We strive to create high-quality materials that reflect and meet the needs and values of the communities we work with and represent. To do this, the language we use in our coursework must be culturally sustaining, inclusive, and easy to understand.

“Inclusive language is not about being politically correct. It is about human dignity and demonstrating respect. Understanding ‘why’ is more important than knowing ‘what.’ It’s not just about the words, it’s about the assumptions and connotations that come with the words.” (source: Inclusive Language at UMSL)

Culturally sustaining, inclusive terminology meets the following criteria:

“References to people, groups, populations, categories, conditions, and disabilities should use appropriate verbiage and not contain derogatory, colloquial, inappropriate, or otherwise incorrect language. For historical uses that must remain in place, consider adding context, such as ‘a widely used term at the time.’ Ensure that quotations or paraphrases using outdated terms are attributed, contextualized, and limited” (source: IDEA Audit Framework)

Language that “acknowledges diversity, conveys respect to all people, is sensitive to differences, and promotes equal opportunities” (source: Linguistic Society of America)

A non-exhaustive list of standards (see below) are provided as further guidance for using culturally sustaining and inclusive language in this category. Refer to them when you come across specific references to any of these groups, populations, categories, dis/abilities, or conditions in course content.

Keep in mind that language is fluid and contextual and terminology is always evolving. Be willing to learn and use this rubric as a flexible guide. (source: Inclusive Language Guide at UMSL)

Standard A1: ECE terminology

Description: Terminology referring to early childhood education (ECE) contributes to and reinforces the goals of professionalization. (NAEYC Power to the Profession)

Examples

• Instead of: daycare, Try: child care, Why: Educators care for and nurture children, not days.
• Instead of: educators in the field, Try: educators in the profession, Why: Use caution with phrases like “in the field” or “from the field” when referring to educators who work directly with children. The reference can sound condescending and conjure images of enslaved workers in the cotton fields. Instead use more precise language such as at early childcare centers or something similar. Using field to mean an area of study is acceptable. (source: CL style guide)

Standard A2: Ability terminology

Description: Language related to ability follows the guidelines in the description and examples provided.

Use person-centered language when talking about disability. Ask whether the population you are writing about would consider their disability an identity and how they would refer to themselves. Consider whether the characteristic is a temporary circumstance and if it is stigmatized. Consider the overall tone and use. Is the disability relevant to the piece? If it is, then explain why. Avoid language and words that could cast the subject or group in a negative light. Do not overgeneralize or oversimplify a person’s condition. Describe the condition as plainly and respectfully as possible. If a person has a disability, explain that disability. (source: Child Care and Early Education Policy and Research Analysis [CCEEPRA] Writing for Equity Guidelines; CL style guide)

Examples

• Instead of: Wheelchair bound, Try: Uses a wheelchair, Why: Emphasizes ability instead of limitations that are perceived by able-bodied people (source: UW inclusivity guide)
• Instead of: Handicapped, Try: Lives with (fill in the person’s disability only if it is relevant), Why: “Handicapped” further oppresses people living with disability and dehumanizes them (source: UW inclusivity guide)

Standard A3: Gender terminology

Description: Language related to gender follows the guidelines in the description and examples provided

Be mindful of the spectrum of gender diversity and use gender-neutral terms where appropriate. Avoid stereotyping gender roles in early learning settings.

Examples

• When talking about dramatic play in early learning environments, include boys and girls playing with dolls/dress up clothes/kitchen items/tools/cars/office supplies/etc.
• When talking about classroom helpers, ensure all children have equal responsibility in assigned jobs
• Instead of: him/her/she/he, Try: They/them
• Instead of: Man, Try: Person/individual
• Instead of: Transgender(s) as a noun, transgendered, Try: Transgender person (source: Northwestern inclusive language guide)

Standard A4: Race terminology

Description: Language related to race follows the guidelines in the description and examples provided.

Whenever possible, ask how someone prefers to be identified. Do not identify people gratuitously. Identify people by race or ethnicity only when it is relevant. Refer to the APA style guide for guidance on terms for specific groups (source: CL style guide)

Examples

• Instead of: minority, Try: systemically underrepresented groups, Why: Minority refers to a group that is not included in the majority and thus appears inferior to it (source: UW inclusive language guide)
• Instead of: race, Try: racialized identity
• Use parallel language (i.e. Asian American, African American, European American)

Standard A5: Ethnic identity terminology

Description: Language related to ethnic identity follows the guidelines in the description and examples provided.

Ethnicity, or ethnic identity, relates to a person’s family and geographical origin. When a person’s ethnicity is relevant, identify people as specifically as possible, rather than by general classification. Whenever possible, ask how someone prefers to be identified.

Examples

• Refer to UW’s Inclusivity in Language guide for guidance on terms for specific groups (source: CL style guide)

Standard A6: Socioeconomic status terminology

Description: Language related to socioeconomic status follows the guidelines in the description and examples provided.

“Those who grew up in or currently live in places with few resources understand that words that describe socioeconomic status influence the way a person or their community is viewed and how they view themselves. Using language that maintains the dignity of individuals and communities and not laying blame on populations is pivotal.” (source: Northwestern inclusive language guide)

Examples

• Instead of: low-income parents, Try: Parents who earn less than minimum wage (source: CCEEPRA Writing for Equity Guidelines)
• Instead of: inner city, Try: Under-resourced
• Instead of: disadvantaged, Try: neighborhoods with high poverty rates
• Instead of: homeless people, Try: people experiencing homelessness
• Instead of: food desert, food stamps, the hungry, Try: food insecurity, food poverty, worker welfare, hunger (source: Northwestern inclusive language guide)

Standard A7: Multilingual individuals terminology

Description: Language related to multilingual individuals follows the guidelines in the description and examples provided.

Individuals who speak more than one language experience many cognitive and social-emotional benefits, such as increased cognitive flexibility and strengthened ties to family, culture, and communities both local and global. Being multilingual is an asset, so terminology surrounding it should convey a strengths-based perspective that de-centers English-only as the norm.

Examples

• Instead of: non-English speakers, Try: Spanish/Somali/etc. speakers (source: CCEEPRA writing for equity guidelines)
• Instead of: English language learners, Try: Dual language learners, multilingual children

Standard A8: Straightforward language

Description: Straightforward language is present throughout all materials in the session.

“Plain language” is an official term related to the Plain Writing Act of 2010. It is communication your audience can understand the first time they read or hear it.

For more information, see: Office of Children and Families ACF Digital Toolbox.

Includes, but is not limited to: active voice, short sentences and paragraphs, common, everyday words, “you” and other pronouns. (source: Federal Plain Language Guidelines)

Cultivate Learning products should be written for an eighth- to 10th-grade reading level on the Flesch-Kincaid Grade Level scale in all languages. For Spanish speakers from countries with differently organized education systems, this level corresponds approximately to a range from the second year of secundaria to the first year of bachillerato/preparatoria. (CL style guide)