LGBTQPIA+ is an abbreviation for lesbian, gay, bisexual, transgender, pansexual, queer, intersex  and/or questioning, asexual/aromantic/agender. The A in LGBTQPIA+ may also refer to ally or allied. The + symbolizes that there are many other identities within the community, and that we are learning new things every day.

On first reference, explain what LGBTPQIA+ stands for and use the abbreviation on subsequent mentions.

The word queer has been reclaimed by some LGBTQPIA+ people to describe themselves and is used in academic studies; however, it is not a universally accepted term and can be used as a slur—be aware of your use of this word.

Ask people how they want to be referred to (e.g., lesbian, gay, bisexual, transgender, queer, asexual, intersex, etc.) related to their gender and/or sexual identity. Ask if there are any terms they want not to be used.

For more guidance, visit the GLAAD Media Reference Guide at https://www.glaad.org/reference

People with disabilities

When writing about anyone with a disability—whether physical, intellectual or psychological/emotional always ask to find out an individual’s language preferences.

People with disabilities have different preferences when referring to their disability.  Some people see their disability as an essential part of who they are and prefer to be identified with their disability first—this is called identity-first language. Others prefer person-first language. Examples of identity-first language include identifying someone as a deaf person instead of a person who is deaf.

This is important! For instance, many autistic people prefer to be called “autistic person” (identity first) rather than “person with autism" (person first).

Emphasize abilities, not limitations. Choose language that emphasizes what people can do instead of what they can’t do.

For example, write “a person who uses a wheelchair.” Do not write “wheelchair bound.”

Use language that emphasizes the need for accessibility rather than the presence of a disability.

For example, write “accessible parking.” Do not write “handicapped parking.”

Referring to a disability should only be done when it is relevant to the story.

Be sensitive when using words like “disorder,” “impairment,” “abnormality” and “special” to describe the nature of a disability. The word “condition” is often a good substitute that avoids judgement. But there is no universal agreement on the use of these terms. “Disorder” is ubiquitous when it comes to medical references; the same is true for “special” when used in “special education,” so there may be times when it’s appropriate to use them. But proceed with extra caution.

For more guidance, visit the ADA’s Guidelines for writing about People with Disabilities at https://adata.org/factsheet/ADANN-writing

Race and Ethnicity

Race and ethnicity are not the same.

The U.S. Census Bureau defines race as a person's self-identification with one or more social groups, which can include White, Black or African American, Asian, American Indian, Alaska Native, Native Hawaiian, and/or Other Pacific Islander.

Federal statistical standards used by the Census and the National Center for Education Statistics conceptualize a person's ethnicity into one of two categories: Hispanic (or Latino/a/es) or Not Hispanic (Latino/a/es). If a person is Hispanic/Latino, they can self-report/identify as any race.

Here are the terms we currently use:

1. African American / Black (the B in Black is capitalized; African American is not hyphenated). African American and Black are not synonymous. A person may identify as Afro-Latino or Afro-Caribbean, for instance, or Haitian American or Jamaican American.

2. Asian, Asian American If possible, refer to specific background (e.g., Japanese, Korean, Thai, Chinese, Indonesian, Filipino.)

3. Asian and Pacific Islander American (APIA) South Asian, South Asian American: people from Pakistan, India, Bangladesh, Afghanistan, Bhutan, Maldives, Nepal and Sri Lanka.

4. American Indian, Alaska Native, Hawaiian Native, Native American, Native People, Indigenous People. The most inclusive and 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). 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.

5. Hispanic, Latino/a, Latines, Latin@, Chicano/a.

6. Caribbean American.

Federal policy defines Hispanic as an ethnicity, not a race. Hispanics/Latinos can be of any race. Hispanic generally refers to people with origins in Spanish-speaking countries. Latines/Latino/a generally refer to people with origins in Latin America and the Caribbean.

While it is common to see Hispanic and Latinx/Latino/a used interchangeably, they are not synonymous.

Most Hispanics also identify as Latines/Latino/a and vice versa. Generally, people from Brazil or Haiti do not identify as Hispanic, but may identify as Latines/Latino/a.

Chicano/a refers to Americans of Mexican ancestry. Use this term only at the person's request.

It is generally preferable to use Latines, rather than Latinx. Ask the person how they want to be called.

Ask people how they prefer to be identified.

Always ask someone how they prefer to be identified. The person may prefer that you refer to them by their family’s nation of origin (e.g., Puerto Rican, Ecuadorean American, Chilean American).

Someone may prefer a gender-inclusive and neutral term like Latines or Latin@, or a broader term, like Afro-Latino (the person may identify as both African or African American and Latino/a).

Only use the terms "biracial" or "multiracial" when writing about large groups (never individuals) and only when clearly relevant. Do not use the term "mixed race" (this term is used in the UK but is not considered acceptable in the USA). Never use the term "transracial."

For more guidance, visit the AP Stylebook's race-related coverage guidance​ at https://www.apstylebook.com/race-related-coverage

Students from low-income backgrounds

Do not to equate being low-income with struggling for basic needs. They are not synonymous.

There are several terms that are often used in the context of discussing students of low-income background. These include:

Socioeconomic status (SES): Tends to refer to a combination of factors related to a student's social class. In the context of students, this typically includes family income, parental education (e.g., first-generation status), and parental occupation.

Underrepresented: Underrepresented refers to racial and ethnic populations that are represented at disproportionately low levels in higher education. Historically means that this is a 10-year or longer trend at a given school.

Underrepresented minorities (URMs) are African Americans, American Indians/Alaska Natives, and Latinos, who have historically comprised a minority of the U.S. population. The term is mostly used for reporting aggregate student data.

Underserved: Underserved students are defined as those who do not receive equitable resources as other students in academia. Typically, these students include low-income, racial/ethnic minorities (people of color or students of color is the preferred use, not minorities), and first-generation students.

Historically underserved students are defined as low-income students, those who are first in their families to attend college, and students of color.

There is no standard definition of what first-generation college student means, but it can be used to refer to students who are among the first in their family to go to college (e.g., their parents did not attend college) and/or students who are among the first in their family to graduate from college (e.g., their parents' highest level of education is some college).

Listen carefully to how a student or another source tells their story and use similar or the same language. Watch for assumptions and biases in your writing about the reasons for their income status.

For more guidance, visit the American Psychological Association’s APA style guide on socioeconomic status at https://apastyle.apa.org/style-grammar-guidelines/bias-free-language/socioeconomic-status