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CRT is a classroom environment that recognizes the diversity and the classroom whether it is language, race, SES or gender identity and uses that knowledge to build on the strengths of each individual. The teacher is using this knowledge to incorporate a diverse range of references that different cultures can identify with.

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Treating different cultures like they are a problem that needs to be solved or changed into something they are not. Also the idea that they are in need of being saved from their cultures ways of doing things. It is not culturally responsive teaching.

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culturally responsive lesson plan examples - Bing

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Intelligent search from Bing makes it easier to quickly find what you're looking for and rewards you.

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Definition of Classroom Management

Carla works in a school district with a culturally diverse population of students. In her classroom, several different cultures are represented, each with a unique approach to the way they learn. Carla is a seasoned teacher who understands that all students bring their own set of qualities to the classroom, and she's especially careful to consider these needs when planning.

Carla knows effective teachers have strong skills in classroom management, which are organizational strategies teachers employ to keep a class on track with goals and student behavior. Classroom management involves things like organizing the environment, setting clear expectations, and determining student learning. Classroom management also consists of the things Carla does to help her students succeed, like staying organized and getting along with peers. How does she create a culturally responsive classroom? Let's take a look.

Getting to Know Students

The first step Carla took towards creating a culturally responsive classroom, one that respects all students and families, their backgrounds and beliefs, was to learn her students' backgrounds and try to understand their culture. She did this by researching independently and having many conversations with parents and caregivers. The information she learned helped her see how different families approach education and discipline.

For example, Juan's family is very strict and doesn't want to allow him to 'goof off' in class; this explains why Juan is so quiet and reserved. Carla respects the families feelings about behavior and explains that she will maintain positive discipline in her classroom. She lets them know that Juan can be both focused and relaxed in a classroom environment without impacting grades or learning. Carla has learned many different cultural rules dictating behavior, social choices, etiquette, learning approaches, and communication and is sensitive to each.

At the beginning of the year, Carla does a few things to connect with parents and caregivers to help get to know them and their student. She visits the family in their homes, establishes an open line of communication, and asks how she can help be a partner in the child's academic success. She also has students and families complete a family questionnaire, answering questions concerning learning styles and cultural boundaries.

For example, she asks when and where students prefer to complete homework, and if there have been any educational issues in the past she should be aware of. Finally, she hosts a night where parents can share their cultural history with other families in the classroom, during which they share food, conversation, and information that helps Carla teach all students.

Creating a Culture of Learning

Carla takes the information she learns about her students and their cultures and uses it to create a plan for classroom management. Like all effective teachers, Carla considers her students' needs when designing her classroom space, keeping social and academic outcomes in mind. When creating her classroom, she thinks about how she can use the environment to reflect diversity. She wants to create a community of learners that includes and celebrates all students, making sure not to leave anyone out.

Some things Carla considers are:

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culturally-responsive classroom management strategies - video & lesson transcript | study.com

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Culturally-Responsive Classroom Management Strategies - Video & Lesson Transcript | Study.com

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Carla works in a school district with a culturally diverse population of students. In her classroom, several different cultures are represented, each with a unique approach to the way they learn. Carla is a seasoned teacher who understands that all students bring their own set of qualities to the classroom, and she's especially careful to consider these needs when planning.

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culturally responsive classroom donts - Search Videos

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Literary Analysis (part 1) Gender expression/gender identity/stereotypes 1. Jo Hirst, (2018), “A house for everyone”, Jessica Kingsley Publishers, retrieved on 31 Jan 2024, https://collin.on.worldcat.org/search?queryString=a%20house%20for%20everyone&databaseLis t=1542%2C1708%2C2480%2C2483%2C1461%2C1723%2C1725%2C638&clusterResults=true &groupVariantRecords=false&stickyFacetsChecked=true&baseScope=wz%3A8448&sortKey= BEST_MATCH&scope=wz%3A8448 A group of students gather at lunchtime to build their house and each student has different tasks. They each have a different identity. The boy likes wearing a dress and one of the girls likes her hair short. 2. Gottlieb, I. (2019). Seeing gender : an illustrated guide to identity and expression. Chronicle Books. January 31, 2024, , https://collin.on.worldcat.org/search/detail/1080250948?queryString=seeing%20gender&databas eList=1542%2C1708%2C2480%2C2483%2C1461%2C1723%2C1725%2C638&clusterResults =true&groupVariantRecords=false&stickyFacetsChecked=true&baseScope=wz%3A8448&sort Key=BEST_MATCH&scope=wz%3A8448 Book brings clarity about gender identities. This book also shows how to discuss this topic in an informed manner. Multiculturism 3. Purtill, S, (2019), “It’s OK to be Different”, Dunhill Clare Publishing, retrieved on 31 Jan 2024, https://www.amazon.com/Its-OK-Different-ChildrensDiversity/dp/0973410450/ref=sr_1_5?crid=2I8LORN5N1714&keywords=its+ok+to+be+differe nt+children%27s+book&qid=1706737935&sprefix=its+ok+to+be+%2Caps%2C171&sr=8-5 This book is about encouraging students to befriend another student that is different from them. 4. Miller, Kay Jay, (2023), “We’re the same, We’re Different and We All Belong", Force for Good Media, retrieved on 31 Jan 2024, https://www.amazon.com/Were-Same-Different-AllBelong/dp/B0CK3Q8MVB/ref=sr_1_13?crid=2MYWPMGRQ4OTP&keywords=we+all+belong &qid=1706736952&sprefix=we+all+belong%2Caps%2C124&sr=8-13 The book teaches children to empathize and to celebrate and explore differences in each person. Also explains that a difference does not define a person. Academic Diversity 5. Dolan, F and Leach, W, (2019), “Meeting Mimi”, Ready Readers, retrieved on 31 Jan 2024, Rourke Educational Media Meeting Mimi: A Story About Different Abilities, Guided Reading Level F Reader (Volume 7) (Playing and Learning Together): Dolan, Francie, Leach, Wendy: 9781731604224: Amazon.com: Books The book is set in a class that introduces a new student and her special skills and abilities. 6. Galbraith, J, (2013), “The Survival Guide for Gifted Kids”, Free Spirit Publishing, retrieved on 31 Jan 2024, https://www.amazon.com/Survival-Guide-Gifted-KidsUnder/dp/1575424487/ref=sr_1_1?crid=2N5KZ16MFEP1K&keywords=the+survival+guide+for +gifted+kids&qid=1706738330&sprefix=the+survival+guide+for+gifted%2Caps%2C140&sr=8 -1 Teaches gifted students to deal with higher expectations. The book also teaches these students that they are not odd in any way. Diverse family structures 7. Brown, Catherine Maxey, (2024), “Mixed with Love”, Catherine Brown Maxey, retrieved on 31 Jan 2024, https://www.amazon.com/Mixed-Love-encourages-challengesstereotypes/dp/B0CT64RBMZ/ref=sr_1_1?crid=1LKJEYKUV9D41&keywords=Mixed+with+l ove&qid=1706736490&sprefix=mixed+with+love%2Caps%2C128&sr=8-1 A child in a mixed race, adopted and non-adopted family is going to a family sleepover. The grandmother prepares the child ahead of time as to what to expect. 8. Herman, S, (2022), “The Adopted Dragon”, DG Books Publishing, retrieved on 31 Jan 2024, The Adopted Dragon: A Story About Adoption (My Dragon Books): Herman, Steve: 9781649161369: Amazon.com: Books This book opens up conversatiuons about adoptive parents, children and siblings and their love. Explains that families are built differently. Low socioeconomic backgrounds 9. Roberts, J, (2021), “On Our Street”, Orca Book Publishers, retrieved on 31 Jan 2024, https://www.amazon.com/Our-Street-First-PovertyAround/dp/1459833406/ref=sr_1_1?crid=1Y5D35RJYY70B&keywords=on+our+street&qid=17 06739476&sprefix=on+our+street%2Caps%2C187&sr=8-1 In this book, homelessness, mental illness and refugee status is discussed and addressed. 10. Brandt, L and Vogel, V, (2022), “Maddie’s Fridge”, Flashlight Press, retrieved on 31 Jan 2024, Maddi's Fridge: Brandt, Lois, Vogel, Vin: 9781947277762: Amazon.com: Books This book is about 2 girls in the same neighborhood one of them has a fridge full of nutritious food and the other’s is empty

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School practitioners often assume kids from low-income backgrounds belong to a distinct and dysfunctional culture.
Dating back to Brown v. Board of Education, Mendez v. Westminster, and other landmark court decisions of the mid-20th century, civil rights advocates have prioritized efforts to desegregate school systems and ensure the equitable distribution of educational resources.

However, the civil rights struggle has always focused not just on passing laws and securing resources but also on challenging the beliefs that underlie segregation and worsen its effects. And the more researchers have learned about the psychology of racial discrimination, the more obvious the need to tackle certain biases that continue to be prevalent among educators, resulting in deficit-based thinking (Valencia, 1997), low academic expectations for particular students (e.g., Clark & Zygmunt, 2014; McKown & Weinstein, 2008), and misguided claims of "colorblindness" (Bonilla-Silva, 2003; Boutte et al., 2011; Fergus, 2017).

An additional form of bias - poverty-disciplining belief - has received somewhat less attention from equity advocates, but it appears to be quite common in schools. Poverty-disciplining belief is the assumption that poverty itself is a kind of "culture," characterized by dysfunctional behaviors that prevent success in school (Fergus, 2016). In effect, it pathologizes children who live (or whose parents lived) in low-income communities. And while it doesn't focus on race per se, it is often used as a proxy for race and to justify racial disparities in disciplinary referrals, achievement, and enrollment in gifted, AP, and honors courses, as well as to justify harsh punishments for "disobedience" or "disorderly conduct" or "disrespect."

By way of illustration, consider a meeting I had recently with a superintendent whose district, according to my analysis, gives disproportionate numbers of suspensions and disciplinary referrals to Black students. As I explained to him, the local data are consistent with a robust body of previous research showing that whatever their free or reduced-price lunch status, Black students tend to be singled out more often than White students for such punishments (Skiba et al., 2002), which suggests racial bias on the part of some educators.

But such disparities don't necessarily imply bias, he argued, as he showed me a spreadsheet he had compiled. "I'm a former math teacher," he said, "so I feel very comfortable doing relative risk ratios." His data revealed the same pattern as mine: In his district, rates of suspension were significantly higher for Black students, independent of family income. However, he offered a very different explanation: "See, these kids are poor, and do you understand how poor kids behave? . . . they have their pants sagging, use inappropriate language, and just don't care about school."

In that moment, the superintendent provided a clear window into his thinking. As he saw it: 1) whatever their family income level, Black kids are "poor," 2) poor kids behave in dysfunctional ways, and 3) such behaviors can be corrected by suspensions and disciplinary referrals. In short, he assumed that students from historically low-income communities are prone to specific mannerisms, speech patterns, and actions that prevent their success in school, and which are best controlled by way of punishments.

In their book Disciplining the Poor (2011), Joe Soss, Richard Fording, and Sandford Schram explain that over the last 20 or so years, social welfare policy (beginning with the Welfare to Work programs of the 1990s) has been dominated by the notion that low-income individuals' "civic incorporation can be achieved only by forcing the poor to confront a more demanding and appropriate 'operational definition of citizenship' " (p. 5). In other words, many policy makers have assumed that the best way to help people escape poverty is to discipline them. If they cannot succeed in school, hold down a job, stay sober, save money, and otherwise behave as good citizens, it isn't because they lack opportunities, supports, and resources. Rather, the theory goes, it's because their community has instilled in them certain behavioral and psychological dispositions that prevent them from helping themselves.
Assumptions about poverty, culture, and biology
The belief that poor people are in need of discipline rests, in turn, on a highly debatable premise, the idea that the economic status of a community determines the value of its cultural practices: The poorer the community, the more impoverished and dysfunctional its culture; the richer the community, the more culturally refined it must be.

That's hardly a new idea; elites in every society tend to assert the superiority of their chosen customs, norms, and behaviors. But in recent decades it has been given an academic sheen, beginning with the cultural deprivation theory (also known as the "culture of poverty" argument) of the 1960s, which maintained that the low academic performance of racial and ethnic minorities stemmed from their deficient cultural practices (e.g., Bloom, Davis, & Hess, 1965). Supposedly, parents in certain cultures tend to suppress the development of linguistic, cognitive, and affective skills their children need to succeed in school.

For example, the sociologist Celia Heller (1966) argued that the cultural practices of Mexican-American families work against them in the United States. "This type of upbringing," Heller asserted, "creates stumbling blocks to future advancement by stressing values that hinder mobility - family ties, honor, masculinity, and living in the present - and by neglecting the values that are conducive to it - achievement, independence, and deferred gratification" (pp. 34-35). Further, these deficient cultural norms are passed on from one generation to the next, argued Oscar Lewis (1961), who claimed that low-income Mexican Americans and Puerto Ricans self-perpetuate a culture of poverty that promotes violence, political apathy, and an inability to defer gratification. These cultural practices, according to Lewis, are embedded in children's behavior by the time they are six or seven years old and continue even if the economic status of the community improves.

In my own research, I've found such beliefs about poverty and culture to be common even today among educators working in public schools (e.g., Fergus et al., 2014). For example, Table 1 illustrates the frequency of poverty-discipline beliefs among teachers, staff, and administrators across 11 school districts. Among the nearly 1,600 practitioners surveyed, nearly a third agreed (ranging from somewhat to strongly agree) that the values students learn growing up in disadvantaged neighborhoods conflict with school values; more than a quarter agreed that such students do not value education, and roughly one in six believe poor kids lack the abilities necessary to succeed in school. In short, a significant percentage of school practitioners appear to believe that the values and behaviors learned in low-income communities conflict with those taught in school.

Increasingly, I've found also that educators are framing their assumptions about poor and minority children in terms borrowed from the biological and cognitive sciences, especially research into the effects of long-term exposure to lead paint, food insecurity, violence, and other environmental dangers, and a lack of exposure to certain positive influences, such as frequent reading time at home.

A prime example of the latter has to do with Betty Hart and Todd Risley's well-known 1995 study of vocabulary development, in which middle-income preschool-age children were found to have been exposed, at home, to 30-million more words, on average, than their low-income peers. In fact, more recent research suggests that the Hart and Risley study neglected to account for words spoken by multiple caregivers and bystanders, which led them to significantly underestimate the number of words kids from low-income families heard (Sperry, Sperry, & Miller, 2018). Still, though, the study is often cited as evidence of a cultural deficiency: If many poor kids arrive at school already behind in literacy development, then the blame must lie with the low-income community's values and cultural practices.

Similarly, in recent years we have seen an explosion of research into the effects of childhood trauma, and many educators have become aware that prolonged exposure to traumatic events - which tends to be somewhat more prevalent in low-income communities - is a leading contributor to various risky behaviors and negative health outcomes later in adulthood (Anda et al., 2008). Unfortunately, however, educators sometimes interpret this to mean that childhood poverty itself is a form of trauma.

Several times, I've heard practitioners use the phrase "trauma kids" to describe students who are eligible for free or reduced-price lunch. And, in some instances, school practitioners have even gone so far as to argue that students' low-income status alone is sufficient justification for placing them in special education or remedial academic services. Recently, for example, when I visited a school to review its tiered approach to providing social and emotional supports, the principal shared with me their interpretation of a trauma-informed workshop they attended. Referring to kids growing up in poverty, the principal noted that "the research shows that the frontal lobe of their brain is being activated during their fight and flight mode and causes them to have smaller brains in the back of their head . . . . I think these kids need to be placed in a self-contained environment so they can get the necessary support."

In short, not only do significant numbers of school practitioners believe that when students from low-income backgrounds struggle it must be the fault of their culture, but some practitioners are tempted to dress up that belief in "scientific" evidence about what it means to grow up in poverty. Supposedly, it is the nature of low-income families to expose their children to trauma and to deny them appropriate support for language development.

But in fact, mountains of research findings suggest that while poverty may put children at somewhat elevated risk for trauma and other negative influences on development, poverty is far from a deterministic condition (Spencer, 2006). If an individual student has trouble learning to read, behaving appropriately in class, or meeting other expectations, it is for complex reasons having to do with that individual and the specific people and institutions in their lives. It is not simply because they are poor.
Fixing our blind spots
Anthropologists often point out that cultures are slippery things - they are made up of shared sets of implicit and explicit values, norms, concepts, and rules of behavior that are continuously evolving and being redefined by members of the group (Geertz, 1973). When outsiders try to pin down the nature of a particular culture, then, one has to wonder why they are so intent on doing so. What do they have to gain by asserting that, say, poor children are impulsive and disrespectful? Why are they pointing to race or economic class to explain why a certain group of students struggles to succeed in school? And who's doing the pointing?

Rather than confront the possibility that they have allowed racial bias to influence their decisions about disciplinary referrals and school suspensions, the superintendent I described earlier assigned blame to an entire category of young people, asserting that "poor kids" dress, behave, and talk in inappropriate ways. Clearly, the superintendent has a blind spot, as do all educators who adopt a poverty-disciplining belief. In reality, poverty is a complex economic and social condition, in which trauma is common but so too is resilience, and so too are institutions (such as faith-based organizations, community centers, extended family structures, and sometimes schools as well) that protect young people from trauma and mitigate the effects of food insecurity, exposure to crime, and other dangers (Fergus et al., 2014).

The challenge for educators is to get over the habit of pathologizing entire populations of young people, as though the struggles of individual students could ever be explained merely by pointing out that they're poor. We need to get it into our heads that poverty is not a deterministic condition; it doesn't tell us anything about the ways in which any particular kid - from any particular race or ethnicity - will develop, the kinds of instruction they'll need, or the level of "discipline" they require.

Further, given the inevitability of our own blind spots, we have a responsibility to seek out regular feedback on the racial and economic ecology of our schools. As Eduardo Bonilla-Silva (2006) has argued, even if there are no out-and-out racists among us, racism is still often woven tightly into the social fabric of our schools, subtly influencing our assumptions about ability, intelligence, behavior, and more. That's why it's so important to conduct surveys of school climate and culture (also known as belief audits) that give students, teachers, and staff the chance to identify the biases they experience (for example, having to do with disciplinary referrals, dress codes, teaching assignments, and extracurricular opportunities) and prompt a closer inspection to learn more and decide whether and how the school should respond.

Finally, we need to confront our own tepid commitment to diversifying the K-12 workforce. To date, few educational leaders have opened their eyes to the ways teacher diversity matters to the work of cultivating a culturally responsive humanity, bringing greater knowledge to the instructional and curricular repertoire of our schools. Simply put, teacher diversity increases the likelihood that children will be seen and understood as individuals, rather than being viewed through the lens of cultural stereotypes (Waite et al., 2018). Yet, in the decades since Brown v. Board of Education, the racial composition of our K-12 workforce has become less and less representative of the diversity of our student population. As of 2011, Black and Latinx students comprised 40% of the nation's public school enrollment, and they are projected to comprise the majority by 2020 (National Center for Education Statistics, 2011). However, the teaching force remains mostly White (81.9% in 2011) and increasingly female (84% in 2011, up from 69% in 1986).

Thus, while the last 70 years haven't brought us the integration of White, Black, and Latinx students (who've only become more segregated), we have seen a largescale integration of White female teachers with Black and Latinx students. The implications of this trend have rarely been discussed, however, and very important questions have gone unanswered: Have we cultivated the tools to manage this massive project of integrating White teachers and students of color? How should we do so? Until we improve the diversity of our teacher workforce, and until our preparation programs figure out how to address the racial assumptions and poverty-disciplining beliefs of new teachers, it will be up to local school and district leaders to tackle this challenge.
References
Anda, R.F., Brown, D.W., Dube, S.R., Bremner, J.D., Felitti, V.J., and Giles, W.G. (2008). Adverse childhood experiences and chronic obstructive pulmonary disease in adults. American Journal of Preventive Medicine, 34 (5), 396-403.

Bloom, B., Davis, A., & Hess, R. (1965). Compensatory education for cultural deprivation. New York, NY: Holt, Rinehart, and Winston.

Bonilla-Silva, E. (2003). Racism without racists: Color-blind racism and persistence of racial inequality in America. Lanham, MD: Rowman & Littlefield Publishers.

Boutte, G., Lopez-Robertson, J., & Powers-Costello, E. (2011). Moving beyond colorblindness in early childhood classrooms. Early Childhood Education Journal, 39 (5), 335-342.

Clark, P. & Zygmunt, E. (2014). A close encounter with personal bias: Pedagogical implications for teacher education. The Journal of Negro Education, 83, 147-161.

Fergus, E. (2016). Social reproduction ideologies: Teacher beliefs about race and culture. In D. Connor, B. Ferri, & S. Annamma (Eds.), DisCrit: Disability Studies and Critical Race Theory. New York, NY: Teachers College Press.

Fergus, E. (2017). Interrogating the White teacher and students of color integration project: Understanding the role of bias-based beliefs in disproportionality. Theory into Practice, 56 (3), 169-177.

Fergus, E., Noguera, P., & Martin, M. (2014). Schooling for resilience: Improving the life trajectory of Black and Latino boys. Cambridge, MA: Harvard Education Press.

Geertz, C. (1973). The interpretation of cultures. New York, NY: Basic Books.

Hart, B. & Risley, T.R. (1995). Meaningful differences in the everyday experience of young American children. Baltimore, MD: P.H. Brookes.

Heller, C. (1966). Mexican American youth: The forgotten youth at the crossroads. New York, NY: Random House.

Lewis, O. (1961). The children of Sanchez. New York, NY: Random House.

McKown, C. & Weinstein, R.S. (2008). Teacher expectations, classroom context, and the achievement gap. Journal of School Psychology 46 (3), 235-261.

National Center for Education Statistics (2011). Schools and Staffing Survey. Washington, DC: US Department of Education.

Skiba, R.J., Michael, R.S., Nardo, A.C., & Peterson, R. L. (2002). The color of discipline: Sources of racial and gender disproportionality in school punishment. Urban Review, 34, 317-342.

Soss, J., Fording, R., & Schram, S. (2011). Disciplining the poor: Neoliberal paternalism and the persistent power of race. Chicago, IL: University of Chicago Press.

Spencer, M.B. (2006). Phenomenology and ecological systems theory: Development of diverse groups. In W. Damon & R.M. Lerner (Series Eds.) & R.M. Lerner (Vol. Ed.), Handbook of child psychology: Vol. 1. Theoretical models of human development (6th ed., pp. 829-893). New York, NY: John Wiley.

Sperry, D., Sperry, L., & Miller, P. (2018, April 30). Reexamining the verbal environments of children from different socioeconomic backgrounds. Child Development.

Valencia, R.R. (1997). The evolution of deficit thinking: Educational thought and practice. Oxford, UK: RoutledgeFalmer.

Waite, S., Mentor, M., & Bristol, T. J. (2018). Growing our own: Reflections on developing a pipeline for male educators of color. Journal of the Center for Policy Analysis and Research, 1 (1), 148-166.

Citation: Fergus, E. (2019). Confronting our beliefs about poverty and discipline. Phi Delta Kappan, 100 (5), 31-34.

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Confronting our beliefs about poverty and discipline - kappanonline.org

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School practitioners often assume kids from low-income backgrounds belong to a distinct and dysfunctional culture. Dating back to Brown v. Board of Education, Mendez v. Westminster, and other landmark court decisions of the mid-20th century, civil rights advocates have prioritized efforts to desegregate school systems and ensure the equitable distribution of educational resources.

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This glossary is intended to be an aid in navigating the resources and activities for Inclusive Classrooms. You may come across new terms and/or ideas as you go through our website and you will be able to find corresponding definitions, as well as examples, on this page. For terms that are blue, you can click into the corresponding activity/resource by clicking on the term itself. Please feel free to comment with any additional words and/or ideas that you would like to see defined on this page.

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In building design, accessibility is ensuring a facility is accessible for people with physical disabilities. In the classroom, accessibility is about preparation and thoughtful consideration for the different abilities and learning styles that are present, ensuring that students with disabilities have full access to learning opportunities in the classroom.

Anti-racism

Anti-Racism is the awareness of and active rejection of institutional, systemic, and structural policies, practices and behaviors that create and maintain white supremacy. It is also the creation of new structures, policies, practices, behaviors, and relationships that undo their racist predecessors and the conditions that make them possible.
Source: LSA Anti-Racism Task Force

BIPOC

Acronym that stands for, Black, Indigenous, and People of Color.

People who were assigned a sex and gender at birth that is in agreement with their self-designated gender. Commonly abbreviated as Cis.

A verbal or written notice that precedes potentially sensitive content.

D&I

Diversity and inclusion.

DEI

Diversity, Equity and Inclusion. View the University of Michigan's DEI Strategic Plan.

A way to block or divert dialogue as a defensive response to perspectives they find uncomfortable or challenging, dialogue blockers function rhetorically to silence a perspective or divert the conversation away from a critical insight.

A dominant narrative is an explanation or story that is told in service of the dominant social group's interests and ideologies.
Example: The United States is a meritocracy where anyone can achieve their ambitions through hard work and perseverance.

Gendering

An assumption made about the social assignment or designation of a person's gender, usually on the basis of perceived sex.

Gender Binary

The idea that gender exists in two forms: masculine and feminine. This binary is created by social systems or cultural beliefs.

The idea that policies, language, and other social institutions (social structures, gender roles, or gender identity) should avoid distinguishing roles according to people's sex or gender.
Example: Instead of saying, "ladies and gentlemen," say, "everyone". Instead of saying, "boyfriend," or "girlfriend," say, "partner."

The belief that abilities and traits can be developed through strategic efforts and hard work, and are not simply innate or fixed.

The sudden eruption of tension and conflict in classroom discussion. Hot moments can occur when a well-intentioned student says something that is politically charged and personally offensive to some members of the class or the instructor.

Implicit Bias

Also known as unconscious bias, implicit bias is the way that stereotypes and attitudes we are not aware of shape our behavior; thoughts and feelings outside of conscious awareness and control.

Imposter Syndrome

Inclusive Teaching

Inclusive Teaching involves deliberately cultivating a learning environment where all students are treated equitably, have equal access to learning, and feel welcomed, valued, and supported in their learning. Such teaching attends to social identities and seeks to change the way systemic inequities shape dynamics in teaching-learning spaces, affect individuals' experiences of those spaces, and influence course and curriculum design.
Source - University of Michigan Center for Research on Learning & Teaching

The ways aspects of identity (gender, race, religion, sexual orientation) intersect to create specific experiences, needs, privileges, and oppressions.

Latinx

A gender-neutral term, replacing Latino or Latina.

LGBTQ

Abbreviation for lesbian, gay, bisexual, transgender, queer (or questioning).

Microaggression

A comment or action that subtly and often unconsciously or unintentionally expresses a prejudiced or hostile attitude toward a member of a marginalized group.

Non-Binary

Non-binary is the descriptor for someone whose gender identity is not exclusively male or female.

People of Color

Term to describe people who are non-white, with an emphasis on the common experience of systemic racism.
A note on this term from Racial Equity Tools: It is important whenever possible to identify people through their own racial/ethnic group, as each has its own distinct experience and meaning and may be appropriate.

A way for an individual, who voices a dominant narrative, to simultaneously provide context to justify their perspectives.
Example: "I'm not racist or anything; this is just the experience I had growing up"

Positionality

The way one's social location or position is assigned and negotiated as the result of combining various social factors or identities (e.g., race, sex, class, gender, ability, sexual orientation).
Source - Columbia Center for Teaching and Learning

Societally granted, unearned advantages accorded to some people and not others. These systemic or structural advantages impact people based on identity factors such as race, gender, sex, religion, nationality, disability, sexuality, class, and body type.

The risk that people who fall into identity groups that are often negatively stereotyped may underperform in evaluative settings such as the classroom, as a result of feeling the pressure of the stereotype.
Example: A woman underperforms in a math course due to a perceived sense of not belonging in the classroom and a fear of confirming the stereotype that men are better than women at math.

Target Group

A participant in a dialogue or conversation that has less social power than the Agent Group. The Target Group's perspective and/or experience is typically not in agreement with the Dominant Narrative.

People who were assigned a sex and gender at birth that is not in agreement with their self-designated gender identity or expression.

A specific variety of content warning that attempt to forewarn audiences of content that may cause intense physiological and psychological symptoms for people with Post Traumatic Stress Disorder (PTSD) and other anxiety disorders.

Unconscious Bias

See: Implicit Bias

Underrepresented Group

Describes a specific population that holds a smaller percentage within a subgroup than the population holds in the general population.
Example: Compared to their share of the U.S. population, women, persons with disabilities, and underrepresented minority groups are underrepresented in STEM education and employment. Learn more here.

White Privilege

The collective unearned advantages, both historical and current, given to people based solely on their racial identification as white. These unearned advantages undergird White peoples' access to a range of rights, benefits, favor, and immunity, which results in their preferential treatment over People of Color.
Source: LSA Anti-Racism Task Force

White Supremacy

The belief that the those who identify as white are inherently superior to other races, including the social, economic, and political systems that collectively enable white people to exploit, oppress, and maintain power over people of other races.

Gender-inclusive pronouns that disrupt the culture of making assumptions about one's gender identity/expression.

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This glossary is intended to be an aid in navigating the resources and activities for Inclusive Classrooms. You may come across new terms and/or ideas as you go through our website and you will be able to find corresponding definitions, as well as examples, on this page.

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Use inclusive language to affirm diversity

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Suggestion for implementing the strategy Develop an inclusive classroom and curriculum within the Guide to Supporting LGBTIQA+ students

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The language we use can help every student feel included in our classrooms. Here are two practices we recommend.

1) Use Asset-Based Language

Asset-based language focuses on the strengths of the diverse students, educators, and communities we serve. We suggest:

Avoiding labeling students (explicitly or implicitly) as "at risk."

Capitalizing Black, Hispanic, and Indigenous.

Replacing potentially problematic language:

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Equitable Classroom Language - Modern Classrooms Project

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Using equitable language in the classroom helps all students to feel included. These tips will help you keep your classroom language inclusive and equitable.

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SUNY Geneseo is committed to cultivating a community that respects difference and promotes a sense of inclusion and belonging. (For more, read the Community Commitment to Diversity, Equity, and Inclusion.) This commitment extends to the language we use in our professional communication. The words people use to describe others are often unintentionally but unquestionably based on implicit cultural biases. They can be insensitive to cultural differences or exclusionary or offensive to a group of people (based on their ability/disability, race or ethnicity, gender, gender identity, or sexual orientation, etc.). This guide is intended to promote greater intentionality and accuracy of language in print and online communications, as well as contribute to an overall climate of inclusion.

Disability

Usage

Refer to a disability only when it's relevant to the story.

Ask for a person's preference when possible. Some people prefer the term disabled person. Others prefer to emphasize the person first and then the disability:

Person with a disability

Person who uses a wheelchair

Person with an intellectual (or developmental) disability (or delay)

Use accessible parking rather than handicapped parking.

Do not use the word able-bodied to describe people without disabilities. Instead, use non-disabled, does not have a disability, or is not living with a disability.

Avoid words with negative connotations, such as handicapped person, stricken, or victim. Use "someone living with ___", such as someone living with depression or someone who has cerebral palsy.

People with almost complete vision loss are considered blind or legally blind (20/200 vision). Those who have partial sight may prefer the term low vision, limited vision, or visually impaired. If possible, ask for a person's preference.

For guidance on usage of specific terms, see the National Center on Disability and Journalism's style guide or the Center for Disability's Disability Writing and Journalism Guidelines.

Ethnic and Racial Designations

Glossary

African American: a person of African origin. Some people who have generations of American ancestors prefer the term Black (use upper case, not black). Do not use colored as a synonym.

American Indian or Native American: an indigenous person in the U.S. Follow the person's preference. Where possible, use the name of the tribe. Other terms: First Nation, Indigenous person.

Asian American: a person of Asian origin (i.e., South Asia, East Asia, and Southeast Asia).

Hispanic: a person of Spanish-speaking origin.

Usage

Capitalize the proper names of nationalities, peoples, races, and tribes: Arab, African, American, Caucasian, Cherokee, Chinese, Eskimo, Filipino, French Canadian, Japanese, Jew, Jewish, Latin, etc.

Terms such as black and white, when referring to ethnicity, are usually lowercased unless a particular author-writing under their own name and not as the voice of SUNY Geneseo-prefers otherwise.

Do not use a hyphen (in either noun or adjective forms) in ethnic classifications such as African American or Italian American.

For guidance on usage of specific terms, see the National Association of Black Journalists or the Conscious Style Guide's Ethnicity, Race, and Nationality resources.

Gender, Sex, and Sexuality

Glossary

Agender: a person who does not identify with any gender, or who identifies as neutral or genderless.

Bisexual: a person who is sexually or romantically attracted to more than one gender.

Cisgender: a person whose gender identity corresponds with the sex they were assigned at birth.

Gay or lesbian: people who are attracted to members of the same sex. Use instead of homosexual.

Gender: a person's internal sense of feeling like a woman, man, both, or neither.

Gender expression: the appearance, traits, and mannerisms a person presents to communicate their gender identity. Gender expression may or may not match biological sex.

Gender identity: a person's feeling about, relationship with, and understanding of gender as it pertains to their sense of self. An individual's gender identity may or may not be related to their biological sex.

Intersex: a person who was born with a reproductive or sexual anatomy that doesn't fit the typical definitions of female or male.

LGBTQ+: refers to people who identify themselves as lesbian, gay, bisexual, transgender, queer, questioning, intersex, agender, or asexual. Use the initials alone on first reference if writing for an informed audience. If not, use this on first reference: LGBTQ+ (lesbian, gay, bisexual, transgender, queer, questioning, and other sexual and gender minorities).

Nonbinary: a person who does not identify, or identify solely, as either a woman or a man. Other nonbinary terms include but are not limited to agender, gender fluid, or gender nonconforming.

Queer: a traditionally offensive term reclaimed by some LGBTQ+ people to describe themselves. Some value the term for its defiance and because it includes the entire LGBTQ+ community.

Sex: comprises a person's biological and physiological characteristics, including reproductive organs and hormones. Sex is assigned at birth and is not synonymous with gender.

+: A denotation of any specific minoritized gender or sexual identity that is not referenced by the L, G, B, T, or Q.

For guidance on usage of specific terms, see the National Lesbian and Gay Journalists Association's Stylebook or the Conscious Style Guide's Gender, Sex, and Sexuality resources.

Pronouns

If you are writing about a specific, known person, always use that person's pronouns. If you don't know their pronouns, ask.

Avoid using he as a universal pronoun; likewise, avoid using binary alternatives such as he/she, he or she, or (s)he.

The singular they is the most common nonbinary pronoun and is preferred by SUNY Geneseo. It includes all people and helps writers avoid making assumptions about gender.

Use the singular they in two main cases: (1) when referring to a generic person whose gender is unknown or irrelevant to the context, or (2) when referring to a specific, known person who uses they as their pronoun.

Usage for They

Style guides endorse the use of the singular pronoun they, including when writing for publication (Chicago Manual of Style, 2017; Associated Press Stylebook, 2018; Publication Manual of the American Psychological Association, 2019).

Like singular you, singular they is treated as a grammatical plural and takes a plural verb.

Their favorite color is blue.

They have a degree in biology.

Themself (like yourself) may be used to signal the singular antecedent (though some people will prefer themselves).
They blamed themself [or themselves].

Non-Gendered Language Usage

Use alum/alums (gender neutral) when referring to a person or persons whose gender is unknown, or to a known person who uses non-binary pronouns.

Use alumnus/alumni (men) or alumna/alumnae (women) when referring to a specific person or persons with known binary genders.

Use alums when referring to a mixed-gender group or a group where gender has not been specified. Alumni, despite its masculine roots, has become de-gendered in common usage when referring to a mixed group and is considered an acceptable alternative to the preferred alums. We recognize that certain formal titles (Alumni Association, Office of Alumni Relations) will retain the use of alumni.

Avoid honorific titles such as Mr., Mrs., Miss, Ms., etc. Use first and last name followed by their role if the person does not have a professional title: Jane Doe, administrative assistant. Use professional titles such as dean, professor, president when appropriate, rather than academic degrees.

Avoid gender-binary references like ladies and gentlemen or men and women when referring to everyone in a group. Use an alternative greeting, such as friends, visitors, or invited guests.

Use last names, not first names, on a second reference to a person in narrative text. Using only a first name is considered disrespectful and should be saved for informal and private correspondence.

Avoid defaulting to -man in descriptors. Avoid gendered nouns.

Strategies for avoiding gender-specific pronouns (he or she):

Recast the sentence and make the subject and object plural.

Each student must hand in his paper by 2 p.m. on Friday.

BETTER: Students must hand in their papers by 2 p.m. on Friday.

Omit the pronoun or use an article (e.g., the, a) instead of a pronoun.

The cashier should call her manager when a customer asks to use an expired coupon.

BETTER: The cashier should call the manager when a customer asks to use an expired coupon.

Use the neutral pronoun one.

A writer in Boston is likely to earn more than she will in Syracuse.

BETTER: A writer in Boston is likely to earn more than one in Syracuse.

Strategies for writing when the gender is unknown:

Refer to the person using a descriptive word or phrase: the Beowulf poet or the whistleblower.

If the person's name is known, keep using the name rather than substituting a pronoun. Rephrase as necessary to reduce the number of times you must repeat it.

If you are writing about a public figure, research what others have written about that person and follow their lead. If you see multiple practices, imitate the ones that seem most respectful.

Preferred Names

Use the online campus directory to clarify what name to use when referring to someone. This directory shows an individual's preferred name (lived/chosen name), even if it's different from their legal name.

Employees can communicate preferred names to Human Resources; students can find the process and form online.

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SUNY Geneseo is committed to cultivating a community that respects difference and promotes a sense of inclusion and belonging.

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An inclusive environment not only ensures equitable access to resources and opportunities for all, it empowers individuals and groups to feel psychologically safe, respected, engaged, motivated, and valued. This is especially true of Gen Z, the most diverse generation yet. Our recent Handshake Network Trends report found that more than half of respondents would not apply to a job or internship where there exists a lack of gender diversity among the workforce.

We may all be familiar with the idea of Diversity, Equity, and Inclusion (DEI). But to holistically and intentionally put what your culture preaches into practice, using inclusive language is a tangible way you can contribute toward an inclusive candidate experience and culture. Having an inclusive glossary at the ready will help you and your team learn and update your vocabularies so that you're not unintentionally exclusive.

Improve your understanding of inclusive language by referring to this blog for:

Principles to remember: Every language is built off of rules and frameworks; inclusive language is structured similarly. These principles can help you enter conversations mindful of an individual's or audience's preferences.

Phrases to avoid: The list also contains everyday phrases with racist origins, and gendered or exclusive expressions and terms that will make candidates feel excluded, even if unintended.

Concepts to know: Early talent recruitment and campus engagement are always evolving to keep up with the times. To be effective recruiters and DEI practitioners, it's important to stay informed of new terminology, concepts, and trends that impact your work.

From a personalized message to a career event, every interaction that recruiters and candidates have are important to building foundational relationships. Using inclusive language helps students and recent graduates see themselves in your workplace.

When people at all levels and in all departments recognize and commit to the importance of inclusive language, place people beyond their descriptors, and embrace a growth mindset about updating their vocabularies, employees will feel a greater sense of belonging-and are 50% less likely to leave.

As inclusive language evolves, our empathy, vocabulary, and specific word choice should shift in tandem-so consider this list dynamic and ever evolving, and a great place to start!

Principles to remember
Every language is built off of rules and frameworks; inclusive language is structured similarly. Incorporate these principles to remember to approach conversations mindfully of an individual's or group's preferences.

Put people first: It is essential to focus on the person, not their characteristics. For example, instead of "a blind woman" or "a saleswoman," use "a woman who is blind" or "a woman on our sales team."

We are more than our descriptors: Avoid generalizations and don't assume someone's identity. Only mention characteristics like gender, sexual orientation, religion, racial group or ability when relevant to the discussion, like inviting women students to meet your women in leadership at a STEM networking event.

Use universal phrases: Idioms, industry jargon, and acronyms can exclude a candidate who may not have specialized knowledge of a particular subject and can lead to miscommunication. Plus, many idioms don't translate well globally across languages or countries.

For example, the saying " Take the bull by the horns " could potentially turn your encouragement into a source of embarrassment if the person fails to grasp the expression. Instead, say, "I believe in you!"

Use gender-neutral language to address a group: Saying "guys" or "ladies" to address a group of people is gendered language. To many English speakers, "females" sounds like a scientific designation one would use for animals or plants; use "women" instead. Inclusive ways to address a group include "folks," "people," "you all, "y'all," and "team."

Recognize the impact of mental health language: "Bipolar," "PTSD," "OCD," and "ADD" are real mental health diagnoses that people possess. Using these terms to describe everyday behaviors underplays the impact of someone's experiences with a mental disorder. Avoid other derogatory terms that stem from the context of mental health, like "schizo," "paranoid," "psycho," "crazy" or "insane."These words give negative value and contribute to marginalizing individuals with mental health conditions.

Ask if you aren't sure: Inclusive language is nuanced and is meant to reflect an individual's or group's personal style and preference. Use personal pronouns when introducing yourself, in your email signature, in your social media profiles, and ask candidates which pronouns they use. On Handshake, early-career job seekers are able to self-report their gender identity and pronouns, making it easier for employers to see how a specific student identifies.

Personal pronouns, a consciously chosen set of words that allow a person to represent their gender identity accurately,are a great example of inclusive language.Pronouns include both gendered pronouns like "He" and "She" as well as gender-neutral pronouns like "They" and "Ze."

Approach inclusive language with a growth mindset: Individuals who believe their talents can be developed (through hard work, positive intentions, and feedback from others) have a growth mindset. They tend to achieve more than individuals with a more fixed mindset (those who believe their talents are innate gifts). As you begin to update and correct some of your language, you may make some mistakes-but you are actively trying and that is how you will learn!

Phrases to avoid
This list of phrases to avoid contains everyday phrases with racist origins, and expressions and terms that will make candidates feel excluded, even if unintended. For a more inclusive culture, avoid these phrases at all costs.

At risk: This categorization can be harmful. There are complex reasons for students who show lower levels of academic success. "Risk" should not describe a person, and is better used to describe a situation.

Bossy: Often misconstrued for assertive, this term is negatively skewed to describe a woman that is direct and communicates expectations. Women are 2x more likely than men to be labeled "bossy" at work. Try "driven" instead.

Limited English Proficiency (LEP): In the past, LEP was used to refer to people who do not speak English as their primary language and/or who have a limited ability to read, write, speak, or understand the English language. More inclusive terms are English Language Learners, First Language Not English, or Emergent Bilinguals.

Ghetto: This word was previously used in Europe to describe a quarter in an urban area where Jewish people were forced to live. It's now used as a bigoted term that gets tossed around to mean poor or working class.

Grandfathering or grandfather clause: This term originated in the American South in the 1890s as a way to defy the 15th Amendment and prevent Black Americans from voting. Used to connote exemption from a change because of conditions that existed before the change (e.g. grandfathering users on a rate for a streaming plan.) A good alternative might be "legacy."

Gyp/gypped: Racial slur for being defrauded, swindled or cheated. The term stems from an abbreviation of 'gypsy,' a word commonly used to describe the Romani people. Try "duped" instead.

Hacker: In job descriptions, the term "hacker" can be gender biased. Alternatives include "engineer" or "developer."

Handicapped: This is not a word that should be used to describe a person, as it is about one's condition, not their characteristics. Use "person with a disability."

Housekeeping: In reference to office work, such as the section of a webinar agenda when presenters share how to use the Q&A or chat feature, this language can feel gendered.

Hip hip hooray!: While used in American English as aa congratulatory cheer, the history of this term is thought to have derived from the anti-Semitic chant "Hep hep!", a rallying cry to attack Jewish people in and around the German Confederacy in 1819 during what came to be known as the "Hep-Hep riots." What to say instead: "Hooray!" or "Yay!"

Indian/American Indian: This language dates back to Christopher Columbus naming a people based on Anglo-Saxon perception. Use the term "Indigenous American" instead, or ask for the terminology that the community prefers.

Lame: Originally used in reference to people with reduced mobility, and often a synonym for "uncool." Both types of uses are ableist (a concept we describe later in this list).

Lower the bar: Based on the erroneous idea that a company has to relax hiring standards in order to add people from different racial/ethnic/gender backgrounds.

Man: The usage of this term as a synonym for work- as in "man hours," "man the inbox," "man the conference booth," -this is unnecessarily gendered language. Try simplifying by using "work" instead.

Less inclusive: Chairman, foreman, councilman, manpower, man hours More inclusive: Workforce, personnel, workers, team, Chairperson, chair, moderator, discussion leader, councilmember, folks, people, you all, y'all, teammates

Master/slave: Used in computing and technical concepts; reflecting how systematic racism is built into computer science. Replacements include primary/replica, primary/standby, parent/child. Related: avoid common workplace sayings like "slaving over a project" and "master copy."

Mental disability: The use of this phrase implies that someone who may have a psychiatric diagnosis is disabled and unable to do their job. This is likely to make them feel stigmatized and unwelcome in the workplace. Use "neurodiverse" instead.

Meritocracy: Belief in the flawed idea that hard work and talent alone are all that's needed to achieve success. The existence of implicit bias, structural inequality, and varying degrees of privilege or disadvantage mean meritocracy isn't a reality.

Minority/underrepresented minority: This word is sometimes used as a blanket term for people from underrepresented groups. People of color (POC) will comprise a majority of the nation's population by 2040. In fact, children from Black, Latine, Asian and bi-racial births now account for more than half the births in the US. Update your vocabulary by saying "students from underrepresented backgrounds," "systemically minoritized groups," "marginalized groups," "POC," "HUG," "BIPOC,"or specify a specific group.

BIPOC is an acronym that stands for Black, Indigenous, and People of Color communities, and POC is an acronym standing for "Person of Color." HUG stands for "historically underrepresented group." These terms are more inclusive alternatives to dated language like "minority".

Ninja/rockstar: These words should be removed from job descriptions as they can be gender biased and discourage some groups from applying.

Opposite sex: This term can be seen as offensive for people who don't identify as male or female or anyone who sees gender as a continuum rather than a binary construct.

Peanut gallery: This term for heckling or unwanted disturbance originates from the 1920s when the peanut gallery referred to the back section of theaters, which were the only places that people of color were allowed to sit in at the time. The phrase was meant to poke fun at the idea of people of color engaging in intellectualism.

Sexual preference: Avoid heterosexual bias and use "sexual orientation," a more appropriate term as "preference" insinuates a degree of choice.

Spirit animal: Using "spirit animal" to refer to something you love or identify with is a cultural appropriation of the belief of some Native American people in "spirit animals" or "totems" that guide and protect them. Say "kindred," "muse," or "icon" instead.

Spray and pray: A term that comes up in both recruiting and job searching for any type of mass outreach that lacks personalization. This idiom is derived from military usage and can be a triggering allusion to gun violence. Say"cold outreach" instead.

Third world: Used negatively to connote undemocratic or impoverished countries or regions; try "developing countries" instead.

Uppity: A racist term that was used in the American South to describe Black people who they viewed as "not knowing their place." Instead, use arrogant.

Whitelist (Blacklist): The idea of color coding to mean 'good' or 'bad' is racist; other related terms to avoid include "blackballed, black market, or whitewash".

Concepts to know
To be effective recruiters and DEI practitioners, it's important to stay informed of new terminology, concepts, and trends that impact your work.
Ableism: Discrimination and social prejudice against people with disabilities. It also assumes that people with disabilities are inferior to the non-disabled.

Accessibility: Assume a wide range of abilities when addressing audiences; for example, a CTA that says "Watch video now" excludes someone who may be blind. Use inclusive alternatives like "Catch" or "Check out".

Ageism: A system of beliefs, attitudes, and actions that stereotype and discriminate against individuals or groups on the basis of their age. When recruiting for internship or entry level roles, remember that candidates have different career journeys throughout their lives.

Ally: Someone who supports a group other than their own e.g. in terms of racial identity, gender, faith identity, sexual orientation, etc. Allies acknowledge disadvantage and oppression of other groups; take risks and act on the behalf of others; and invest in strengthening their own knowledge and awareness of oppression.

Amplification is a technique an ally can use to ensure that underrepresented groups are heard and respected.

Affinity groups: A group of people who choose to meet to explore a shared identity such as race, gender, age, religion, and sexual orientation. In the workplace, these are often called Employee Resource Groups (ERGs).

Anti-racism: Being anti-racist isn't just about being "not racist" -it's about actively dismantling racism in your mind and in your sphere of influence, and working toward equity and equality for all.

Code-switching: The practice of changing the way one expresses themselves culturally and linguistically based on different parts of their identity and how they are represented in a group. It's important to recognize that for POC, and the Black community especially, who have not been traditionally able to be their authentic selves at work, code-switching has been a survival tactic.

Culture add: As employers discover that looking for a "culture fit"-the likelihood that a candidate will conform and adapt to the core values and collective behaviors that make up an organization- does not promote inclusion, the term is being replaced with "culture adds." This means recruiting individuals who want to make an impact and contribute positively to the culture you're building.

Dominant culture: The cultural beliefs, values, and traditions that are thought of in society as "normal" and, therefore, preferred and right. As a result, diverse ways of life are often devalued, marginalized, and associated with low cultural capital.

In a multicultural society, various cultures are celebrated and respected equally.Being culturally mindful can be understood as leading out on policy, action, and communication that relates respectfully with and benefits people of all cultures.

Diverse/Diversity: Diversitymeansindividual differences that include (but are not limited to) ability, learning styles, life experiences, race and ethnicity, socioeconomic status, gender, sexual orientation, country of origin, political, and religion. Individuals cannot be diverse. While groups of individuals can be diverse, refrain from saying "diverse talent" or "diverse candidate" when referring to candidates. Alternate terms include "candidates from underrepresented backgrounds" or "historically underrepresented groups."

Equality: Valuing every individual equally regardless of their circumstances, so that everyone has access to equal opportunities.

Equity: Recognizes that people have different circumstances and allots the resources and opportunities needed to reach an equal outcome. Racial equity, specifically, is about removing racial disparities and improving outcomes for all, prioritizing change in the lives of POC and is the process for achieving racial justice.

Gender identity: A person's perception of their gender, which may or may not correspond with their birth sex. Cisgender individuals' gender identity and expression line up with their birth-assigned sex. Nonbinary means any gender identity that does not align to the traditional and binary definitions of male or female. Transgender refers to individuals whose gender identity and expression is different than their birth-assigned sex. Learn more from the genderbread person edugraphic.

HSI: An acronym that stands for Hispanic-Serving Institutions (HSIs), institutions of higher learning where at least 25% of students are Hispanic. There are currently 569 HSIs in the US.

Implicit bias: The attitudes or stereotypes that affect our understanding, actions, and decisions unconsciously.

Imposter syndrome: A phenomenon in which high-achieving individuals are unable to internalize their accomplishments and instead continuously fear being exposed as a "fraud." Some research indicates that members of underrepresented groups are more likely to be affected by it than others.

Intersectionality: Coined by Kimberlé Crenshaw, who used this term to describe the experiences of people who experience race inequality in addition to other inequalities such as gender, sexuality, immigrant status, etc. that can create overlapping and interdependent systems of discrimination or disadvantage.

Latine: Pronounced "La-teen-eh", this gender-netural term is often used to describe a person of Latin American origin or descent, and as a nonbinary alternative to Latino or Latina.

"Hispanic" is a term that refers to a Spanish-speaking individual typically of Latin American descent and includes people from Spain and Spanish-speaking Latin America, but excludes people from Brazil. "Latine" includes people from Latin American countries formerly colonized by Spain or Portugal.

LGBTQIA: An acronym encompassing the diverse groups of lesbian, gay, bisexual, transgender, transsexual, queer, intersex, and asexual populations and allies/alliances/associations. Get an abridged glossary of critical concepts for understanding and naming some lived experiences of the LGBTQIA community in our "Beyond Pride" hiring guide.

Mansplain: A portmanteau of the word "man" and "explain" used to describe the act of men explaining something to someone, typically a woman, in a manner regarded as condescending or patronizing.

Minoritized/Marginalized: Minoritized groups are devalued by society and are given less access to resources than dominant groups, and are thus marginalized.

Meritocracy: Belief in the flawed idea that hard work and talent alone are all that's needed to achieve success; does not take into account one's background. Implicit bias, structural inequality, and varying degrees of privilege or disadvantage all contribute to notions of who is successful in society.

Microaggression: Comments or actions (e.g. racist, sexist) that can be consciously or unconsciously prejudiced toward marginalized groups. For example, a white person telling a POC, "You are so articulate!" Avoid commenting on how someone speaks, but you can recognize someone's specific thought or idea.

Model minority myth: Refers to a minority group that is perceived as successful, e.g. the stereotype that all Asian Americans are good students. This puts pressure on certain groups to be held to a different standard.

Multicultural: Term for racially, ethnic, culturally, and linguistically diverse groups that includes acceptance of, respect for, and inclusion of others so that systematic exclusion does not exist.

Neurodiversity: A term that recognizes the strengths and diversity of thought of people with differences like ADHD and autism, and destigmatizes these differences.

Pipeline problem: The belief that the tech industry isn't diverse because of a scarcity of available talent. This is not a holistic theory. For example, only recruiting from a select handful of schools from which the resulting group of candidates isn't diverse is not a pipeline problem, but a recruiting problem.

Racism: Racism is a teaching and mentality that claims to find racial differences in things like character and intelligence; asserts the superiority of one race over another or others; and seeks to maintain that dominance through a complex system of beliefs, behaviors, use of language, and policies.

Sponsorship: An action that allies and those with privilege can take to advance the careers of members of marginalized groups. While mentors offer advice and support as needed, sponsors use their social capital and credibility to advocate for their protégés by promoting, protecting, and preparing them.

Stereotype threat: When someone feels at risk of confirming negative stereotypes about an individual's racial, ethnic, gender, or cultural group, which can harm performance and contribute to racial and gender gaps in academic settings.

Structural racism: A feature of the social, economic, and political systems in which we all exist, in which public policies, institutional practices, cultural representations, and other norms perpetuate racial group inequity.

Systemic barriers: Persistent exclusion of POC from health, educational, social, and economic resources. For example, white people are more likely to access mental health counseling than other groups.

Tokenism: When a member of an excluded group is hired or promoted as a symbol of inclusivity, which places a burden on an individual to represent all others like them.

Tone policing: A silencing tactic used in arguments or discussions that focuses on the emotion behind a message rather than the message itself. For example, telling someone who is discussing an issue that makes them upset to "calm down" instead of responding to their concerns.

Underrepresented group: Groups who haven't had equal access to economic opportunities because of their race, gender, sexual-orientation, disability, or low-income status.

White privilege: Refers to advantages white people have through systemic racial injustice, and is a way to call attention to how others are denied the same privileges.

How can I get started with using inclusive language?

This list can help you on your journey to update your vocabulary, improve job descriptions, and have informed conversations with students.

Reference this inclusive language toolkit any time, but since language is ever-evolving as a result of social and cultural movements and moments, know that the list is incomplete with only 70 terms.

As you adapt your vocabulary, there will always be more to learn so remember: it's about progress, not perfection. Assessing inclusive phrases and words that usually go unchallenged, and changing personal habits, requires patience, persistence, and empathy.

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70 Inclusive language principles that will make you a more successful recruiter

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Words to use and to avoid in the workplace to be more inclusive.

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culturally responsive teaching - Search Videos

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culturally responsive teaching - Search Videos

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Over the past few decades, students, their experiences, upbringings, and backgrounds have changed. Classrooms now reflect families of varying races, cultures, and socioeconomic statuses. As a result, the way teachers educate these students must change, too, says Cherese Childers-McKee, assistant teaching professor in Northeastern University's College of Professional Studies. One of these shifting approaches to education is known as culturally responsive teaching.

Below, we explore the concept of culturally responsive teaching, compare it against traditional teaching models, and offer a number of strategies that you can use to incorporate the approach into your own methods.

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What is culturally responsive teaching?

Culturally responsive teaching, also called culturally relevant teaching, is a pedagogy that recognizes the importance of including students' cultural references in all aspects of learning. Traditional teaching strategies emphasize the teacher-student dynamic: The teacher is the expert and adheres strictly to the curriculum that supports standardized tests while the student receives the knowledge. This teaching method is outdated, Childers-McKee says.

"Teachers have more diverse classrooms today. We don't have students sitting in front of us with the same background or experience, so instruction has to be different," she says. "It needs to build on individual and cultural experiences and their prior knowledge. It needs to be justice-oriented and reflect the social context we're in now. That's what we mean when we talk about culturally responsive teaching."

Culturally Responsive vs. Traditional Teaching Methods

Culturally responsive teaching can manifest in a number of ways. Using traditional teaching methods, educators may default to teaching literature by widely accepted classic authors: William Shakespeare, J.D. Salinger, and Charles Dickens, for example, adhering to widely accepted interpretations of the text.

Culturally responsive teaching, on the other hand, acknowledges that there's nothing wrong with traditional texts, Childers-McKee says, but strives to include literature from other cultures, parts of the world, and by diverse authors. It also focuses on finding a "hook and anchor" to help draw students into the content using their past experiences.

"This way, students can see themselves in some of what they're reading and not just the white, western world. The learning is more experimental, more hands-on," she says. "Instead, you're showing them a worldwide, multicultural community and looking for different interpretations while relating it to what it means for society today."

Why is culturally responsive teaching important?

Culturally responsive teaching is especially pertinent today because the traditional education path from school to college to a career and life in the suburbs isn't a reality-or desire-for everyone, Childers-McKee says. Educators' approaches to teaching need to reflect these differences.

"That typical, mainstream education is not addressing the realities of today's students. Culturally responsive teaching isn't just for those students who don't come from white, middle-class, English-speaking families-it's an important teaching strategy for everyone. When done the right way, it can be transformative."

When integrated into classroom instruction, culturally responsive strategies can have important benefits such as:

Strengthening students' sense of identity

Promoting equity and inclusivity in the classroom

Engaging students in the course material

Supporting critical thinking

Here's a look at five culturally responsive teaching strategies all educators can employ in their classrooms.

5 Culturally Responsive Teaching Strategies for Educators

1. Activate students' prior knowledge.

Students are not blank slates, Childers-McKee says; they enter the classroom with diverse experiences. Teachers should encourage students to draw on their prior knowledge in order to contribute to group discussions, which provides an anchor to learning. Taking a different approach to the literature that's taught in classrooms is one example of this.

2. Make learning contextual.

Tie lessons from the curriculum to the students' social communities to make it more contextual and relevant, Childers-McKee advises. "If you're reading a chapter in history class, for example, discuss why it matters today, in your school, or in your community," she says. "Take the concept you're learning about and create a project that enables them to draw parallels."

3. Encourage students to leverage their cultural capital.

Because not all students come from the same background, it's important to encourage those who don't to have a voice. Say, for example, you teach an English class that contains ESL students. It's important to find ways to activate the experiences they do have-their cultural capital, Childers-McKee says.

The teacher may choose a book for the class to read in which the ESL students could relate and feel like they could be the expert, for instance. As a teacher, Childers-Mckee's once chose a book that told the story of a child of migrant workers because some of her students came from an agricultural background.

"When you have a mixed classroom, you want those in the minority to feel like they are an expert. You want to draw from their experiences," she says. "I do caution that you don't want to cross a line and make 'Johnny' feel like he needs to speak for all Mexican people by putting them on the spot, for example. That's a line you need to walk."

4. Reconsider your classroom setup.

Take inventory of the books in your classroom library: Do they include authors of diverse races? Is the LGBTQ community represented? Do the books include urban families or only suburban families? Beyond your classroom library, consider the posters you display on your walls and your bulletin boards, too. "These are all small changes you can make to your classroom more culturally responsive," Childers-McKee says.

5. Build relationships.

Not all students want to learn from all teachers because the teachers may not make them feel like they're valued, Childers-McKee says. Teachers need to work to build relationships with their students to ensure they feel respected, valued, and seen for who they are. Building those relationships helps them build community within the classroom and with each other, which is extremely important, she says.

"When we think about culture and diversity, people often automatically think about black students, but people need to think broader than that, now," Childers-McKee says. "Some teachers whose students are all white and middle-class struggle with how culturally responsive teaching strategies apply to them. It's equally important for them to teach students about diversity. These aren't just teaching strategies for minorities, they're good teaching strategies for everyone."

Educating for the Future

Educators have the unique power to impact the lives of their learners. Making use of thoughtful, inclusive instruction can have positive effects on students that last far beyond their time in the classroom.

Employing culturally responsive teaching strategies is a small step toward enacting meaningful change in education. If you're interested in leading your organization toward positive change on a larger scale, earning an advanced degree is one way to gain the necessary knowledge and skills to do so.

Pursuing a degree, such as a Doctor of Education , will empower you to address the challenges currently facing education and improve the learning experience. Students of the program work with industry-aligned faculty on real-world organizational issues, allowing them to have an immediate impact on their professional environments.
To learn more about how an EdD can further your career while improving students' educational experiences, explore Northeastern's Doctor of Education program page, or download our free guide below.

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Culturally Responsive Teaching: 5 Strategies for Educators

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Culturally responsive teaching values students' cultural references in all aspects of learning. Here are five strategies to bring to the classroom.