DEI Common Language
Words have energy and power. A single word can change everything about a conversation, interaction, or exchange of information. A first step to having productive, strategic exchanges about diversity, equity, and inclusion is adopting an accepted, shared language that guides how we engage, communicate, discuss, report, and measure across various topics and types of data.
Cultural competency around DEI language is an evolving skill that requires using a clearly defined yet malleable vocabulary to allow for change as our language evolves. This suite of modules offers guidance on effectively engaging in dialogue and communicating ideas and information on topics specific to diversity, equity, and inclusion. The first installment in this series provides baseline definitions of terms commonly used in discourse and communication about diversity, equity, and inclusion.
Our Common Language…
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- promotes clear and open dialogue with others
- puts people first, making all feel included and valued
- is free from words or phrases that explicitly or implicitly stereotype, discriminate, or express prejudice
- helps to avoid misunderstandings or misinterpretations
- can help to build trust across lines of difference
- requires an ongoing commitment to learning and evolving
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Diversity, Equity and Inclusion
DIVERSITY
| Definition: | Differences expressed in myriad forms, including race and ethnicity, gender and gender identity, sexual orientation, socio-economic status, language, culture, national origin, religious commitments, age, (dis)ability status, and political perspective |
| Examples: |
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EQUITY
| Definition: | Promoting justice, impartiality, and fairness within the procedures, processes, and distribution of resources, ensuring an equal opportunity for success for all persons, regardless of sex, marital status, gender expression, and any other characteristics or identities |
| Examples: |
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INCLUSION
| Definition: | Creating an environment where all perspectives are respectfully heard, differences are welcomed, and where every individual feels a sense of belonging, and is valued as a fully participating member of the community |
| Examples: |
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INCLUSIVE LANGUAGE
| Definition: | People-first language that is free from words, phrases, or expressions that stereotype or express forms of bias or prejudice. In a more general sense, language that acknowledges, accepts, affirms, and celebrates differences of those in our community |
| Examples: |
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CULTURE
| Definition: | Languages, customs, beliefs, rules, arts, knowledge, and collective identities that make interactions and environments meaningful. More broadly, a set of unspoken rules that shape values, habits, patterns of thinking, behaviors, and styles of communication |
| Examples: |
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Source: https://cssp.org/wp-content/uploads/2019/09/Key-Equity-Terms-and-Concepts-vol1.pdf
WORKPLACE CULTURE
| Definition: | Patterns of behavior that are supported by the shared experiences, values, and beliefs of an organization. Broadly speaking, the shared attitudes, standards, and priorities of teams, departments, units and other employee groups within an organization |
| Examples: |
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Source: https://culturejourney.umich.edu/about/; https://www.valamis.com/hub/work-culture
CULTURAL COMPETENCE
| Definition: | Grounded in the respect and appreciation of cultural differences, the set of interpersonal skills or attributes that allows one the ability to understand, communicate with, and effectively interact with people across cultures |
| Examples: |
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Source: https://cssp.org/wp-content/uploads/2019/09/Key-Equity-Terms-and-Concepts-vol1.pdf
ALLY
| Definition: | Someone who makes the commitment and effort to recognize their privilege (based on gender, class, race, sexual identity, etc.) and work in solidarity with marginalized groups in the struggle for justice |
| Examples: |
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PRIVILEGE
| Definition: | Operates on personal, interpersonal, cultural and institutional levels, and gives unearned advantages, favors, and/or benefits to members of dominant groups, often at the expense of members of nondominant groups |
| Examples: |
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MARGINALIZATION
| Definition: | Process by which individuals or groups are (intentionally or unintentionally) excluded, isolated, or distanced from access to power and resources granted to those in majority and/or privileged groups. |
| Examples: |
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INTERSECTIONALITY
| Definition: | The complex ways in which multiple forms of discrimination combine, overlap and/or intersect in the experiences of marginalized individuals or groups; a framework for understanding how issues like sexism, racism, and classism can overlap in multiple ways. |
| Examples: |
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Race and Ethnicity
RACE
The concept of race is a social construct (an idea that was created and accepted by people at a point in time in a society) that artificially divides people into distinct groups based on characteristics such as physical appearance, ancestral heritage, cultural affiliation, cultural history, ethnic classification, or the political needs of a society at a given time. Race is not a valid biological concept and, throughout history, has often been used to grant or deny access to benefits, resources, and/or privileges.
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Source: https://www.amcp.org/resource-center/publications/dei-glossary#M-R
Source: https://www.racialequitytools.org/glossary
Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8452910/
Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10389293/
Source: https://nmaahc.si.edu/learn/talking-about-race/topics/historical-foundations-race
ETHNICITY / ETHNIC GROUP
Similar to race, ethnicity is also a social construct (an idea that was created and accepted by people at a point in time in a society) that divides people into smaller social groups based on characteristics such as shared sense of group membership, values, behavioral patterns, language, political and economic interests, history, and ancestral geographical base.
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Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8452910/
Source: https://jamanetwork.com/journals/jama/fullarticle/2776936
Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2908006/
Source: https://www.amcp.org/resource-center/publications/dei-glossary
ASIAN / ASIAN AMERICAN
Asian describes an individual who identifies with one or more nationalities or ethnic groups originating in the Far East, Southeast Asia or the Indian subcontinent. (i.e., Korea, Vietnam, Thailand, India, Pakistan). Asian American is used when referring to Americans of Asian descent.
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Source: https://www.ohsu.edu/inclusive-language-guide
Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10389293/
BLACK / AFRICAN AMERICAN
African American generally refers to American people of African ancestry. African American and Black are not always interchangeable. Not all Black persons are African American, and not all African Americans are Black. African American should not be used as an umbrella term for people of African ancestry worldwide because it obscures other ethnicities or national origins
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Source: https:Source: https://www.ohsu.edu/inclusive-language-guide
Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10389293/
Source: https://www.uab.edu/dei/institutional-equity/inclusive-language-guide
HISPANIC / LATINO / A / E / X
Hispanic describes a person who has lineage to a Spanish-speaking country, or whose heritage derives from it. Latino/a/e/x refers to people of Latin American origin or descent who can be of any background or language. The latter represents masculine (Latino), feminine (Latina) and nonbinary (Latinx and Latine).
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Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10389293/
INDIGENOUS / INDIGENOUS PEOPLES
Generally, this term is used to describe individuals identifying as existing descendants of the peoples who inhabited the present territory of a country wholly or partially, at the time when persons of a different culture or ethnic origin arrived there from other parts of the world, overcame them by conquest, settlement or other means, and reduced them to a non-dominant or colonial condition. Indigenous Peoples have distinct cultures, languages, landbase, kinship, and ties to their traditional homelands, and usually live as a minority within a majority-dominant culture.
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Source: https://www.racialequitytools.org/glossary
Source: https://www.un.org/development/desa/indigenouspeoples/about-us.html#
MIDDLE EASTERN / NORTH AFRICAN (MENA)
Middle Eastern / North African refers to individuals having origins in the MENA region, which includes at least two dozen countries and a number of ethnic groups: the 22 members of the League of Arab states (Algeria, Bahrain, Comoros, Djibouti, Egypt, Iraq, Jordan, Kuwait, Lebanon, Libya, Mauritania, Morocco, Oman, Palestine, Qatar, Saudi Arabia, Somalia, Sudan, Syria, Tunisia, United Arab Emirates, and Yemen), the three non-Arab MENA states (Iran, Israel, and Turkey), and Trans-national communities (Armenians, Assyrians/Chaldeans, Kurds, Amazigh).
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Source: https://yallacountmenain.org/materials//s/mena-faqs-4pdf
Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10389293/
Source: https://www.aaiusa.org/
NATIVE AMERICAN / AMERICAN INDIAN
Native American / American Indian describes a person having origins in any of the Indigenous peoples of North and South America (including Central America), and who maintains tribal affiliation or community attachment. Native peoples often have individual preferences on how they would like to be addressed. When talking about Native groups or people, use the terminology the members of the community use to describe themselves collectively.
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Source: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC10389293/
Source: https://americanindian.si.edu/nk360/faq/did-you-know#
Source: https://www.apa.org/about/apa/equity-diversity-inclusion/language-guidelines
NATIVE HAWAIIAN OR PACIFIC ISLANDER
Native Hawaiian refers to individuals who are descendants of the Polynesian people of the Hawaiian Islands and/or their descendants. Pacific Islander is a broader term that refers to an individual who descends from the original peoples of Polynesia, Micronesia, and Melanesia. Polynesia includes Hawaii, Samoa, American Samoa, Tokelau, Tahiti, and Tonga. Micronesia includes Guam, Mariana Islands, Saipan, Palau, Yap, Chuuk, Pohnpei, Kosrae, Marshall Islands, and Kiribati. Melanesia includes Fiji, Papua New Guinea, Solomon Islands, and Vanuatu.
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MINORITY
This term describes an individual, group, or community (ethnic, racial, religious, or other non-dominant identity related) with differential power than those who hold the power in the population. Members of minority groups often experience inequities and disadvantages that are not experienced by members of the dominant social group. Being a numerical minority is not a characteristic of being in a minority group; it is the lack of power that is the predominant characteristic of a minority group.
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Source: https://www.naco.org/resources/featured/key-terms-definitions-diversity-equity-inclusion
UNDERREPRESENTED MINORITY (URM)
Underrepresented Minority (URM) describes individuals in racial/ethnic minority groups categorized by the federal government as historically underrepresented in U.S. higher education across fields and disciplines. URM calls attention to the low participation rates of certain minority groups in specific fields relative to their representation in the U.S. population. The racial/ethnic minority groups most commonly defined as URMs are: African American/Black, Hispanic/Latino(a/x), Native Hawaiian, and Native American/Alaskan Native.
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Source: Source: https://ncses.nsf.gov/pubs/nsf19304/digest/introduction
Source: LSA Anti-Racism Task Force Report
MARGINALIZED
This term refers to an individual, group, or community that is distanced from power and treated as insignificant or peripheral. Members of marginalized groups are often relegated to unimportant or powerless positions within a society as a result of systems and institutions that uplift and/or grant access to resources to those who are in dominant and/or privileged groups. Marginalized individuals experience discrimination and exclusion (social, political and economic) because of unequal power relationships across economic, political, social and cultural dimensions.
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Source:https://www.racialequitytools.org/glossary
Source: LSA Anti-Racism Task Force Report
SHOULD I SAY: BLACK OR AFRICAN AMERICAN
Black and African American are not always interchangeable. Historically, the term African American referred to people of African descent who were enslaved in the United States. Some people prefer the term Black because they do not identify as African and/or American, either because they can’t trace their lineage back to Africa or because being Black isn’t just about race, it’s also about culture. Some individuals identify as Black and African American and use the terms interchangeably for themselves, depending on the situation. As a default or if you’re unsure, use Black. If you are corrected, use the term the person asks you to use. Some people may identify as African, Afro-Caribbean, Afro-Latino and many other races and ethnicities. Consider the necessity of using race within your context. Ask yourself: “Would I mention ‘white student’ or ‘white faculty member’ when discussing others?”
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SHOULD I SAY: HISPANIC OR LATIN(A/O/X)?
Hispanic refers to people who have lineage to Spanish-speaking countries. Latino or Latina refers to people from the Spanish and Portuguese-speaking countries of Latin America, and it does not include those from Spain or Portugal. Latinx and Latine also relate to people in the US of Latin American origin or descent, but are used as gender-neutral or non-binary alternatives to Latino or Latina).
A person could be both Latino/a/x AND Hispanic, or one or the other, but the terms are not interchangeable. Those with lineage to Spain or Spanish-speaking countries outside of Latin American are Hispanic, but not Latino/a/x. When possible, be as specific as possible when describing someone’s heritage. Terms such as Cuban, Argentinean, Mexican, Puerto Rican, and other specific terms should be used when known.
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SHOULD I SAY: NATIVE AMERICAN OR AMERICAN INDIAN?
Each of these Nations and its individual citizens may self-identify as many different terms, some that are traditionally accepted and those terms that have been placed on Native Nations by the dominant culture. Whenever possible, Native people should be referred to by using their specific tribal name or the terminology that the members of that community use to describe themselves. If a Tribal name is shared, ask for a phonetic spelling of the name to ensure appropriate pronunciation. When speaking broadly, Native American is preferred unless the individual or group specifies otherwise. Occasionally, some individuals may prefer American Indian; however, this is not universal. It is worth noting that Native American and American Indian are terms created by white Americans.
NOTE: The term ‘Indian’ is generally used to describe the people and cultures of India; this word should only be used to describe Native Americans in instances where an individual or group has expressed a preference to be identified using the term.
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SHOULD I SAY: MINORITY, URM, OR MARGINALIZED?
Use ‘marginalized’ when referring to an individual or group that is not a member of the dominant group, or the group that has historically held power in society. Reference to ‘marginalized groups’ is also appropriate when describing instances where groups or individuals were made to feel insignificant or “othered” in certain situations.
Avoid the use of the term ‘minority’ to describe marginalized or underrepresented groups. Instead, use the specific name of the group or groups to which you refer, or the accurate/specific identity of the individual being described.
URM can be used to describe racial/ethnic minority groups categorized by the federal government as historically underrepresented in the context of U.S. higher education across fields and disciplines. When speaking more broadly, instead of using URM, consider using the phrase historically marginalized communities. This language acknowledges that there are communities that have systematically been denied access to economic, political, and cultural participation.
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Add’l Source: https://www.apa.org/about/apa/equity-diversity-inclusion/language-guidelines
MAKING MISTAKES…
Because cultural competency around DEI-focused topics is an evolving skillset, it requires time and practice, continuous engagement with ourselves, and learning from and about others. It is impossible to always “get it right”, and the fear of saying something wrong or harmful can prevent us from engaging meaningfully, especially across differences. Move away from the idea of perfection, and instead, lean into learning how to engage with others using language that minimizes harm. It is important that we learn to acknowledge our mistakes, take accountability for our actions, and then apologize with humility and vulnerability. Invest in owning your impact, not just your intent.
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Add’l Sources: https://www.hello-collective.com/blog/3-crucial-dei-learnings-for-2021; https://www.diversitydana.com/onmakingmistakes/
WHEN YOU MAKE A MISTAKE…
- Own it – Don’t ignore it or pretend the harm did not occur. Be aware of the impact of your words or actions, take accountability, and commit to doing better
- Take action – Acknowledge your mistake and apologize for its impact, then modify your language and/or behavior to prevent that mistake from occurring in the future
- Educate yourself – It is YOUR responsibility to engage in learning opportunities that help you understand why your actions or words were problematic
- Forgive yourself – Mistakes are inevitable. We ALL make them from time to time. Give yourself grace and then move forward
- Share – Help educate others so they don’t make the same mistakes
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Add’lSources: https://www.hello-collective.com/blog/3-crucial-dei-learnings-for-2021;https://www.diversitydana.com/onmakingmistakes
Gender Identity, Sexual Orientation, and Gender Expression
GENDER IDENTITY
Refers to a person’s understanding and experience of their own gender. Everyone has a gender identity; for some people, it corresponds with the gender assigned at birth (cisgender), and for some others, it does not (transgender).
Additional Context:
Gender identities are expansive and can look very different in other cultures or time periods. There is no one authority that dictates the boundaries of gender, except for the individual concerned.
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Source: Organizational Learning – LGBTQIA+ An Introduction to Inclusive Language
SEXUAL ORIENTATION
Describes how a person characterizes their sexual and emotional attraction to others. Sexual orientations exist on a spectrum, meaning that these aspects of identity are not static, may change over time, and can happen throughout the life course.
Examples:
- Heterosexual: an attraction between people of the opposite sex or gender
- Pansexual: an attraction to people of all genders.
- Asexual / Aromantic: an instance where an individual does not experience sexual attraction. Asexuals may still be romantically, platonically, physically, and/or aesthetically attracted to people.
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Source: Organizational Learning – LGBTQIA+ An Introduction to Inclusive Language
GENDER EXPRESSION
Refers to the ways in which a person chooses to present their gender to the world around them. This can include clothing, mannerisms, pronouns, names, etc.
Additional Context:
- Clothing, mannerisms, pronouns, etc., do not need to have a gender attached to them.
- Gender identity can sometimes inform one’s gender expression
- Gender expression does not necessarily dictate someone‘s gender identity.
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Source: Organizational Learning – LGBTQIA+ An Introduction to Inclusive Language
CISGENDER
Cisgender describes a person whose gender identity matches their sex assigned at birth. ‘Cis’ can refer to men or women since those are genders that are assigned at birth. ‘Cis‘ is a Latin term that means “same”.
Additional Context:
A person’s gender is different from their sexuality / attractionality; therefore an individual can be cisgender and be heterosexual, gay, lesbian, bisexual, queer, or another sexuality. Any combination is possible; any combination can exist.
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Source: Organizational Learning – LGBTQIA+ An Introduction to Inclusive Language
NON-BINARY GENDER
Non-binary identities are neither completely male nor female—identities that are outside of the gender binary. Non-binary identities fall under the transgender umbrella, since non-binary people typically identify with a gender that is different from their assigned sex, though some non-binary individuals do not consider themselves transgender.
Examples:
- Agender – no gender to express
- Genderfluid – moving through more than one gender identity
- Non-Conforming – gender expression does not align with sex assigned at birth
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Source: Organizational Learning – LGBTQIA+ An Introduction to Inclusive Language
LGBTQIA+
An acronym and umbrella term that is used to describe people who have gender identities and attractionalities that are diverse and other than cisgender and heterosexual.
Additional Context:
The LGBTQIA+ acronym is used to be more inclusive and provide better context. There are many variations of this acronym, and it can sometimes be challenging to remember all the letters. It is most important to know that there is no “official standard”. What is preferred varies by person, region and often evolves over time. The “+” allows is there to encompass all the other identities not represented in the acronym letters.
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Source: Organizational Learning – LGBTQIA+ An Introduction to Inclusive Language
LESBIAN
A term that refers to a woman who is sexually and/or emotionally attracted to another woman.
GAY
A term that describes a man who is sexually and/or emotionally attracted to other men.
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Source: Organizational Learning – LGBTQIA+ An Introduction to Inclusive Language
BISEXUAL
A term that refers to someone who is sexually and/or emotionally attracted to two or more genders out of the many gender identities.
TRANSGENDER
A term that describes any person who has a gender identity that is different from the gender that they were assigned at birth.
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Source: Organizational Learning – LGBTQIA+ An Introduction to Inclusive Language
QUEER
An umbrella term that sometimes refers to anyone who is not heterosexual and not cisgender. Many times, queer is used as a broad rejection of labels for gender and sexual orientation, however, because the term was historically used as a slur against people in the LGBTQIA+ community, some individuals still find the term offensive.
QUESTIONING
A term that refers to someone who is not sure how they identify. Someone can be questioning their sexual orientation and/or their gender identity.
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Source: Organizational Learning – LGBTQIA+ An Introduction to Inclusive Language
INTERSEX
A term that refers to people who naturally have (are born with) biological traits such as chromosome patterns, hormonal levels, or genitalia that do not fit typical binary notions of male or female bodies.
Additional Context:
There are many different intersex variations. In some cases, intersex traits are visible at birth while in others, they are not apparent until puberty. Some chromosomal intersex variations may not be physically apparent at all. Being intersex is not linked to sexual orientation or gender identity; intersex people can have different sexual orientations and gender identities and expressions.
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Source: Organizational Learning – LGBTQIA+ An Introduction to Inclusive Language
ASEXUAL
This is an umbrella term used for individuals who do not experience, or experience a low level, of sexual desire. This identity can include those who are interested in having romantic relationships, and those who are not. People of different sexual orientations and gender identities can be asexual.
AGENDER
This term refers to someone who has no gender to express, or who is not sure how they identify.
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Source: Organizational Learning – LGBTQIA+ An Introduction to Inclusive Language
PLUS(+)
Encompasses the other identities not represented in the LGBTQIA acronym alone.
Additional Context:
Addition of the “+” is an additional effort towards inclusivity, and recognition of the diversity that exists within our community.
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Source: Organizational Learning – LGBTQIA+ An Introduction to Inclusive Language
PRONOUNS
Pronouns are markers of identity that are used to refer to someone with using their name. Use of someone’s correct pronouns is a way to foster a respectful and inclusive environment.
Additional Context:
Commonly used pronouns:
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- He/Him (masculine)
- She/Her (feminine)
- They/Them (gender neutral; plural and singular)
- Ze/Zim; Sie/Hir; Xe/Xem (gender neutral)
- Some individuals may prefer not to use pronouns at all and will ask to be referred by their name alone.
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Source: Organizational Learning – LGBTQIA+ An Introduction to Inclusive Language
MAKING MISTAKES…
Because cultural competency around DEI-focused topics is an evolving skillset, it requires time and practice, continuous engagement with ourselves, and learning from and about others. It is impossible to always “get it right”, and the fear of saying something wrong or harmful can prevent us from engaging meaningfully, especially across differences. Move away from the idea of perfection, and instead, lean into learning how to engage with others using language that minimizes harm. It is important that we learn to acknowledge our mistakes, take accountability for our actions, and then apologize with humility and vulnerability. Invest in owning your impact, not just your intent.
__________________________________
Add’l Sources: https://www.hello-collective.com/blog/3-crucial-dei-learnings-for-2021; https://www.diversitydana.com/onmakingmistakes/
WHEN YOU MAKE A MISTAKE…
- Own it – Don’t ignore it or pretend the harm did not occur. Be aware of the impact of your words or actions, take accountability, and commit to doing better
- Take action – Acknowledge your mistake and apologize for its impact, then modify your language and/or behavior to prevent that mistake from occurring in the future
- Educate yourself – It is YOUR responsibility to engage in learning opportunities that help you understand why your actions or words were problematic
- Forgive yourself – Mistakes are inevitable. We ALL make them from time to time. Give yourself grace and then move forward
- Share – Help educate others so they don’t make the same mistakes
__________________________________
Add’l Sources: https://www.hello-collective.com/blog/3-crucial-dei-learnings-for-2021; https://www.diversitydana.com/onmakingmistakes/
SOURCES/RESOURCES
- LGBTQIA+: An Introduction to Inclusive Language: https://hr.umich.edu/working-u-m/professional-development/courses/lgbtqia-introductioninclusive-language
- LGBTQ+ Health: https://www.uofmhealth.org/patient-visitor-guide/lgbtq-health
- U-M Spectrum Center: https://spectrumcenter.umich.edu
- National Institutes of Health, Office of Equity, Diversity, and Inclusion – Sexual and
- Gender Minority Research Office: https://dpcpsi.nih.gov/sgmro
- Respecting Names and Pronouns: https://mlearningmedia.med.umich.edu/media/t/1_berzjiti
- OutRight Action International:https://outrightinternational.org/content/acronyms-explained
- Let’s Say Gay: https://www.nytimes.com/2022/10/23/opinion/queer-gay-identity.html
- National LGBT Health Education Center: https://www.lgbthealtheducation.org/publication/understanding-health-needs-lgbt-people/
- Researching for LGBTQ2S+ Health: https://lgbtqhealth.ca/community/two-spirit.php
- UN Free & Equal – United Nations – Intersex Fact Sheet: https://www.unfe.org/en/know-the-facts/challenges-solutions/intersex
- Trans Student Educational Resources – The Gender Unicorn: https://transstudent.org/gender/
- Gender Transition Resource for faculty and staff at U-M: https://hr.umich.edu/sites/default/files/gender-transition-resource.pdf
- National LGBTQIA+ Health Education Center: https://www.lgbtqiahealtheducation.org/resources/
Understanding Identity, Power, and Privilege
IDENTITY
Identity refers to an individual’s organized constellation of traits, attitudes, self-knowledge, cognitive structures, past, present, and future self-representations, social roles, relationships, and group affiliations. Together, these characteristics define who one is, heavily influence how one thinks about the self and the social world, and provide the impetus for many behaviors, judgments, and decisions.
Examples:
- Sex
- Gender
- Ethnicity
- Race
- National Origin
- Disability/Ability
- Religion
- Spirituality
- Age
- Socio-economic status
- Language
- Political leanings
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Source: Guenther, C.L., Wilton, E., Fernandes, R. (2020). Identity. In: Zeigler-Hill, V., Shackelford, T.K. (eds) Encyclopedia of Personality and Individual Differences. Springer, Cham. https://doi.org/10.1007/978-3-319-24612-3_1132
POWER
Power is the capacity to influence, lead, dominate, or otherwise have an impact on the life and actions of others in society. Power is unequally distributed globally, and in U.S. society; some individuals or groups wield greater power than others, thereby allowing them greater access and control over resources.
Power is also defined as:
- The ability to name or define.
- The ability to decide.
- The ability the set the rule, standard, or policy.
- The ability to change the rule, standard, or policy to serve one’s needs, wants or desires.
- The ability to influence decision-makers to make choices in favor of your cause, issue or concern
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Source: OUR SHARED LANGUAGE: SOCIAL JUSTICE GLOSSARY (https://ywcaboston2.wpengine.com/wp-content/uploads/2016/02/MISS_VIT_BLD-SUPP-FOR-MISS_TRN-AND-DEVEL_SJ-GLOSSARY_MARCH_2016.pdf)
TYPES OF POWER
- Personal Power – Power that an individual possesses or builds in their personal life and interpersonal relationships (self-determination).
- Social Power – Power that social groups possess or build among themselves to determine and shape their collective lives. It can also be defined as a grassroots collective organization of personal power
- Institutional Power – Power to create, shape, and/or greatly influence the rules, policies, and actions of an institution.
- Structural Power – Power to create and shape the rules, policies, and actions that govern multiple and intersecting institutions or an industry.
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Source: OUR SHARED LANGUAGE: SOCIAL JUSTICE GLOSSARY (https://ywcaboston2.wpengine.com/wp-content/uploads/2016/02/MISS_VIT_BLD-SUPP-FOR-MISS_TRN-AND-DEVEL_SJ-GLOSSARY_MARCH_2016.pdf)
PRIVILEDGE
The unearned advantages (and access) we get from being part of a dominant group whose needs have traditionally been prioritized. Privilege operates on personal, interpersonal, cultural, and institutional levels and gives advantages, favors, and benefits to members of dominant groups at the expense of members of non-dominant groups.
Additional Context:
If someone has a privilege, they have advantages over others for reasons they don’t control — like their gender, race, religion, cultural background, sexuality, ability/disability, financial status and level of education. Every person is privileged in some areas and disadvantaged in other areas and people can be disadvantaged by one identity and privileged by another.
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Source: The Center for Racial Justice Innovation: Race Reporting Guide: https://www.raceforward.org/sites/default/files/Race%20Reporting%20Guide%20by%20Race%20Forward_V1.1.pdf
Source: https://www.vanderbilt.edu/oacs/wp-content/uploads/sites/140/Understanding-Privilege-and-Oppression-Handout.doc
RACISM
An organized social system in which the dominant racial group, based on an ideology of inferiority, has the power to carry out systematic discrimination through the institutional policies and practices of the society and by shaping the cultural beliefs and values that support those racist policies and practices. It can also be defined as “a system in which one group of people exercises power over another on the basis of skin color; an implicit or explicit set of beliefs, erroneous assumptions, and actions based on an ideology of the inherent superiority of one racial group over another, and evident in organizational or institutional structures and programs as well as in individual thought or behavior patterns.”
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Source: National Institutes of Health Office of Equity, Diversity, and Inclusion: “Understanding Racial Terms and Differences”; https://www.edi.nih.gov/the-EDI-pulse-blog/understanding-racial-terms-and-differences#18
Source: Dismantling Racism Works Web Workbook: “What is Racism: Racism Defined”: https://www.dismantlingracism.org/racism-defined.html
Source: Henry, F., & Tator, C. (2006). The colour of democracy: Racism in Canadian society. 3rd Ed. Toronto, ON: Nelson.
CULTURAL RACISM
Cultural racism is founded in the belief that one culture is inherently superior or inferior to another, often manifesting through stereotypes, prejudices, and discrimination based on cultural differences. It encompasses societal values and norms that privilege certain cultures over others.
Additional Context:
In the US, cultural racism shows up in advertising, movies, history books, definitions of patriotism, and in policies and laws and is also a powerful force in maintaining systems of internalized supremacy and internalized racism. Cultural racism is also a powerful force in maintaining systems of internalized supremacy and internalized racism. It does so by influencing collective beliefs about what constitutes appropriate behavior, what is seen as beautiful, and the value placed on various forms of expression.
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Source: RacialEquityTools.org, MP Associates, Center for Assessment and Policy Development, and World Trust Educational Services: https://www.racialequitytools.org/glossary
INSTITUTIONAL AND STRUCTURAL RACISM
Institutional racism refers specifically to the ways in which policies and practices within social institutions create different outcomes for different racial groups. In the US, these laws, policies, and practices are not necessarily explicit in mentioning any racial group, but work to create advantages for whites and disadvantages for people of color.
Structural racism refers to historical, social, political, institutional, and cultural factors that contribute to, legitimize, and maintain racial inequities. It involves the reinforcing effects of multiple institutions and cultural norms, past and present, continually reproducing old and producing new forms of racism.
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Source: National Institutes of Health Office of Equity, Diversity, and Inclusion: “Understanding Racial Terms and Differences”; https://www.edi.nih.gov/the-EDI-pulse-blog/understanding-racial-terms-and-differences#18
Source: Center for the Study of Social Policy: Key Equity Terms & Concepts: https://cssp.org/wp-content/uploads/2019/09/Key-Equity-Terms-and-Concepts-vol1.pdf)
Source: : “Flipping the Script: White Privilege and Community Building” by Maggie Potapchuk, Sally Leiderman, Donna Bivens, and Barbara Major (2005)
ANTI-RACISM
Anti-Racism is a proactive approach aimed at identifying, challenging, and dismantling systems, structures, and ideologies that perpetuate racial discrimination and inequality. While there are a variety of ways to define anti-racism, generally it is an active process and commitment to analyzing self, systems, ideologies, practices, and policies that produce and reinforce inequalities in access, opportunity, legitimacy, safety, and life outcomes based on race. Anti-racism explicitly challenges systems and norms grounded in white supremacy and anti-Blackness and seeks to transform institutions toward ways of working and interacting that value and honor the full humanity of all people.
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Source: The Oxford Review, “Anti-Racism – Definition and Explanation: https://oxford-review.com/the-oxford-review-dei-diversity-equity-and-inclusion-dictionary/anti-racism-definition-and-explanation/
Source: Office of Diversity, Equity, and Inclusion, University of Michigan: Defining Diversity, Equity and Inclusion: https://diversity.umich.edu/about/defining-dei/
ANTISEMITISM
Antisemitism is a certain perception of Jews, which may be expressed as hatred toward Jews. Rhetorical and physical manifestations of antisemitism are directed toward Jewish or nonJewish individuals and/or their property, toward Jewish community institutions and religious facilities.
Additional Context:
Antisemitism is a form of ideological oppression that targets Jews, and has deep historical roots. Like all oppressions, the ideology contains elements of dehumanization and degradation, it uses exploitation, marginalization, discrimination, and violence as its tools.
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Source: International Holocaust Remembrance Alliance: Working definition of antisemitism: https://holocaustremembrance.com/resources/working-definition-antisemitism
Source: Understanding Antisemitism: An Offering to our Movement, A Resource from Jews for Racial & Economic Justice (accessed July 2022).
OPPRESSION / SYSTEMS OF OPPRESSION
Oppression is the social act of placing severe restrictions on an individual, a group or an institution that occurs at all levels, and is reinforced by social norms, institutional biases, interpersonal relationships and personal beliefs. Thus, oppression is both a state and a process, with the state of oppression being unequal group access to power and privilege, and the process of oppression being the ways in which that inequality is maintained.
Systems of oppression are historical, conscious and unconscious, non‐random, and organized harassment, discrimination, exploitation, discrimination, prejudice and other forms of unequal treatment that impact different groups.
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Source: University of Michigan School of Social Work: “What is Privilege, Oppression, Diversity and Social Justice?”: https://ssw.umich.edu/privilege-oppression-diversity-and-social-justice
Source: American Psychological Association. Equity, diversity, and inclusion framework. https://www.apa.org/about/apa/equity-diversity-inclusion/equity-division-inclusion-framework.pdf
RACIAL JUSTICE
Racial justice is the systematic fair treatment of people of all races, resulting in equitable opportunities and outcomes for all. Racial justice 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
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Source: Maggie Potapchuk, “ Grantmaking with a Racial Justice Lens: A Practical Guide” (Philanthropic Initiative for Racial Equity, 2019). Transforming Organizations by Operationalizing Racial Justice” (MP Associates, July 2023). This definition is based on and expanded from the one described in Rinku Sen and Lori Villarosa, “
SOCIAL JUSTICE
Social justice refers to the commitment to creating fairness and equity in resources, rights, and treatment of marginalized individuals and groups of people who do not share equal power in society. It is the view that everyone deserves equal economic, political and social rights, and opportunities.
Additional Context:
Social justice must be considered in the context of historical systemic inequities in America’s social, economic, and political systems, and the long-term generational consequences of systemic injustice.
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Source: American Psychological Association. Equity, diversity, and inclusion framework. https://www.apa.org/about/apa/equity-diversity-inclusion/equity-division-inclusion-framework.pdf
Source: National Association of Social Workers: “Social Justice”: https://www.socialworkers.org/LinkClick.aspx?fileticket=QMjTfoiol58%3D&portalid=0
DISCRIMINATION
Treatment of an individual or group based on their actual or perceived membership in a social category, usually used to describe unjust or prejudicial treatment on the grounds of race, age, sex, gender, ability, socioeconomic class, immigration status, national origin, or religion.
Additional Context:
This unjust treatment favors certain groups over others, restricting opportunities for other groups. At the individual level, discrimination may manifest as prejudice involving negative, hostile, and injurious treatment of the members of marginalized groups. At the institutional or structural level, discrimination may manifest as operating procedures, laws, and policies that favor one group over another
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Source: National Research Council (US) Panel on Race, Ethnicity, and Health in Later Life; Bulatao RA, Anderson NB, editors. Understanding Racial and Ethnic Differences in Health in Late Life: A Research Agenda. Washington (DC): National Academies Press (US); 2004. 7, Prejudice and Discrimination. Available from: https://www.ncbi.nlm.nih.gov/books/NBK24680/
Source: American Psychological Association. Equity, diversity, and inclusion framework. https://www.apa.org/about/apa/equity-diversity-inclusion/equity-division-inclusion-framework.pdf
PREJUDICE
A pre-judgment or unjustifiable, and usually negative, attitude of one type of individual or groups toward another group and its members. Such negative attitudes are typically based on unsupported generalizations (or stereotypes) that deny the right of individual members of certain groups to be recognized and treated as individuals with individual characteristics.
Additional Context:
Prejudice is typically manifested behaviorally through discriminatory behaviors and may be conscious or unconscious. Prejudicial attitudes tend to be resistant to change because they distort perceptions of information about the marginalized person and/or group.
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Source: Institute for Democratic Renewal and Project Change Anti-Racism Initiative, A Community Builder’s Tool Kit, Appendix I (2000).
Source: American Psychological Association: https://www.apa.org/about/apa/equity-diversity-inclusion/language-guidelines
XENOPHOBIA
Any attitude, behavior, practice, or policy that explicitly or implicitly reflects the belief that immigrants are inferior to the dominant group of people. Xenophobia is reflected in interpersonal, institutional, and systemic levels oppression.
Additional Context:
Xenophobia it involves prejudice against a nationality or ethnicity, it is usually associated with assumptions of cultural/ethnic or racial superiority. It is usually experienced as a group phenomenon, but it can also be experienced and acted upon by individuals in daily life and in relationships in the workplace, schools, and other community settings.
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Source: RacialEquityTools.org, MP Associates, Center for Assessment and Policy Development, and World Trust Educational Services: https://www.racialequitytools.org/glossary
Source: American Psychiatric Association: “Resource Document on Xenophobia, Immigration, and Mental Health: https://www.psychiatry.org/File%20Library/Psychiatrists/Directories/Library-and-Archive/resource_documents/rd2010_Xenophobia.pdf
SOURCES/RESOURCES
- The Program on Intergroup Relations. (2023, June). The Four Levels of Oppression (IGR Insight No. 4). https://igr.umich.edu/IGR-Insight-Handouts
- Bleich SN, Findling MG, Casey LS, Blendon RJ, Benson JM, SteelFisher GK, Sayde JM, Miller C. Discrimination in the United States: Experiences of black Americans. Health Serv Res. 2019 Dec;54 Suppl 2(Suppl 2):1399- 1408. doi: 10.1111/1475-6773.13220. Epub 2019 Oct 29. PMID: 31663124; PMCID: PMC6864380.
- American Psychological Association: “Inclusive Language Guide”: https://www.apa.org/about/apa/equitydiversity-inclusion/language-guidelines
- Braveman PA, Arkin E, Proctor D, Kauh T, Holm N. Systemic And Structural Racism: Definitions, Examples, Health Damages, And Approaches To Dismantling. Health Aff (Millwood). 2022 Feb;41(2):171-178. doi: 10.1377/hlthaff.2021.01394. PMID: 35130057: https://pubmed.ncbi.nlm.nih.gov/35130057/
- Pacific University, Oregon: Equity, Diversity, Inclusion & Accessibility Glossary of Terms: https://www.pacificu.edu/life-pacific/support-safety/equity-diversity-inclusion-and-accessibility/ediresources/glossary-terms
- The Movement for Black Lives (M4BL): https://policy.m4bl.org/glossary/
- Center for the Study of Social Policy: Key Equity Terms & Concepts: https://cssp.org/wpcontent/uploads/2019/09/Key-Equity-Terms-and-Concepts-vol1.pdf
- Dismantling Racism Works Web Workbook: “What is Racism: Racism Defined”: https://www.dismantlingracism.org/racism-defined.html
- Young, Iris M. (1988) “Five Faces of Oppression”. Philosophical Forum 19(4):270