do your best to maintain the use of said pronouns.<\/p>\n

The AP Stylebook advises against \"[presuming] maleness in constructing a sentence.\" Reword sentences to avoid gender. If that's not possible, use they or their to indicate that the gender of the individual referenced is either not known or the reference applies to any gender.<\/p>\n

The singular they: In 2017, the Associated Press voted to accept the singular they (as well as them\/their) as a gender-neutral pronoun when he\/she or her\/him is not accurate or preferred. However, this usage may be unfamiliar to readers and can cause confusion. Try using the person's name in place of a pronoun.<\/em><\/p>\n

Avoid the use of Mrs., Mr. and\/or Ms.; use the person\u2019s full name or professional title in accordance with AP Style. \u00a0Some individuals who identify as non-binary will utilize Mx.; just as the Ms. title gives no marital status, the Mx. title gives no gender. However, it is still best practice to avoid the use of these titles all together and use full names.<\/p>\n

 <\/p>\n<\/div>\n<\/div><\/div><\/div>

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LGBTQPIA+<\/strong><\/span> is an abbreviation for lesbian, gay, bisexual, transgender, pansexual, queer, intersex\u00a0 and\/or questioning, asexual\/aromantic\/agender. The A in LGBTQPIA+ may also refer to ally or allied. The + symbolizes that there are many other identities within the community, and that we are learning new things every day.<\/p>\n

On first reference, explain what LGBTPQIA+ stands for and use the abbreviation on subsequent mentions.<\/p>\n

The word queer has been reclaimed by some LGBTQPIA+ people to describe themselves and is used in academic studies; however, it is not a universally accepted term and can be used as a slur\u2014be aware of your use of this word.<\/p>\n

Ask people how they want to be referred to <\/strong>(e.g., lesbian, gay, bisexual, transgender, queer, asexual, intersex, etc.) related to their gender and\/or sexual identity. Ask if there are any terms they want not to be used.<\/p>\n

 <\/p>\n

For more guidance, visit the GLAAD Media Reference Guide at https:\/\/www.glaad.org\/reference<\/a><\/strong><\/p>\n<\/div>\n<\/div><\/div><\/div><\/div><\/div>

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People with disabilities<\/u><\/strong><\/span><\/h2>\n

 <\/p>\n

When writing about anyone with a disability\u2014whether physical, intellectual or psychological\/emotional always ask to find out an individual\u2019s language preferences. <\/strong><\/p>\n

People with disabilities have different preferences when referring to their disability.<\/strong>\u00a0 Some people see their disability as an essential part of who they are and prefer to be identified with their disability first\u2014this is called identity-first language<\/strong>. Others prefer person-first language<\/strong>. Examples of identity-first language<\/strong> include identifying someone as a deaf person instead of a person who is deaf.<\/p>\n

This is important! For instance, many autistic people prefer to be called \u201cautistic person\u201d (identity first) rather than \u201cperson with autism\" (person first).<\/strong><\/p>\n

Emphasize abilities<\/strong>, not limitations. Choose language that emphasizes what people can do instead of what they can\u2019t do.<\/p>\n

For example, write \u201ca person who uses a wheelchair.\u201d Do not write \u201cwheelchair bound.\u201d<\/p>\n

Use language that emphasizes the need for accessibility<\/strong> rather than the presence of a disability.<\/p>\n

For example, write \u201caccessible parking.\u201d Do not write \u201chandicapped parking.\u201d<\/p>\n

Referring to a disability should only be done when it is relevant to the story.<\/p>\n

Be sensitive when using words like \u201cdisorder,\u201d \u201cimpairment,\u201d \u201cabnormality\u201d and \u201cspecial\u201d to describe the nature of a disability. The word \u201ccondition\u201d is often a good substitute that avoids judgement. But there is no universal agreement on the use of these terms. \u201cDisorder\u201d is ubiquitous when it comes to medical references; the same is true for \u201cspecial\u201d when used in \u201cspecial education,\u201d so there may be times when it\u2019s appropriate to use them. But proceed with extra caution.<\/p>\n

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For more guidance, visit the ADA\u2019s Guidelines for writing about People with Disabilities at https:\/\/adata.org\/factsheet\/ADANN-writing<\/a><\/strong><\/p>\n

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Race and Ethnicity<\/u><\/strong><\/span><\/h2>\n

 <\/p>\n

Race and ethnicity are not the same.<\/p>\n

The U.S. Census Bureau defines race<\/strong> as a person's self-identification <\/strong>with one or more social groups, which can include White, Black or African American, Asian, American Indian, Alaska Native, Native Hawaiian, and\/or Other Pacific Islander.<\/p>\n

Federal statistical standards used by the Census and the National Center for Education Statistics conceptualize a person's ethnicity<\/strong> into one of two categories: Hispanic (or Latino\/a\/es) or Not Hispanic (Latino\/a\/es). If a person is Hispanic\/Latino, they can self-report\/identify as any race.<\/p>\n

Here are the terms we currently use:<\/strong><\/p>\n

 <\/p>\n

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  1. \n
    African American \/ Black (the B in Black is capitalized; African American is not hyphenated). African American and Black are not synonymous. A person may identify as Afro-Latino or Afro-Caribbean, for instance, or Haitian American or Jamaican American.<\/span><\/h6>\n<\/li>\n
  2. \n
    Asian, Asian American If possible, refer to specific background (e.g., Japanese, Korean, Thai, Chinese, Indonesian, Filipino.)<\/span><\/h6>\n<\/li>\n
  3. \n
    Asian and Pacific Islander American (APIA) South Asian, South Asian American: people from Pakistan, India, Bangladesh, Afghanistan, Bhutan, Maldives, Nepal and Sri Lanka.<\/span><\/h6>\n<\/li>\n
  4. \n
    American Indian, Alaska Native, Hawaiian Native, Native American, Native People, Indigenous People. The most inclusive and accurate term to use to refer to those who inhabited land that became the United States (or, previously, territories) is: American Indian and Alaska Native (AIAN). Always ask someone how they prefer to be identified, including Hawaiian Natives. The person may prefer that you refer to them by their tribally specific nation.<\/span><\/h6>\n<\/li>\n
  5. \n
    Hispanic, Latino\/a, Latines, Latin@, Chicano\/a.<\/span><\/h6>\n<\/li>\n
  6. Caribbean American.<\/li>\n<\/ol>\n

     <\/p>\n

    Federal policy defines Hispanic as an ethnicity, not a race. Hispanics\/Latinos can be of any race. Hispanic generally refers to people with origins in Spanish-speaking countries. Latines\/Latino\/a generally refer to people with origins in Latin America and the Caribbean.<\/p>\n

    While it is common to see Hispanic and Latinx\/Latino\/a used interchangeably, they are not synonymous.<\/p>\n

    Most Hispanics also identify as Latines\/Latino\/a and vice versa. Generally, people from Brazil or Haiti do not identify as Hispanic, but may identify as Latines\/Latino\/a.<\/p>\n

    Chicano\/a refers to Americans of Mexican ancestry. Use this term only at the person's request.<\/p>\n

    It is generally preferable to use Latines, rather than Latinx. Ask the person how they want to be called.<\/p>\n

     <\/p>\n

    Ask people how they prefer to be identified.<\/strong><\/p>\n

    Always ask someone how they prefer to be identified. The person may prefer that you refer to them by their family\u2019s nation of origin (e.g., Puerto Rican, Ecuadorean American, Chilean American).<\/p>\n

    Someone may prefer a gender-inclusive and neutral term like Latines or Latin@, or a broader term, like Afro-Latino (the person may identify as both African or African American and Latino\/a).<\/p>\n

     <\/p>\n

    Only use the terms \"biracial\" or \"multiracial\" when writing about large groups (never individuals) and only when clearly relevant. Do not use the term \"mixed race\" (this term is used in the UK but is not considered acceptable in the USA). Never<\/strong> use the term \"transracial.\"<\/p>\n

     <\/p>\n

    For more guidance, visit the AP Stylebook's race-related coverage guidance\u200b at https:\/\/www.apstylebook.com\/race-related-coverage<\/a><\/strong><\/p>\n

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    Students from low-income backgrounds<\/u><\/strong><\/span><\/h2>\n

     <\/p>\n

    Do not to equate being low-income with struggling for basic needs. They are not synonymous.<\/p>\n

    There are several terms that are often used in the context of discussing students of low-income background. These include:<\/p>\n

    Socioeconomic status (SES):<\/strong> Tends to refer to a combination of factors related to a student's social class. In the context of students, this typically includes family income, parental education (e.g., first-generation status), and parental occupation.<\/p>\n

    Underrepresented<\/strong>: Underrepresented refers to racial and ethnic populations that are represented at disproportionately low levels in higher education. Historically means that this is a 10-year or longer trend at a given school.<\/p>\n

    Underrepresented minorities (URMs)<\/strong> are African Americans, American Indians\/Alaska Natives, and Latinos, who have historically comprised a minority of the U.S. population. The term is mostly used for reporting aggregate student data.<\/p>\n

    Underserved<\/strong>: Underserved students are defined as those who do not receive equitable resources as other students in academia. Typically, these students include low-income, racial\/ethnic minorities (people of color or students of color is the preferred use, not minorities), and first-generation students.<\/p>\n

    Historically underserved students are defined as low-income students, those who are first in their families to attend college, and students of color.<\/p>\n

    There is no standard definition of what first-generation college student means, but it can be used to refer to students who are among the first in their family to go to college (e.g., their parents did not attend college) and\/or students who are among the first in their family to graduate from college (e.g., their parents' highest level of education is some college).<\/p>\n

    Listen carefully to how a student or another source tells their story and use similar or the same language. Watch for assumptions and biases in your writing about the reasons for their income status.<\/p>\n

     <\/p>\n

    For more guidance, visit the American Psychological Association\u2019s APA style guide on socioeconomic status at https:\/\/apastyle.apa.org\/style-grammar-guidelines\/bias-free-language\/socioeconomic-status<\/a><\/strong><\/p>\n

     <\/p>\n<\/div>\n<\/div><\/div><\/div><\/div><\/div><\/div>","protected":false},"excerpt":{"rendered":"

    Diversity\/Inclusivity Style Guide Words matter. The language around many groups is changing, in some cases very rapidly\u2014we welcome your feedback. Here are some (evolving) guidelines in speaking to and about: GENDER Women, men and people who don’t identify with a …<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"university-homepage.php","meta":{"footnotes":""},"class_list":["post-5241","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/www.wcsu.edu\/communications-marketing\/wp-json\/wp\/v2\/pages\/5241","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.wcsu.edu\/communications-marketing\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.wcsu.edu\/communications-marketing\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.wcsu.edu\/communications-marketing\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.wcsu.edu\/communications-marketing\/wp-json\/wp\/v2\/comments?post=5241"}],"version-history":[{"count":0,"href":"https:\/\/www.wcsu.edu\/communications-marketing\/wp-json\/wp\/v2\/pages\/5241\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.wcsu.edu\/communications-marketing\/wp-json\/wp\/v2\/media?parent=5241"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}