{"id":3795,"date":"2021-11-01T09:14:47","date_gmt":"2021-11-01T14:14:47","guid":{"rendered":"https:\/\/ele.local\/?p=3795"},"modified":"2023-06-08T13:58:54","modified_gmt":"2023-06-08T18:58:54","slug":"equitable-language-and-reframing-how-we-think-about-writing-and-editing-to-support-equity","status":"publish","type":"post","link":"https:\/\/www.everylearnereverywhere.org\/es\/blog\/equitable-language-and-reframing-how-we-think-about-writing-and-editing-to-support-equity\/","title":{"rendered":"Equitable Language and Reframing: How We Think About Writing and Editing to Support Equity"},"content":{"rendered":"<p><span style=\"font-weight: 400;\">Every Learner Everywhere\u00ae strives to use equity-centered language in its published material such as website copy, blog articles, press releases, and resource library. Equitable language choices avoid the subjectivity that uncritically centers the experiences of white people, men, people in the dominant economic classes, and people without disabilities. It resists the tendency to erase the experiences of racially and ethnically minoritized people, poverty-affected people, women, and people with disabilities.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Striving for equitable language is part of Every Learner Everywhere\u00ae\u2019s work to advocate for equitable outcomes in U.S. higher education through advances in digital learning. Our mission is to help institutions use new technology to innovate teaching and learning, with the ultimate goal of improving student outcomes for Black, Latino, and Indigenous students, poverty-affected students, and first-generation students.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Educators working to center equity in their teaching have seen how so-called \u201ccolorblind\u201d practices can reinforce existing inequities. The same can be true of \u201ccolorblind\u201d approaches to writing and editing. Embedding equity in our work means we must consider the framing that language creates. Equity-centered writing and editing proactively reframes and recenters the experiences, expertise, and voices of the people often excluded in supposedly neutral writing.<\/span><\/p>\n<h2>Equitable language is accurate, specific, and objective<\/h2>\n<p><span style=\"font-weight: 400;\">A significant part of equity-centered language comes from simply taking a moment to reflect on if a term actually means what we are trying to say. For example:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Accurate vs. inaccurate<\/b><span style=\"font-weight: 400;\"> \u2014 <\/span><i><span style=\"font-weight: 400;\">Diverse<\/span><\/i><span style=\"font-weight: 400;\"> can describe a population such as a student body, but it can\u2019t be a factually accurate way to describe an individual, so it shouldn\u2019t be used as a shorthand signal of a person\u2019s race or ethnicity.<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Specific vs. unspecific <\/b><span style=\"font-weight: 400;\">\u2014 <\/span><i><span style=\"font-weight: 400;\">Race<\/span><\/i><span style=\"font-weight: 400;\"> is an imprecise shorthand for skin color and tends to reinforce stereotypes.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><b>Objective vs. subjective <\/b><span style=\"font-weight: 400;\">\u2014 <\/span><i><span style=\"font-weight: 400;\">Underrepresented<\/span><\/i><span style=\"font-weight: 400;\"> is a term that centers the person or institution doing the representing. From another point of view, that term says more about what a person or institution is able to see or hear.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">Equitable writing and editing looks for more accurate, specific, and objective terms to say what is meant. At Every Learner Everywhere\u00ae, instead of describing people as <\/span><i><span style=\"font-weight: 400;\">diverse<\/span><\/i><span style=\"font-weight: 400;\"> or <\/span><i><span style=\"font-weight: 400;\">underrepresented<\/span><\/i><span style=\"font-weight: 400;\">, if we are writing about Black, Latino, or Indigenous students and faculty, or about students and faculty affected by poverty, we use those specific descriptions. We also work from the principle of using the terms people want to be called by.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Other examples of words that tend to be used inaccurately are <\/span><i><span style=\"font-weight: 400;\">equality<\/span><\/i><span style=\"font-weight: 400;\">, <\/span><i><span style=\"font-weight: 400;\">diversity, <\/span><\/i><span style=\"font-weight: 400;\">and <\/span><i><span style=\"font-weight: 400;\">inclusion<\/span><\/i><span style=\"font-weight: 400;\">. These are all important to address if those subjects are, in fact, what is under discussion. But, as Every Learner Everywhere\u00ae\u2019s work is to advocate for <\/span><i><span style=\"font-weight: 400;\">equitable<\/span><\/i><span style=\"font-weight: 400;\"> outcomes in U.S. higher education, those terms often don\u2019t accurately describe the subject at hand in our articles and other resources. As <\/span><em><a href=\"https:\/\/www.everylearnereverywhere.org\/es\/resources\/getting-started-with-equity-a-guide-for-academic-department-leaders\/\">Getting Started with Equity: A Guide for Academic Department Leaders<\/a> <\/em><span style=\"font-weight: 400;\">says:<\/span><\/p>\n<blockquote><p>\u201cEquity is giving everyone what they need to be successful. It is a form of justice that seeks to remove the institutional, ideological, interpersonal, and internalized barriers that prevent certain groups of people from thriving or from sharing power. Equity requires an understanding of all the systemic barriers minoritized groups experience.\u201d<\/p><\/blockquote>\n<p><span style=\"font-weight: 400;\">Equality, diversity, and inclusion are not themselves sufficient to achieve equity and shouldn\u2019t be a shorthand for justice. The <\/span><em><a href=\"https:\/\/www.everylearnereverywhere.org\/es\/resources\/caring-for-students-playbook\/\">Caring for Students Playbook<\/a><\/em><span style=\"font-weight: 400;\"> has a supplement on key terms that includes definitions of <\/span><i><span style=\"font-weight: 400;\">equality<\/span><\/i><span style=\"font-weight: 400;\">, <\/span><i><span style=\"font-weight: 400;\">diversity, <\/span><\/i><span style=\"font-weight: 400;\">and <\/span><i><span style=\"font-weight: 400;\">inclusion<\/span><\/i><span style=\"font-weight: 400;\"> and an in-depth discussion of how they relate to <\/span><i><span style=\"font-weight: 400;\">equity<\/span><\/i><span style=\"font-weight: 400;\">.<\/span><\/p>\n<aside class=\"inline-callout\">\n<h2>Resources for equitable language<\/h2>\n<p><span style=\"font-weight: 400;\">The following resources provide detailed recommendations for equitable or inclusive writing and editing:<\/span><\/p>\n<ul>\n<li><a href=\"https:\/\/www2.calstate.edu\/csu-system\/csu-branding-standards\/editorial-style-guide\/Pages\/diversity-style-guide.aspx\">Diversity\/Inclusivity Style Guide<\/a> from California State University<\/li>\n<li><a href=\"https:\/\/writingcenter.uagc.edu\/avoiding-bias\">Avoiding Bias<\/a> from The University of Arizona Global Campus<\/li>\n<li><a href=\"https:\/\/www.washington.edu\/brand\/editorial-elements\/equity-lens\/\">Communicating with an Equity Lens<\/a> from The University of Washington<\/li>\n<li><a href=\"https:\/\/www.w3.org\/WAI\/tips\/writing\/\">Writing for Web Accessibility<\/a> from The Web Accessibility Initiative<\/li>\n<li><a href=\"https:\/\/www.ncan.org\/page\/NCANStyleGuide\">Style Guide<\/a> from The National College Attainment Network<\/li>\n<li><a href=\"https:\/\/s3.amazonaws.com\/s3.sumofus.org\/images\/SUMOFUS_PROGRESSIVE-STYLEGUIDE.pdf\">A Progressive\u2019s Style Guide<\/a> from SumOfUs<\/li>\n<li><a href=\"https:\/\/www.glaad.org\/reference\">Media Reference Guide<\/a> from GLAAD<\/li>\n<li><a href=\"https:\/\/riic.ca\/the-guide\/\">The Guide<\/a> from Reporting in Indigenous Communities<\/li>\n<li><a href=\"https:\/\/ncdj.org\/style-guide\/\">Disability Language Style Guide<\/a> from The National Center of Disability and Journalism<\/li>\n<li><a href=\"https:\/\/www.luminafoundation.org\/resource\/making-opportunity-real-a-framework-for-communicating-about-racial-equity\/\">How to Communicate About Racial Equity<\/a> from The Lumina Foundation<\/li>\n<li><a href=\"https:\/\/www.hrc.org\/resources\/sexual-orientation-and-gender-identity-terminology-and-definitions\">Sexual Orientation and Gender Identity Definitions<\/a> from The Human Rights Commission<\/li>\n<li><a href=\"https:\/\/static1.squarespace.com\/static\/5942af072994ca6253840fc1\/t\/5b2a2ec78a922d13f819fe75\/1529491144172\/Sierra+Club+Equity+Language+Guide+2018.pdf\">Equity Language Guide<\/a> from Sierra Club<\/li>\n<\/ul>\n<\/aside>\n<h2>Equitable language reframes deficit thinking<\/h2>\n<p><span style=\"font-weight: 400;\">Another principle of equity-centered writing and editing is to avoid deficit-based language, which is an insidious way the dominant perspective gets centered. For example, <\/span><i><span style=\"font-weight: 400;\">achievement gap<\/span><\/i><span style=\"font-weight: 400;\"> is a subjective characterization of the student experience that, from another perspective, looks like an institutional failure to provide opportunities. We choose language that reverses that framing, such as <\/span><i><span style=\"font-weight: 400;\">equity gap<\/span><\/i><span style=\"font-weight: 400;\"> or <\/span><i><span style=\"font-weight: 400;\">opportunity gap<\/span><\/i><span style=\"font-weight: 400;\">.<\/span><\/p>\n<p><i><span style=\"font-weight: 400;\">Minoritized<\/span><\/i><span style=\"font-weight: 400;\"> is a less familiar term we are sometimes queried about. This term acknowledges the intentional marginalization of certain demographics, whereas <\/span><i><span style=\"font-weight: 400;\">minority<\/span><\/i><span style=\"font-weight: 400;\"> normalizes harmful racial and ethnic social constructs.<\/span><\/p>\n<h2>Equitable language is accessible<\/h2>\n<p><span style=\"font-weight: 400;\">To achieve more equitable writing, we also strive to make it accessible to every reader regardless of physical ability. To begin with, that means, where possible, choosing more accuracy and specificity, such as <\/span><i><span style=\"font-weight: 400;\">person with an intellectual disability<\/span><\/i><span style=\"font-weight: 400;\"> in place of vague catch-all terms like <\/span><i><span style=\"font-weight: 400;\">disabled<\/span><\/i><span style=\"font-weight: 400;\">.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Accessibility also matters in how written material is formatted and presented. Accessible writing and editing practices we try to follow include:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Providing informative, unique page titles<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Using headings to convey meaning and structure<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Making link text meaningful<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Writing meaningful text alternatives for images<\/span><\/li>\n<\/ul>\n<h2>Equity-centered language evolves<\/h2>\n<p><span style=\"font-weight: 400;\">Writing and editing with an equity-centered perspective is an active project, and we don\u2019t regard these considered choices as fixed in stone. For example, as of this writing, we are having ongoing discussions about whether <\/span><i><span style=\"font-weight: 400;\">Indigenous<\/span><\/i><span style=\"font-weight: 400;\"> inaccurately conflates people who are Alaskan native, American Indian, Hawaiian native, and Pacific Islander and whether it\u2019s how people want to be addressed.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Almost every example given above is something we arrived at over time, so a close reader of our resource library and blogs will find older material that hasn\u2019t yet been updated to be consistent with the language choices described here. As our choices continue to evolve, we are learning from students, educators, advocates, instructional designers, technologists, data scientists, and administrators who are working to reframe conversations about equity in education.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">Consequently, we don\u2019t advocate for a fixed rule-book for equity-centered writing and editing. In fact, one of the <\/span><a href=\"https:\/\/www.everylearnereverywhere.org\/es\/about-us\/\">Every Learner Everywhere\u00ae network\u2019s equity principles<\/a><span style=\"font-weight: 400;\"> is that we will \u201cconsistently reflect on our biases and positionalities, seek input on our actions and unintended contradictions, hold ourselves accountable for improvement, and strengthen our skills.\u201d We continue to consider our language choices and to work to improve.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">To give another example of continued improvement, as of this writing, the majority of the written content produced by Every Learner Everywhere\u00ae has used the word <\/span><i><span style=\"font-weight: 400;\">semester<\/span><\/i><span style=\"font-weight: 400;\"> in generic references to academic schedules and course planning. But our colleagues working in community colleges, which are more likely to serve minoritized and poverty-affected students, don\u2019t necessarily operate on semester schedules. Some have suggested that <\/span><i><span style=\"font-weight: 400;\">term<\/span><\/i><span style=\"font-weight: 400;\"> may be a word choice that more inclusively describes the experience of U.S. higher education.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">The above examples, most of them referring to race and ethnicity, are only a sample of the terminology we keep in mind when writing from an equity perspective. Writing that centers equity also carefully considers how to refer to gender, sexual orientation, age, nationality, health status, incarceration status, socioeconomic status, and immigration status.<\/span><\/p>\n<h2>Equitable language is about more than vocabulary<\/h2>\n<p><span style=\"font-weight: 400;\">A significant caveat to this discussion is that equity-centered language doesn\u2019t only consider terminology. The language of a given piece of writing is informed by choices made long before it is drafted. Choosing what line of inquiry is pursued, whose voices are included in the research and discovery phases, what data is used, and how that data is interpreted are all also an important part of equity-centered language.\u00a0<\/span><\/p>\n<p><span style=\"font-weight: 400;\">For example:<\/span><\/p>\n<ul>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Reports based on supposedly objective data will tell a story that centers the dominant perspective if that data isn\u2019t disaggregated. (Read more on <\/span><a href=\"https:\/\/www.everylearnereverywhere.org\/es\/blog\/disaggregating-learning-data-adaptive-learning\/\">disaggregating learning data<\/a><span style=\"font-weight: 400;\">.)<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Uncritical examinations of a generic \u201chigher education\u201d experience will tend to center four-year institutions and predominantly white institutions and to erase the expertise and experience of community colleges, HBCUs, Hispanic-serving institutions, and tribal colleges.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400;\" aria-level=\"1\"><span style=\"font-weight: 400;\">Inquiries that get all their answers from educators will arrive at different answers than those that include the perspective of students.<\/span><\/li>\n<\/ul>\n<p><span style=\"font-weight: 400;\">The ultimate goal for Every Learner Everywhere\u00ae is to improve student outcomes for Black, Latino, and Indigenous students, poverty-affected students, and first-generation students. Part of our work toward that goal is to imagine and seek out research, voices, and stories that reframe conversations and to feature those in our written blog articles and resource library. If you have any to recommend, <\/span><a href=\"https:\/\/www.everylearnereverywhere.org\/es\/contact\/\">we invite you to contact us<\/a><span style=\"font-weight: 400;\">.<\/span><\/p>\n<p><a href=\"https:\/\/www.everylearnereverywhere.org\/es\/resources\/getting-started-with-equity-a-guide-for-academic-department-leaders\/\" class=\"btn\"><span style=\"font-weight: 400;\">Download\u00a0 <\/span><em>Getting Started with Equity: A Guide for Academic Department Leaders<\/em><\/a><\/p>","protected":false},"excerpt":{"rendered":"<p>Every Learner Everywhere\u00ae strives to use equity-centered language in its published material such as website copy, blog articles, press releases, and resource library. Equitable language choices avoid the subjectivity that <a href=\"https:\/\/www.everylearnereverywhere.org\/es\/blog\/equitable-language-and-reframing-how-we-think-about-writing-and-editing-to-support-equity\/\" class=\"more-link\">&#8230;<\/a><\/p>","protected":false},"author":13,"featured_media":3796,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[1],"tags":[],"class_list":["post-3795","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-uncategorized"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.1 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Equitable Language and Reframing: How We Think About Writing and Editing to Support Equity - Every Learner Everywhere\u00ae<\/title>\n<meta name=\"description\" content=\"An outline of principles for equitable language in written 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