Inclusive Language: A

Small Change with a

Big Impact
Grace Hymel and Denisse Contreras
Introductions
Grace Hymel- Graduate
Practicum Student

Denisse Contreras-
Student Coordinator
Overview ▫ The Impact of Language on Sense of
Belonging and Community
▫ Application of Inclusive Language at
Our Institution
▫ Successful Practice Through Buy-In
▫ Navigating Resistance & Other
Challenges
▫ Application: Inclusive Language Case
Studies
 Inclusive language is language
Inclusive that does not exclude, belittle, or
trivialize people or their
Language experiences.

Inclusive language is intentionally

chosen to craft a welcoming
environment and foster a sense of
belonging amongst all people.
 ● Belonging is a key part of successful
The Impact of social integration into the university,
which thereby affects student
Language on retention (Tinto, 1993)
Sense of
Belonging and ● “Othering” as explained by the
Community minority stress model (Meyer, 2003)

Inclusive language is not a solution, but a

practice to increase sense of belonging
and inclusion
 ▫ EDL290: The Nature of Group Leadership
▫ SOULanguage
Application ◦ Pronouns- intro slide, intros, and name

of Inclusive tags

Language
at Miami
Application
of Inclusive
Language
at Miami
 ▫ Buy-in
Successful ▫ Accountability
◦ SOUL to SOUL
Practice ◦ Pro Staff to SOUL
Through ▫ Gen Z
Buy-In ◦ How inclusive language
affects them as they
transition to college
◦ The role they play in
practice of inclusive
language
 ▫ Strategies
◦ Be understanding and
Navigating empathetic
Resistance ◦ Approach the conversation with
and Other lense of “what you did” vs “who
Challenges you are”
◦ Ask questions
◦ Assess why
◦ Find areas of agreement
◦ State your feelings
◦ Focus on intent vs. impact
 During student leader training you are talking to
one of your fellow orientation leaders. You ask
Case Study them how their weekend was and they respond
#1 saying that it was “crazy.” You remind them that
the word is not inclusive, and they shrug it off.
Later in the conversation they use another word
that you notice in not inclusive either. You point
it out once again only for them to tell you that it
doesn’t matter since your boss is not around
anyway. You know it’s important to hold each
other accountable. How do you approach the
conversation?
 As you are guiding families and guests to their
next location, an upset looking parent
Case Study approaches you and tells you that their child
#2 claims to have been asked to state their
pronouns during their small group session.
Annoyed, they say that they don’t understand
why students are asked to include this as part of
their introductions, and explains that this has
never been asked at any other school their child
has gone to in the past. What would you do or
say next?
 At one of the evening socials, a student from
your small group approaches you (their
Case Study orientation leader) about a
derogatory/offensive comment regarding an
#3 identity they hold made by another member of
your small group earlier that day when they
were walking in-between sessions. After talking
to the group member, you commit to
addressing the comment in private with the
person who made the comment. How do
approach this conversation?

After you approach them and initiate the

conversation, they are dismissive and claim that
people should stop being “so sensitive.” How do
you move forward?
 Grace Hymel
Thank you! Graduate Practicum Student,
Orientation and Transition Programs,
Miami University
Email: hymelg@miamioh.edu

Denisse Contreras
Student Coordinator, Orientation
and Transition Programs
Email: contred3@miamioh.edu