# data[].attributes.attachment_link.readable_text
Revised 2002, Women in Literacy and Life Assembly (WILLA); Formerly "Guidelines for Nonsexist Use of Language in NCTE Publications"; Revised 1985; Created 1975, Committee on the Status of Women in the Profession
Language plays a central role in the way human beings behave and think. The National Council of Teachers of English (NCTE) is concerned about the critical role language plays in promoting fair treatment of women and girls, men and boys. Through careful selection of gender-fair language, NCTE members have the opportunity to influence thought and behavior both directly and indirectly. These guidelines offer suggestions for language use that will open rather than close possibilities and that speakers and writers should consider when engaged in communication activities that include:

writing papers and publications

preparing handouts and materials

designing and delivering oral presentations

speaking with students, parents, and community members

working with students

developing curriculum selecting texts and media

exploring language use in classrooms serving on local, regional, and national committees

Gender-Fair Language

The language that educators use provides an important model for students and the larger community. Word choices often reflect unconscious assumptions about gender roles. As professionals, we all need to examine our language to reduce or eliminate choices that silence, stereotype, or constrain others.

The following examples provide inclusionary alternatives to specific exclusionary wording. Many are matters of vocabulary; others are matters of usage. What follows details choices and recommendations that address the following issues of gender-fair language use:

1. The pseudo-generic he

2. The pseudo-generic man

3. Titles, labels, and names

4. Gender stereotypes

5. Textual citation

6. Implications of the guidelines

7. Implementation of the guidelines

The Pseudo-Generic He and His: Creating Gender Balance

(a) The use of he or his when referring to both a female and a male excludes the female. To be inclusive, writers and presenters must use both he and she, and they must consciously balance pronoun use by sometimes reversing their order.

Avoid exclusionary forms such as
If a student studies hard, he will succeed.

Note: The constructions s/he and he/she provide writers with additional gender-free alternatives.

(b) Sometimes it is possible to drop the possessive form his altogether or to substitute an article.

(c) Often, it makes sense to use the plural instead of the singular.

(d) The first- or second-person pronoun can sometimes be substituted for the third person.

(e) In some situations, the form one/one's can be substituted for he/his, but this construction should be used sparingly to avoid changing the tone of the writing.

Avoid exclusionary forms such as

He might wonder what his response should be.

Choose inclusionary alternatives

One might wonder what one's response should be.

(f) A sentence with he or his can sometimes be recast in the passive voice. Although the passive voice has been much maligned, it has a valid function if not overused.

Avoid exclusionary forms such as

Each student should hand in his paper promptly.

The average citizen pays his taxes promptly.

Choose inclusionary alternatives

Papers should be handed in promptly.

Taxes are paid promptly by the average citizen.

Note: Gender-conscious language users object to the passive voice when its use allows the performer of an action to escape responsibility for that action, i.e., She was assaulted.

(g) A sentence with he or his can be recast by substituting a participial phrase for a clause.

Avoid exclusionary forms such as

Listen to the two-year-old as he uses his short, simple sentences to communicate.

Choose inclusionary alternatives
Listen to the two-year-old using short, simple sentences to communicate.

(h) When the subject is an indefinite pronoun, a number of options exist.

1. Recast the sentence to avoid using the indefinite pronoun.

Avoid exclusionary forms such as

1. When everyone contributes his own ideas, the discussion will be a success.

2. Does everybody have his book?

Choose inclusionary alternatives

1. When all the students contribute their own ideas, the discussion will be a success.

2. Do all of you have your books?

2. Use both pronouns (he or she; her or his).

Avoid exclusionary forms such as

1. When everyone contributes his own ideas, the discussion will be a success.

2. Does everybody have his book?

3. Each student will do better if he has a voice in the discussion.

Choose inclusionary alternatives

1. When everyone contributes her or his own ideas, the discussion will be a success.

2. Does everybody have his or her book?

3. Each student will do better if she or he has a voice in the discussion.

3. Use the plural pronoun when the indefinite referent is clearly understood to be plural.

Avoid exclusionary forms such as

1. When everyone contributes his own ideas, the discussion will be a success.

2. Does everybody have his book?

Choose inclusionary alternatives

1. When everyone contributes their own ideas, the discussion will be a success.

2. Does everybody have their book?

4. Use of the singular they/their form. This construction is becoming increasingly acceptable. However, classroom teachers need to be aware that state and/or national assessments may not regard this construction as correct.

Avoid exclusionary forms such as

Does each student have his book?

Choose inclusionary alternatives
Does each student have their book?

The Pseudo-Generic Man: Creating Gender Balance

Like the pseudo-generic form he, the use of the word man to represent both women and men excludes women, and it minimalizes their contributions and their worth as human beings. To make language more inclusive:

Avoid exclusionary forms such as

Choose inclusionary alternatives

(a) Some forms pose greater problems than those listed above:

man-made (as in man-made materials). Artificial materials or even synthetic materials has less positive connotations when substituted here.

freshman (as in certain official names such as freshman orientation). First-year student is an alternative which may work.

alumni which is the masculine plural form; alumnae is the feminine plural.

(b) When describing a job or career both men and women might perform, avoid using a combined term that specifies gender.

Titles, Labels, and Names: Promoting Gender Equity

The titles used to name people and occupations often reflect inequitable assumptions about males and females. Gender-fair language promotes more inclusive and equitable representations of both females and males, opening possibilities rather than restricting choices.

(a) Identify men and women in the same way. Diminutive or special forms to name women are usually unnecessary. In most cases, generic terms such as doctor, judge, or actor include both genders. Only occasionally are alternate forms needed, and in these cases, the alternate form replaces both the masculine and the feminine titles.

Note: If the gender of a professional is important to a person seeking professional assistance, exceptions may occur. For example, a woman may prefer to visit a gynecologist who is a female. In such cases, the effects of gender labeling can be mitigated by changing the gender-laden descriptor to a noun, emphasizing the professional title, and de-emphasizing gender, i. e., a woman who is a doctor rather than woman doctor; a male who is a nurse rather than male nurse.

(b) Seek alternatives to language that omits, patronizes, or trivializes women, as well as to language that reinforces stereotyped images of both women and men.

Choose inclusionary alternatives

(c) Treat women and men in a parallel manner.

(d) Use courtesy titles that promote gender equity. Courtesy titles that label a woman in regard to her relationship to a man (her marital status) or forms of address that depict a woman as the mere appendage of her husband trivialize women or render them invisible.

Avoid exclusionary forms such as

Choose inclusionary alternatives

Note: Too often, people substitute Ms. for Miss and keep using Mrs. for married women, defeating the original purpose of adopting Ms. to create an equitable form of address for all women regardless of marital status. Use Ms. for married as well as unmarried women.

(e) Do not label athletic teams according to gender.

Choose inclusionary alternatives

Gender Stereotypes: Strategies for Reducing Negative Effects

Gender stereotypes limit and trivialize both females and males, presenting an inaccurate view of the world and its possibilities. Such misrepresentations constrain communication.

(a) Do not represent certain jobs or roles as only appropriate for, or held by, women or men, i.e., farmers are men and elementary teachers are women. Doing so makes gender-based assumptions. When referring to a job or role, use a gender-specific pronoun only if the gender of the person is known.

(b) Do not represent females and males as possessing stereotypic gendered attributes. For example, do not always imply that:

girls are timid and boys are brave

males are admired for their accomplishments and women for their physical attributes

females are passive and males are active.

Textual Citations: Reducing the Effects of Language That Is Not Gender-Fair

When citing from texts, make a choice whether to use a directly stated passage or a paraphrase of the wording. Quoted passages cannot be altered, but there are a number of options for making language more inclusive when passages are dated and/or contain nonequitable language.

(a) Recast the material, changing a direct quotation into a paraphrase that fits the sense of the discussion and retains the original author's intent and idea.

(b) Point out the gender-biased nature of the passage to defuse its power. Thomas Jefferson stated, "All men are created equal." Of course, had he written during current times, he surely would have said all people are created equal.

(c) Make substantial revisions or deletions when language is gender-biased or when stereotyped assumptions about males and females pervade a passage.

(d) If none of these options work, consider avoiding the passage altogether whenever doing so does not detract from the writing's content, tone, or purpose.

Implications of the Guidelines

Balancing the Representation of Females and Males

As important as language is, making minor changes in vocabulary and usage to achieve gender fairness is virtually futile if underlying assumptions about gender restrict the people represented in texts to traditional roles. Simply changing cavemen to cave dweller or actress to actor will do little to promote gender fairness when female voices are absent or underrepresented in texts. Attempts must be made to provide gender balance through the careful selection of materials.

1. A balance of literature by and about both women and men should be included whenever possible.

2. Materials should be chosen to emphasize gender equity and to show males and females in traditional and nontraditional roles.

3. Noninclusive texts and classic pieces can provide a focus for discussion of gender roles and gender equity. They should be placed in proper historical context and should be balanced by other texts that show gender-fair roles and assumptions.

4. Trade books, texts, videos, and other media resources should be chosen to show females and males actively participating in a variety of situations at home, work, or play.

5. In organizing lists of materials and educational activities, avoid separation by gender. Choose headings and activities that do not assume stereotypic male and female interests. For example, use categories such as exploration or friendship rather than books for boys or women's videos. Avoid promoting competition of girls against boys, i.e., girls vs. boys in a spelling bee; a debate with males taking one side of the issue, females the other. Avoid assuming gendered interests and abilities, i.e., girls decorate the bulletin board, boys boot up the computer, girls are cheerleaders, boys play sports.

6. Present gender-equitable examples by alternating male and female names and by avoiding the use of stereotyped gender roles. When discussing roles traditionally held by males, use examples of females in those roles; use examples of males in roles traditionally held by females.

Promoting Gender-Fair Discourse Practices

1. Praise, encourage, and respond to contributions of females and males equally.

2. Call on females as often as males to answer both factual and complex questions.

3. Create a classroom atmosphere where females are not interrupted by others more often than males.

4. Establish collaborative groups composed of both males and females to provide opportunities for all voices to be heard.

5. Value intellect; avoid references to appearance and physical attributes.

6. Choose females for leadership positions as often as males.

7. Avoid comments or humor that demean or stereotype males or females.

Implementing the Guidelines

These guidelines for gender-fair language use are suggestions applicable to writers, speakers, contributors to the publications of professional organizations, conference-session presenters, designers of curriculum and materials, and educators at all levels.

For the editors of NCTE publications, however, the guidelines are a statement of editorial policy. An editor's task is to rewrite whenever necessary to eliminate language that is awkward, inconsistent, or inaccurate. In the case of language inconsistent with these guidelines, the editor's duty is to question the author's vocabulary or usage. The author has the right to insist on its use, but a footnote will be included to reflect such insistence.

The choices suggested in these guidelines are intended as additions to style sheets and manuals already in use.

Educators seeking additional suggestions of strategies and materials should refer to " Guidelines for a Gender-Balanced Curriculum in English Language Arts Pre-K to Grade 6" and " Guidelines for a Gender-Balanced Curriculum in English Language Arts Grade 7-12," pamphlets published by the Gender and Literacy Assembly (GALA).

Resources for Further Reference

Barron, Dennis. Grammar and Gender. New Haven: Yale University Press, 1986.

Canary, Daniel J. and Kathryn Dindia, eds. Sex Differences and Similarities in Communication. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers, 1998.

Coates, Jennifer. Women, Men and Language. Second Edition. New York: Longman, 1994.

Harmon, Mary Rose and Marilyn Wilson. Beyond Grammar: Language, Power, and Classroom Discourse. Mahwah, NJ: Forthcoming.

Longmire, Linda and Lisa Merrill, eds. Untying the Tongue Gender, Power, and the Word. Westport, CT: Greenwood Press, 1998.

Penelope, Julia. Speaking Freely Unlearning the Lies of the Fathers' Tongues. New York: Pergamon Press, 1990.

Romaine, Suzanne. Communicating Gender. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers, 1999.

Sadker Myra and David Sadker. Failing at Fairness. New York: Charles Scribner's Sons, 1994.

Spender, Dale. The Writing or the Sex or Why You Don't Have to Read Women's Writing to Know It's No Good. New York: Pergamon Press, 1989.

Tannen, Deborah, ed. Gender and Conversational Interaction. New York: Oxford University Press, 1993.

Trudgill, Peter. Sociolinguistics: An Introduction to Language and Society. New York: Penguin Books, 1995.

Revised 2002 by the Women in Literacy and Life Assembly ( http://www.luc.edu/orgs/willa/willahome.html)
Note that the Women in Literacy and Life Assembly changed its name to the Gender and Literacy Assembly (GALA) of NCTE in 2015. This position statement may be printed, copied, and disseminated without permission from NCTE.

# data[].attributes.attachment_link.title
Guidelines for Gender-Fair Use of Language - NCTE

# data[].attributes.attachment_link.description
Revised 2002, Women in Literacy and Life Assembly (WILLA); Formerly "Guidelines for Nonsexist Use of Language in NCTE Publications"; Revised 1985; Created 1975, Committee on the Status of Women in the Profession Language plays a central role in the way human beings behave and think.

# data[].attributes.attachment_link.title
Gender Neutral Pronouns: They're Here, Get Used To Them

# data[].attributes.attachment_link.description
http://tomscott.com - @tomscott - Grammatical gender is a silly concept. So I'm about to go against my vow of descriptivism, and risk being run over by the Linguistic Mafia's bus, and say this: it's a silly idea. [The line about "the first sentence of the video" is wrong: it's not actually in the first sentence of the video.

# data[].attributes.attachment_link.readable_text
Her poem closed with strong words of hope and encouragement that triggered an outpouring of support and gratitude from around the world.

In her nearly five-minute performance, titled "A Story Like Mine," the Grammy-nominated singer recalled several moments when her life was changed by assault or abuse. The full transcript of the poem is below.
(Warning: The poem contains detailed descriptions of sexual abuse.) It's 2009 and I'm 14 and I'm crying Not really sure where I am but I'm holding the hand of my best friend Sam In the waiting room of a Planned Parenthood The air is sterile and clean, and the walls are that not gray, but green And the lights are so bright they could burn a hole through the seam of my jeans My phone is buzzing in the pocket My mom is asking me if I remembered my keys 'cause she's closing the door and she needs to lock it But I can't tell my mom where I've gone I can't tell anyone at all You see, my best friend Sam was raped by a man that we knew 'cause he worked in the after-school program And he held her down with her textbook beside her And he covered her mouth and he came inside her So now I'm with Sam, at the place with a plan, waiting for the results of a medical exam And she's praying she doesn't need an abortion, she couldn't afford it And her parents would, like, totally kill her It's 2002 and my family just moved and the only people I know are my mom's friends, too, and her son He's got a case of Matchbox cars and he says that he'll teach me to play the guitar if I just keep quiet And the stairwell beside apartment 1245 will haunt me in my sleep for as long as I am alive And I'm too young to know why it aches in my thighs, but I must lie, I must lie It's 2012 and I'm dating a guy and I sleep in his bed and I just learned how to drive And he's older than me and he drinks whiskey neat and he's paying for everything This adult thing is not cheap We've been fighting a lot, almost 10 times a week And he wants to have sex, and I just want to sleep He says I can't say no to him He buys my dinner, so I have to blow him He's taken to forcing me down on my knees And I'm confused 'cause he's hurting me while he says please And he's only a man, and these things he just needs He's my boyfriend, so why am I filled with unease? It's 2017 and I live like a queen And I've followed damn near every one of my dreams I'm invincible and I'm so f***ing naive I believe I'm protected 'cause I live on a screen Nobody would dare act that way around me I've earned my protection, eternally clean Until a man that I trust gets his hands in my pants But I don't want none of that, I just wanted to dance And I wake up the next morning like I'm in a trance and there's blood Is that my blood? You see I've worked every day since I was 18 I've toured everywhere from Japan to Mar-a-Lago I even went on stage that night in Chicago when I was having a miscarriage I mean, I pied the piper, I put on a diaper And sang out my spleen to a room full of teens What do you mean this happened to me? You can't put your hands on me You don't know what my body has been through I'm supposed to be safe now It's 2018 and I've realized nobody is safe long as she is alive And every friend that I know has a story like mine And the world tells me we should take it as a compliment But then heroes like Ashley and Simone and Gabby, McKayla and Gaga, Rosario, Aly Remind me this is the beginning, it is not the finale And that's why we're here It's Olympians and a medical resident and not one f***ing word from the man who is President It's about closed doors and secrets and legs and stilettos from the Hollywood hills to the projects in ghettos When babies are ripped from the arms of teen mothers and child brides cry globally under the covers Who don't have a voice on the magazine covers But we are not free until all of us are free So love your neighbor, please treat her kindly Ask her story and then shut up and listen Black, Asian, poor, wealthy, trans, cis, Muslim, Christian Listen, listen and then yell at the top of your lungs Be a voice for all those who have prisoner tongues For the people who had to grow up way too young There are songs to be sung Lord knows there's a war to be won
The poem's straightforward nature and its call to recognize the similar struggles of all women struck a chord with fellow celebrities and fans alike.

Halsey responded by saying she was thankful for the support but also "saddened" that so many others had a story like hers.

# data[].attributes.attachment_link.keywords[]
halsey's women's march speech moved people around the world  - cnn

# data[].attributes.attachment_link.title
Halsey's Women's March speech moved people around the world

# data[].attributes.attachment_link.description
Her poem closed with strong words of hope and encouragement that triggered an outpouring of support and gratitude from around the world. In her nearly five-minute performance, titled "A Story Like Mine," the Grammy-nominated singer recalled several moments when her life was changed by assault or abuse.

# data[].attributes.attachment_link.title
International Women's Day 2018: Google Wants Your Story

# data[].attributes.attachment_link.description
Wednesday's Google Doodle celebrates International Women's Day 2018 and women around the world with #herstoryourstory

# data[].attributes.body
I liked NTSOAKI'S VICTORY by Karabo Poppy

# data[].attributes.attachment_link.description
Google celebrates International Women's Day with a special doodle featuring twelve short comics from women around the world, along with the invitation to create and contribute your own with...