Overview

In support of RISD’s commitment to being an antiracist, equitable and inclusive institution, this guide provides direction for communicating about identity and diversity in inclusive ways. It is not exhaustive and is intended to continuously evolve.

The aim of this guide is to help campus communicators use language that is respectful, aware and anti-discriminatory. Doing so requires careful thought, precise language, close attention to nuance and an openness to conversations with people whose backgrounds and experiences may be different from your own about how to frame communications and use language that is appropriate and accurate.

Communications about RISD should represent the community by featuring, quoting and/or visually portraying people who help make up its diversity. While students, faculty, staff and alumni should not be presented as tokens of a specific racial, ethnic or other historically underrepresented group, lack of inclusion is equally problematic since it devalues underrepresented communities and renders them invisible. Finding the right balance takes careful consideration.

In using this guide to create inclusive, anti-discriminatory communications, it is important to:

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• be conscious of stereotypes, assumptions and biases—including your own—so that you can actively work against them and exclude them from communications of any form.
• consider situation and context in determining whether referencing an individual’s ability, age, ethnicity, gender, race, religion or sexuality is appropriate in your communication. When it is, use definitions and language preferred by the person or group involved.
• never reduce individuals or groups down to a single element of their whole person, or position an individual or individuals as representative of a larger group.
• be aware that English may not be your audience’s first language. Keep content clear and concise. Avoid unexplained slang, acronyms, abbreviations, idioms and cultural references.
• remember that we are all technically diverse in various ways—many of which are detailed in this guide. Avoid using the general term “diverse” when referring to a specific person or group of people (e.g., “a diverse hire”), opting to be as clear as possible by using a qualifier (e.g., “racially diverse” or “gender diversity”).
• not insist on the authority of this guide over and above the preferences of those you feature in communications. Respect the wishes of the individual or group and honor their preferences however you can.

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With all of this, if the language or framing you have used is questioned or corrected by another person, take that in, apologize if warranted, and learn from it, making efforts to incorporate these new understandings in the future. We’re all learning.

Please find specific guidance on inclusive language as it pertains to the following:

ableism, disability and neurodiversity

holidays

family-inclusive language

formal education and social class

names