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Using Inclusive Language

For communication to be effective, it should speak to all audiences for which it is intended. Inclusive language acknowledges diversity, and conveys respect to all people. It is respectful of differences and promotes equitable opportunities.

We understand that language in today’s society is fluid, meanings and connotations of words can change rapidly, and we’re on this continuous journey of learning, together. USA Fencing is committed to developing and sustaining a dialogue about the ways in which we can uncover and understand the harm that language can cause.

The goal is to use more inclusive language that doesn't have biases, slang or discriminatory terms. We encourage members to utilize these common sets of guidelines and best practices to foster inclusive and  safe places for everyone to enjoy the sport of fencing.

What is Inclusive Language?

USA fencing defines inclusive language as any communication that proactively uses words, phrases and expressions that are empathetic and welcoming. This includes avoiding assumptions that may exclude people or cause harm. Inclusive language encompasses emails, text messages, imagery, marketing material, social media, websites, and other forms of communication. We encourage you to constantly reflect on the potential for personal biases to show up and create blindspots that limit inclusive experiences. You can check out our resource on implicit biases for additional details.

When leading a conversation, remember to consider the following:

  • Only use characteristics of people when they are relevant: If an individual’s gender, sexual orientation, race, disability isn’t relevant to the conversation, leave it out!
  • Understand Person-first vs. identity-first language: Person/people-first language is often the preferred option for describing individuals or groups of people with a shared identity/identities. It centers the individual rather than the identity. For example, "a person with a disability" instead of "a disabled person." 
    Identity-first language puts the descriptor first, and is more common among specific communities, such as the deaf or blind community, where some generally prefer “deaf person” or “blind person” over “person with deafness" or “person with blindness”. Ultimately, different groups have different preferences, and people within groups have different preferences. When in doubt, it's always best practice  to ask.
  • Be aware that some dimensions of bias are invisible: While some dimensions of bias are visible, such as a physical disability, race, and others, people don’t always choose to disclose their descriptors. For example, religion, sexual orientation, a cognitive disability, or other aspects of themselves may not always be outwardly-showing. Don’t make assumptions.
  • Stigmatizing language: Certain phrases such as “That’s crazy!” or addressing a group with “Hey guys” can carry stigma and can inadvertently exclude some people. Another example of stigmatizing language is the use of darkness when discussing negative things, for example, using the word “dark” when referring to a feeling of being somber or sad. It can carry notions of hierarchy or superiority. For example,  white over non-white, straight over gay/lesbian, abled over disabled. Instead of using stigmatizing language, we can choose to use more inclusive language that honors the diversity of groups and their multiple identities.
  • We’re all on this continuous journey of knowledge: Language continuously changes to reflect the ever-evolving values and mindsets of our society. Mistakes can and will happen as we are always adapting to society’s values and learning the best way to use inclusive language. Lead with GRACE, Lead with EMPATHY, stay humble as learn and make positive change for everyone to be their authentic selves.

How Inclusive Language Can Create Belonging on Your Team

  • It enables deeper thinking about accessible spaces because members aren’t afraid to talk about sensitive topics.. Reducing fear means an increased likelihood that sensitive topics can be  spoken about, but thought about and integrated into new and existing projects. 
  • It promotes a space where everyone is seen as they want to be seen. This is especially important in relation to gender identity. By creating an open environment where teams use pronouns in all communication, everyone is more likely to buy-in and there is less stigma.
  • Language is forever changing and evolving. Being aware and open to shifting language means that the organization is open to meeting people where they are (anti-deficit approach).
  • Using inclusive language challenges both our conscious and unconscious biases. Language is powerful, so adjusting words and phrases shifts mindsets too.
  • Inclusive language supports disclosure by creating a safe space that helps make people feel valued and respected.

What Happens if You Get it Wrong?

  1. In the case that you incorrectly address someone, lead with grace - you are human and it's okay to make mistakes! 
  2. Briefly apologize.
  3. Correct/ change the word, term, name, or pronoun used.
  4. Learn from the mistake and move on.

Don’t let fear of making mistakes stop you from connecting with people from diverse backgrounds.

Also remember, it is important to respect people’s privacy. Allow people the space to share information about themselves if and when they feel comfortable doing so. If a person chooses to share their intimate personal life experiences, acknowledge their willingness to share and remember its all about creating connection. Be intentional with building a genuine connection. Be people-focused.

Inclusive Language Activity

Download the Inclusive Language Activity worksheet.

Objectives

  • Understand the impact language can have on people
  • Provide context for how language can impact an inclusive environment.
  • Dissuade discriminatory or gendered remarks that may make people feel unwelcome. 

Introduction (5-7 minutes)

Describe inclusive language by talking about how a person’s choice of language can sometimes make people uncomfortable, discriminate against certain individuals, or alternately, create a comfortable environment and promote respectful relationships and interactions. 

  • What to say: “We are going to discuss how we use inclusive language in our everyday lives by identifying examples of discriminatory and gendered language and modifying them to be more inclusive.” 

Prior Knowledge (5-7 minutes)

  • What to say: “We are going to start off by getting a sense of what you already know about how to use inclusive language.” 
  • Ask participants what they know about how language affects how people  feel about being a member of the club/org. Write down their responses on a large sheet of paper or board.
  • Ask participants if they have ever wondered about how language impacts members of the club/org and if they have any questions they’d like answered about how language can support an inclusive program. Again, record responses.
  • Ask the participants what they think they will learn during the workshop or what else they would like to learn about language and inclusion. Record responses.

Activity: Inclusive Language Worksheet (15 minutes)

  • Describe the Inclusive Language Worksheet activity: 

    • What to say: “The following worksheet is a compilation of examples of and alternatives to gendered and discriminatory language. It is important to be aware of the language we  use at the club/org and most importantly around youth.”

    • Hand out a copy of the Inclusive Language worksheet and a pen to each participant.

    • Have the participants complete the worksheet independently. Once everyone has completed the worksheet, come back together as a large group to discuss the answers.

    • Ask for volunteers to share their revised sentences and explanations for why a sentence or example is not inclusive. If they struggle to provide a correct answer, refer to the solutions in the answer key. 

Activity: Building Awareness Around Language and Inclusive Communication (15-20 minutes)

  •  Describe the Building Awareness Around Language and Inclusive Communication activity:

    •  What to say: “Next, we are going to focus on what it means to be aware of inclusive communication by thinking back to a time when you were insulted or hurt by another person.”

    • Lead the Building Awareness around Language and Inclusive Communication activity:

    • Begin the activity by asking participants to do some reflective writing in response to the following prompt: “Describe a time when you were insulted or hurt by another person and they brushed it off by saying something like ‘I didn’t mean it like that.’”

    • Ask a few volunteers to share their examples.

    • Facilitate a discussion by asking how participants reacted when others dismissed their feelings by saying they “didn’t mean it.”

    • Ask staff “What mattered to you most in the moment? How the other person may have intended the comment or how it affected you? What would you have liked the other person to think about before speaking?”

Adapted from the University of Minnesota and the Department of Defense’s Office of Family Policy, the National Institute of Food and Agriculture, and the U.S. Department of Agriculture under Award No. 2009-48667-05833.