UIC Inclusive Language Guide
Purpose Heading link
The UIC Inclusive Language Guide is a resource for members of the UIC community to reference when writing or editing content related to diversity, equity and inclusion. This guide aims to ensure that inclusive language is consistently used in all university communications and to uphold the university’s commitment to diversity, equity and inclusion.
The UIC Inclusive Language Guide was created by the Office of Strategic Marketing and Communications, in collaboration with the UIC Centers for Cultural Understanding and Social Change and the Office of Diversity, Equity and Inclusion. Most of the entries in this writing guide are consistent with the Associated Press Stylebook.
Language around topics related to diversity, equity and inclusion is constantly changing, and this document will evolve with those changes.
Please view the UIC Terms and Punctuation Style Guide for guidance on other writing and editing topics.
Contact uictoday@uic.edu with feedback or questions.
Guiding principle 1: Asset-based framing Heading link
When writing for UIC, take an asset-based approach to language, which defines communities by their aspirations and contributions rather than their challenges and deficits.
Asset-based framing:
- Highlights people’s strengths, talents, accomplishments and opportunities, as well as the resources, relationships and supports that help people flourish.
- Prioritizes language that centers on potential and is opportunity-focused.
- Focuses on what is present that can be built upon rather than what is missing.
- Avoids a deficit approach, which focuses on challenges and problems or overcoming them.
Example:
Deficit-based framing:
The UIC student had to overcome the challenges of not feeling academically prepared by their low-resource high school, feeling intimidated by the competitive nature of STEM courses and their own doubts about their ability to excel.
Revision to asset-based framing:
By seeking academic support through STEM tutoring centers, forming study groups with classmates and actively engaging with professors during office hours, the UIC student has built confidence in their ability to succeed in their STEM courses.
To transform the narrative using asset-based framing, ask yourself:
- What are your thoughts about the person/people in front of you?
- Are you introducing people by their aspirations or contributions?
- Whose voices and/or images are missing and central to this narrative?
- How might I consciously intervene to mitigate bias?
- Do I notice any patterns in my decision-making that might be impacted by my biases?
Please review the guide below for more information on asset-based language and campus resources.
Guiding principle 2: You-centered language Heading link
- Uses the second-person pronoun of “you” and deemphasizes “we” and “our.” Only use “we” if the reader is included (e.g., “We will work together.”).
- Promotes inclusion and a sense of community rather than being an outsider.
- Invites readers to engage with content and makes the information relevant to the reader.
- Fosters engagement and helps the reader retain information.
- Focuses on what the reader receives or can do and emphasizes the readers’ interests and perspectives.
- Respects the audience by treating their understanding, needs and interests as your top priority.
- Keeps content conversational.
Examples:
Don’t: Join us for the chancellor’s investiture.
Do: You’re invited to celebrate the chancellor’s investiture.
Don’t: We offer top-notch education.
Do: You’ll receive a top-notch education at UIC.
Don’t: Our university emphasizes research.
Do: You’ll have opportunities to engage in cutting-edge research at UIC.
UIC Inclusive Language Guide Heading link
Disability Heading link
Guiding principles
- Language and best practices are evolving, and individual preferences can vary over time.
- Only use language related to a person’s disability if it was intentionally disclosed, relevant to the context of the story and the individual has granted permission for it to be used in the story.
- If relevant, ask whether the person prefers person-first language or identity-first language to describe disability.
- Avoid language that promotes a deficit or connotes pity, such as “suffers from” or “a victim of.” Use language that states the facts in neutral terms and focus on what a person can do rather than what they cannot.
- Be mindful of the tendency to portray people with disabilities as objects of inspiration. These stories often rely on the underlying assumption that disability is negative while carrying uplifting messages aimed at people who are not disabled.
- Avoid ableist language that devalues disability.
- Ensure your content does not use disability-related words lightly or in unrelated situations, such as “turn a blind eye,” “falls on deaf ears” etc.
- Note that some terminology that was once widely accepted is now considered offensive.
- Avoid broad generalizations, labels and stereotypes.
- Limit the use of words such as “empower,” which means giving permission and implies control. An institution or individual can’t give others the power to do anything because the power isn’t theirs to give. Instead, rephrase to highlight the tools or resources that an institution or individual can give others to activate the power inside them. Doing so implies liberty.
General terminology
ableism: A concept similar to racism, sexism and ageism in that it includes stereotypes, generalizations and demeaning views and language. It is a form of discrimination or prejudice against people with disabilities.
abnormal: The words “abnormal” or “abnormality” are acceptable when describing scientific phenomena, such as abnormalities in brain function. Avoid using such words to describe a person.
accessible: Use accessible when describing a space, location or event that complies with the Americans with Disabilities Act of 1990, such as “accessible entrance,” “accessible classroom,” “accessible webinar,” etc.
Americans with Disabilities Act: A 1990 U.S. law that prohibits discrimination on the basis of disability. ADA is acceptable on second reference.
attention-deficit/hyperactivity disorder: ADHD is acceptable on first reference but spell out shortly thereafter. Describe a person as having ADHD only if relevant to the story, and if a medical diagnosis has been made or the person uses the term.
blind, limited vision, low vision/partially sighted: Blind describes a person with complete loss of sight. Blind, along with terms such as a person with low vision, person with limited vision, person with vision impairment and partially sighted person are acceptable if an individual or group uses them for themself.
Deaf/deaf: Many deaf people who use sign language have a deeply ingrained sense of culture and community built around the experience of deafness and sign language and use the uppercase form “Deaf” to signify that culture. The uppercase is acceptable if used by the person or group in descriptions such as the cultural Deaf community, Deaf education, Deaf culture, etc. Use the lowercase form “deaf” for the audiological condition of total or major hearing loss and for people with total or major hearing loss, when relevant to the story (e.g., Lagier, who is deaf, said the Deaf community is a powerful force in his life.).
disabled: The term includes a broad range of physical, psychological, developmental and intellectual conditions both visible and invisible. The terms “disability” and “disabled” are generally embraced by disabled people and are acceptable when relevant. Do not use euphemisms such as “handi-capable,” “differently abled,” “special” or “physically challenged.” Do not use handicap for a disability or handicapped for a person.
functioning labels: Avoid vague terms such as “high functioning” or “low functioning” in reference to people with disabilities. Instead, be specific about the condition, and use descriptions of people’s ability levels only when relevant to the story.
hard of hearing: Can be used to describe people with a lesser degree of hearing loss. The phrase deaf and hard of hearing encompasses both groups. Do not use hearing-impaired, hearing impairment or partially deaf unless a person uses those terms for themself. Hyphenate hard-of-hearing as a modifier: hard-of-hearing students.
identity-first language: Ask the source if they prefer identity-first language or person-first language. Some people view their disability as central to their identity and use identity-first language. Examples of identity-first language: autistic person, blind person, Deaf person. Most notably in the Deaf community and among autistic people, identity-first language is strongly preferred. Determine individual preference when possible.
mental illness: The terms “mental illness” and “mentally ill” include a broad range of conditions. Do not describe an individual as having a mental illness unless it is pertinent to a story and the diagnosis is properly sourced.
neurodiversity: The concept that differences in brain functioning such as autism, dyslexia or attention-deficit/hyperactivity disorder are variations. It is not a medical term. Individuals or groups that exhibit those variations are considered neurodivergent or neurodiverse.
paraplegia/paraplegic, quadriplegia/quadriplegic: Do not use the term as a noun (a quadriplegic; paraplegics) unless someone describes themself that way. Instead use a person who has paraplegia (the loss of movement in the lower extremities and torso) or a person who has quadriplegia (paralysis of all four limbs as well as the torso).
people without disabilities: Do not use phrases such as “able-bodied,” “normal” or “typical” to describe a person who is not disabled. Instead use “person without a disability,” or “nondisabled,” when relevant to the story.
person-first language: Ask the source if they prefer person-first language or identity-first language. Some people use person-first language in describing themselves (e.g., person who is blind). Determine individual preference when possible.
post-traumatic stress disorder: PTSD is acceptable on first reference but spell out on second reference. Describe a person as having PTSD only if relevant to the story, and if a medical diagnosis has been made or the person uses the term.
special needs/special education: When possible, avoid these terms. While they remain in wide use in education and law, many view them as euphemistic and offensive. Instead, aim to be specific about the needs or services in question.
wheelchair user: Describe an individual as a person who uses a wheelchair or a wheelchair user when relevant to the story. Avoid “confined to a wheelchair” or “wheelchair bound.”
UIC-specific terminology and resources
Accessibility Policy Committee
Chancellor’s Committee on the Status of Persons with Disabilities
Disability Cultural Center
Disability Resource Center
Division of Specialized Care for Children
Institute on Disability and Human Development
Online Reporting of UIC Accessibility Issues
Office of Diversity, Equity and Inclusion
Gender and sexual identity Heading link
Guiding principles
- Language and best practices for writing about gender, sex and sexual identity are constantly evolving, and individual preferences can vary over time.
- Only use language related to a person’s gender and/or sexuality if it is relevant to the context of the content you’re creating, and the individual has granted permission for it to be used in the story.
- If relevant to the content, ask for a person’s identifiers related to their gender and sexual identity (e.g., lesbian, gay, bisexual, transgender, queer, asexual, intersex).
- Ask an individual what pronouns they use before using pronouns as identifiers within your content.
- If you are going to refer to someone’s gender publicly, make sure they are comfortable with that information being publicized. For some people, it can be a safety issue, and they may not want to use certain pronouns, names or identities in certain environments.
- If there is sensitivity on a topic, ask sources to review their quotes for accuracy.
- Use gender-neutral language in messaging and communications.
General terminology
alumni: The terms alumnus (s.) and alumni (pl.) for men, and alumna (s.) and alumnae (pl.) for women, are acceptable. Use alum or alums for gender-neutral terms.
cisgender: Describes people whose gender identity matches the sex they were assigned at birth.
first-year student(s): Use instead of “freshman/freshmen” to be inclusive of women and gender-nonconforming students.
gender: A social construct encompassing a person’s behaviors, intrinsic identity and appearance. Gender often corresponds with, but is not synonymous, with sex. A person’s sex and gender are usually assigned at birth and can turn out to be inaccurate.
gender identity: A person’s sense of feeling male, female, neither or combination of both. Examples of gender identities include man or boy; woman or girl; nonbinary; bigender; agender; gender-fluid; genderqueer; and combinations of identities, such as nonbinary woman.
gender expression: How people outwardly convey their gender, intentionally or not, such as through fashion choices, mannerisms or pronouns.
gender-neutral language: Avoid the use of gender-binary constructions — such as referring to a group of people as “ladies and gentlemen” or “men and women,” or to a hypothetical individual as “he” or “she.” Other considerations: use first-year students rather than “freshmen,” chairperson rather than “chairman/chairwoman,” etc.
gender-fluid, gender-fluidity: Gender identity or expression that changes over time.
intersex: Describes people born with genitalia, chromosomes or reproductive organs that don’t fit typical definitions for males or females.
LGBTQ+: Acceptable in all references for lesbian, gay, bisexual, transgender, and queer and/or questioning, plus many other terms (e.g., nonbinary, pansexual, etc.). Acceptable in all references. Some programs or people prefer LGBTQIA+ (lesbian, gay, bisexual, transgender, queer or questioning intersex, asexual, and more); please use the preferred term.
nonbinary (adj.): Describes people who do not identify as strictly male or female; can include agender (having no gender), gender-fluid (an identity that fluctuates), or a combination of male and female.
pronouns: Best practice is to ask everyone for the pronouns they use before using a pronoun as an identifier. They/them, she/her and he/him pronouns are widely used, but individuals may use alternative pronouns or a combination of pronouns.
same-sex marriage: The preferred term over gay marriage because it is more inclusive and the laws generally don’t address sexual orientation. When talking about marriage, use a person’s preferred terms: partner, spouse, husband, wife, etc.
sexism: Prejudice or discrimination based on a person’s sex or gender. Take care to not use language that is sexist (see gender-neutral language).
sexual orientation: Examples include lesbian (women attracted to women), gay (men attracted to men), bisexual (attraction to men and women), pansexual (attraction regardless of gender), asexual (people who don’t experience sexual attraction), and straight or heterosexual (women attracted to men, and vice versa). Mention a person’s sexual orientation only when relevant to the subject matter and only if the source consents to sharing that information.
transgender (adj.): An adjective that describes people whose gender does not match the one usually associated with the sex they were assigned at birth. Trans is acceptable on second reference. Identify people as transgender only when relevant and the individual has granted permission for it to be used in the story. Use the name by which they live publicly. Avoid phrases like he identifies as transgender or they identify as nonbinary. This language can imply that these identities are a choice. Instead, when relevant, use phrases like transgender man or transgender woman.
UIC-specific terminology and resources
Chancellor’s Committee on the Status of Lesbian, Gay, Bisexual, Transgender, and Queer People
Chancellor’s Committee on the Status of Women
Office of Diversity, Equity and Inclusion
UIC Gender and Sexuality Center
UIC Gender and Women’s Studies
Immigration Heading link
Guiding principles
- Do not specify a person’s immigration status unless it is relevant to the story and approved by the individual.
- Use language that is accurate and neutral — not politically or racially charged.
- Focus on the person — their research, achievement, leadership, etc. — rather than their immigration status.
- Do not use the word “illegal” to describe a person.
General terminology
asylum-seekers: People who have left their country of origin and have applied or intend to apply for asylum status. Asylum, under U.S. and international law, is permission granted to refugees to remain within the country to which they have fled. It is not intended for people leaving for economic reasons.
crisis: Use caution against calling a specific immigration or migration situation a crisis, which is a vague and subjective term.
Deferred Action for Childhood Arrivals program: A program introduced in 2012 that has allowed people who were brought to the United States as children to temporarily remain in the country and obtain work permits. It does not confer legal status but provides protection from deportation. Use the acronym DACA sparingly and only on second reference.
green card (n.), green-card (adj.): Acceptable in all references for a U.S. card showing an immigrant has permanent legal status. It is a required step toward becoming a naturalized U.S. citizen. Hyphenate as a modifier: green-card holder.
illegal immigration: Entering or living in a country without authorization in violation of civil or criminal law. Use “illegal” only to refer to an action, not a person. It’s acceptable to say “illegal immigration,” but not “illegal immigrant.” Acceptable variations include living in or entering a country illegally or without legal permission. For people: immigrants lacking permanent legal status. Avoid using the term “alien.”
immigrants: People who move to a different country with the intention of settling there.
migrants: People who are on the move, sometimes for economic reasons, either within one country or across borders. The term “migrant” also may be used for those whose reason for leaving their home country is not clear, or to cover people who may also be refugees or asylum-seekers. Be specific whenever possible, or use other phrasing, such as people struggling to enter Europe; Cubans seeking new lives in the United States; families seeking to join relatives in the U.S.
refugees: People compelled to leave their home or country to escape war, natural disaster or persecution on the grounds of race, religion, nationality, political beliefs or some other grounds, which may include sexual orientation, gender identity, or gang or domestic violence.
sanctuaries: Local and state governments that limit cooperation with federal immigration authorities.
UIC-specific terminology/resources
Office of Diversity, Equity and Inclusion
Office of International Services
Race and ethnicity Heading link
Guiding principles
- Language and best practices for writing about race and ethnicity are constantly evolving.
- Race and ethnicity are not the same. Race is a social construct that historically has been used to classify human beings according to their physical or biological characteristics. Ethnicity refers to a shared culture, such as language, practices and beliefs. For example, a person may identify as Black racially but ethnically is Ethiopian.
- Do not specify a person’s race or ethnicity unless it is integral to the story and the individual has granted permission for it to be used in the story.
- Avoid deficit-focused language, which focuses on what people lack rather than what they possess.
- Ask sources how they identify; for example, some may prefer the term Hispanic while another prefers the term Latino/a/x.
- Ensure content is free from assumptions, biases and stereotypes.
- Focus on the person — their achievement, research, leadership, etc. — and not their race and ethnicity.
- When possible, include accents or diacritics in the person’s name rather than removing them to better align with English characters.
- Limit the use of words such as “empower,” which means giving permission and implies control. An institution or individual can’t give others the power to do anything because the power isn’t theirs to give. Instead, rephrase to highlight the tools or resources that an institution or individual can give others to activate the power inside them. Doing so implies liberty.
General terminology
African American: No hyphen for this and other dual-heritage terms. Acceptable for an American Black person of African descent. The terms “Black” and “African American” are not interchangeable. Americans of Caribbean heritage, for example, generally refer to themselves as Caribbean American. Follow a person’s preference.
Arab American: No hyphen for this and other dual-heritage terms. Acceptable for an American of Arab descent. When possible, refer to a person’s country of origin or follow the person’s preference. For example: Lebanese American or Egyptian American.
Asian American: No hyphen for this and other dual-heritage terms. Acceptable for an American of Asian descent. When possible, refer to a person’s country of origin or follow the person’s preference. For example: Filipino American or Indian American. Do not describe Pacific Islanders as Asian Americans, Asians or of Asian descent.
Asian American and Native American Pacific Islander-Serving Institution: U.S. Department of Education designation for colleges or universities with an undergraduate enrollment that is at least 10% Asian American and Native American Pacific Islander. AANAPISI is acceptable on second reference.
biracial/multiracial: Use these terms rather than mixed-race, which can carry negative connotations. Be sure to ask an individual/group how they prefer to be identified.
Black: Use the capitalized term as an adjective in a racial, ethnic or cultural sense: Black people, Black culture, Black literature, Black studies, Black colleges. African American is also acceptable for Black people in the U.S. who are of African descent, though the terms are not necessarily interchangeable. Do not use as a plural noun; use people-first language, such as Black people, Black teachers, etc., when relevant.
Black Lives Matter: A global movement launched in 2013 with a goal to eradicate systemic racism and white supremacy and to oppose violence committed against Black people. Either Black Lives Matter as a noun or the Black Lives Matter movement is acceptable. BLM is acceptable on second reference.
brown: The term “brown” as a racial or ethnic description should be used with care. Brown has been used to describe such a disparate range of people — Latinx, Indigenous, Asian, Middle Eastern and North African — that the meaning is often unclear to readers. Avoid this broad term unless as part of a direct quotation. Be specific.
caucasian: Avoid as a synonym for white, unless in a quotation.
Chicano/a: A term that Mexican Americans sometimes use to describe their heritage. Use if it is a person’s preference.
Hispanic/Latina/Latino/Latinx: Use whichever term is preferred by the subject. Latinx is a gender-inclusive description for people of Latin American descent who live in the United States.
Hispanic-Serving Institution: U.S. Department of Education designation for colleges or universities with an undergraduate enrollment that is at least 25% Hispanic or Latino. HSI is acceptable on second reference.
Historically Black Colleges and Universities: U.S. colleges and universities established before 1964 with the mission of educating Black Americans. HBCU is acceptable on second reference: HBCU students.
Indigenous: Capitalize this term used to refer to the original inhabitants of a place. Aboriginal leaders welcomed a new era of Indigenous relations in Australia.
Indigenous peoples: Groupings of people who are the original inhabitants of their countries. Use peoples when referring to multiple Indigenous groups. Use people when referring to multiple individuals from different Indigenous groups. Use the names of specific nations if you have this information.
intersectionality: The interconnected nature of social categorizations such as race, class and gender as they apply to individuals or groups, creating overlapping and interdependent systems of discrimination/disadvantage or advantage/privilege.
minority, minorities: Avoid this term. Use specific and informative language when possible or use historically overlooked. Examples: “The poll surveyed Black and Latino students,” or “Recruiting faculty from communities that have been historically overlooked in academia is an important part of the college’s commitment to diversity.”
Minority-Serving Institution: A U.S. Department of Education status given to universities that serve high enrollments of racially and ethnically overlooked and low-income students. MSI is acceptable on second reference.
Native American: For individuals, use the name of the tribe (e.g., “She is a member of the Nisqually Indian Tribe.). Some tribes and tribal nations use member; others use citizen. Try to determine the correct term in each case. The terms “Native” and “Natives” are acceptable on second reference for Native Americans. Also acceptable as an adjective — Native music, Native art — but if the story is not generally about Native Americans, use Native American music, Native American art, etc.
Pacific Islander: Describes the Indigenous people of the Pacific Islands, including but not limited to Hawaii, Guam and Samoa. Should be used for people who are ethnically Pacific Islander, not for those who happen to live in Pacific Islands. Be specific about which communities you are referring to whenever possible.
people of color: The term is acceptable when necessary in broad references to multiple races other than white. Be aware, however, that many people of various races object to the term for various reasons, including that it lumps together into one monolithic group anyone who isn’t white. Be specific whenever possible by referring to; for example, “most of the magazine’s readers are Black women,” not “most of the magazine’s readers are women of color.” Avoid BIPOC (Black, Indigenous and People of Color), which distinguishes the experiences of Black and Indigenous people, but some see this term as less inclusive by diminishing the experiences of everyone else.
systemic racism, structural racism and institutional racism: Refers to social, political and institutional systems and cultures that contribute to racial inequality in areas such as employment, health care, housing, the criminal justice system and education. Avoid shortening this use to simply racism.
white: Not capitalized. Do not use as a singular or plural noun; instead use phrasing such as white people, white students, etc., when relevant.
UIC-specific terminology and resources
African American Academic Network
Asian American Resource and Cultural Center
Black and African Descent Resources
Latin American Recruitment and Educational Services
Latin@s Gaining Access to Networks for Advancement in Science
Native American Support Program
Office of Diversity, Equity and Inclusion
Rafael Cintrón Ortiz Latino Cultural Center
UIC Hispanic-Serving Institution status
Religion Heading link
Guiding principles
- When talking to people from regions facing geopolitical conflict, be sensitive to those issues.
- Do not include a person’s religion in a story unless it is relevant.
- Avoid negative labels, stereotypes and avoid charged words such as extremist, militant, radical or fundamentalist.
- Use the specific name of the political group, movement or institution you are referring to and explain who they are and what they represent.
- Recognize differences within groups. People within the same religious tradition can hold a wide range of views.
General terminology
deities: Capitalize the proper names of monotheistic deities (e.g., God, Allah, Jesus Christ, etc.). Lowercase in cases not referring to a deity, such as “godlike,” “godliness,” “godsend.”
fundamentalist: Do not use fundamentalist unless a group applies the word to itself.
holy days: Capitalize the names of holy days.
new religious movement: Use this phrase to describe religious groups that are viewed as outside of mainstream rather than words like cult or sect.
Mass: Capitalize Mass.
religion: Always capitalize Christian, Muslim, Hindu, etc., but do not use them as a substitute for a precise name of a denomination or subgroup. When possible, be specific and let practitioners speak for themselves.
religious titles: Use the title before the name on first reference but use only the last name on second reference.
UIC-specific terminology and resources
Socioeconomic status Heading link
Guiding principles
- Avoid referring to a person’s socioeconomic status unless it is relevant to the content and the individual has granted permission for it to be used in the story.
- Use care, consideration and respect.
- Adopt a strength-based perspective; avoid deficit-focused language, which focuses on what people lack rather than what they possess.
- Ensure content is free from assumptions and biases about the reasons for income status, stereotypes, etc.
General terminology
disadvantaged: Avoid this term; instead use people/communities with few/limited resources, under-resourced or underserved.
first-generation student: Refers to students whose parent’s/parents’ highest education level is a high school diploma or less.
homeless: Use person-first language, such as “people experiencing homelessness,” “people who are homeless,” “people in emergency shelters” or “people in transitional housing,” rather than calling people “homeless.”
income: Use terms such as people with low or lower incomes, or people with high or higher incomes. Avoid using the terms poor, impoverished, underprivileged or disadvantaged to describe people with low incomes. When applicable, use more specific language, such as: “people whose incomes are below the federal poverty threshold” or “people whose self-reported income were in the lowest income bracket.”
Medicaid: The federal-state health care insurance program that helps pay for health care for low-income people of any age.
opportunity gap: Use this term rather than “achievement gap” to emphasize how the context in which people live affects their outcomes or opportunities.
Pell Grant: Financial aid program that provides assistance to students whose parents are low-income. Only U.S. citizens and green-card holders are Pell-eligible.
socioeconomic status: Encompasses not only income but also educational attainment, occupational prestige and subjective perceptions of social status and social class.
underserved: Groups that have limited or no access to resources. Use this term rather than “disadvantaged.”
UIC-specific terminology and resources:
Office of Diversity, Equity and Inclusion
Additional resources and references Heading link
American Psychiatric Association: Reporting on Mental Health
The Diversity Style Guide (Rachele Kanigel)
Forbes: Six Ways To Integrate User-Centered Communications
Grammarly: What It Means to Put the Reader at the Center in Professional Communication
How to craft reader-focused writing
National Center on Disability and Journalism
National Association of Black Journalists Style Guide
Open Learning Library: Introduction to the Asset versus Deficit Mindsets
Using Rhetorical Principles to Produce Reader-Centered Writing