In educational research we use standardized terms when discussing students. Using common terminology when we speak about different groups shows that we speak the language of academia.
In education we use standardized terms when discussing students. Using common terminology when we speak about different groups shows that we speak the language of academia. However, these standardized terms often perpetuate inequity and most often “others” certain groups. When we use these terms in work that is intended to disrupt the status quo, we create a contradictory message between our words and our overall intentions. This guide will help us develop an inclusive, shared vocabulary, allowing our words to match the true intentions of our work.
Language is constantly changing. The terms in this guide could soon be out of date. Even though this guide is comprehensive, there are groups, identities, terms, and nuances we’ve most likely missed. We know this language will not resonate with everyone, and that we will make mistakes as we continue to learn.
We realize that not everyone will agree or identify with the terms we’ve used. These are terms we have chosen to create a shared language for our work around diversity, equity, and inclusion.
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Dr. Ivory Toldson states: “The factors that determine “at-risk” are often either unknown or beyond the control of the student, caregiver or educational provider. . . . Using “at-risk” as an adjective for students is problematic. It makes “at-risk” a category like honors student, student athlete or college-bound student.” Toldson believes that the best alternative to this term is simply to say “students.”
“If the phrase “at-risk” must be used, it should be in a sentence such as: “ ‘This’ places students at risk for ‘that’. . . .” If the “this” and “that” are not clearly defined, the “at-risk” characterization is useless at best, and harmful at worst.”
“Risk” should describe a condition or situation, not a person.” Therefore, [instead of saying,] “More Resources for At-Risk Students” [we should say,] “More Resources to Reduce Risk Factors for Students.”
Last Updated
August 30, 2023
Washington Post: Why We Should Stop Labeling Students ‘At-Risk’--and the Best Alternative
https://www.washingtonpost.com/education/2019/01/23/why-we-should-stop-labeling-students-risk-best-alternative/
Education Week: ‘At-Promise’? Can a New Term for ‘At-Risk’ Change a Student’s Trajectory?
https://www.edweek.org/policy-politics/at-promise-can-a-new-term-for-at-risk-change-a-students-trajectory/2020/01
Eric Digest: Alternatives for At-Risk and Out-of-School Youth
https://www.ericdigests.org/2005-1/risk.htm
Last Updated
September 29, 2023
New York Times: What is DACA? And Where Does It Stand Now?
https://www.nytimes.com/article/what-is-daca.html
Last Updated
August 30, 2023
Describes a student who is the first in their family to attend college or whose parents, guardians, or other family members did not earn a bachelor’s degree.
When using the term first-generation students, be aware of the connotations, assumptions, or biases that come with this term about a students’ability to succeed in higher education.
While it is true that many first-generation students experience challenges navigating higher education, we must remember that first-generation describes a student’s status; the term should not signal ability and is not indicative of potential.
An article from Inside Higher Ed states: “[some] students viewed their first-generation ... [status] as a source of influence and power. [They] persist and thrive because of, not despite, their identity.”
Last Updated
August 30, 2023
Try to use years, rather than class names (e.g. freshman, sophomore, junior, etc.) whenever discussing how long a student has been in school.
According to Penn State, “The word “freshman” does not adequately describe new students on campus. “First year” is a much more encompassing and flexible term. “Freshman” refers to the traditional, fresh-out-of-high-school student. While the word does not necessarily have a bad connotation, it is not truly representative of the population, which is a variety of students, including nontraditional, international, transfer, and traditional students beginning their first year on the college campus.”
Careful: Some students take longer than the “expected” four years. Often those students were not prepared for the first year due to inequitites in the K-12 system. Calling out the 5-year distinction creates connotations of failure but no matter how long it takes, that should be seen as a success.
Last Updated
August 30, 2023
American Psychological Association (APA) Style Guide
https://apastyle.apa.org/style-grammar-guidelines/bias-free-language/general-principles
Conscious Style Guide
https://consciousstyleguide.com/
The Diversity Style Guide
https://www.diversitystyleguide.com/
GLAAD Media Reference Guide
https://www.glaad.org/reference
Native American Journalist Association
https://najanewsroom.com/reporting-guides/
National Association of Black Journalists
https://www.nabj.org/page/styleguide
National Center on Disability and Journalism
https://ncdj.org/style-guide/
Last Updated
August 30, 2023
APA Style Guide: Gender
https://apastyle.apa.org/style-grammar-guidelines/bias-free-language/gender
Last Updated
August 30, 2023
Given the Latin usage defaults to the male plural and maintains the original traditions of educational intitutions only admitting male students, avoid this by using “graduate” and “graduates.”
Some use the alterative, non-gendered "alum" and "alums" in more informal writing.
Last Updated
August 30, 2023
Pew Research Center: Who is Hispanic?
https://www.pewresearch.org/fact-tank/2021/09/23/who-is-hispanic/
Vox: LatinX is growing in popularity. I made a comic to help you understand why.
https://www.vox.com/the-highlight/2019/10/15/20914347/latin-latina-latino-latinx-means
Last Updated
August 30, 2023
Sotto-Santiago Sylk. (2019). Time to Reconsider the Word Minority in Academic Medicine. Journal of Best Practices in Health Professions Diversity, 12(1), 72–78.
The Baltimore Sun: ‘Minoritized’ a Violent Word
https://www.baltimoresun.com/opinion/op-ed/bs-ed-op-0328-minoritized-word-20190320-story.html
National Association of Hispanic Journalists: Drop the Use of Minority when Referencing Communities of Color
https://nahj.org/2020/08/04/nahj-asks-newsrooms-to-drop-the-use-of-minority/
Last Updated
August 30, 2023
Sotto-Santiago Sylk (2019) suggests that the use of the term by scholars in higher education as “minoritized” students, and “minoritized” faculty acknowledges the understanding that minority is socially constructed (Benitez, 2010; Stewart, 2013).
Sotto-Santiago Sylk (2019) states that using the verb “minoritized” instead of the noun “minority” “recognizes that systemic inequalities, oppression, and marginalization places individuals into “minority” status rather than their own characteristics.”
( Sotto-Santiago Sylk. (2019). Time to Reconsider the Word Minority in Academic Medicine. Journal of Best Practices in Health Professions Diversity, 12(1), 72–78)
Careful: When using the term “minoritized” make sure to do your research to understand current usage lies with this term. It is still highly challenged. There are some debates about the appropriateness of the use of this term. Some suggest that it still upholds the “minor” status of certain groups of individuals, creates an “us vs. them” argument, oppressor/oppressed dynamic, etc.
An alternative term to use is “communities of color,” although this term could also be seen as a euphemism/sugar coating history and the ways our society is set-up for the benefit of some groups over others.
Last Updated
August 30, 2023
Use the term “multilingual learner.” This phrase takes an asset-based perspective on language learning that does not privilege English.
A multilingual learner describes any student who is fluent in more than one language. This phrase better represents the experiences of students fluent in multiple languages and takes into account that these students have valuable skills and strengths from being fluent.
Often, we hear phrases like “English language learner” and “ESL students” convey a deficit perspective, privileging English as the dominant language and diminishing the value and worth of the other languages these students are fluent in that can enhance their overall learning experiences.
Careful: Use the term “English Language Learner” with caution. Preferably, use Multilingual Learner over this term whenever possible, unless there is a specific reason you need to discuss the student’s English proficiency.
As you write about students learning English, make sure you are using asset-oriented language, highlighting their fluency in another language, something that many American learners do not have. Their fluency in another language is a strength, not a weakness as some narratives suggest. Be careful that you are not privileging English; be thoughtful in your usage.
For example, in a sentence you might say: “Multilingual students who are still developing their fluency and proficiency in English are capable of completing a college degree at a university that primarily instructs in English.
Last Updated
August 30, 2023
The term neurodiversity (and its related terms) refers to a host of neurological conditions that can range in severity, how they affect learning, etc. One condition may affect how an individual processes images, while another condition may impact an individual’s ability to retain information. While these differ from ‘typical’ neural processing, they are unique in their own ways and should be recognized as such.
Because of the generalized use of the term, it may be difficult for readers to fully understand how an individual’s neurodivergence affects their lived experience. When discussing specific learning disorders or delays, we recommend that you be as specific as possible.
Be as specific as possible about the neurological condition you're referring to.
The term neurodiversity (and its related terms) refers to a host of neurological conditions that can range in severity, how they affect learning, etc. One condition may affect how an individual processes images, while another condition may impact an individual’s ability to retain information. While these differ from ‘typical’ neural processing, they are unique in their own ways and should be recognized as such.
Because of the generalizability of the term, it may be difficult for readers to fully understand how an individual’s neurodivergence affects their lived experience. When discussing specific learning disorders or delays, we recommend that you be as specific as possible.
Understand that using terms related to ‘neurodiversity’ also implies a ‘neurotypical’ functioning. Be cognizant that using such terms (e.g., neurodiverse) implies a standard or typical neural processing. [ https://www.bbc.com/future/article/20191008-why-the-normal-brain-is-just-a-myth ] All human brains are wired differently, and we cannot assume that everyone uses the same standard to assess what is typical.
What is Neurodiversity?
There are many neurological differences and different ways of processing information that are a natural result of how the human brain works. Neurodiversity is the term used to acknowledge and celebrate these differences.
The term “Neurodiversity” is often used when discussing neurological conditions like ADHD, learning disabilities (e.g., dyslexia or dysgraphia), or other developmental conditions. The term has been most associated with the Autism community but should not be considered a synonym for this group.
Terms
Here are some basics to understand.
Understand that using terms related to ‘neurodiversity’ also implies a ‘neurotypical’ functioning. Be cognizant that using such terms (e.g., neurodiverse) implies a standard or typical neural processing. [ https://www.bbc.com/future/article/20191008-why-the-normal-brain-is-just-a-myth ] All human brains are wired differently, and we cannot assume that everyone uses the same standard to assess what is typical.
What is Neurodiversity?
There are many neurological differences and different ways of processing information that are a natural result of how the human brain works. Neurodiversity is the term used to acknowledge and celebrate these differences.
The term “Neurodiversity” is often used when discussing neurological conditions like ADHD, learning disabilities (e.g., dyslexia or dysgraphia), or other developmental conditions. The term has been most associated with the Autism community but should not be considered a synonym for this group.
Terms
Here are some basics to understand.
Use terminology correctly when discussing neurodiversity.
Careful using any generalized terms to define individuals. The terms associated with neurodivergent can be interpreted as negative when used without understanding the definition. Be clear in your definitions when using any of the terms.
It can be difficult to understand the differences between terms like neurodiversity, neurodiverse, neurodivergent, etc., and although many people think these terms are interchangeable, they are not. They mean many different things. Nick Walker, PhD, writes a great article on the website Neuroqueer.com that offers several examples of the ways these different terms are used and confused.
An example from Dr. Walker’s site.
“My neurodiversity makes it hard for me to cope with school.”The correct word here would be neurodivergence, rather than neurodiversity. An individual, by definition, cannot be “diverse” or “have diversity.”
Get started learning more about Neurodiversity with these search terms:
Last Updated
May 7, 2024
Understand the different related terms and use correctly
Be specific as possible in the context
Do NOT use as a catch-all term
Use the term “students” when referring to students. If discussing students in a specific context, use the context and be careful.
For students who have taken a different path to education, offer information to clarify or explain their backgrounds (e.g. working, parents, two or more jobs, etc.) when necessary.
Recent studies have shown that those who have been categorized as “non-traditional students” (e.g., over 21, not fresh out of high school, working while in school, raising families, etc.) are now making up a majority of students attending higher education. Therefore, it raises the question if we should continue using the term “non-traditional.” Some have suggested also using the term “post-traditional” instead of “non-traditional”
Last Updated
August 30, 2023
National Public Radio (NPR): Today’s College Students Aren’t Who You Think They Are
https://www.npr.org/sections/ed/2018/09/04/638561407/todays-college-students-arent-who-you-think-they-are
Last Updated
August 30, 2023
Use the term “opportunity gap” instead of "achievement gap" as it more accurately describes the situation in our country, pinpointing inequity as the barrier to the opportunities that enable students to achieve success. The Close the Gap Foundation states: “The word ‘achievement’ implies that the reason this disparity exists is that some individuals simply don’t work as hard as others to achieve their goals.”
Why shouldn’t we use the term “achievement gap?” It does not consider systemic issues that create unequal distributions of opportunity, resources, and wealth, making obtaining success more challenging for some.
Last Updated
August 30, 2023
Resilience is not inherently a “bad” term or a term we should avoid, but we must consider how/why we’re using that term to describe a person or group.
Are we using the term to suggest that certain aspects of a person’s identity, life, or experience were barriers they had to overcome, rather than strengths that added to their success?
Sometimes students must show resilience to navigate inequitable educational systems, but they shouldn’t have to. This illustrates problems with the design of the educational system. On other occasions, a person’s resilience can be a strength that they bring to the workplace or other settings.
Author Bee Quamie states: “Before we dismissively praise someone for being resilient, we should give them room to define their experiences in their own words. We can still uplift them by saying “From my vantage point, you seem like you’re handling it so well,” but not try to define their experiences for them.
Last Updated
August 30, 2023
The term “rising scholar” often focuses on narratives of success and potential that all students already have, begging the question: What can educators and systems do to ensure student success?
Since “rising scholar” has been used in various contexts, it is important to define this term clearly in our writing and the way we are using it. Ask yourself if you are using it merely as a euphemism for students from communities of color.
Terms like “underperforming students” and “underachieving students” can create self-fulfilling prophecies for students and create deficit perspectives of students. Educators who view students through these terms may not challenge certain student groups. When students are identified in these terms, their actions may be impacted by the label. However, many students have strengths in various areas that these terms do not take into account. Using “underperforming school” gives a focus on the systemic challenges, not the students themselves.
Last Updated
August 30, 2023
APA Style Guide: Socioeconomic Status
https://apastyle.apa.org/style-grammar-guidelines/bias-free-language/socioeconomic-status
Why We Don’t Use the Term Homeless or Homeless Person
https://my.neighbor.org/terms-the-homeless-or-homeless-people/
Last Updated
August 30, 2023
There are negative connotations associated with the term “special needs.” This term came into use because of the misconception that the terms “disabled” and “disability” were inappropriate to use. Special needs was adapted as a euphemism. Many people assume the word “special” in this context means “good,” but it has been twisted into an insult by some.
In legal terms, people with disabilities have certain rights under law, but this same distinction does not always apply when utilizing the term special needs. Lisette Torres-Gerald, board secretary for the National Coalition for Latinxs with Disabilities states in a USA Today article on the topic: “My needs are not ‘special;’ they are the same, human needs that everyone else has, and I should be able to fully participate in society just as much as the next person.”
Last Updated
August 30, 2023
Use this phrase instead of using “vulnerable populations” use “populations experiencing inequities.”
Natalie S. Burke, the president and CEO of CommonHealth ACTION states, “The word ‘vulnerable’ is often viewed as a character assessment and creates a perception of weakness when the truth is that people experience physical, emotional, social, and economic vulnerability when systems and institutions fail to allow access, respond to, or even plan for their existence.”
Last Updated
August 30, 2023
Natalie S. Burke, the president and CEO of CommonHealth ACTION states: “Use underserved ONLY when talking about services.”
To add more inclusivity to the term “under-resourced,” utilize people-first language, avoiding the use of the term as an adjective to describe the quality of a person. Instead of saying “under-resourced students,” we should say: Students from under-resourced communities.
Burke also states that the term “underserved” mistakenly suggests that “all of [the person’s] challenges relate to services when in fact their challenges reflect a lack of resources—of which services is only one.
“Use the phrase ‘under-resourced’ as a more accurate way to frame larger issues. For this purpose, resources include leadership, physical assets, money, power, political will, institutions, community cohesion, and services.”
Last Updated
August 30, 2023
At Labs, we can use the term “Support for students who have expressed need” to remove the “savior” complex sometimes associated with the word “help” and allow the student to determine their own level of need.
The trouble with using terms like “disadvantaged” and “underprivileged” is that they have become catch-all terms to refer to anyone from a historically minoritized group, regardless of their socioeconomic status.
In the Chronicle of Higher Education article, “Who Are You Calling Underprivileged?” A college student suggests that “simply labeling materials as ‘help for students in need’ would be more accurate and less insulting.”
Last Updated
August 30, 2023
The Chronicle of Higher Education: Who Are You Calling Underprivileged?
https://www.chronicle.com/article/who-are-you-calling-underprivileged/
ATTN: 5 Once Common Phrases with Troubling Histories
https://archive.attn.com/stories/16834/common-words-nobody-actually-uses-anymore
Medium: How to Fix a Broken Tongue
https://natalie4health.medium.com/how-to-fix-a-broken-tongue-cade93816add
Last Updated
August 30, 2023
Recently, the education field has moved away from the narrative of “serving” students with disabilities toward the language of “teaching” or “educating” students with disabilities. The language of “serving” and “service” had the unwitting effect of making it seem that these students are primarily meant to be “tended to” and not educated and that teachers are accountable for students’ comfort and not their learning.
Last Updated
August 30, 2023
Example to use
Let’s improve the ways teachers educate students with disabilities.
Compare to this example not to use
Let’s improve how teachers serve students with disabilities.
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