GUIDELINE
USE OF INCLUSIVE LANGUAGE
TABLE OF CONTENTS
Introduction
Anti-Discrimination Legislation
General Strategies
Gender Neutral Language
Language and ‘Race’ and Ethnicity
Language and Sexuality
Language and Disability
Language and Aboriginal and Torres Strait Islander People
Language and Age
What to do if you have a query or complaint about discriminatory language
Acknowledgements
References
PURPOSE
CQUniversity has a strong commitment to equity, the acceptance of diversity and equality of opportunity for all staff
and students. The use of inclusive language plays an important role in achieving equality and eliminating
discrimination.
These examples aim to encourage staff and students at CQUniversity to actively think about the language they use,
and provide practical guidelines of how to use inclusive language.
EFFECTIVE DATE
21 November 2014
INTRODUCTION
The intent of inclusive language is to encourage staff and students at CQUniversity to be critical about the
language they use, and provide practical alternatives to avoid discriminatory language.
Language plays a powerful role in contributing to and in eliminating discrimination. Discriminatory or unfamiliar
language can inhibit or prevent high quality education for all students. Discriminatory language can hinder
inclusivity of staff by demeaning, offending or stereotyping individuals or groups.
It is important that everyone takes the responsibility to be mindful of the language used to communicate. It is
incumbent on individuals, whether they belong to a minority or dominant grouping, to be sensitive and wise in the
choice of the language they use.
ANTI-DISCRIMINATION LEGISLATION
Laws that prohibit discrimination are usually referred to as equal opportunity laws. Equal opportunity is a positive
way of expressing the elimination of discrimination. Equal opportunity legislation aims to achieve equality by
prohibiting individual instances of discrimination.
The Commonwealth Government has the following equal opportunity legislation: Racial Hatred Act 1995, Sex
Discrimination Act 1984, Australian Human Rights Commission Act 1986, Disability Discrimination Act 1992 and
Workplace Gender Equality Act 2012.
Use of Inclusive Language Guidelines
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In Queensland, the Anti-Discrimination Act 1991 covers discrimination on the grounds of sex, relationship status,
pregnancy, parental status, breastfeeding, age, race, impairment, political belief or activity, trade union activity,
lawful sexual activity, gender identity, sexuality, family responsibilities, religious belief or religious activity,
association with a person who has any of the above attributes.
Language can be used intentionally or unintentionally to discriminate against individuals or groups. That is why we
need to make a conscious effort to use judgement and sensitivity to avoid language which may discriminate against
others on the basis of any of the attributes set out above.
Discrimination is defined in these guidelines as the less favourable treatment of people that adversely affects, or
leads to the disadvantage of a person or a group of people considered to be different in some way.
GENERAL STRATEGIES
Given the spirit of inclusivity in our culture, these guidelines will assist staff and students in using currently
acceptable language that is free from demeaning inferences and hurtful stereotypes and does not make some
individuals feel that they are not part of the group. The examples are by no means comprehensive, but serve to
remind us of areas where language discrimination still exists and causes unnecessary misunderstandings in our
daily communication with the general public. The spirit of inclusive language can be summed up in four general
principles:
1
Don’t single out a person’s sex, race, or other personal attributes listed in Anti-Discrimination legislation
when it has no direct bearing on the topic at hand (e.g. male secretary, lady lawyer, aboriginal doctor, gay
mayor). In other words, don’t create or promote stereotypes based on unavoidable human characteristics.
2
Be consistent in your description of members of a group. Don’t single out women to describe the way they
look, or note a person with a disability’s use of an aid, or refer to the race of the only minority in a group,
unless it is at that individual’s request.
3
Keep in mind that use of inclusive language is for general cases. Direct requests by individuals take
precedent over general rules (e.g. Mrs Fred Smith may request that her own name not be used).
4
Avoid the use of colloquialism and ‘Aussie slang’ wherever possible. If using colloquialism or slang, ensure
that words, terms or phrases are clearly explained. It is a good rule to use clear, precise and universal
language to achieve effective communication. It should be recognised that while overseas students may
desire to understand ‘Aussie slang’, the use of this should not place overseas students at a disadvantage.
Avoid the use of peculiarly Australian expressions when setting assessable tasks and where overseas
students are expected to demonstrate their knowledge under specific conditions.
GENDER NEUTRAL LANGUAGE
Sexist language is language that expresses bias in favour of one sex and thus discriminates against the other. In
general, the bias is in favour of men and against women. Any language that discriminates against women by not
adequately reflecting their roles, status and presence in society is sexist and unacceptable. Nevertheless, any
language that discriminates against any person on the basis of their gender is unacceptable.
The general guidelines to follow are:
Create gender neutral terms: Find alternatives for using ‘man’ as a generic term
Instead of
Man
Use
Humans, human beings, man and woman, women and men
Instead of
The best man for the job
Use
The best person/candidate for the job
Instead of
The man in the street
Use
The average person, ordinary people, people in general
Instead of
Man of letters
Use
Scholar, academic
Instead of
Man of the cloth
Use
Priest, Rabbi, Minister of Religion
Instead of
Men of science
Use
Scientists
Instead of
Man power
Use
Workforce, personnel, staff, human resources
Instead of
Man-made
Use
Artificial, constructed, fabricated, handmade
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Create gender neutral terms: Avoid the use of ‘man’ as a verb or adjective
Instead of
We need someone to man the desk
Use
We need someone to staff the desk/attend to the desk
Instead of
She will man the phones
Use
She will attend to phone calls or answer/operate the phones
Use gender free terms about traditionally male or female activities
Instead of
Sportsmanlike
Use
Fair, sporting
Instead of
Crewmen
Use
Crew, crew members
Instead of
Housewife
Use
Homemaker, parent, caregiver
Instead of
Mothering/Fathering
Use
Parenting
Find alternatives to sex specific occupation terms: Avoid occupational designations having derogatory
–ette and –ess endings
Instead of
Chairman
Use
Chair, chairperson, convenor
Instead of
Headmaster, headmistress
Use
Principal
Instead of
Policeman
Use
Police officer, policemen and policewomen
Instead of
Businessman
Use
Business person, business executive, entrepreneur
Instead of
Layman
Use
Layperson, non-specialist
Instead of
Groundsman
Use
Gardener, janitor, groundsperson
Instead of
Actress
Use
Actor
Instead of
Usherette
Use
Usher, attendant
Instead of
Air hostess
Use
Flight attendant
Consistent use of titles and other modes of address
A woman should be referred to by name in the same way that a man is. Both should be called by their full names,
by first and/or last name only, or by title.
Instead of
Albert Einstein and Mrs Mead
Use
Dr Einstein and Dr Mead
Instead of
Ms Clark and John Howard
Use
Helen Clark and John Howard
Prime Minister Clark and Prime Minister Howard
Instead of
Judy Smith and Dr Nguyen
Use
Professor Smith and Dr Nguyen
Judy Smith and Quang Nguyen
Appropriately use Ms, Mrs, Miss, Mr
The titles ‘Miss’ and ’Mrs’ not only identify the person addressed as women but also reveal her marital status,
whereas the use of ‘Mr’ merely identifies that person as a man. The use of ‘Ms’ is recommended for all women
when the parallel ‘Mr’ is applicable, and ‘Ms’ should always be used when a woman’s preferred title is unknown.
Instead of
Miss Lee, Ms Chai and Mrs Feeney
Use
Ms Lee, Ms Chai and Ms Feeney
Instead of
Mr Jones and Mrs Smith
Use
Mr Jones and Ms Smith
Instead of
Mr and Mrs Smith
Use
Ellen and John Smith (if both names are known)
Ellen Smith and spouse (if the name of spouse is not known)
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NOTE: A woman’s preferred title should be respected when known.
Avoid the pronoun ‘he’ when both sexes are included
recast into the plural
Instead of
The student may exercise his right to appeal
Use
The student may exercise their right to appeal
reword to eliminate the pronoun
Instead of
The student may exercise his right to appeal
Use
The student may exercise the right to appeal
replace the masculine pronoun with ‘one’ or (sparingly) ‘he/she’
Instead of
The student may exercise his right to appeal
Use
The student may exercise one’s right to appeal
The student may exercise his/her right to appeal
Avoid patronising expressions
Instead of
The girls in the office
Use
The secretaries/office assistants/the women in the office
Instead of
Ladies
Use
Women (except when used in a parallel manner with gentlemen)
Instead of
My girl will take care of that immediately
Use
My assistant will take care of that immediately
Eliminate demeaning colloquialisms such as ‘sheilas’, ‘birds’ ‘chicks’, ‘fluff’.
Do not use endearments such as ‘luv’, ‘dearie’ for women who are unknown to you or in situations that do not call
for intimacy.
Madam’ or ‘Sir’ can sometimes be substituted if the person addressed is unknown.
Avoid sex-role stereotyping
Instead of
Lecturers have wives and children to support
Use
Lecturers have families to support
Instead of
We are looking for an administrator who is his own man
Use
We are looking for an administrator with a sense of integrity and independence
Instead of
The average worker with a wife and two children pays 30% of his income to taxes
Use
An average family of four pays 30% of its income to taxes
Avoid “information” that makes assumptions based on stereotypes
That the sole interest of an unmarried woman is in “catching a man”.
That certain categories of women are shrewish or overbearing (e.g. mothers in law, feminists).
That certain categories of women are scatterbrained, incompetent or excessively dependent upon men to manage
their lives (e.g. young, dizzy, pretty or blond haired women).
That career women generally lack homemaking skills, do not have children or not good parents if they do have
children.
That men are brutish, violent, crude, harsh or insensitive or have no parenting or homemaking skills.
That women are fearful, squeamish, passive, dependent, weepy, weak, nagging, hysterical.
Avoid sexist descriptions
Instead of
Strong men and domineering women
Use
Strong women and men, domineering men and women
Instead of
Assertive men and aggressive women
Use
Assertive women and men, aggressive men and women
Instead of
Angry men and hysterical women
Use
Angry women and men, hysterical men and women
Instead of
The student’s behaviour was typically female
Use
The student’s behaviour was… (specify the behaviour)
Vary word order
Men usually precede women in expressions such as ‘men and women’, ‘his and hers’ etc. Alternate the word order
in such expressions through a document or verbal presentation.
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Avoid sexist jokes
Sexist ‘jokes’ are offensive to many people and should be avoided.
Quoting sexist material
When quoting from sources that use sexist material, use [sic] after the sexist word or phrase – this brings attention
to the fact that this form of words is used in the original and indicates objection to the usage.
LANGUAGE AND ‘RACE’ AND ETHNICITY
Australia’s population is composed of people from different cultural and ethnic backgrounds, some of whom are
indigenous to Australia. Language plays a major role in expressing group relations and group conflicts. Ethnic and
racist labels, names and expressions are created and used to portray certain groups as inferior or superior to
others. Inclusive language in relation to culture and ethnicity aims to recognise and present the diversity of
Australia’s population in positive ways. Any language that discriminates against people on the basis of their race
and ethnicity is unacceptable.
The general guidelines to follow are:
Use the appropriate application of the terms ‘race’, ‘ethnicity’ and ‘racism’ in accordance with the Human
Rights Commission’s Anti-Racism: A Handbook for Adult Educators.
Race
Refers to the physical characteristics
Refers to the cultural characteristics (however the two concepts are inextricably
Ethnicity
interwoven in terms of common understanding and usage)
Refers to discriminatory attitudes, beliefs and behaviour applied to groups and individuals
Racism/Race
on the basis of differences in culture, physical appearance, and whether those differences
discrimination
are real or assumed
Avoid referring to the ethnic or racial background of a person or group unless there is a valid reason for
doing so.
Defining Australian
Instead of
The term “Australian” should not be used in ways that exclude migrant minorities
“Australian” should be used to refer to any Australian citizen, irrespective of the person’s
Use
ethnic or racial background or country of birth
If it is necessary to specify the descent or ethnicity of a person or group the following strategies are
recommended
Use a qualifier in conjunction with the noun, e.g. Vietnamese-born Australians
Use a phrase which refers to a person’s background or origin, e.g. Australian of Irish descent
Avoid stereotyping which takes away a person’s individuality - stereotypes lead to the perpetuation of
discriminatory attitudes and fail to recognise individual differences
The passionate French
Whingeing poms
Naturally athletic black people
Avoid ‘invisibility’
Instead of
Use
Instead of
Use
Instead of
Use
Asian
People/person from Japan/China/Thailand/Vietnam
Australia was first settled in 1788
The British Empire first settled in Australia in 1788
The use of ‘NESB’ is not acceptable as it is seen as an oversimplified indicator of
disadvantage, which may result in inappropriate service provision and neglect the
positive aspects of cultural and linguistic diversity
The terms used to describe a particular group of people should be as specific and
descriptive as possible. Examples of terms for the purpose of describing particular
groups include:
•
immigrants;
•
people born overseas;
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•
people whose first language is not English;
•
people born in a particular region (e.g. South Asia, North America, Africa) or country
Avoid derogatory labelling and ethnic and racist slurs
Instead of
Wog/Pom/Kiwi/Yank etc.
Use
People/person from Italy/England/New Zealand/America, etc
Avoid jokes about race and ethnicity
‘Jokes’ about race and ethnicity where the punch line and humour depend on a particular race or ethnic group are
offensive to many people and should be avoided.
Quoting racist material
When quoting from sources that use racist material, use [sic] after the sexist word or phrase – this brings attention
to the fact that this form of words is used in the original and indicates objection to the usage.
LANGUAGE AND SEXUALITY
Sexuality is lived and experienced in many different ways. The bias towards heterosexuality means that those with
sexual identities such as gay, lesbian, bisexual, transgender, intersexual often experience discrimination in both
direct and indirect ways. Any language that discriminates against people on the basis of their sexuality is
unacceptable.
The general guidelines to follow are:
Avoid derogatory labelling
Instead of
Straight, dyke, fag, fairy
Use
Heterosexual, lesbian, gay person and bisexual people
Instead of
Transsexual
Use
Transgender and intersex
Avoid ‘invisibility’
Instead of
Use
Husband or wife (if sexual identities or marital status are unknown)
Partner
Avoid “information” that makes assumptions based on stereotypes
That lesbian, gay, bisexual or transgender people are abnormal or diseased and lack worth, intelligence, skills and
abilities/competencies in comparison with heterosexual people.
That all gay men are effeminate and all lesbians are masculine.
Avoid jokes about sexuality
‘Jokes’ about sexuality are offensive to many people and should be avoided.
LANGUAGE AND DISABILITY
People with a disability are individuals who do not wish to be pitied, feared or ignored. Nor do they see themselves
as heroic, courageous, patient or anything special. Any language that discriminates against people on the basis of
their disability is unacceptable.
The general guidelines to follow are:
Use the appropriate application of ‘impairment’, ‘disability’ and ‘handicap’ as defined by The World Health
Organisation
Impairment:
Any loss or dysfunction of psychological, physiological or anatomical structure or function. For
example, the damage to the eye or optic nerve is the impairment.
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Disability:
Any restriction or lack (resulting from an impairment) of ability to perform an activity in the manner
or within the range considered usual for a human being. For example, for a person with vision
impairment, the loss of the ability to see effectively is a disability.
Handicap:
The social disadvantage experienced as a result of impairment and disability. A handicap is NOT
an attribute of a person but rather, a loss of, or a limitation to, the ability to participate in community
life on an equal level with others due to physical and social barriers. It represents the social
consequences that result from a disability in an environment that does not cater for disability. For
example, a flight of stairs is a handicap to people who use a wheelchair.
Avoid derogatory labelling
Instead of
Handicapped person
Use
People/person with a physical disability
Instead of
Disabled, retarded
Use
People/person with a intellectual disability
Instead of
Deaf and dumb
Use
People/person with hearing and speech disability
Instead of
Mongoloid
Use
People/person with Down’s Syndrome
Instead of
Epileptic
Use
People/person with epilepsy
Instead of
Mentally ill
Use
Person with/living with a psychiatric or intellectual disability or condition
Instead of
Cripple
Use
People/person with mobility disability/impairment
Instead of
Spastic
Use
People/person with cerebral palsy
Instead of
Paraplegic
Use
People/person with paraplegia
Instead of
Visual disability/impairment
Use
Vision disability/impairment
Instead of
Confined to a wheelchair/wheel chair bound
Use
Wheelchair user/uses a wheelchair
Avoid “information” that makes assumptions based on stereotypes
That people with a disability are helpless, mindless, suffering beings deserving the sympathy and attention of
people without a disability.
Never use the term ‘victim’ or ‘sufferer’
Instead of
Victim of AIDS or AIDS sufferer
Use
People/person who are HIV positive/a person who has AIDS
Instead of
Polio victim
Use
Person who had polio
Choose the correct terminology for the specific disability
People who are blind or are vision impaired (depending upon the degree of the impairment).
Hearing impaired or the Deaf* or Deaf people (depending upon the degree of the impairment).
*NOTE: Deaf people see themselves as part of a social and cultural group sharing a language and other aspects
that make up the culture prefer the initial letter ‘D” capitalised as is done with the words Australian, English etc.
Use the correct language when comparing people with disabilities with other members of the community
Instead of
NEVER use the terms ‘normal’ or ‘able bodied’ when comparing people with disabilities
with other members of the community.
Use
People without a disability
Avoid jokes about disability
‘Jokes’ about people with a disability are offensive to many people and should be avoided.
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LANGUAGE AND ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLE
Aboriginal and Torres Strait Islander people are defined by descent and self-identification. The linguistic portrayal
of Aboriginal and Torres Strait Islander people has been and remains mainly negative and stereotypical as they
describe in group terms, for example, as ‘blacks’ or ‘Aborigines’ and almost never as individuals with personal
names. Any language that discriminates against people on the basis of their race and ethnicity is unacceptable.
The general guidelines to follow are:
Avoid discriminatory terms to describe Indigenous Australians
Instead of
Full-blood Aborigines, half-caste, part-Aboriginal
Use
Aborigine, Aboriginal and/or Torres Strait Islander people/person
Instead of
Aboriginals
Use
Aborigine, Aboriginal and/or Torres Strait Islander people/person
First Nation(s) people, Indigenous Australian, Australian Indigenous, Australian
Aboriginal, Aboriginal Australian
Always use a capital ‘A’ when referring to Aboriginal people.
Use appropriate terms in relation to Indigenous Australians
Note - some who are ‘labelled’ Aboriginal, or Aborigine, may consider these terms to be discriminatory and/or an
imposition placed upon descendants of a conquered peoples by the dominate cultural perceptive, and may prefer
to use their “language” group identity.
Anangu
Used by some people in northwest South Australia
Koori/Koorie
Used by some people in southern Queensland, New South Wales, Victoria and
Tasmania
Murri
Used by some people in Queensland and New South Wales
Nunga
Used by some people in southern South Australia
Nyungar/Nyoongar
Used by some people in southern Western Australia
Yolngu
Used by some people in the Northern Territory
Torres Strait Islanders Used by some people from the Torres Strait Islands
Instead of
The use of ‘ATSI peoples’ is not acceptable to some people as it implies there is one
distinct “ATSI” cultural identity
Use
Wherever possible an Aboriginal person of group’s preference of title should be used
If in doubt, ask the person or group.
Avoid jokes about Aboriginal and Torres Strait Islander people
‘Jokes’ about Aboriginal and Torres Strait Islander people are offensive to many people and should be avoided.
LANGUAGE AND AGE
Societies and cultures vary in how they perceive and value different stages in the life cycle. In some societies, old
age is highly valued because it brings maturity, wisdom and experience; in other societies, youth is revered
because of its exuberance, aesthetic appeal and activity. In Australia, as a consequence of its cultural diversity,
both views are present, although an image that being, looking and acting young is most valued in the media.
Inappropriate language relating to age can contribute to discrimination on the basis of age.
The general guidelines to follow are:
Avoid discriminatory terms to describe older people
Instead of
The old
Use
Older people
Instead of
The aged
Use
Senior(s), senior citizen(s)
Instead of
Inexperienced youth
Use
A young person, younger person
Instead of
Juveniles
Use
Young people
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Avoid “information” that makes assumptions based on stereotypes
That older people are frail, incapable of independence, a burden on society, no longer productive or active.
That young people are inexperienced, rebellious, immature or always vibrant.
Instead of
Young, vibrant and assertive person sought for the position of…
Use
Motivated, confident person sought for the position of….
Avoid jokes about age
‘Jokes’ about age are offensive to many people and should be avoided.
In the use of appropriate language, one important consideration is respect. All human beings are equal in dignity
and rights and should act responsibly towards one another in the spirit of an inclusive community. Each individual
is entitled to his or her beliefs, attitudes, ideas and feelings and to exercise their personal choices with respect to
these matters while making sure that communication and attitudes reflect this respect.
WHAT TO DO IF YOU HAVE A QUERY OR COMPLAINT ABOUT DISCRIMINATORY
LANGUAGE
For queries in relation to the use of inclusive language:
•
Contact the Training and Equity Officer (07) 4930 9113.
For an enquiry on the use of non-racist language in relation to Aboriginal and Torres Strait Islander peoples:
•
Contact Nulloo Yumbah (07) 4930 9248 or the Training and Equity Officer (07) 4930 9113.
For queries about anti-discrimination or equal opportunity legislations and its enforcement in Queensland:
•
Contact the Anti-Discrimination Commission (ADCQ) 1300 130 670;
•
or the Training and Equity Officer (07) 4930 9113.
ACKNOWLEDGEMENTS
These guidelines are based on the book by Anne Pauwals Non-discriminatory language, Australian Government
Publishing Service 1991, Commonwealth of Australia copyright, reproduced by permission.
We are grateful to the Equity and Diversity Unit at the University of South Australia for also allowing us to draw on
information in their document Just language. Information was also gained from the articles: Language makes a
difference developed by the Macquarie University and Do’s and don’ts of inclusive language developed by the
Honolulu County College and University of Technology Sydney, inclusive language and diversity resource
http://www.equity.uts.edu.au/language/inclusive/index.html .
Every effort has been made to acknowledge the source of material that is not original to these guidelines, however,
many of the terms and ideas are so commonly used that in some cases the original source is unknown.
REFERENCES
Australian Government Publishing Service. Style manual for authors, editors and printers. 5th edition, AGPS Press,
Canberra 1994.
Chambers, Barbara and Pettman, Jan. Anti-racism: a handbook for adult educators. Human Rights Commission
Education Series No 1, AGPS, Canberra 1986.
Do’s and don’ts of inclusive language. Media Task Force, Honolulu County Committee on the Status of Women
1998.
Eggerking, Kitty and Diana Plater (eds). Signposts. A guide to reporting Aboriginal, Torres Strait Islander and
ethnic affairs. Australian Centre for Independent Journalism 1992.
Frank, FW and Treichler, PA. Language, gender and professional writing: theoretical approaches and guidelines for
non-sexist usage. The Modern Language Association of America, New York 1989.
Use of Inclusive Language Guidelines
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Just language: guidelines for the use of inclusive language. University of South Australia. Equal Opportunity Unit,
October 1995.
Language makes a difference. Macquarie University. Equal Employment Opportunity Office 1997.
Nothdurft, John. A resource book for the employment of people with a physical disability in the NSW public sector.
Office of the Director of Equal Opportunity in Public Employment 1991.
Pauwels, Anne. Non-discriminatory language. AGPS, Canberra 1991.
UniAbility: students with disabilities in higher education: a resource guide for staff. Flinders University of South
Australia, The University of Adelaide, University of South Australia 1993.
The guide: implementing the standards for statistics on cultural and language diversity. A Publication of the
Commonwealth Interdepartmental Committee on Multicultural Affairs 2001.
Refer to the University glossary for the definition of terms used in this policy and procedure.
Approval and Review
Details
Approval Authority
Advisory Committee to Approval Authority
Administrator
Next Review Date
Vice-Chancellor and President
Vice-Chancellors Advisory Committee
Director, People and Culture
10/11/2017
Approval and Amendment History
Details
Original Approval Authority and Date
Amendment Authority and Date
Academic Board 25/09/2011
Vice-Chancellor and President 04/07/2011; Director, People and Culture
10/11/2014.
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