EDI Shared Knowledge & Language Resource

Adopted Spring 2022

Purpose: The purpose and intent of this webpage is to co-construct and disseminate common Equity, Diversity, and Inclusion (EDI) language, content knowledge, and resources that can be used college-wide for students, staff, faculty, and administrators. Our hope is that this list will lead to consistent and shared language as well as deeper conversations and study in all aspects of our work (instruction, advising, work practices and policies, scholarship, service, and ongoing dialogue among students, staff, faculty, and administrators. We encourage you to read, explore, cite, and implement these concepts and ideas in your work and daily practice. This list does not encompass all EDI topics nor is it, by any means, comprehensive. Please see the opportunity to provide feedback on the right section of the page.

A-Z Index

A  B  C  D  E  F  G  H  I  J  K  L  M  N  O  P  Q  R  S  T  U  V  W  X  Y  Z References & Resources

A

Ableism

“A system of assigning value to people's bodies and minds based on societally constructed ideas of normalcy, productivity, desirability, intelligence, excellence, and fitness. These constructed ideas are deeply rooted in eugenics, anti-Blackness, misogyny, colonialism, imperialism, and capitalism. This systemic oppression that leads to people and society determining people's value based on their culture, age, language, appearance, religion, birth or living place, ‘health/wellness’, and/or their ability to satisfactorily re/produce, ‘excel’ and ‘behave'” (Lewis, 2021).

Ability

The quality of having the means or skill to do something. Ability is not permanent, can fluctuate throughout one’s life, and is another aspect of diversity in our communities. Disabilities do not necessarily limit people unless society imposes assumptions that do not account for the variation in people’s abilities (UC Davis).

Aces or Asexual

Individuals who generally do not experience sexual attraction to others of any gender. Some do experience romantic attractions. Asexuality differs from celibacy in that celibates have a sexual attraction, but choose to abstain from sex (UMass).

Allies or Allyship

To be an ally, a person in a position of power and privilege must engage in active, consistent, and repeated practice of unlearning and re-evaluating, seeking to work in solidarity with a marginalized group. Allyship is a continual process of building relationships based on trust, respect, responsibility, and accountability with marginalized individuals and/or groups of people; An ally’s efforts must be recognized by the people they seek to ally themselves with as grounded in a genuine interest in challenging systemic oppression. Being an ally doesn’t mean one fully understands what it feels like to be oppressed. It means they are taking on the struggle as their own (Guide to Allyship).

Allosexism

The societal, institutional, and individual beliefs and practices that assume that everyone
experiences or should experience sexual attraction. Allosexism privileges allosexual or zsexual people and leads to prejudice and discrimination against asexual people (UMass).

Antiracist Education

An approach to learning that seeks to identify, oppose, and overturn racism in schools and society. It begins with the understanding that racial structures and beliefs from the past continue to affect all people in the present, including in schools. It affirms that educators have a responsibility to recognize and counter racism and to use instruction and curriculum proactively to achieve social transformation and a better future for all students (Center for Anti-Racist Research).

Anti-Bias & Anti-Racist (ABAR) Pedagogy

Work related to and supporting classroom instruction that is grounded in the active identification and deconstruction of one’s own biases and concomitant work to dismantle white supremacist actions, beliefs, expressions, values, and culture (Kleinrock, 2021). 

Aros or Aromantic

Individuals who experience little or no romantic attraction to others of any gender (UMass).

Assets-based Approaches

Approaches that recognize, validate, and disseminate the assets and strengths of minoritized communities and students. They challenge the dominant narrative that views the experiences of people of color and other marginalized groups in deficit terms, and that views privilege in terms of “merit.” (NYU: Steinhardt) 

B

Biphobia

We have been intentionally moving away from using words like "transphobic,” “homophobic,” and "biphobic" because they inaccurately describe systems of oppression as irrational fears. Also, for some people, phobias are a very distressing part of their lived experience and co-opting this language can be disrespectful to their experiences and perpetuates ableism (UC Davis).

BIPOC

An acronym that stands for “Black, Indigenous, and People of Color,” which originated from the term “people of color.” Acronyms such as BIPOC, are important because they are part of reclaiming discriminatory terms such as “colored people,” which was used to “other” and discriminate against non-white people. The restructuring of that term as "people of color” (POC) places the emphasis on people first and signifies greater inclusion of people who have experienced racism and mistreatment because of their skin color and culture. At the same time, the BIPOC acronym also acknowledges that communities of color have unique histories and cultures and therefore do not have the same experiences or injustices (Cherry, 2020). BIPOC acknowledges that the particular forms of racism encountered by Black (e.g., slavery, Jim Crow, carceral violence) and indigenous people (e.g., genocide, land theft) as foundational in understanding the relationship between white supremacy and all people of color while acknowledging the importance of solidarity, upon which the POC label was established (PCEC, 2021).

Biromantic

Individuals who are romantically, but not necessarily sexually, attracted to people of more
than one gender (UMass).

C

Cisgender

Cis, short for cisgender (pronounced sis-gender, or just sis), is a term that means whatever gender you are now is the same as what was presumed for you at birth. This simply means that when a parent or doctor called you a boy or a girl when you were born, they got it right.

Cis people can be men or women, because those are the genders that doctors label people at birth, so they would be considered a cisman or a ciswoman.

A person’s gender is different from their sexuality; therefore, you can be cisgender and be straight, gay, lesbian, bisexual, queer, or another sexuality, just as you can be trans and any sexuality, too.

Cis has traditionally been used as a prefix, the same as trans has, and comes from the Latin meaning “on the same side as”, which sits opposite trans, from the Latin “on the opposite side as.” (See also Cisgenderism, Cissexism)

Cisgenderism

The cultural and systemic ideology that denies, denigrates, or pathologizes self-identified gender identities that do not align with assigned gender at birth as well as resulting behavior, expression, and community. This ideology endorses and perpetuates the belief that cisgender identities and expression are to be valued more than transgender identities and expression and creates an inherent system of associated power and privilege. The presence of cisgenderism exists in many cultural institutions, including language and the law, and consequently enables prejudice and discrimination against the transgender community. 

The pervasive nature of cisgenderism creates, designates, and enforces a hierarchy by which individuals are expected to conform and are punished if they do not. This hierarchy includes rigid beliefs and rules about many aspects of gender, including gender identity, expression, and roles. Individuals who do not conform to these rules are seen as deviant, immoral, and even threatening. In turn, prejudice, discrimination, and even violence are viewed as justifiable in order to protect and preserve this very system that benefits those in power who created it (See also Cisgender, Cissexism)(Lennon, E., Mistler, B.J. (2014)).

Cissexism

The appeal to norms that enforce the gender binary and gender essentialism, resulting in the oppression of gender variant, non-binary, and trans identities (UCBerkeley).

Climate

“Climate refers to the way in which an organization is perceived and experienced by its individual members. Climate influences whether individuals feel valued, listened to, personally safe and treated with fairness and dignity within an organization.” (Oregon State University- Definitions) 

Coming Out

Coming out is the process of voluntarily sharing one's sexual orientation and/or gender identity with others. This process is unique for each individual and there is no right or wrong way to come out. The term “coming out” has also been broadened to include other pieces of potentially stigmatized personal information. Terms also used that correlate with this action are: "Being out" which means not concealing one's sexual orientation or gender identity, and "Outing, " a term used for making public the sexual orientation or gender identity of another who would prefer to keep this information secret (The Psychology of "Coming Out").

Community Cultural Wealth

An array of knowledge, skills, abilities, and contacts possessed and utilized by Communities of Color to survive and resist macro and micro-forms of oppression. Communities of Color nurture cultural wealth through at least six forms of capital: aspirational, navigational, social, linguistic, familial, and resistant capital (Yosso, 2005).

Counter-Narrative (Counter-Story)

The narratives that arise from the vantage point of those who have been historically marginalized. The idea of “counter” itself implies a space of resistance against traditional domination. A counter-narrative goes beyond the notion that those in relative positions of power can just tell the stories of those in the margins. Instead, these must come from the margins, from the perspectives and voices of those individuals. The effect of a counter-narrative is to empower and give agency to the communities who craft that narrative. By choosing their own words and telling their own stories, members of marginalized communities provide alternative points of view, helping to create complex narratives truly presenting their realities (Solórzano & Yosso, 2002). 

Critical Consciousness

The ability to analyze systems of oppression that have sustained inequitable structures, policies, and practices. Through the development of critical consciousness, the oppressed are liberated from internalized negative images of themselves and their communities. Ideally, through praxis (reflection and action), they are then motivated to take action to transform social realities. In education, the understanding of historical and contemporary forces that have disenfranchised, discriminated against, and oppressed, allows learners to release internalized oppression and develop the capacity to resist and act to change inequitable structures (Freire, 2018). Critical Consciousness differs from concepts such as “grit” and “growth mindset” in that it empowers learners to change the way they understand and see themselves in relation to societal forces that created educational, economic, and political barriers, rather than taking measures to change themselves to fit in and succeed in these oppressive structures.

Critical Race Theory

Critical Race Theory (CRT) is a framework from legal studies that examines social, cultural, and legal issues primarily as they relate to race and racism in the United States (Bell, 1987). A core tenet of CRT is that racism and disparate racial outcomes are structural and institutional rather than based on individual feelings or actions (Crenshaw, 1991). It is a valuable framework for helping identify how laws and policies can either entrench or eradicate historic racial inequities in education. In education, it can be a valuable approach or lens through which an educator can help students examine the role of race and racism in American society (Ladson-Billings & Tate, 1995). CRT is the work of scholars who are developing an explanatory framework that accounts for the role of race and racism in education. CRT works toward identifying and challenging racism in its historical and contemporary forms as part of a larger goal of identifying and challenging all forms of subordination (Solórzano & Pérez Huber, 2020).

Cultural Taxation

Amado Padilla (1994) introduced the concept of “cultural taxation” in which faculty and staff of color experience additional work responsibilities such as serving as unofficial diversity consultants on campus, mentoring students of color, or serving as “departmental experts” for their particular ethnic or racial group. While the campus benefits from the presence and voices of faculty and staff of color, they are not often compensated for this “invisible labor” and subsequent responsibilities and experience heavier workloads and stress as a result (How to Recognize and Rescind Cultural Taxation).

Cultural Variability

Recognizing variability that exists within cultural groups helps to avoid essentializing a group’s culture. Acknowledging cultural variability challenges implicit, and often unrecognized, cultural assumptions of diverse groups—both within as well as outside of education.

Culturally Competent Educators

Educators who practice Culturally Responsive Pedagogies (CRP) are willing to engage with multiple perspectives and to enter discussions and situations that may challenge their comfort zones. They can “read” the cultural dimensions embedded in situations inside and outside of the classroom and are aware of how these cultural dimensions may be affecting students’ participation and learning. Culturally competent educators design and implement learning experiences that honor, support, and empower students from various cultural groups while supporting students’ learning. These educators realize as well that CRP can be thought of as a continuum of strategies and understandings, and they are open to growth and experimentation at any point along the continuum (See also Culturally Informed Pedagogies).

Culture

Refers to the norms, values, beliefs, and practices shared by a group of people. It is a set of guidelines, both explicit and implicit, that individuals inherit, adopt, and adapt, as members of a particular group. These guidelines influence cultural group members’ views of the world, their emotional experiences of it, and their understandings of acceptable and appropriate behaviors; cultural guidelines are learned (and often internalized) behaviors (e.g., Gay, 2018; Hollie, 2018). Cultures can be based on various groupings including race, ethnicity, language, age, gender/ gender expression, sexual orientation, nationality, (political) beliefs, activities/ hobbies. Experiences and expressions of culture are highly individualized and should not be generalized, essentialized or based on stereotypes (See also Non-essentializing Conceptualizations of Culture).

Culturally Informed Pedagogies

Culturally Responsive (Gay, 2018; Ladson-Billings, 1995), Affirming (Moll et al., 1992; Yosso, 2005) and Sustaining (Paris & Alim, 2014) pedagogies are frameworks that acknowledge and recognize the centrality of culture in learning processes, and the importance of teachers’ response, affirmation, and work to sustain culture as a part of their curriculum, instruction, and relationships with their students. Core tenets of each of these pedagogies, drawn from the literature are listed below:

  • Culturally Relevant Teaching can be defined as “a pedagogy that empowers students intellectually, socially, emotionally, and politically by using cultural and historical referents to convey knowledge, impart skills, and to change attitudes” (Ladson-Billings, 1995, 13).
  • Culturally Responsive Teaching
    • An educator’s ability to recognize students’ cultural displays of learning and meaning making and respond positively and constructively with teaching moves that use cultural knowledge as a scaffold to connect what the student knows to new concepts and content in order to promote effective information processing. All the while, the educator understands the importance of being in relationship and having a social-emotional connection to the student in order to create a safe place for learning” (Hammond, 2015, 15).
  • Culturally Responsive Pedagogy (CRP)
    • Prioritizes “the use of cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them” (Gay, 2018, 31).
  • Culturally and Linguistically Responsive Teaching
    • Validates and affirms “the home (indigenous) culture and home language for the purposes of building and bridging the student to success in the culture of academia and mainstream society” (Hollie, 2018, 23).
  • Culturally Sustaining Pedagogy
    • “[Has for] its explicit goal supporting multilingualism and multiculturalism in practice and perspective for students and teachers. CSP seeks to perpetuate and foster—to sustain—linguistic, literate, and cultural pluralism as part of the democratic project of schooling as a needed response to demographic and social change. CSP, then, links a focus on sustaining pluralism through education to challenges of social justice and change in ways that previous iterations of asset pedagogies did not” (Paris & Alim, 2014, 14).

D

Deadnaming

To refer to a transgender person by the name they used before transition instead of their affirmed, chosen name (USC Rossier).

Disability/(Dis)ability/Dis/ability

The Americans with Disabilities Act (ADA) defines disability as a physical or mental impairment that substantially limits one or more major life activities. This law defines disability in terms of difficulty performing a function that most people consider routine, such as bathing, eating, providing one's own transportation, or managing one's own finances. Disability is a general term used to indicate that the environment does not accommodate a person’s abilities. The term may refer to a physical, sensory, or mental condition. People with disabilities are the largest minority group in America, and the only group that any person can join at any time (Portrayal,NDRN).

Diversity

“Diversity reflects the many ways in which individuals and communities are unique, contributing distinct and valuable experiences and perspectives to the mission and vision of [an organization].” (Oregon State University - Definitions). 

Dominant Culture

The cultural values, beliefs, and practices that are assumed to be the most common and influential within a given society. 

Dyadic

Individuals who are born with chromosomes, a reproductive system, and a sexual anatomy that fit into the prevailing standard for “female” or “male” individuals (i.e., people who are not intersex) (UMass).

Dyadism or binarism

The societal, institutional, and individual beliefs and practices that assume that there are only two “biological” or “natural” sexes—female and male. Dyadism/binarism privileges dyadic people and leads to prejudice and discrimination against people with intersex variations (UMass).

E

Enby (Enbies)

A gender identity term used by some nonbinary individuals that is derived from the phonetic pronunciation of the short- hand for nonbinary, NB. Is used as a noun (e.g., I’m not a man or a woman, I’m an enby) (Nonbinary Fact Sheet, UCBerkeley).

Engagement

“Engagement reflects [an institution’s] commitment to advancing diversity, equity and inclusion internally and externally.” (Oregon State University - Definitions) 

Equity

“Crafting solutions that meet the needs of diverse groups based on their histories and access to resources - outcomes oriented (different than equality or sameness; equity deals with specificity).” (USC, Equity Now! Fall 2020)

Equity-Mindedness

The term “equity-mindedness” addresses racial, ethnic, and other social inequities and refers to the perspective or mode of thinking exhibited by practitioners who call attention to patterns of inequity (e.g., policies, practices, and student outcomes). These practitioners are willing to take personal and institutional responsibility for the success of their students, and critically reassess their own practices (Center for Urban Education)(See also Equity, Diversity).

Ethnic and Racial Mindedness Identifiers 

When referring to an individual or to an issue that affects a specific group of people, it is recommended to use a specific identifier and be as specific as possible (e.g., highlighting specific racial or ethnic groups versus a general acronym such as BIPOC). However, when speaking about an issue through a lens of solidarity, more general terms that acknowledge such solidarity against common manifestations of white supremacy may be better used (See also BIPOC).

Experiential Knowledge, Importance Of

Culturally Responsive Pedagogy (CRP) seeks to understand, validate, and integrate students’ lived experiences as part of their educational experiences. CRP builds upon students’ experiences to foster connections with students and strengthen their understandings of academic content and to ensure relevance of classroom curriculum and learning (See also Culturally Informed Pedagogies).

F

Funds of Knowledge  

The essential cultural practices and bodies of knowledge generated by families on the basis of their work experiences, daily practices, social history, and family routines (Moll, 2015).  

G

Gender Identity

A person’s internal sense of being male, female or something else; gender expression refers to the way a person communicates gender identity to others through behavior, clothing, hairstyles, voice or body characteristics (APA,USC Rossier).

Gender Pronouns 

A person's pronouns convey their gender identity and cannot be assumed by outward appearances. Asking and correctly using someone’s pronouns communicates respect for their gender identity that's consistent and true to who they are. When someone is referred to with the wrong pronoun, it can make them feel disrespected, invalidated, dismissed, alienated, or dysphoric. Common gender-neutral pronouns include:

  • They/them/theirs (Shea ate their food because they were hungry.)
  • Ze/hir/hir (Tyler ate hir food because ze was hungry.) Ze is pronounced like “zee” and can also be spelled zie or xe, and replaces she/he/they. Hir is pronounced like “here” and replaces her/hers/him/his/they/theirs.
  • Name as pronoun (Ash ate Ash’s food because Ash was hungry) Some people prefer not to use pronouns, using their name as a pronoun instead.

While the opportunity for people to identify their pronouns is critical, a person’s choice not to identify their pronouns should also be respected (Working Definition for Gender Pronouns).

Growth Mindset 

In a growth mindset, people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just a starting point. This view creates a love of learning and resilience that is essential for accomplishment (Dweck, 2015). While growth mindset is an assets-based mindset, it may not always take into account structural conditions which may inhibit an individual’s growth or which may not recognize particular forms of achievement or advancement. 

H

Heterocentrism 

An (often subconscious) assumption that everyone is heterosexual, and the attitudes associated with that assumption (See Heterosexism, Heteronormativity).

Heterosexism 

Heterosexism is the assumption that heterosexuality is the social and cultural norm as well as the prejudiced belief that heterosexuals, or “straight” people, are socially and culturally superior to lesbian, gay, bisexual, transgender, Two-Spirit and queer (LGBTTQ) people.  

The use of the term “heterosexism” originated out of an argument that “homophobia” denoted an inherent assumption that antigay prejudice was based largely on fear and in turn did not describe the underlying “cultural ideology” that leads to biased attitudes and behaviors (See Heterocentrism, Heteronomativity, Heterosexual Privilege)( Lennon, E., Mistler, B.J. (2014). Cisgenderism.)

Heteronormativity 

Heteronormativity is the cultural bias in favor of opposite-sex/gender relationships, to that of same-sex/gender relationships. Because opposite-sex/gender relationships are viewed as “normal” and same-sex/ gender relationships are not, lesbian and gay relationships are subject to a heteronormative bias. Heteronormative bias is a bias that can be eliminated socially, culturally, and legally. Heteronormative biases include:

  • The under representation of samesex/gender couples in advertising and entertainment media
  • Religious biases to not marry samesex/gender couples
  • Heterosexual persons freely discussing their intimate relationships without second guessing to disclose their partner’s name, gender or pronoun (he/she) 

Heterosexual Privilege 

Heterosexual privilege is an advantage automatically given to heterosexual persons simply because they are heterosexual. This is similar to the privileges Caucasian persons receive because of their race or men receive because they are male. A few examples of heterosexual privilege include being able to display simple affection in public without the fear of retaliation, violence, or harassment, children’s books only reflecting heterosexual parents; and only being able to find heterosexual wedding cards. Heterosexism can be both subtle and overt. 

Homophobia 

A fear, hatred, discomfort, mistrust, or aversion to gay, lesbian, transgender or bisexual people, and non-heterosexual cultures. “Homophobia can occur through both direct or overt ways, such as name-calling; or in more structural ways, such as through policies that negatively impact gay, lesbian or bisexual individuals.” (The Trevor Project, How to Support Bisexual Youth). 

Homophobic

We have been intentionally moving away from using words like "transphobic,” “homophobic,” and "biphobic" because they inaccurately describe systems of oppression as irrational fears. Also, for some people, phobias are a very distressing part of their lived experience and co-opting this language can be disrespectful to their experiences and perpetuates ableism (UCDavis).

I

Language that leads with a person’s diagnosis, such as “autistic” person or an “ADHD student” conveys a disability as being a permanent and important part of a person’s identity. In particular, many members of the blind, Deaf, and autistic communities see their disabilities as being fundamental parts of who they are. However, IFL can be problematic when people’s views on disabilities are based solely on negative stereotypes, such as that autistic people lack empathy. In all cases, a person is never “sped,” “retarded,” “handicapped,” “deformed,” or “mental.” (See Autistic Self Advocacy and  Person- or Identity-First Language).

Implicit Bias  

Refers to the unconscious attitudes and stereotypes that shape our responses to certain groups based on social identifiers and/or demographic characteristics (Eberhardt, 2019).

Inclusion 

“Inclusion reflects the manner in which individuals of diverse backgrounds are not only included but valued as necessary voices within an organization” (Oregon State University - Definitions). Each individual and affinity group has the power to contribute fully to the institution’s success. 

Inequity 

“Policies or practices that perpetuate inequality, uneven access, uneven resources, and uneven outcomes.” (USC, Equity Now! Fall 2020). 

Intergroup Dialogue 

Intergroup dialogue is a face-to-face facilitated conversation between members of two or more social identity groups that strives to create new levels of understanding, relating, and action. Intergroup dialogues encourage direct encounters and exchange about contentious issues, especially those associated with issues of social identity and social stratification (the hierarchical or vertical division of society according to rank, caste, or class). Intergroup dialogue aims to increase critical self-awareness and social awareness, in order to increase intergroup communication, understanding and collaborative actions. This type of dialogue builds dispositions and skills for developing and maintaining relationships across differences and for taking action for equity and social justice (Gurin, Nagda, & Zuniga, 2013).  

Intersectionality 

Derived from the scholarship of Black women scholars, Kimberlé Crenshaw (1989, 1991) and Patricia Hill Collins (Collins, 2002; Collins & Bilge, 2020). The interconnected nature of social categorizations such as race, class, and gender as they apply to a given individual or group, regarded as creating overlapping and interdependent systems of discrimination or disadvantage (PCEC, 2021)(See also Critical Race Theory).

Intersex

A term to describe an individual whose primary and secondary sex characteristics do not align with what is typically read as "male" or "female." Intersex people still have gender identities and sexual orientations, which may or may not be LGBTQ+. Being intersex does not render someone LGBTQ+ identifying, and many intersex activists have advocated against the use of intersex conditions as "proof" that gender identity is socially constructed. 

Intersex is an adjective that describes a person. Intersex is never a noun or a verb, because no one can be “intersexing” or “intersexed.” You may have heard the word “hermaphrodite” from Greek mythology. Please don’t use this term, as it is archaic and offensive to intersex people (UCBerkeley,Trevor Project).

Institutional Racism  

The formal and/or informal structural mechanisms, such as policies and processes that systematically subordinate, marginalize, and exclude non-dominant groups and mediates their experiences with racial microaggressions (Solórzano & Pérez Huber, 2020).

J

K

L

Land back

The Land Back movement refers both to the return of lands to Indigenous peoples, as well as the return of Tribal sovereignty, the honoring of colonial and historic treaties, and the return of land management and environmental stewardship practices to Native peoples. Land back is about Indigenous peoples confronting colonialism at the root, fighting for the right to their relationship with the earth, and coming back to themselves, as sovereign Indigenous Nations (Landback,indigenousnh,4Rs Youth Movement).

Latinx

pronounced “La-TEEN-ex”, is a non-gender specific way of referring to people of Latin American descent. The term Latinx, unlike terms such as Latino/a and Latin@, does not assume a gender binary and includes non-binary folks (UCDavis).

Lived Name

An alternative to "preferred name." Lived name is used in place of "preferred name" because the modifier "preferred" which signifies that a trans person would simply prefer to be called by their name, rather than it being necessary (UCBerkeley).

M

The active manifestation of systemic or institutional biases that reside in the philosophy, policies, programs, practices, and structures of institutions and communities (Sue et al., 2019).  Macroaggressions are a set of beliefs and/or ideologies that justify actual or potential social arrangements that legitimize the interests and/or positions of a dominant group over non-dominant groups, that in turn lead to related structures and acts of subordination (Solórzano & Pérez Huber, 2020). The ideological foundations of white supremacy (re)produce and perpetuate institutional racism, macroaggressions (racial violence) and everyday racial microaggressions (Pérez-Huber & Solórzano, 2015)(See also Microaggressions).

The everyday verbal, nonverbal, and environmental slights, snubs, or insults, whether intentional or unintentional, which communicate hostile, derogatory, or negative messages to target persons based solely upon their marginalized group membership. In many cases, these hidden messages invalidate the group identity or experiential reality of targeted persons, demean them on a personal or group level, communicate that they are lesser human beings, suggest they do not belong to the majority group, threaten, and intimidate, or relegate them to inferior status or treatment (Sue et al., 2007) (See also Macroaggressions).

Racial Microaggressions (Pérez-Huber & Solórzano, 2015) are one form of systemic everyday racism used to keep those at the racial margins in their place. Racial microaggressions are:

  • Cumulative Assaults that take a physiological, psychological, and academic toll on People of Color.
  • Layered Assaults, based on a Person of Color’s race, gender, class, sexuality, language, immigration status, phenotype, accent, or surname.
  • Verbal and Non-Verbal Assaults directed toward People of Color.

Minoritized

“minoritized” (Gillborn, 2010) instead of “minority” refers to the social construction of underrepresentation and subordination in US social institutions. Persons are not born into a minority status nor are they minoritized in every social context (e.g., their families, social fraternities, and churches). Instead, they are rendered minorities in particular situations and institutional environments that sustain an overrepresentation of whiteness (Patton et al., 2016)

Minority Serving Institutions (MSIs) 

A term used by the US Office of Civil Rights to describe institutions of higher education that have as part of their mission to serve specific historically underrepresented racial/ethnic groups. Examples of MSIs include Historically Black Colleges and Universities (HBCUs); Tribal Colleges and Universities (TCUs); Hispanic-Serving Institutions (HSIs); and Asian American and Native American, Pacific Islander-Serving Institutions (AANAPISIs). CSULB receives federal funding as both an AANAPISI and an HSI.

  • AANAPISI: Defined under revisions to the Higher Education Act of 1965, an Asian American Native American Pacific Islander-Serving Institution (AANAPISI) has an undergraduate enrollment of at least 10 percent Asian American Native American and/or Pacific Islander students. Additionally, at least half of the institution’s degree-seeking students must be low-income (as indicated through Pell grant, work study, SEOG and Perkins grant eligibility).
  • HSI: Defined under revisions to the Higher Education Act of 1965, a Hispanic Serving Institution has an undergraduate enrollment of at least 25 percent Latinx students. Additionally, at least half of the institution’s degree seeking students must be low-income (as indicated through Pell grant, work study, SEOG and Perkins grant eligibility).

Misgendering

Using gendered language or pronouns that are inaccurate. Non-Western Gender Diversity Terms: Latinx/Latine (gender-neutral alternatives to Latina/Latino; have become part of a larger political movement); Two Spirit (indigenous North American term for an individual who fulfills a third gender or gender variant role), Fa’afafine (third gender in Samoan culture), Hijra (third gender in India that has obtained legal recognition), Māhū (Hawaiian) or Maohi (Tahitian; individuals of an undetermined or third gender). Individuals from these various cultures are sometimes considered to comprise a ‘third' gender, but may or may not identify as nonbinary or transgender (Nonbinary Fact Sheet).

Multicultural Education, Dimensions of

Multicultural education is closely related to Culturally Responsive Pedagogy (CRP) and includes the following dimensions: knowledge construction, content integration, an equity pedagogy, prejudice reduction, and an empowering school culture (Banks & Banks, 2001)(See also Culturally Informed Pedagogies).

N

Neurodiversity

Neurodiversity refers to the natural and important variations in how human minds think. These differences can include autism, attention deficit hyperactivity disorder, dyspraxia, dyslexia, dyscalculia, Tourette Syndrome, and others. Like other variable human traits like race, gender, sexuality, or culture, there is no right or wrong form of diversity. The social dynamics that exert power over other forms of diversity also impact neurodivergent people. Neurodiversity is not something to be cured or corrected to fit some social norm - rather, we should celebrate different forms of communication and self-expression and promote support systems to allow neurodivergent people to thrive (See also Neurodivergent) (Neurocosmopolitanism, The National Symposium on Neurodiversity) (UCDavis).

Neurodivergent

“Neurodivergent, sometimes abbreviated as ND, means having a brain that functions in ways that diverge significantly from the dominant societal standards of “normal.” A person whose neurocognitive functioning diverges from dominant societal norms in multiple ways – for instance, a person who is Autistic, has dyslexia, and has epilepsy – can be described as multiply neurodivergent. The terms neurodivergent and neurodivergence were coined by Kassiane Asasumasu, a multiply neurodivergent neurodiversity activist.” (Neurocosmopolitanism) (See also Neurodiversity; Neurotypical) (UCDavis).

Neurotypical

“Neurotypical, often abbreviated as NT, means having a style of neurocognitive functioning that falls within the dominant societal standards of “normal.” Neurotypical can be used as either an adjective (“He’s neurotypical”) or a noun (“He’s a neurotypical”).” (Neurocosmopolitanism) (See also Neurodivergent)(UCDavis).

Non-binary

Used both as an umbrella term and a gender identity label to refer to people whose gender does not fall within the binary categories of man and woman. Nonbinary people have been recognized throughout history in many cultures.  

There are several different identity labels and experiences that fall under the nonbinary Umbrella including: an absence of gender (e.g., agender, genderless); a presence of multiple genders (e.g., bigender, pangender); fluctuation between different genders (e.g., genderfluid, genderflux), or identification with third gender in-between or outside the gender binary (e.g., genderqueer, neutrois), and partial identification with being a man or woman (e.g., demiboy, demigirl). Terms such as gender creative or gender expansive have been used to describe nonbinary or nonconforming children and adolescents.  

Some nonbinary people also identify as transgender or trans (referring to their assigned sex differing from their gender identity) or as cisgender (referring to their assigned sex being similar to their gender identity) whereas others do not identify with either. However, nonbinary people are often conceptualized as a subpopulation within the greater trans umbrella and make up approximately one third of the trans population. 

Many nonbinary people use pronouns such as they/them/theirs, ze/hir/hirs, among others, whereas other nonbinary people use she/her/hers, he/him/his, alternate between sets of pronouns (e.g., he/him some days and she/her other days), use multiple sets of pronouns (e.g., she/her and they/them) or don’t use pronouns at all (referred to by name only). It is important to recognize that a person’s pronouns cannot be assumed from their appearance or their gender identity (Nonbinary Fact Sheet).

Recognizes individual and diverse experiences of members of cultural groups and does not base an understanding of culture on stereotypical, monolithic and/or narrow views of cultural norms. While acknowledging the ways in which culture informs beliefs, values, and actions, non-essentializing conceptualizations are based on the realization that experiences and expressions of cultures will differ for different members of cultural groups (Hsieh et al., 2021) (See also Cultural Variability).

O

Overrepresented communities consist of individuals from groups with significantly disproportionate demographic overrepresentation (i.e., a significant lack of parity) or benefits within academic or administrative areas at CSULB, within the state of California and nationally in higher education (e.g., white women constitute over 80% of K-12 educators, but only constitute roughly 30% of the US population; thus they would be considered an overrepresented community among educators) (PCEC, 2021) (See also Underrepresented Communities and Parity). 

P

Pangender

A person whose gender identity and/or gender expression is numerous, either fixed (many at once) or fluid (moving from one to another, often more than two)(UMass).

Pansexual  

A person who is fluid in sexual orientation and/or gender or sex identity (UCBerkeley).

In higher education this is the used to determine whether the representation of demographic groups matches their proportion in the general population, city, state, service area etc. It can be used as a measurement of fair representation of ethnic and racial groups present in the educational setting in comparison to the geographical area from which they are drawn.

Person or People First Language (PFL)

A way of communicating that reflects knowledge and respect for people with disabilities by choosing language that recognizes the person first and foremost as the primary reference and not their disability. This linguistic formulation puts a person before a diagnosis, describing what a person “has” rather than asserting what a person “is.” PFL uses phrases such as “students with disabilities” as opposed to identity-first language, which some groups or individual prefer. How a person chooses to self-identify is up to them, so when in doubt, ask the person how they would like to be described. See Examples:  People-first Language Examples, U.S. Office of Disability Rights – People First Language, Disability is Natural – People First Language & More.

(See also Identity-first Language).

Pink Triangle

A symbol of remembrance. Gay men in the Nazi concentration camps were forced to wear the pink triangle as a designation of being homosexual. The triangles are worn today as symbols of freedom, reminding us to never forget (UCBerkeley,Encyclopedia).

Polyamory

Denotes consensually being in/open to multiple loving relationships at the same time. Some polyamorists (polyamorous people) consider “polyam” to be a relationship orientation. Sometimes used as an umbrella term for all forms of ethical, consensual, and loving non-monogamy (UCDavis).

“Refers to one’s position of power and status in a social structure, often in relation to others.” (USC, Equity Now! Fall 2020) 

Formal power is “based on one’s title or position.” Informal power is “based on one’s privilege, control, access, ability to decide.” (USC, Equity Now! Fall 2020) 

Power Dynamics 

Power dynamics are the ways in which different forms of power, disempowerment and marginalization interact in situations, organizations and institutions. Culturally Responsive Pedagogy (CRP) and Critical Race Theory analyze and challenge the power dynamics that undergird relations among different groups in society. CRP educators and their students interrogate situations, policies, and decisions to determine who has the power to affect outcomes and shape messages, and who is affected by these decisions (See also Power, Privilege, & Positionality).

Unearned or unasked for sets of advantages that are accrued to a person because of the relationship of parts of their identity to dominant forms of power (e.g., being considered part of the mainstream; not having to think about a particular social identity and its impact on one’s opportunities or outcomes; being naturally accorded the benefit of the doubt (USC, Equity Now! Fall 2020).

Pronouns

Pronouns are the words used in place of a proper name. Examples include “she/her,” “he/him,” and gender-neutral pronouns, such as “they/them” and “ze/hir,” [pronounced: zee/heer]. Some people use only one set of pronouns (e.g., she/her/hers only), others use multiple pronoun sets (e.g., she/they or any pronouns), and some use no pronouns at all (e.g., person uses a name instead of pronouns). For some people, their pronouns are the same every day, and for others they change (e.g., using she/her on some days and he/him on other days). The term “neopronouns” refers to pronouns that aren’t “officially recognized” and are typically intended to be gender-neutral, such as “ze/hir/hirs,” “ey/em/eir,” and “ne/nim/nis.”  

Pronouns are distinct from gender identity. For example, not all nonbinary people use gender-neutral pronouns, and men and women may use they/them pronouns or neopronouns. 

Although pronouns are distinct from gender identity, pronouns can be a way that people feel seen and affirmed in their gender identity or expression. When a person is referred to with an incorrect pronoun (or “misgendered”/ “mispronouned”), they can feel disrespected, invalidated, embarrassed, invisible, alienated, and/or dysphoric. Conversely, trans and nonbinary people report feeling euphoric, seen, valued, and validated when others use their pronouns. 

Q

QPOC and QTPOC

(pronounced “cutie poc”) - Queer people of Color, and queer and trans people of Color (UMass).

Questioning

The process of exploring one’s own gender identity, gender expression, and/or sexual orientation. Some people may also use this term to name their identity within the LGBTQIA community (UCDavis).

R

“A socially constructed category of identification based on physical characteristics, ancestry, historical affiliation, or shared culture. Race is a social construction but has a real impact on all major life outcomes and experiences [within US society].” (USC, Equity Now! Fall 2020)

Racial Justice 

Racial justice is the systematic fair treatment of people of all races that results in equitable opportunities and outcomes for everyone. Racial justice means having policies, beliefs, practices, attitudes, and actions that promote equitable opportunity, resources, and treatment for people of all races prioritizing historically racialized groups. It’s also important to note that racial justice is both an individual and an institutional responsibility. It’s the responsibility of an individual community member, to believe in and support racial justice; it's also the responsibility of the institution to promote policies and attitudes that are racially just. Racial justice — or racial equity — goes beyond “anti-racism.” It is not just the absence of discrimination and inequities, but also the presence of deliberate systems and supports to achieve and sustain racial equity through proactive and preventative measures. Racial justice advocates act to rid CSULB of systematic and hidden disparities (PCEC, 2021) (AECF, Racial Justice Definitions) (See also Race & Racism).

Assuming and acting upon group superiority based on race, enacted at two levels:

  • “Interpersonal level: prejudice, discrimination, or antagonism directed against someone of a different race based on the belief that one's own race is superior.”
  • “Systemic level: a doctrine or political program or set of policies based on the assumption of racism and designed to execute its principles….Systemic racism privileges Whiteness and is designed to uphold the superiority of Whiteness.” (USC, Equity Now! Fall 2020)

S

Sizeism

The pervasive system of discrimination and exclusion that oppresses people who have bodies that society has labeled as “overweight,” as well as people of short stature. Hxstorically speaking, fat people’s bodies have been labeled as unhealthy, undesirable, and lazy; this fails to complicate narratives around health and healthy living. This form of oppression has been referred to as fatphobia (UCDavis).

Social Identity 

Social identities are held by individuals who share common characteristics that have sociohistorical meaning such as ability, gender, race and ethnicity (among many others). Social identities hold different salience for individuals that may depend on the social context and importance of the social identity to overall sense of self (Hsieh et al., 2021; Tajfel & Turner, 1979).

Social Justice 

“It is actively identifying the dynamics of socially structured and institutionalized oppression and privilege” (National Council on Family Relations (NCFR). Social justice is justice that follows the principle that all individuals and groups are entitled to fair and impartial treatment (Social Justice Law and Legal Definition | USLegal, Inc.). “Social justice is based on notions of equity and equal opportunity” (Social Justice Law and Legal Definition | USLegal, Inc.). “It focuses on the full and equal participation” of all constituents within an organization (Social Justice Law and Legal Definition | USLegal, Inc.) (e.g., social justice might look like equal participation of all students, staff, faculty, and administrators in economic, social and political aspects of  the CED or campus life). Social justice advocates act to rid CSULB, the CED and other institutions in society of systematic and hidden disparities (PCEC, 2021).

T

Testimonio

A particular form of counter-narrative is a verbal journey of a witness who speaks to reveal the racial, classed, gendered, and nativist injustices they have suffered as a means of healing, empowerment, and advocacy for a more humane present and future (Pérez Huber, 2009). See also Counter-Narrative.

Transformative Learning  

The expansion of awareness through the evolution of diverse collective worldviews as well as perceptions of oneself. Transformative learning is facilitated through consciously directed processes such as accessing new information and frameworks and critically analyzing underlying premises (PCEC, 2021).

Transgender

The term “transgender” should only be used as an adjective and never as a noun. Also, the term “Transgendered” is grammatically incorrect and should never be used. Other offensive words include: tranny, transvestite, she-male, he/she, lady man, shim, “it,” or transsexual*. 

Example: My friend is transgender. 

Example: I think I’m going to come out as a transgender man. 

* Some transgender people prefer to identify as transsexual, although others consider it to be outdated. Always ask for, and use, the term that a person prefers(Trevor Project).

Transitioning

is the process of taking steps to live as one’s true gender identity. Transitioning is different for each individual and may or may not involve medical interventions like taking hormones or having surgery. Some people may not choose to transition in certain ways for a variety of reasons. The extent of someone’s transition does not make that person’s gender identity any less or more valid.  

Transitioning may include socially transitioning, such as going by certain pronouns or going by the Lived Name that affirms one’s gender identity. Transitioning may involve making changes to one’s physical appearance, such as wearing certain clothing, wearing one’s hair in a different style or length, or more complex changes such as medically transitioning through hormones or surgery. Transitioning can also involve changing legal documents to match one’s authentic sense of self (UCDavis).

Transphobia 

A fear, hatred, discomfort with, or mistrust of people who are transgender, genderqueer, or do not follow traditional gender norms. “Transphobia can show up in many different forms including at work or at school and between peers. It often manifests in laws, policies, and cultural values that give power to cisgender people.” Trevor Project

  • Cisgender (or cis)

A person whose gender identity matches their sex assigned at birth. For example, most people who are assigned female at birth who identify and as girls or women, and most people who are assigned male at birth, who identify as boys or men. The prefix "cis-" is Latin and means "on this side of."

  • Transgender (or trans)

Describes someone whose gender identity does not correspond with their birth sex. The prefix “trans” means “on the other side of.” “Trans” is often used as shorthand for transgender. To treat a transgender person with respect, one treats them according to their gender identity, not their sex at birth. So, someone who lives as a woman is called a transgender woman and generally is referred to as “she” and “her.” A transgender man lives as a man today and generally is referred to as “he” and “him.” (National Center for Transgender Equality) Note that individuals may have other preferred pronouns. People should always be allowed to specify their preferred pronouns (See Cissexism).

Trauma Informed Education  

Practices that respond to the impacts of trauma on the person and community to minimize additional stress. “Equity and social justice are key concerns of trauma-informed educators as [they] make changes in individual practice, in classrooms, in schools, and in district-wide and state-wide systems” (Venet, 2021, 10).

  • Trauma informed care (and education) recognizes the presence of trauma symptoms, acknowledges the role trauma may play in an individual’s life, and is responsive to the manifestations of the impact of trauma on a person’s development, life and learning.

U

Underrepresented communities consist of individuals from identity groups with significantly disproportionate demographic underrepresentation (i.e., a significant lack of parity) or who are underserved within academic or administrative areas at CSULB, within the state of California and nationally in higher education. (Oregon State University, Definitions) See also Overrepresented communities & Counter-Narrative.

V

W

White Supremacy 

“The basis of a system of racial domination and exploitation whereby power and resources are unequally distributed to privilege whites and oppress People of Color. This right to white dominance is masked by notions of individualism, meritocracy, and color-blindness. White supremacy not only positions whites as the entitled beneficiaries of unearned societal privilege and status, it also normalizes white values, beliefs, and experiences as those dominant and therefore legitimate in US society.” (Pérez Huber et al., 2008, 41)

Womxn

some womxn spell the word with an “x” as a form of empowerment to move away from the “men” in the “traditional” spelling of women (UCDavis).

X

Y

Z

 

 

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