Welcoming Language

The words we choose shape the way others feel, learn, and belong. At EICC, we are committed to fostering a welcoming, respectful environment where every individual feels seen and valued. Writing with accuracy, care, and dignity helps ensure our communication reflects the rich variety of experiences and backgrounds in our communities.

What is Welcoming Language

Welcoming language is defined as language that avoids expressions or words that may unintentionally exclude or diminish others. It promotes clear, respectful communication that values the dignity of all people.

This guide offers a framework for using welcoming, thoughtful language across all forms of communication — whether internal or external. The goal is to help ensure messages are considerate, engaging, and accessible to the broad range of individuals we serve. This includes communication across websites, marketing materials, videos, press releases, emails, and more. 

Please note: This guide is not intended to replace technical or program-specific terminology used by departments, divisions, or colleges, but rather to support effective communication practices across the institution.

Race/Ethnicity

Race and ethnicity are not the same. Race is a social construct that has historically been used to classify human beings according to physical or biological characteristics. Ethnicity is something a person acquires or ascribes to and refers to a shared culture, such as language, practices, and beliefs. 

Further, consider carefully when deciding to identify a person by race. Often, it is an irrelevant factor and drawing unnecessary attention to someone’s race or ethnicity can be interpreted as bigotry. Use AP Stylebook guidance for examples of when race is pertinent.

General writing guidelines for race and ethnicity: 

• Focus on the person — their achievement, their leadership, their scholarship, their research, etc. — not their race and ethnicity. 
• Ensure headlines, images, captions, and graphics are fair and responsible in their depiction of people of color and coverage of issues. 
• Use racial and ethnic identification when it is pertinent to a story and use it fairly, identifying white individuals if people of other races/ethnicities are identified. 
• Avoid stereotypes. 
• If you are including a person’s race in the content you’re creating, be sure it is necessary to mention it, and ask the person how they prefer to be identified.

African American, Black 

African American and Black are not synonymous. If you are including someone’s race in the content you’re creating, be sure it is necessary to mention it and ask the person how they prefer to be identified. A person may identify as Afro-Latino or Afro-Caribbean, for instance, or Haitian American or Jamaican American. 

• African American is not hyphenated. Never use the word colored or Negro as a descriptor. Likewise, Afro American is an archaic descriptor and should not be used. 
• It is preferred to use Black people and not Blacks to refer to a group. EICC follows AP Stylebook guidance to capitalize the b in Black. Do not use Black as a singular noun.

Biracial, Multiracial, And Mixed 

The terms biracial and multiracial are acceptable, when clearly relevant, to describe people with more than one racial heritage, per AP Style. Avoid mixed-race, which can carry negative connotations, unless the subject prefers the term. Be sure to ask the individual/group how they prefer to be identified.

• Be as specific as possible by describing a person’s heritage. 
• Note that multiracial can encompass people of any combination of races. 

Asian, Asian American 

When writing about someone or a group of this background, ask the person how they prefer to be referred to. Specifically, if it makes more sense to refer to a specific background — e.g., Japanese, Korean, Thai, Chinese, Indonesian, Filipino — use that term rather than a collective noun. 

Asian American and Pacific Islanders and related terms: 

• Refer to a person’s specific background — e.g., Japanese, Korean, Thai, Chinese, Indonesian, Filipino. Use that term rather than a collective noun. 
• Asian and Pacific Islander American (APIA): This is the preferred term to use, versus Asian American and Pacific Islander (AAPI), or Asian/Pacific American (APA). 
• South Asian: This collective term refers to people from Pakistan, India, Bangladesh, Afghanistan, Bhutan, Maldives, Nepal, and Sri Lanka. Desi American is a term commonly used by people from India, but not by all South Asians. 

Hispanic, Latinx/Latino/a, Chicano/a 

• Federal Definition: According to federal policy, Hispanic is classified as an ethnicity, not a race. Individuals who identify as Hispanic or Latino/a can be of any race. 

• Hispanic: 

  • Refers to people whose ancestry or origin is from a Spanish-speaking country or region, including Spain and most Latin American nations. 
  • The term emphasizes language and cultural heritage tied to Spanish-speaking communities. 
  • Generally excludes people from Brazil and Haiti. Some individuals identify as both Hispanic and Latino/a, while others prefer one over the other. 

• Latinx/Latino/a 

  • Refers to people from or with ancestry in Latin America and the Caribbean. 
  • The term emphasizes geographic and cultural ties rather than language. 
  • Latinx is a gender-neutral form increasingly used in academic, government, and institutional contexts. 
  • Latino/a and Latine are more common in everyday use within many communities. 
  • People from Brazil may identify as Latino/a but not Hispanic. 

• Chicano/a 

  • Refers specifically to Americans of Mexican ancestry, often associated with the Chicano Movement of the 1960s – 1970s. 
  • Represents a sociopolitical identity focused on Mexican-American heritage, activism, and sometimes indigenous roots. 
  • Should only be used for self-identification — never as a general label. 
  • When referring broadly to people of Mexican heritage, Mexican American is generally preferred. 

Usage Tips 

• When writing about communities or individuals, use the term they identify with. 
• Use Hispanic/Latino/a when referencing demographic or government data (e.g., “EICC serves more than 500 Hispanic/Latino/a students”). 
• Avoid assuming interchangeability; Hispanic emphasizes language, while Latino/a emphasizes geography. 
• Use Chicano/a only when an individual or group self-identifies as such.

Native People, Indigenous People 

American Indian, Alaska Native, Hawaiian Native, Native American, Native People, Indigenous People 

The most accurate term to use to refer to those who inhabited land that became the United States (or, previously, territories) is: American Indian and Alaska Native (AIAN). 

You may also see the terms: 

• Native People(s) 
• First People(s) 
• First Nations 
• Tribal Peoples 
• Tribal Communities 
• Indigenous People(s) 

Always ask someone how they prefer to be identified, including Hawaiian Natives. The person may prefer that you refer to them by their tribally specific nation. If a tribal name is used, ask for a phonetic spelling of the name.

American Indians and Alaska Natives/Hawaiian Natives have a distinct political and cultural identification constructed in and through treaties, executive orders, and the Constitution. American Indian and Alaska Native/Hawaiian Natives’ cultural identification is place-based, diverse, and informed by the practices of their culture (e.g., language, singing, dancing, and ceremonies). 

White 

• People who share a lineage that can be traced directly or indirectly to Europe. 
• Lowercase white. EICC follows AP Stylebook guidance to lowercase the w in white. 
• Don’t use as a singular noun. 
• Avoid Caucasian as an alternative to white, because of the history of the term. You can be more specific, using terms such as Italian American.

Other Considerations

International Students 

Identify a student as an international student only when it is relevant to the content. If not relevant, identify and describe the student as you would any other student featured in college communications. 

Immigration and Residency Status 

• Undocumented Immigrant/Worker: Refers to people who do not have federal authorization to live, work, or study in the U.S. Avoid using illegal or alien when referring to people. 
• DACA (Deferred Action for Childhood Arrivals):A federal policy established in 2012 that allowed certain undocumented people brought to the U.S. as children to apply for deferred action from deportation and work authorization. Individuals covered under this policy are referred to as DACA recipients. 
  • Note: DACA remains a federal program that provides temporary protection from deportation and work authorization for eligible individuals, but only renewals are currently allowed, and the program’s long-term future is uncertain due to ongoing legal challenges. 
• Mixed-Status Couple/Family: Refers to couples or families in which members have different immigration statuses. 
• Refugee: A person who has been forced to leave their country of origin due to war, persecution, or natural disaster. Refugee is a legal status granted by the receiving country and does not apply to all displaced people. 
• Asylum Seeker: A person who is seeking international protection but whose claim for refugee status has not yet been determined. 
• DREAM Act / Dreamer: The DREAM Act (Development, Relief, and Education for Alien Minors) is a legislative proposal that would provide legal residency to undocumented youth who meet specific criteria (arrival in the U.S. as a minor, high school completion, and additional education or military service). Use Dreamer only when individuals identify themselves this way and give permission. When possible, use student, immigrant, or youth instead.

Usage Tips 

• Identify individuals by their role or name first, rather than by their immigration status. 
• Use immigration terms only when directly relevant to the story or communication. 
• Verify and respect self-identification and preferred terminology. 
• Avoid stigmatizing or politicized terms such as illegal, alien, or foreigner when describing people.

Terms to Avoid

No racial or ethnic slur should ever be included in content you create for any reason. You may consider an exception if your content is about this slur (as in a research study examining use of the word) or, possibly, if it is essential to your piece and is used in quotes. In this case, ensure that its use is absolutely necessary and that your source has approved the attribution of the slur(s) to them and that your supervisors and department have granted approval.

If explicit approval has been given to use a slur under this exception, add content warnings at the beginning of the piece and do not use these words in the title or headline; people from these communities should have the agency to decide whether they want to engage in harmful language before being forced to do so. 

Do not use the term colored person/people. Use a broader term, like people of color, which refers to any person who is not white, especially in the U.S. BIPOC is an emerging acronym that stands for Black, indigenous, people of color. Some feel the term is more appropriate than people of color because it acknowledges the varying levels of injustice experienced by different groups. In these instances, be sure to ask the individual/group how they prefer to be identified. However, if you are talking about a specific racial or ethnic group, name that specific group rather than generalizing to all people of color. This is especially important when discussing Black people. 

Resources 

• Associated Press Stylebook 
• Diversity Style Guide 
• Asian American Journalists Association 
• National Association of Black Journalists 
• National Association of Hispanic Journalists 
• Native American Journalists Association

Age 

Include age only when relevant. Mention someone’s age only if it adds necessary context or meaning to the story. 

• Ex: At 87, Timothy Miller became the oldest student to graduate from EICC. 

Use people-centered language. Choose phrasing such as older adults, younger people, or students of all ages rather than labels like the elderly or the youth. 

Avoid stereotypes. Steer clear of generalizations like “older people can’t adapt to new technologies” or “Millennials change jobs too often.” These statements reinforce bias and overlook individual experiences. 

Be mindful of tone with younger audiences. Avoid words or phrases that may sound condescending, such as kiddo or youngster. 

Ask for preferences. When writing about a specific person or group, ask how they would like their age — or generational identity — referenced, if at all.

Socioeconomics

Communicating with Compassion and Respect 

The way we talk about students who experience financial hardship should always convey respect, inclusion, and care. Discussions about poverty, access to resources, or the cost of college can be deeply personal. For some students, these topics carry shame or stigma; for others, they are simply part of their reality. Using sensitive, accurate language helps create belonging and reinforces every student’s experience matters. 

Common Terms and Current Usage 

• Socioeconomic Status (SES) 
  • Refers to a combination of factors — such as income, education, occupation, and access to resources — that influence a person’s position within society. Avoid reducing a student’s identity to a single measure of income or class. 
• Underrepresented 
  • Describes groups whose presence within a given setting — such as a college or community — is disproportionately low compared to their representation in the general population. 
• Underserved 
  • Refers to students who have historically lacked equitable access to academic resources or support. This term often includes low-income students, first-generation students, and students of color. Note: Students of color or people of color is preferred over minorities. 
• Historically Underserved 
  • Describes students who, over time, have faced systemic barriers to higher education, such as low-income students, students of color, and those who are the first in their families to attend college. 
• Historically Excluded 
  • A preferred alternative to underrepresented. This term acknowledges that exclusion results from systemic inequities, not a lack of effort or ability. It includes individuals who are lower-income, people of color, LGBTQIA+ individuals, and first-generation students. 
• First-Generation Students 
  • Typically refers to students whose parents’ highest level of education is a high school diploma or less. First-generation can also describe students who are the first in their family to attend any form of higher education. Note: First-gen is acceptable on second reference.

Writing and Talking About Students with Financial Need 

When creating materials or discussing students who face financial, food, or housing challenges: 

• Use person-first, strengths-based language. 
  • Say students experiencing food insecurity rather than hungry students, and students experiencing housing insecurity or students experiencing homelessness rather than homeless students. Focus on the person, not their circumstance. 
• Acknowledge the spectrum of experience. 
  • Food and housing security exist on a continuum. Some students may skip meals or couch-surf, while others face more severe conditions. Use hunger or homelessness only when accurate and appropriate. 
• Frame challenges as systemic, not personal. 
  • Connect financial or basic-needs issues to broader causes — such as the national housing crisis, rising costs, and insufficient financial aid — rather than implying personal failure. Help students and colleagues understand that these are widespread issues, not isolated struggles. 
• Prioritize sensitivity and consent. 
  • Ask students what they are comfortable sharing before using their stories, names, or photos. Respect privacy and avoid content that could cause embarrassment or reinforce stigma. 
• Avoid deficit-based or stigmatizing terms. 
  • Do not use poor, impoverished, underprivileged, or disadvantaged to describe students. These words frame students as lacking rather than resilient. 
• Avoid implying blame or exploitation. 
  • Do not suggest students are “working the system” when using available support services. Instead, affirm that accessing resources is a right and a sign of self-advocacy. 
• Reflect students’ voices. 
  • Listen carefully to how a student describes their experience and, when appropriate, use similar wording. Avoid assumptions or stereotypes about how or why a student’s financial situation developed. 
• Choose dignified imagery and tone. 
  • Use photos that convey strength, community, and diversity. Avoid visuals that rely on pity or portray hardship without context or agency.

Recommended Resources 

• American Psychological Association (APA) Style Guide — Inclusive Language Principles 
• CSU Diversity/Inclusivity Style Guide 
• Conscious Style Guide: Covering Poverty 
• The Hope Center for College, Community, and Justice — Language on Basic Needs Insecurity

People with Disabilities

Writing and Communicating with Respect and Inclusion 

When writing or speaking about individuals with disabilities — whether they are students, faculty, staff, alumni, or community members — our goal is to communicate with dignity, accuracy, and inclusion. The language we use shapes perceptions of disability and can either reinforce or reduce stigma. 

Person-First and Identity-First Language 

There are two main approaches to talking about disability: 

• Person-First Language places the individual before the disability, emphasizing that disability does not define the person. Example: person with a disability, student with autism, employee who uses a wheelchair. 
• Identity-First Language places the disability first, reflecting that for many people, disability is a core part of their identity and community. Example: disabled person, autistic alumnus, Deaf faculty member. 

Preferences vary across individuals and communities. Many in the Deaf and autistic communities, for example, prefer identity-first language. The best approach is to ask the individual or group how they prefer to be identified — and follow their lead. When writing more broadly (and when preferences aren’t known), person-first language remains a safe and respectful default.

When to Mention a Disability 

Include a disability only when it is relevant to the content, story, or context. If it’s unrelated to the main topic, omit it. If you include a disability, ensure that the individual has intentionally disclosed it and has granted explicit permission for the information, name, or photo to be used in public materials. Avoid implying that disclosure is required or expected. 

Avoiding Stigmatizing or Inaccurate Language 

Use clear, factual descriptions and avoid language that sensationalizes or dehumanizes. Avoid using patient unless referring to a health-care setting. Most people with disabilities are not sick or ill. 

Talking About People Without Disabilities 

When comparison is necessary: Use nondisabled rather than able-bodied or normal. Avoid phrasing that implies disability is abnormal or undesirable. 

• Say: “faculty with and without disabilities” 
• Avoid: “normal students” or “healthy alumni” 

Accessibility Language 

Use accessible when describing spaces, programs, and events designed for inclusion. Examples: accessible classroom, accessible website, accessible webinar. While ADA compliance is the legal minimum, strive for language and design that reflect a commitment to equity and usability, not just compliance. 

Center Voice, Choice, and Agency 

Follow the individual’s lead in how they describe themselves. For example, someone may prefer person with a disability but also use autistic person. It’s appropriate to honor both, depending on context. Do not assume a disability limits a person’s abilities, goals, or success. Focus on contributions, expertise, and agency rather than on barriers or challenges. Avoid inspiration-based framing (“overcame disability,” “despite being disabled”) unless that framing reflects the individual’s own words. 

Disability as Part of Human Diversity 

Disability is a natural part of human variation — not a tragedy or deficiency. Recognizing disability as a dimension of diversity helps create a culture of respect, access, and belonging for everyone at EICC. 

Recommended Resources 

• National Center on Disability and Journalism (NCDJ) — Disability Language Style Guide 
• ADA National Network — Guidelines for Writing About People With Disabilities 
• Americans with Disabilities Act (ADA) 
• National Association of the Deaf 
• Office of Disability Rights — People-First Language Guide

Words to Avoid and Words to Use

Gender

When considering gender, it is important to understand what specific terms mean, and how they should, or should not, be used. Sex assigned at birth and gender are not the same things. Sex refers to biological characteristics such as chromosomes, hormones, and reproductive organs. In contrast, gender is shaped by social and cultural constructs and refers to a person’s role in society or their identity. 

Recognize that there are more than two genders. Some people are transgender, meaning they do not identify with the gender that society associates with their sex assigned at birth. This may include people who identify as non-binary, genderqueer, gender fluid, agender, or others who do not identify in binary terms. 

Also, keep in mind that the understanding of gender varies across cultures. For instance, some non-Western and Indigenous cultures traditionally include genders that fall outside the man/woman binary or genders that aren’t automatically correlated to the sex assigned at birth. There are Native Hawaiian people who are mahu, Zapotec people who are muxe, and Diné (Navajo) people who are nádleehí. Do not assume that people in these categories are trans or non-binary. Instead, refer to people in these categories with the culturally appropriate terms they use to describe themselves. 

It is also important to understand that while we have been socialized to think of two sexes — male and female — there are many biological variations that do not neatly fall into these categories. There may be variations in sex characteristics including hormones, sex chromosomes, and reproductive organs. Some people identify as intersex to indicate that their biological sex is more complex than a simple binary.

Pronouns 

Gender pronouns can be used in place of a person’s name. Just as it is important to spell and pronounce a person’s name correctly, it is also important to use the correct pronouns to refer to a person in writing and/or in conversation. 

In a one-on-one conversation, you may choose to share the pronouns you use and invite others to share theirs if they wish. If someone does not share their pronouns, it is appropriate to use their name until they indicate how they would like to be addressed. 

Do not assume what someone’s pronouns are by looking at them. Similarly, don’t assume that pronouns tell you how a person identifies in terms of gender; pronouns simply indicate how that person wants to be referred to. Correctly using someone’s pronouns is one of the most basic ways to show respect for their gender identity.

When creating content about gender: 

People may face systemic discrimination based on their gender. That’s a key reason why it is critical to treat them with respect by understanding that gender identity is simply one aspect of a person’s experience. In your writing, consider the whole person. Recognize that experiences of gender identity and expression intersect with race, culture, disability, and other identities, shaping how individuals experience inclusion or discrimination. Always ask their preference on sex and gender terminology and ask permission before sharing a personal story. 

• They, their, and them are acceptable as gender-neutral singular pronouns. 
• Avoid conflating sex assigned at birth and gender. Terms like male, female, and intersex, relate to sex/sex assigned at birth. Terms like women, men, genderqueer, trans, agender, etc., refer to gender. 
• Consider whether gender binary descriptions are necessary (e.g.; brothers and sisters, men and women). Instead use gender-neutral alternatives (e.g.; siblings, people). 
• Avoid the language of gender opposites, like opposite sex or opposite gender. Using the terms person, people, or people of different genders is preferred. 
• Transgender refers to someone whose gender does not align with societal expectations about their sex assigned at birth. Use transgender as an adjective that modifies man or woman — transgender man, transgender woman. 
• Avoid referring to cisgender as the “normal” gender identity. 
• The AP Stylebook advises against “[presuming] maleness in constructing a sentence.” If possible, reword a sentence to avoid gender. When that is not possible, you may opt to use they or their to indicate that the gender of the individual referenced is either not known or the reference applies to any gender. 
• Avoid adding gender binary choices to substitute for an unknown gender (e.g.; The applicant will get the job if he/she is the most qualified.). 
• In general, use gender-neutral language, such as police officer instead of policeman or chair instead of chairman, to avoid bias and foster inclusivity. 
• When using traditional titles, ask the subject how they would like to be referred. Do not assume that Mrs., Ms., or Mr. is the most appropriate title. Some people use the gender-neutral honorific, Mx. or a professional title such as Dr.

Resources 

• AP Stylebook 2024 — Transgender Coverage Topical Guide 
• Diversity Style Guide: LGBTQ Glossary 
• Genderspectrum.com 
• Trans Journalist Association, Style Guide 
• The Diversity Style Guide

Words To Avoid and Words To Use

LGBTQIA+

LGBTQIA+ stands for Lesbian, Gay, Bisexual, Transgender, Queer or Questioning, Intersex, and Asexual/Aromantic. The ‘+’ represents the many other identities within the community, such as pansexual, nonbinary, gender-fluid, and agender, as well as inclusive support from allies. 

On first reference, explain what LGBTQIA+ stands for, then use the abbreviation on subsequent mentions. That said, if a source in your content prefers to be referred to or identified using another term or abbreviation, please abide by their preference. For example, if someone describes themselves as a lesbian, don’t describe them as part of the LQBTQIA+ community. Use lesbian.

Pronouns

Gender pronouns can be used in place of a person’s name. Just as it is important to spell and pronounce a person’s name correctly, it is also important to use the correct pronouns to refer to a person in writing and/or in conversation. 

In a one-on-one conversation, it is a best practice to share your pronouns and ask the other person for the pronouns they use. In a group setting, it is best practice to encourage people to include their pronouns in introductions or on name tags if they are comfortable doing so, but make this optional for those who might not feel comfortable or safe disclosing their pronouns in that environment. 

Do not assume what someone’s pronouns are by looking at them. Similarly, don’t assume that pronouns tell you how a person identifies in terms of gender — pronouns simply indicate how that person wants to be referred to. Correctly using someone’s pronouns is one of the most basic ways to show respect for their gender identity. If you are not sure what someone’s pronouns are, you can ask them while sharing your own, or simply use their name until they tell you their pronouns.

Names

Do not assume that a person wants to be referred to by their full legal name. Ask people what name you should refer to them by in the interview. Giving specific context of where the name will be used allows individuals to assess their own needs and privacy for the situation. 

If someone asks to be referred to by a chosen name that is different than their legal name, always use their chosen name. Never ask about or use a person’s dead name (name used prior to using a chosen name).

Queer

Often, queer can be used as an umbrella term for LGBTQIA+. Queer is also used in academic circles (i.e. queer studies) and a range of post-structuralist theories known as queer theory. Other variants, such as quare theory, consider the intersection of identities such as race. Queer is very common in activist, nonprofit, and journalist spaces. However, in the past it has been considered a slur. Be mindful of your audience if and when you use the word queer. 

Remember that experiences of sexual orientation and gender identity intersect with race, culture, religion, disability, and other identities. 

Understanding these intersections helps ensure that representation, inclusion, and language choices reflect the full diversity of people’s lived experiences.

Folx 

Folx is a variation of folks and is used to explicitly signal the inclusion of groups who are commonly marginalized. The “x” not only represents the sound of the word’s plural, but it also uses the symbolism of the letter X to represent variable or other. 

Folx is common in activist or community-based contexts, but in formal or institutional communications, people or community members may be more appropriate.

When creating content about or for LGBTQIA+ people: 

• Only include a person’s gender or sexual orientation when it’s pertinent to the subject matter. 
• Avoid language that puts more value on being or appearing cisgender or that carries judgment or biases about how public a person is about being LGBTQIA+. 
• Recognize that there are more than two genders. Avoid the language of gender opposites. (e.g.; instead of opposite gender use a different gender.) 
• Embrace the fact that language can evolve quickly. 
• Sex and gender are not the same thing. Sex refers to biological attributes. Gender refers to a person’s role in society, behavior, or identity. 

Resources 

• AP Stylebook 2024 guidance on gender and sexuality 
• GLAAD Media Reference Guide 
• The Association of LGBTQ+ Journalists (NLGJA) Stylebook 
• Trans Journalist Association, Style Guide 
• The Diversity Style Guide

Words To Avoid and Words To Use