This guide was originally created in 2022 by the St. Elizabeth’s Equity and Belonging Task Force—parents, grandparents, faculty, administrators, and board members from St. Elizabeth’s School. It was updated in 2025 to reflect evolving inclusive language.

The goal of this guide is to provide the adult community of St. Elizabeth’s with more inclusive language that is aligned with our mission to be an intentionally inclusive Episcopal school with a commitment to excellence that inspires learning and transforms lives. We recognize that intentional AND unintentional harmful language promotes racism, misogyny, homophobia, classism, and other forms of discrimination that are in direct conflict with the mission of St. Elizabeth’s and the aims we have to create a more equitable, just, and peaceful world. We acknowledge that language and actions can wound regardless of intention. We also acknowledge the power that language can have to create welcoming and inclusive spaces.

This guide is not exhaustive, and should be treated as a living document as language is constantly evolving (as hopefully we too are constantly evolving). Respectful and thoughtful questions are typically the best way to get accurate information rather than basing decisions on assumptions.

Call to Action

The adults at St.Elizabeth’s have a responsibility to ourselves, our students, and one another to hold ourselves and one another accountable in using language of equity and belonging. To that end, we commit to do the following within our community:

Be willing to give one another grace and forgiveness. We ALL are learning and we ALL make mistakes. We are ALL doing the best we can.
Be willing to discern when and how it is appropriate to respectfully respond to other adults in the SES community who have unintentionally misstepped or are using language that may cause harm to others.
Be willing to own and acknowledge our own mistake(s) if we misstep.
Be willing and open to receive feedback when someone from the community gives us feedback about using language that was misaligned with our mission of equity and belonging.
Be willing to model language of equity and belonging with our student(s).

Acknowledgment

The St. Elizabeth’s Inclusive Language Guide would not have been possible without the work and support of the 2022 Equity and Belonging Task Force and specifically the Inclusive Language subcommittee:

Julie Dani—Director of Learning Support, Miriam Dani (4th Grade), Ariana Dani (7th Grade)
Christa Jiménez—Eliana Jiménez (4th Grade), Anabel Jiménez (2nd Grade)
Adriana Murphy—Head of School
Elizabeth Ruiz— Isabel Ruiz (6th Grade)
Nikki Winans—Director of Equity and Belonging, Social Justice Studies Grades 4-8, 7th Grade Social Studies, and Middle School Advisor

Ability and Disability

Language is always evolving and there are often a variety of preferences within a community on the most empowering language to use. People First Language and Identity First Language is one example of how we may need to be “fluent” in more than one type of equity-based language to honor people in our community. At SES, we strive to be led by each individual’s choice of language about themselves.

WHAT IS THE DIFFERENCE BETWEEN PEOPLE FIRST LANGUAGE AND IDENTITY FIRST LANGUAGE?

People First Language is built upon the foundation that a person is NOT defined by their disability or difference. The individual is a person first and their disability or difference is just one part of their overall identity.

Identity First Language claims disability as a core part of an individual’s identity with pride. Just as an individual can take pride in their racial identity, LBGTQ+ identity (or other aspect of identity), an individual can celebrate their difference / disability front and center to their identity.

Both People First Language and Identity First Language:

Reject deficit based and charity-based language
Push our society to see the disability of the environment (not the person) and the humanity, inherent dignity and worth of ALL people, not in spite of their disability, but intentionally inclusive of their disability.

Instead of ...	At St. E’s, we might say...
A person is handicapped Wheelchair-bound	A person has a disability or is disabled A person who uses a wheelchair
Using language like, I am “so OCD”, “that’s “insane”, “dumb”, “lame”	Refer to your specific habits (I’m so hyper-focused on organization) rather than use a mental health condition or historical slur as an adjective
Using “blind” to refer to all people with vision loss	“Blind” may be used for people with complete or almost complete lack of sight. Other terms are acceptable for those with some vision loss. Many prefer “blind” or “blind person,” while others prefer “a person with blindness.” Other commonly used terms include: Limited vision: Acceptable when a person is not legally or entirely blind Low vision: Acceptable when a person is not wholly or legally blind Visually impaired: Similar to the term “hearing impaired,” some may object to it because it describes the condition in terms of a deficiency.
Hearing impaired	“Deaf” (when referring to the Deaf community) “deaf” (when referring to the condition)

OUTDATED AND HURTFUL TERMS

Able-bodied/normal—The more inclusive terms are not living with a disability.
Bipolar—Should never be used as an adjective for anything other than a medical condition. For example, stating, "I'm so bipolar" when referring to something that rapidly or drastically changes.
Handicapped—Considered an offensive term by most in the disability community. Some sources link the history of this word to “cap-in-hand,” a term used historically to describe individuals who begged for food and money.
Midget—Dwarf or little person is the preferred term. Midget is now widely considered a derogatory slur.
Mentally disturbed—Connects struggles with social emotional well-being / mental health to negative and potentially dangerous behaviors. Further perpetuates the stigma surrounding struggles with mental health.
Retarded—Originally introduced as a medical term to describe an intellectual disability. Quickly became an insult meaning “dumb” or “stupid.” Universally regarded as extremely offensive to use in casual language (ex. I can’t believe I did that, I am so retarded!”) AND as a descriptive term for individuals with intellectual disabilities.
Special needs—Many disability advocates describe this term as patronizing, with the consequence of seeing the individual as “less than.” (See Neurodiversity)

Gender

Using gender inclusive language can provide critical affirmation to students across the gender spectrum. One way to achieve this is to take gender out of conversation and text where it’s unnecessary. Gender identity is not visible; always defer to how someone self-identifies. Below are some examples of ways you can rephrase language to be more inclusive.

Instead of...	At St. E’s, we might say...
“boys and girls”, “guys”, “ladies and gentlemen”	people, team, friends, readers, scientists...
when reading a book, rather than “the boy/girl on this page…”	child, person, character
sweetheart/honey/similar pet names	child’s name or “child/friend in the blue shirt”
using a boy/girl pattern (e.g. for lining up)	group by types of shoes, alphabetical, for example
assuming gender based on stereotypes (hair, clothing, appearance)	respectfully ask how they identify if familiar establishing a culture of sharing affirming pronouns in class
boys’ /girls’ colors/toys	use the name of the item or color, “ALL toys are for ALL kids.” “ALL colors are for ALL people.”

OUTDATED AND HURTFUL TERMS

Hermaphrodite—Intersex is the appropriate word for someone born with myriad biological differences that do not fit into the sex binary.
Transexual/Transvestite/Crossdresser—outdated terms to refer to what is now incorporated under the umbrella of transgender.

Helpful to Know...

Cisgender

The term applied to individuals whose gender identity, or their internal sense of their own gender (male, female, or non-binary), aligns with the sex (girl/woman or boy/man) they were assigned at birth based on outward physical appearance. This term comes from the latin root cis-, meaning “same side of.” In this context, cisgender is opposite of transgender, or someone whose gender identity does not align with their sex assigned at birth. We use cisgender to convey that everyone has a gender identity, and to avoid the assumption that cisgender is the “norm” or standard and transgender is the outlier or an abnormality.

Resource: What is cisgender? – Learn everything you need to know

Pronouns

Pronouns are used to identify someone when not saying their name. Common pronouns include he, him, his, and she, her, hers, and they, them, theirs. For folks all along the gender spectrum, using the right pronouns can be affirming to their gender identity, or on the flip side can be detrimental if they are misgendered. In the classroom, it is good practice to state affirming pronouns when introducing oneself, which allows asking what pronouns others use to be a mutual act of respect.

Resources: Gender Identity and Pronouns; mypronouns.org

Non-Binary

Non-binary individuals identify as neither man nor woman, both man and woman, or a combination of genders. Non-binary identified folks can, but don’t necessarily, fall under the umbrella of transgender, and can also identify as genderqueer, agender, and/or gender non-conforming, to name a few. Non-binary individuals may use the pronouns they, them, theirs, among many others.

Video Link: Range of Gender Identities

Gender Identity vs. Gender Expression vs. Sexual Orientation

Gender identity refers to an individual’s sense of their own gender. Often an individual’s gender identity matches their sex assigned at birth (cisgender), but sometimes it doesn’t (transgender/nonbinary). Gender expression is how an individual chooses to express their gender identity. Gender expression can range from masculine to feminine and everything in between, and can employ dress, make up, mannerisms, speech, etc.

Gender identity and expression can be linked to, but doesn’t necessarily determine, one’s sexual orientation, which is to whom someone is attracted. Sexual orientation solidifies around when puberty starts, where gender identity can evolve throughout a person’s life and begin as early as the toddler years.

Resources: Gender Unicorn, 4 Times You Need To Rethink Teaching Biology to be Gender Inclusive

Families

Families are formed and structured in many ways. At St. Elizabeth's School, we use inclusive language that reflects this diversity. It’s important to refrain from making assumptions about who kids live with, who cares for them, whether they sleep in the same place every night, whether they see their parents, etc.

Instead of ...	At St. E’s, we might say...
Mom and Dad	grown-ups, folks, or family
parents	grown-ups, parents and caregivers, or family
nanny/babysitter	Caregiver, caretaker
is adopted	was adopted, family formed through adoption
Husband, wife, boyfriend, girlfriend	spouse, partner, significant other

OUTDATED AND HURTFUL TERMS

Traditional Family—we actively try to undo notions of a “typical” or “normal” family structure, each family is unique
“Real” parents—a preferred term is birth parents or biological (bio) parents.

For More Information:

Video Links: Different Kinds of Families; Love Makes A Family! 💕 #sesamestreet - YouTube

Sexual Orientation

Human sexuality exists along a spectrum. At St. Elizabeth's School, we use inclusive language that acknowledges all orientations and identities. Assumptions like boys have or want girlfriends or girls have or want boyfriends are heteronormative—presuming that the default is heterosexual. Our community includes people of all orientations and identities and thus we avoid phrases like “ladies’ man,” “boys will love those eyelashes,” or “your mom and dad must be so proud.” People get to love who they want to love. It’s also important to avoid making assumptions about how folks identify themselves in the present or how folks might identify themselves in the future. Sexuality can be fluid along the course of a person’s life.

In this situation...	Consider responding with...
Someone says “a boy can’t marry a boy” or “a girl can’t marry a girl”	“People can love and commit to whomever they please, it’s their choice who they marry or if they marry.”
If someone articulates sexual orientation is a choice rather than an identity	“Who we love/are attracted to is part of who we are”
Someone says, “Oh, he’s gay.”	“It’s not okay to make assumptions about someone’s identity. If he came out to you, please respect his privacy.”
“I always knew it” or “I had no idea.”	Thank them for choosing to tell you as they’ve identified you as a safe and trusting person. Ask them how you can continue to support their coming out process.

OUTDATED AND HURTFUL TERMS

Sexual Preference/Lifestyle— a preference implies a choice in the matter, when sexual orientation is more often than not something we’re born with
Homosexual—gay, lesbian, bisexual, queer, etc. are more appropriate for individuals, and LGBTQ+ is most up to date when talking about the larger community

Helpful to Know…

Queer (LGBTQ+)

There are varying interpretations of the word “queer” within the LGBTQ+ community. More recently, for some, the word has been reclaimed from being a derogatory term used against lesbian, gay, bisexual, transgender, or gender non-conforming individuals to instead serve as an umbrella term for any identity that is not heterosexual and/or cisgender. The label represents a deliberately inclusive and political identification meant to encompass a growing view of gender and sexuality as several spectra as opposed to strict binaries. See more: Is Queer OK to Say? Here’s Why We Use It

For others, particularly for older generations, “queer” is still seen as problematic, because of its historical use as a slur. See more: A Former Slur Is Reclaimed, And Listeners Have Mixed Feelings

Not everyone within a particular group will feel the same way about language so it’s important to try to learn as much as possible about each other as individuals.

Heterosexism/Heteronormativity

The assumption that heterosexuality is the natural or default form of sexuality, and is inherently good or inevitable. An example of heterosexism is when straight individuals’ sexuality is implied, and only LGBTQ+ people have to “come out” and declare their sexuality publicly in order to be acknowledged or legitimized.

Race/Ethnicity

People have racial/ethnic identities that are personal and familial. At St. Elizabeth's School we work to be mindful of the language we use to avoid making assumptions about people as we engage in conversations that touch on race and ethnicity.

Instead of ...	At St. E’s, we might say...
Diverse/minority	Person of color (if that’s how they self-identify)
What are you? Where are you from?	What is your cultural/ethnic background? Where are your ancestors/is your family from?
What race are you?	How do you self-identify?
“They faced discrimination because of their skin color/race/etc.”	“They faced discrimination because of racism” (a person’s identity is never the problem, the problem is the system(s) of oppression

OUTDATED AND HURTFUL TERMS

This is by no means an exhaustive list. We welcome any additions of outdated terms with clarifying language.

Colorblind—No one is color blind as it pertains to race. We see the skin tones of people and assumptions are made about how someone identifies racially. If you do not see skin color, you do not see racism.
Caucasian—The correct term is white. White is a more accurate description of light-skinned people of European descent.
Diverse person/student—An individual person is not diverse. A group of people can be diverse.
Colormute—The act of avoiding saying someone’s race. Instead use, “A person appears to be [insert race].” We can’t always be sure of someone’s race based solely on appearance. If you really need to know how someone identifies racially, you could follow up and ask that person.
Colored people—Language is always shifting—we now use the term people of color, or just state their nationality/race to be as specific as possible when and if the situation calls for it.
Indian—People who are Indigenous to North & South America were referred to as “Indios” by Christopher Columbus. This word was used to dehumanize Indigenous people while enacting genocide. Most recently, Natives are reclaiming the word “Indian” and using it to self-identify, however it should not be used by non-Native people in any context.
Native/ Colorado Native—Colorado is one of many states in which there is a trend of life-long residents referring to themselves as ‘native’ or a ‘colorado native’. This is seen on bumper stickers, posters, and advertisements. While the intention may be to share pride in their home state, the term Native is inappropriate. The term Native is reserved for those who identify themselves as Native, Native-American, Indigenous, or a member of any Tribal community.
Tribe—Tribes that are Indigenous to the Americas consist of those who share a common ancestry, culture, and language. Tribal nations were not recognized by the United States government until the 1930s and many are still fighting to be recognized. Out of respect for the ongoing fight to be recognized, it is inappropriate to refer to any non-Native group of people (your family, your close friends, your yoga group, etc.) as your ‘tribe’.
English as a Second Language (ESL)- While those who are learning the English language may be learning their second language, this term suggests that English is the primary or default language. Instead, it is more inclusive to use the term English Language Learner (ELL).

Helpful to Know...

Hispanic vs. Latine vs. Spanish

Hispanic refers to language; it is used to describe people who come from Spanish-speaking parts of Latin America, the Caribbean, or Spain itself. Latino/a refers to geography and is used to describe people and countries within Latin America, but who do not necessarily speak Spanish. A person born in Brazil is considered Latino because Brazil is in Latin America, but not Hispanic because the person speaks Portuguese. The term Latinx is mostly used among academics, but has not been widely used within the Latino population, largely because it was a term that did not originate from within the Latino community. Latine is gaining traction in community use, especially for gender inclusivity in spoken Spanish. Latine takes the place of Latino (masculine) or Latina (feminine). Spanish refers to the language spoken and the person being from Spain.

Resource: “Hispanic” vs. “Latino”: When To Use Each Term

It should be noted that students, their families and members of the school community may choose to identify themselves with either Hispanic, Latino or both. That is up to the discretion of the individual and should not be corrected by an individual who identifies as any other race/ethnicity.

Race vs. Ethnicity vs. Nationality

Race is any number of socially constructed categories based on antiquated metrics, most frequently physical features such as hair texture and skin color, and geographic heritage. Ethnicity is determined by geographic and cultural commonalities including religion, language, music, food, and geographic ties that have been passed down through ancestry. Nationality is determined by where your or your family’s citizenship lies. For example, an individual could racially identify as Black, be ethnically Haitian/Caribbean, and claim the United States as their nationality.

Video Link: Race, Nationality, Ethnicity and Jellybeans

Religion

At St. Elizabeth's School, we work to be mindful of the language we use to avoid making assumptions about people as we engage in conversation that touches on religion. As an Episcopal school, we are grounded in the belief that God is love. We accept people of all religions and beliefs and seek to celebrate both the commonalities and differences among people of faith and those who do not ascribe to a faith at all.

Instead of ...	At St. E’s, we might say...
What religion are you? Are you a _________? (Christian, Muslim, etc.)	Are any religious/faith traditions important to you? What beliefs or traditions are important to you?
What did you get for (any holiday)?	Do you celebrate holidays? How do you celebrate your beliefs or traditions in your family?
Merry Christmas/Happy Holidays	Have a great break!

Neurodiversity

At St. Elizabeth's School, we strive to align our language with our values of intentional inclusivity when we engage in dialog that touches upon neurodivergence and the experience of having a disability.

Neurodiversity can be described as the spectrum of differences in brain function and behavioral traits within the human population. It refers to everyone and CANNOT be used to describe any sub-groups within the spectrum.

Neurodivergence describes the existence or mind-body experience being neurodivergent. Neurodivergence is a broad term that describes the way(s) a person’s neurocognitive function differs from societal standards of neurotypical. Autism is a neurodivergence while an autistic person is neurodivergent.

A neurotype refers to the type of neurocognitive composition of a person. Neurotypical and neurodivergent are neurotypes.

Neurotypical describes the neurotype that enables a person to benefit from and operate in the society in which they live.

Instead of ...	At St. E’s, we might say...
Focusing only on the impact of a student’s behavior and/or assuming that a student has the skills they need to be successful in meeting the expectations of others “(Student) can totally control (behavior)...” “(Student) is only doing that to get attention…”	A person is working on… A person learns through dyslexia “(Student) is still learning… (state the skills)...” “(Student) learns best when…” “(Student) really values…”
Using language like, I am “so OCD”, that’s “insane”,, “dumb”, “lame”	Refer to your specific habits (I’m so hyper-focused on organization) rather than use a mental health condition or historical slur as an adjective
A “special needs” student	People First Language: a student with a complex learning profile, a student with a learning difference, a student with a social communication difference, a student with autism Identity First Language: an autistic person, a dyslexic person

OUTDATED AND HURTFUL TERMS

Asperger’s, autism disorder—The fifth edition of the American Psychiatric Association’s Diagnostic and Statistical Manual of Mental Disorders consolidates all autism disorders under the more extensive autism spectrum disorder diagnosis.
Has a defect—Implies that a person is “defective”.

For More Information:

Video links: People First vs. Identity First Language, The Body is Not an Apology

Resources: Understood: Through a Child’s Eyes, It’s Perfectly OK To Call A Disabled Person 'Disabled,' And Here's Why

Socioeconomics

At St. Elizabeth's School, we work to be mindful of the language we use to avoid making assumptions about people and their available resources as we engage in conversations that touch on socioeconomics. Talking with students or other adults about another family’s presumed socioeconomic status is not in alignment with St. Elizabeth’s mission of equity and belonging.

Instead of ...	At St. E’s, we might say...
Rich/poor or upper class/lower class	People who self-reported incomes were in the highest/lowest income bracket
The homeless	People who are unhoused or people who are experiencing housing insecurity
The hungry/hungry	People experiencing food insecurity/food insecurity
Where did you go for break? What did you do this weekend?	Name something you learned during break. Tell me something that happened during break. Tell me about your weekend.
Everyone has (insert item)	Some people have… Not everyone has...
Assuming transportation to school (“We can just drive there.”)	How did you get to school today?
Assumptions about material things/access	Some people have… Not everyone has… (Be sensitive that kids might not have what they need at home)

Glossary of Identity & Shared-Value Terms

Ableism

The discrimination of and social prejudice against people with disabilities based on the belief that the typical abilities of the dominant culture are superior. Ableism is systemic, institutional, interpersonal and personal. Ableism is found in everyday language and experiences that create harm and oppression for individuals who are differently abled. Ableism is also linked directly to current and historical events that include sterilization without consent, institutionalization and extermination of individuals who are differently abled.

Video Link: Understanding Ableism

Affinity or Alliance Group

In affinity group spaces, those that share an identity, such as race, religion or gender, come together with an advisor to discuss the rewards and challenges they share. In alliance groups, community members of all identities who share a common interest, such as discussing LGBTQ rights or advancing women in science, meet to learn and to think about how they might further educate their community about building a safe, intentionally inclusive and equitable school.

Resource: Affinity Groups: What, Why, How

Anti-racism

Anti-racism includes active policies, practices, and programs that oppose racism by attempting to dismantle the systems that uphold a hierarchy based on skin color privilege. Schools and institutions who seek to develop an anti-racist lens must examine their structures and practices as well as develop skills and tools for their members that may help recognize and undo racism in the community and in the world.

Video Link: Are you racist? ‘No’ isn’t a good enough answer

Resource: Antiracist vs. Not Racist

BIPOC

BIPOC stands for Black, Indigenous, People of Color

Equity

Sometimes confused with equality, equity refers to outcomes, while equality connotes equal treatment. Each family brings a unique set of skills, gifts, and needs to school. Because of the history of discrimination and bias against marginalized people, equal treatment may be insufficient for or even detrimental to equitable outcomes. An example is accommodations for students with disabilities, which treat some students differently in order to ensure their equitable access to education.

Resource: Equity vs. Equality: What's the Difference? | Online Public Health

Gender Equity

Gender equity refers to the movement and ideology that espouses equitable treatment and civil rights for all people regardless of their gender identity. Related to movements promoting women’s rights and LGBTQ+ rights, gender equity is unique in its call to include all genders in the movement for civil rights and ending gender bias.

Implicit Bias

Implicit bias refers to unconscious or “automatic” responses during social interactions that discriminate based on identity. Developed at a young age by living in a society that has bias and discrimination present, the most well-known research on the subject focuses on implicit attitudes toward members of socially stigmatized groups, such as African-Americans, Latinx people, women, and the LGBTQ community. Members of stigmatized or stereotyped groups might have bias against their own performance when surrounded by evidence of implicit bias, as described by researcher Dr. Claude Steele in his work on stereotype threat.

Video Link: Implicit Bias: Peanut Butter, Jelly, and Racism

Intentional Inclusivity

Intentional inclusivity refers to intentional practices and policies that promote the full participation and sense of belonging of every student, family, and employee. Operating with the assumption that we work in a multicultural and diverse institution, inclusion involves critically examining events, curriculum, facilities, and gatherings so that each community member’s access to participation is considered and accommodated. Intentional inclusivity is NOT casual or accidental. Intentional inclusivity is only possible with sustained effort, genuine self-awareness, courageous dialog and action.

Institutional Racism

Institutional racism describes social patterns that create oppressive and negative conditions for identifiable groups on the basis of race or ethnicity. Oppression may come from the institution’s policies or practices, and can include institutions like the governments, schools or courts. Institutional racism shouldn't be confused with individual racism, which is directed against one or a few individuals. Institutional racism creates patterns that affect groups at a large scale, such as when the enforcement of a law is more heavily imposed on one racial group, or when access to an institution is denied to a racial group.

Resource: Institutional racism

Internalized Dominance

The unconscious and conditioned belief that one is superior. Internalized dominance affects social interactions—often in the form of superiority and denial of displaying inequity.

Resource: Glossary - Internalized Dominance

Intersectionality

Intersectionality is the complex, cumulative way in which the effects of multiple forms of discrimination (such as racism, sexism, and classism) combine, overlap, or intersect especially in the experiences of marginalized individuals or groups. Refers to the analytical framework coined by Dr. Kimberlé Crenshaw through which the relationship among systems of oppression can be understood. African American women made an early contribution to this analysis in the 19th Century. Recognizing that they experienced racism and sexism differently from both Black men and white women even while they shared commonalities with both, they argued that a struggle that did not simultaneously address sexism and racism would only perpetuate both. Since then, social justice movements have worked to incorporate this framework for stronger bridge-building between causes.

Video Links: Intersectionality 101, The Urgency of Intersectionality, Kimberle Crenshaw: What is Intersectionality?

Microaggressions

Microaggressions are subtle words, cues, and/or behaviors that insult, invalidate, or exclude marginalized group members. Microaggressions focus on the impact of hurtful words and actions regardless of the intentions of the offender. Sometimes couched in well-intentioned comments, they further a prejudice or false assumption about the marginalized group. Over time, with frequency and consistency in targeting, they can foster a negative sense of self. An example is when commenting on someone’s looks by saying “you’re pretty for a Black girl,” implying Black people are not normally beautiful. Commenting on a student of color’s ability to speak (well-spoken, articulate) is another very common example in schools. This statement implies that people of color are not normally well spoken or intelligent.

Resources: Tool: Recognizing Microaggressions and the Messages They Send, Microaggressions

Neurodiversity

The range of differences in individual brain function and behavioral traits, regarded as part of normal and healthy variation in the human population.

Resource: What is Neurodiversity?

Performative Activism / Allyship / Virtue Signaling

Refers to dialog and actions motivated by the underlying goal of increasing a positive social image, the desire to be seen as an “activist”, “ally,” or “good person” and/or to relieve guilt from not being engaged more deeply in authentic equity work. Can cause microaggressions, create community spaces of performative “one upping” and distract from more authentic equity work.

Resource: Performative Allyship Video

Race

Growing up, we learn that race is a label that denotes skin color or geographic origin. We also learn that this label carries deeply problematic stereotypes and misunderstandings. While characteristics like skin color and hair texture vary among people, race is not a fixed biological essence passed on through the genes. For example, while we associate “whiteness” with European ancestry and light skin color, not all Europeans of light skin color were considered “white” as recently as the early 20th century. Racial categories are specific to the context of a culture, not to biological traits. Ideas about race are culturally and socially transmitted and form the basis of racism, racial classification, and often complex racial identities. While sociologists agree that race is a social construct, racism, or discrimination based on race, is real. Therefore, we hope to educate our students about the history of racial categorization and its consequences in their lives, encouraging racial literacy.

Video Link: The Myth of Race, Debunked

White Privilege

Privilege is best understood as the system of advantages that one has. White privilege is an advantage for white people because it means that any challenges that a white person has faced or may face is not related to the color of their skin.

Resource: What Is White Privilege?

Video Link: Deconstructing White Privilege

White Supremacy

The system that maintains privilege and power for white people is called white supremacy. White supremacy is toxic for ALL, even those who benefit from white privilege. White supremacy assumes that whiteness is superior to anything else. While most people associate white supremacy with extremist groups like the Ku Klux Klan and the neo-Nazis, the term white supremacy also refers to the structural advantages and rights that white people have that other racial and ethnic groups do not, both at a collective and an individual level.

Resource: WHAT IS IT?

St. Elizabeth’s School Inclusive Language Guide | Last updated 07/07/25