Avoid using deficit-based language when we are talking about equity cohorts , because this can reinforce negative stereotypes and misconceptions in society about access and barriers to higher education . Saying that students are “ disadvantaged ” or “ need our help ” communicates the idea that these are inherent characteristics and not the result of circumstances . It can also contribute to a dynamic where people are incorrectly represented and their needs and capabilities are assumed , based on , for example , their socio-economic status . Our use of language must recognise and reflect that there are significant structural barriers in place and that the issues and / or barriers identified are not located with individuals .
students who are traditionally disadvantaged students underrepresented at UNSW and in higher education more broadly
students from low-SES backgrounds students who grew up in and / or that attend underrepresented poverty / poor students schools
students from equity cohorts low-SES students
aspiration building / aiming higher / helping students reach their potential / having “ potential ”
Age
Age is often an overlooked aspect of inclusive language , but it is still relevant considering the diversity of ages present at university . Terms such as older people , people who are older , and older adults are neutral and should be used instead of “ people who are ageing ” or “ the ageing ”. Likewise , avoid negative stereotyping and categorical cut-offs – for example “ the elderly ”.
Never assume a person ’ s skills , capabilities , or experience based on their age , for example assuming that older people are less computer literate , or that young people are inexperienced .
University students can be many ages . Refer to them simply as “ students ” or their level of study , such as “ first-year student ” or “ PhD candidates ”.
Avoid using “ mature-age student ” unless it is relevant to what you are writing .
Images
Avoid using images that perpetuate common gender stereotypes , such as only men playing sport , or only women carrying out domestic chores .
In stories about gendered violence , avoid images that might traumatise people . This includes images that show people experiencing violence or being fearful , or otherwise focus on the perpetrator and the violence they create .
UNSW is working to create an inclusive culture on campus , which includes promoting diversity as a key strength of our organisation . We need to ensure our language – and the images and videos we use and produce – are inclusive and diverse , and represent all people , including people with disability .
Remember , not all disabilities are visible , and disability doesn ’ t always have to be physically represented in imagery .
Contacts and support
If you have a general question about using inclusive language or need advice please contact the Division of Societal Impact , Equity and Engagement by emailing edi @ unsw . edu . au .
Equally , terms such as “ kids ” are patronising and should be replaced with adequately mature language such as “ young people ” and “ youth ”.
Terms such as “ girls ” or “ boys ” are also patronizing or infantilising when referring to adults , particularly in a workplace or education setting , and should be replaced with “ women ” or “ men ”.
Writing Style Guide | Equity , diversity and inclusion 33 | Back to contents