Prepared by Felicity Thyer and the Diversity and Inclusion team

Inclusive language principles

While language changes constantly, and according to context, there are principles for using language that does not demean or discriminate against anyone. When using inclusive language, we’ve compiled some principles that you can draw on in your professional practice. For instance, be aware of context, use language that focuses on strengths, abilities, knowledge and capacities of people or groups rather than on deficiencies or supposed failings. Don’t make assumptions and focus on the person and individuality and be sure to be accessible to diverse audiences. 

Addressing stereotypes and myths

It can be hard to confront those who use non-inclusive language or inappropriate stereotypes, especially if those people are more powerful. However speaking out, addressing stereotypes and myths and suggesting more appropriate language can increase our own confidence, help promote inclusion and discourage repeat behaviour.2

Be aware of context – sometimes people will use terms about themselves or their friends that may be considered inappropriate and derogatory when used by others. If in doubt, ask what terms are preferred and then respect those preferences.

Be aware of context – sometimes people will use terms about themselves or their friends that may be considered inappropriate and derogatory when used by others. If in doubt, ask what terms are preferred and then respect those preferences.

Physical appearance

Physical appearance can mark us as different to or the same as other people. A person’s identity, as portrayed through their appearance, is not relevant to their ability to work or study. Avoid denigrating labels or stereotyping groups by their physical characteristics or describing people by physical features which may have negative connotations. Make sure that the voices of people who don’t look similar to you are still heard.

Age

Using language to refer to age can reinforce stereotypes, particularly when we talk about people in terms of their ‘generation’ (such as boomers, Gen X or Millennials). Avoid using the term ‘mature-age student’ unless this is relevant (for example when referring to programs targeted at this group). If it is relevant to refer to age, ensure you do so neutrally without using terms that assign stereotypical characteristics about a person’s physical or intellectual capacity. If someone’s age is not relevant, don’t mention it. If it is relevant, discuss it respectfully.

Don’t stereotype any age group by their supposed technical skills, financial habits or lifestyle. While stereotypes may seem relatively harmless they can still offend, patronise and over-simplify real life. Even seemingly ‘positive’ stereotypes fail to recognise individual differences among members of an entire community or group.

If it is relevant to refer to age, use more specific or more neutral terms such as ‘over 45s’ or ‘under 30s’. Refer to ‘students’, not ‘kids’.

Families and living arrangements

The modern family is an evolving concept. There are single parents, same-sex parents, blended families, families with adoptive parents, grandparents or carers, children who are part of a family in foster care arrangements and children conceived using surrogacy. When communicating, we need to recognise this diversity of family structures. 

Financially disadvantaged background

We are not always aware when people are struggling financially or whether they have overcome financial hardship in their lives. Be aware that people you are working with – students or staff – don’t all have the same experience with finances. Some people may not have financially literacy skills, may not have savings, may not have a strong credit history or may even be having problems repaying debts. It is important to recognise our own financial privilege where relevant.

Instead of referring to ‘disadvantaged’ areas, schools or students, use ‘financially’ disadvantaged to be clear what you are talking about. Use ‘financially advantaged’ where relevant to recognise the advantages that some people have.

Students who are experiencing financial hardship may struggle to complete work on time as they may have to wait to borrow books for their assignments if they can’t afford to buy these. They may also be working to support their study and having difficulties balancing work and study. They may not have extra time to put into some activities and may not have the flexibility of financially advantaged students to get engaged with relevant extra-curricular activities.

Ways of getting it right …

This guide contains information about various groups and advice on appropriate language to be used when referring to these groups. But of course some people will be members of more than one of these groups and that is where they can sometimes fall between the cracks. How does a student with a disability who is a member of the LGBTIQ+ community identify with each of these groups?

Care must be taken to make sure that references to any of these groups does not exclude people who may be members of more than one group. Assume that some members of the LGBTIQ+ community have a disability and assume that some people who are culturally and linguistically diverse are gay. Assume that some people with a disability will be gender diverse. Look for opportunities to practice inclusivity in every situation and, if you are unsure, ask someone what terms or language they use.

… and ways of getting it wrong

Sometimes you will get it right and sometimes you will get it wrong. If you do make a mistake, apologise and move on. Don’t over-apologise – it may make the other person uncomfortable. Learn from your mistakes and use this to inform your future practice. Help others to use inclusive practices by modelling these yourself.

Further information

For more information on using inclusive language please see the following links:

• Indigenous Australians
• Sex, Gender and Sexual Orientation: LGBTIQ+ Inclusive Practices Guide
• Culture, ethnicity and religion
• A comprehensive Inclusive Practices Guide for language use, events, research and other contexts is available in the Deakin assetbank