Using gender-neutral language when teaching is an easy way to make your classrooms more inclusive for everyone!
Instructors often use gendered language (such as “Miss Alliston” or “Ladies and gentlemen”) to address students in the classroom, either out of respect, habit, or because it is what they were taught to do. However, gendered language can have the unintended effect of alienating students, no matter the instructor’s intentions. While there is a common misperception that gender-neutral language is difficult to learn or overly complicated to use, it can be very simple to implement! Here are three very easy ways to incorporate gender-neutral language into your teaching:
- Use neutral language to address groups.
It’s common for instructors to use terms such as “ladies and gentlemen” when addressing a group of students. While the intention may be to demonstrate respect or include everyone, students can have negative associations with this approach for many reasons. It can feel overly parental or condescending; it can heighten divisive gender dynamics (how many of us have been in a class where our gender was in the minority?); and it erases the existence of any non-binary or gender-fluid students in your classroom. Instead, consider using non-gendered terms such as “everyone” or “folks”. You can also address your students as “poets” or “writers”.
- Learn student’s names.
Your students remember and use your name, so do them the same courtesy! Ask for a student’s name when they speak up in class and make an effort to use it as often as possible. Taking the time to recognize and acknowledge a student this way makes a big impact, particularly at a large university. Of course, this strategy will be easier to use in a 30-person seminar room than a 250-seat lecture hall. But even in large classrooms, you can make an effort to learn at least some students’ names. It will go a long way to help them feel seen and valued for who they are, rather than how they present.
- Use non-gendered identifiers.
Sometimes, it just isn’t realistic or practical to learn every student’s name in a large lecture hall. When calling on students who raise their hands in class, avoid using gender as an identifying trait. Instead, use neutral identifiers such as clothing colour or position in the classroom. Or, better yet, move around the lecture hall to interact. For example, instead of saying “Yes, the young lady in the third row”, try “Yes, in the blue sweatshirt,” or “Second from the left over here.” Other techniques can include bringing a microphone around the lecture hall to let each student speak, or creating a classroom expectation that each student says their name when they answer a question.
If you practice using neutral collective terms, learning students’ names, and using non-gendered identifiers, you will be well on your way to building a more inclusive classroom environment. If you forget or stumble over your words, don’t sweat it! Make a mental note and try again next time. The goal isn’t to have perfect language or perfect spaces, but instead to develop an awareness of how our word choices and language as instructors shape our students’ experiences in the classroom.
To learn more, check out the following resources:
- qmunity.ca (Vancouver-specific further resources and training)
- equity.ubc.ca (contains a list of UBC-specific resources)
- https://writingcenter.unc.edu/tips-and-tools/gender-inclusive-language/(A great resource for evaluating gender language in writing)
- “A Quick and Easy Guide to They/Them Pronouns” by Archie Bongiovanni andTristan Jimerson(short educational comic about gender-neutral language)