Ableism

Discrimination or prejudice against individuals with disabilities and/or different abilities. Like other forms of oppression, it functions on individual, institutional, and cultural levels. 

• Scholarly References: Merriam-Webster. (n.d.). Ableism. In Merriam-Webster.com dictionary. https://www.merriam-webster.com/dictionary/ableism; Wong, A. (Ed.). (2020). Disability visibility: First-person stories from the twenty-first century. Vintage. 
• Context: WDMCS is committed to ensuring that individuals with disabilities and/or different abilities are not discriminated upon based on the belief that typical abilities are superior. WDMCS uses person-first language to recognize the humanity of each individual. For example, using "children with disabilities" or "persons with disabilities" rather than language like "the disabled." 
  
  

Advocacy

Actions that speak in favor of, recommend, argue for, support, or defend. There are three types of advocacy: self-advocacy, individual advocacy, and systems advocacy. 

• Scholarly References: Alliance for Justice. (n.d.). What is advocacy? Definitions and examples. https://mffh.org/wp-content/uploads/2016/04/AFJ_what-is-advocacy.pdf; West Virginia University, Center for Excellence in Disabilities. (2022). Types of advocacy. West Virginia University. https://cedwvu.org/resources/types-of-advocacy  
• Context: WDMCS believes every student needs a prosocial adult in their lives who serves as an advocate. Teaching students to advocate for themselves and the cultures they want is an integral part of WDMCS education philosophy. 
  
  

Affinity Group

A group formed around a shared interest, common social identity or ideology, common goal, or shared concern to which individuals formally or informally belong.

• Scholarly References: Diablo Valley College. (2017). Affinity groups. Diablo Valley College. https://www.dvc.edu/faculty-staff/affinity-groups.html; Syracuse University, Diversity and Inclusion. (n.d.). How to establish and affinity group. Syracuse University. https://diversity.syr.edu/educational-training-programming/how-to-establish-an-affinity-group/ 
• Context: WDMCS supports staff and families affinity groups to foster healing, belonging, and collaboration as we strive to lift the lived experiences of our students, staff, and families. Affinity groups are not meant to exclude folx but to provide necessary spaces for our people to heal. 
  
  

Antiracism

The work of actively identifying and opposing racism in order to change policies, behaviors, and beliefs that perpetuate racist ideas and actions. 

• Scholarly References: Kendi, I.X. (2023). How to be an Antiracist. One World. 
• Context: WDMCS commits to fighting all forms of oppression and systemic inequities. Daily practices, policies, and procedures that perpetuate racism are harmful to all students we serve. Being antiracist is about your daily choices, behaviors, and actions. 

  "The beauty of anti-racism is that you don't have to pretend to be free of racism to be an antiracist. Antiracism is the commitment to fight racism wherever you find it, including in yourself. And it's the only way forward." — Ijeoma Oluo
  
  

Antisemitism

The use of exploitation, marginalization, discrimination, and violence against Jews, Judaism, and related symbols.

• Scholarly References: United States Holocaust Memorial Museum. (n.d.). Antisemitism. Holocaust Encyclopedia. https://encyclopedia.ushmm.org/content/en/article/antisemitism.
• Context: WDMCS does not tolerate nor condone antisemitism in personal conduct and practices and policies. WDMCS strives to create an inclusive and welcoming learning and working environment for everyone, including folx of diverse creeds and religions. 

Asylee

An individual in the United States or at a port of entry who is unable or unwilling to return to their country of nationality, or to seek the protection of that country because of persecution or a well-founded fear of persecution. Persecution or the fear thereof must be based on religion, nationality, membership in a particular social group, or political opinion.

• Scholarly References: U.S. Citizenship and Immigration Services. (n.d.). Glossary. USCIS. https://www.uscis.gov/tools/glossary?topic_id=p#alpha-listing. 
• Context: WDMCS welcomes all students regardless of citizenship, country of origin, ancestry, or familial status. Treating everyone with dignity, trust, and respect is paramount and necessary to ensure the best educational opportunities for each student and family. 

Belonging

The feeling of security and support when there is a sense of acceptance, inclusion, authenticity, and identity for a member of a certain group or place.

• Scholarly References: Pogosyan, M. The sense that you belong somewhere. Psychology Today. ​https://www.psychologytoday.com/us/blog/between-cultures/202112/the-sense-you-belong-somewhere?eml       
• Context: WDMCS believes true belonging requires necessary spaces that cultivate authenticity — free from judgment, assuming positive intention, and realizing all humans are on a continuum. 

  “True belonging is the spiritual practice of believing in and belonging to yourself so deeply that you can share your most authentic self with the world and find sacredness in both being a part of something and standing alone in the wilderness. True belonging doesn’t require you to change who you are; it requires you to be who you are.” — Dr. Brene Brown
  
  

Bigotry (Discrimination, Prejudice, Hatred)

Prejudice and/or discrimination against a person or group based on stereotypes.

• Scholarly References: Anderson, K. J. (2010). Benign bigotry: The psychology of subtle prejudice. Cambridge University Press.
• Context: WDMCS does not tolerate bigotry towards any persons. Bigotry can have a cumulative and traumatic impact on people. WDMCS encourages the culturally affirming practice of calling people in or out to have dialogue and strive for understanding while addressing harm when it occurs.  
  
  

BIPOC

An acronym for Black, Indigenous, and People of Color that is meant to emphasize the particular hardships faced by historically marginalized people in the U.S. and help counter anti-Black racism and invisibilization of Native communities.

• Scholarly References: The BIPOC Project. (n.d.). About us. The BIPOC project: A Black, Indigenous, & people of color movement. https://www.thebipocproject.org/about-us
• Context: WDMCS celebrates historically resilient communities and intentionally strives to ensure the needs of each student are met. WDMCS acknowledges that the land on which our schools sit belonged to Indigenous Native American communities, and we honor them. 

Calling In

A strategy to build positive work and educational environments by addressing problematic behavior with compassion, patience, and honesty. This approach allows people to learn without judgment, knowing that we are on a human continuum. 

• Scholarly References: Harvard: Diversity, Inclusion, & Belonging. (n.d.). Calling in and calling out guide. https://edib.harvard.edu/files/dib/files/calling_in_and_calling_out_guide_v4.pdf?m=1625683246  
• Context: Calling in allows WDMCS staff to build a community of continuous learning and accountibility. Utilizing this strategy strengthens our work and school communities by inviting everyone into conversations. This is important for creating a truly inclusive school community for all students, including but not limited to students who receive special education services, students who are multiexceptional, diverse students, students of varying socioeconomic status, etc.
  
  

Calling Out

A strategy to let a person know they're being harmful by directly challenging something they've said or done and holding them accountable for their actions.  Calling out lets someone know that what they are doing or saying will not be condoned due to the harm it causes individuals or space. 

• Scholarly References: Harvard: Diversity, Inclusion, & Belonging. (n.d.). Calling in and calling out guide. https://edib.harvard.edu/files/dib/files/calling_in_and_calling_out_guide_v4.pdf?m=1625683246  
• Context: Calling out is a strategy only utilized by WDMCS staff when harm is being done to students or adults to hold our school community accountable for the learning environments for everyone in our district. This includes but is not limited to situations during which racist or homophobic comments are made about students, stereotypes are being perpetuated, and other harmful practices and behaviors occur.
  
  

Color-Blindness

A problematic ideology that asserts ending discrimination merely requires treating individuals as equally as possible without regard to race, culture, or ethnicity. It overlooks the enduring ways race unequally shapes life chances and opportunities and reinforces and sustains an unequal status quo. It leaves structural inequities in place.

• Scholarly References: Bonilla-Silva, E. (2006). Racism without racists: Color-blind racism and the persistence of racial inequality in the United States. Rowman & Littlefield.
• Context: WDMCS denounces color-blindness in all its forms and values the deeply-rooted, complex experiences of all students. WDMCS understands that in order for our district to be truly equitable, we cannot engage in color-blindness as it serves to invalidate our students and families.

Coming Out (Outing)

The process in which a person first acknowledges, accepts, and appreciates their sexual orientation or gender identity and begins to share that with others. 

• Scholarly References: GLSEN. (n.d.). Coming out: A resource for LGBTQ students. GLSEN. https://www.glsen.org/activity/coming-out-resource-lgbtq-students; Human Rights Campaign. (n.d.). Glossary of Terms. Human Rights Campaign Resources. https://www.hrc.org/resources/glossary-of-terms 
• Context: WDMCS understands the importance of being a safe and necessary space for students, and we will value the privacy of students who feel safe enough to come out to staff. We will continue creating processes and spaces that support our students. 

Critical Race Theory

Critical race theory (CRT) is a body of legal scholarship and an academic movement of civil rights scholars and activists that seeks to critically examine law as it intersects with issues of race and to challenge mainstream liberal approaches to racial justice. CRT was developed in the late 1970s and early 1980s by legal scholars Derrick Bell and advanced by Kimberlé Crenshaw and Richard Delgado. CRT is not taught in K-12 system. 

• Scholarly References: Bell, D. (2004). Race, racism, and American law. Aspen Pub.; Bell, D. A. (1980). Brown v. Board of Education and the Interest-Convergence Dilemma. Harvard Law Review, 93(3), 518–533. https://doi.org/10.2307/1340546; Delgado, R., & Stefancic, J. (2023). Critical race theory: An introduction (Vol. 87). NYU Press.
• Context: WDMCS does not teach critical race theory in its curricula nor practices. There are elements of CRT that serve as levers for achieving educational equity, inclusive learning environment, and fostering belonging for all members of our school communities. For example, the application of intersectionality when we view people to holistically understand the totality of their humanity. 

  This allows us to not label people based on their identity markers or stereotypes.

Cultural Competence

The ability to effectively interact, work, collaborate, and cultivate meaningful intra- and interpersonal relationships with folx from diverse cultural backgrounds. 

The understanding of how inequity can be and has been perpetuated through socialized behaviors and the knowledge and determined disposition to disrupt inequitable practices to achieve greater personal and professional success.

• Scholarly References: de Guzmanm, M. R. T., Durden, T. R., Taylor, S. A., Guzman, J. M., & Potthoff, K. L. (2016). Cultural competence: An important skill set for the 21st century. Nebraska extension. https://extensionpublications.unl.edu/assets/html/g1375/build/g1375.htm; Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American educational research journal, 32(3), 465-491. https://doi.org/10.2307/1163320 
• Context: WDMCS is a learning organization that celebrates the linguistic, ethnic, and cultural uniqueness of our folx, evident in the commitment to continous learning of diverse perspectives, experiences, and ways of knowing. 

Cultural Humility

A process of reflection and lifelong inquiry involving self-awareness of personal and societal biases as well as awareness of aspects of identity that are most important to others we encounter leading to continuous learning in an accepting and thoughtful manner. 

• Scholarly References: Foronda, C., Baptiste, D., Reinholdt, M. M. & Ousman. K. (2015). Cultural humility. Journal of Transcultural Nursing 27(3): 210-217. doi:10.1177/1043659615592677.; Lekas, H., Pahl, K, & Lewis, C. F. (2020). Rethinking cultural competence: Shifting to cultural humility. Health Services Insights 13. https://doi.org/10.1177/1178632920970580 
• Context: WDMCS encourages practicing cultural humility to better understand the complexity of each individual, honor the nuances of human experiences, and exercise curiosity in all facets of intrapersonal, interpersonal, and systemic practices. 

Culturally Relevant Teaching

A theoretical model that focuses on student learning and academic success, developing students' cultural competency, and supporting students' critical consciousness or their ability to recognize and critique societal inequalities. Gloria Ladson-Billings proposed three main components of Culturally Relevant Pedagogy: (a) a focus on student learning and academic success, (b) developing students’ cultural competence to assist students in developing positive ethnic and social identities, and (c) supporting students’ critical consciousness or their ability to recognize and critique societal inequalities. All three components need to be utilized.

• Scholarly References: Ladson-Billings, G. (1992). Culturally relevant teaching: The key to making multicultural education work. In C. A. Grant (Ed.) Research and multicultural education: From the margins to the mainstream, 106-121. https://doi.org/10.2307/1163320; Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American educational research journal, 32(3), 465-491.
• Context: WDMCS strives to be culturally conscious, engaging, affirming, sustaining, and relevant in instruction, practices, and policies. Culturally Relevant Teaching is reflected in content, decision-making, leadership, discipline practices, and relationships.
  
  

Culture

A social system of meaning and custom developed by a group of people to assure its adaptation and survival. These groups are distinguished by a set of unspoken rules that shape values, beliefs, habits, patterns of thinking, behaviors, and styles of communication.

• Scholarly References: Lenard, P. (2020). Culture. Stanford Encyclopedia of Philosophy. https://plato.stanford.edu/archives/win2020/entries/culture/.
• Context: WDMCS recognizes the myriad of cultures and subcultures in the classrooms, schools, district, and communities. The Diversity, Equity, and Inclusion efforts strive to foster a culture in which every member of the district is treated with dignity, trust, and fairness. 

Disability/Persons with Disabilities

A physical or mental impairment that substantially limits one or more major life activities of an individual; a record of such an impairment; or being regarded as having such an impairment (from the Americans with Disabilities Act of 1990).

• Scholarly References: Adams, M., Blumenfeld, W. J., Catalano, D. C. J., DeJong, K. S., Hackman, H. W., Hopkins, L. E., Love, B. J., Peters, M. L., Shlasko, D., & Zúñiga X. (Eds.) (2018). Readings for diversity and social justice (4th ed.). Routledge.
• Context: WDMCS prides itself in its ability to meet the needs of neurodiverse learners, learners with different abilities, and gifted learners. The Special Education Department leads the systemic efforts to ensure each student with disabilites has access to free accessible public education (FAPE). 
  
  

Discrimination

Prejudiced treatment of a person on the basis of the social groups to which they belong and stereotypes about those groups. When committed by an individual, discrimination can be broken down into two types: traditional discrimination (openly negative treatment) and modern discrimination (subtle negative treatment).

• Scholarly References: Moreau, S. (2010). What Is Discrimination? Philosophy & Public Affairs, 38(2), 143–179. http://www.jstor.org/stable/40783254
• Context: WDMCS does not tolerate discrimination of any kind. Although discrimination varies in intensity and experience, WDMCS strives to mitigate factors that subject folx to discrimination, inequities, and trauma. 
  
  

Diversity

The wide variety of shared and different personal and group characteristics among human beings. Diversity encompasses acceptance and respect of social identities and differences including but not limited to race, creed*, color, ethnicity, sex, gender identity, gender, sexual identity, socio-economic status, culture, (dis)ability, military/veteran status, familial status, citizenship, age, political beliefs, religion, and other identity markers. 

*Creed refers to a set of moral or ethical beliefs and the practices and observances associated with those beliefs. Although creed includes traditional religious beliefs, it also incorporates belief systems that may not be expressed by an organized religious group.

• Scholarly References: Adams, M., Blumenfeld, W. J., Catalano, D. C. J., DeJong, K. S., Hackman, H. W., Hopkins, L. E., Love, B. J., Peters, M. L., Shlasko, D., & Zúñiga X. (Eds.) (2018). Readings for diversity and social justice (4th ed.). Routledge.
• Context: WDMCS's commitment to diversity, equity, and inclusion encompasses diversity that matters: perspectives, religions, cultures, politics, race, gender, and other identity markers. The Affirmative Action Plan articulates goals to improve the district's diversity, especially in staffing. 
  
  

Dominant Group

The societal group with the power, privilege, and social status to control and define societal resources and social, political, and economic systems and norms.

• Scholarly References: Wilkerson, I. (2020). Caste: The origins of our discontents. Random House.
• Context: Conscious awareness of subtlies in norms, expectations, and language of dominant group is necessary to disrupting systems and practices that degrade belonging, inclusion, and equity. One such way is the practice of equity of voice, ensuring each member of our community has agency. WDMCS is committed to practicing equity of voice.

Equality

The effort to treat everyone the same, regardless of the individual needs of the person. The goal of equality is to promote fairness; but this can only work if systemic, structural, and historical inequities are addressed, or only if everyone starts with equal access to opportunities. 

• Scholarly References: Sandel, M. J. (2010). Justice: What's the right thing to do? Farrar, Straus, and Giroux.
• Context: WDMCS recognizes equality is not enough, and we need to strive for equity in order for every student to succeed. We recognize each individual has different needs, and solutions addressing inequities should honor diversity. 
   

Equity

The fair treatment, access, opportunity, and advancement for all people that strives to eliminate inequities and barriers. In our context, equity is understanding and meeting the needs of each student to excel academically, socially, and emotionally.

• Scholarly References: Kendi, I.X. (2023). How to be an Antiracist. One World.
• Context: WDMCS is ambitious in its pursuit of equity in practices, policies, experiences, instruction, and treatment of all members of our district community. Each member of our district deserves to be treated with dignity and have their humanity centered in all facets of the system. 
  
  

Ethnicity

A dynamic set of historically derived and institutionalized ideas and practices that (1) allows people to identify or to be identified with groupings of people on the basis of presumed (and usually claimed) commonalities including language, history, nation or region of origin, customs, ways of being, religion, names, physical appearance, and/or genealogy or ancestry; (2) can be a source of meaning, action, and identity; and (3) confers a sense of belonging, pride, and motivation.

• Scholarly References: Wilkerson, I. (2020). Caste: The origins of our discontents. Random House.
• Context: WDMCS strives to be welcoming of all ethnicities and the rich heritage, gifts, talents, and linguistic and cultural backgrounds we belong to. Our diversity enriches the educational experience of all members of our community. 

Folx

A way of writing "folks" (people) that emphasizes the fact that we intend the word to include all groups of people.

• Scholarly References: Cambridge Dictionary. (n.d.) Folx. CambridgeDictionary.com. https://dictionary.cambridge.org/us/dictionary/english/folx 
• Context: Inclusion in treatment, practices, policies, and language is critical to WDMCS. 
  
  

Foreign-Born Identities

Anyone who is not a U.S. citizen at birth, including those who become U.S. citizens through naturalization. The native-born population includes anyone who is a U.S. citizen at birth.

• Scholarly References: United States Census Bureau. (n.d.). Foreign born. Census.gov. https://www.census.gov/topics/population/foreign-born.html
• Context: Students with foreign-born identities make our district a better place, adding incredible gifts, experiences, resilience, and heritage. WDMCS has one of the best English for Speakers of Other Languages (ESOL) departments in the state of Iowa. In WDMCS, families and students with foreign-born identities are always welcomed and deserve the best the district offers. 

Gaslighting

A form of emotional abuse that deliberately attempts to undermine a victim's sense of reality and shifts scrutiny onto the abused person.    

• Scholarly References: Sweet, P. L. (2019). The sociology of gaslighting. American Sociological Review, 84(5), 851-875. https://doi.org/10.1177/0003122419874843
• Context: Gaslighting can be used as a tactic to derail accusations of prejudice or discrimination by influencing the accuser to question their own response or experience, rather than the prejudice or discrimination itself. Gaslighting may seem trivial in daily interactions, but it often operates in oppressive systems. For example, when we treat someone's grief as a grievance, we risk triggering trauma or perpetuating things like racism, sexism, or homophobia. WDMCS does not tolerate gaslighting of any of our stakeholders.
  
  

Gender

A set of socially constructed roles, behaviors, and attributes that society considers appropriate for various identities on a spectrum from male to female. While aspects of biological sex are similar across different cultures, aspects of gender may differ.  

• Scholarly References: Safe Zone Project. (n.d.). LGBTQ+ vocabulary glossary of terms. The safe zone project. https://thesafezoneproject.com/resources/vocabulary/
• Context: WDMCS recognizes that gender is a full spectrum, not binary. WDMCS commits to supporting each individual's gender identity, especially during gender transition. 
  
  

Gender Expression

The way a person expresses their gender identity including through appearance, clothing, and behavior. Gender expression may or may not conform to socially defined behaviors, characteristics, or expectations.  

• Scholarly References: HRC Foundation. (n.d.) Glossary of terms. Human rights campaign. https://www.hrc.org/resources/glossary-of-terms; Safe Zone Project. (n.d.). LGBTQ+ vocabulary glossary of terms. The safe zone project. https://thesafezoneproject.com/resources/vocabulary/ 
• Context: WDMCS is a safe and supportive environment to explore gender identities and expressions.
  
  

Gender Identity

A person's deeply held sense of self in relation to gender. Gender identity does not always correspond to biological sex assigned at birth and is separate from sexuality and gender expression. People become aware of their gender identity at many different stages of life, from as early as 18 months and into adulthood.  

• Scholarly References: Safe Zone Project. (n.d.). LGBTQ+ vocabulary glossary of terms. The safe zone project. https://thesafezoneproject.com/resources/vocabulary/
• Context: WDMCS recognizes that gender is a full spectrum, not binary. WDMCS commits to supporting each individual's gender identity, especially during gender transition.
  
  

Gender Pronouns/Pronouns

Words that people use to refer to others without using their names. Sometimes referred to as PGPs. Gender pronouns are related to gender identity. Using a person's correct pronouns affirms gender identity and fosters an inclusive environment. 

• Scholarly References: National LGBTQIA+ Health Education Center. (2020, February 3). LGBTQIA+ glossary of terms for health care teams. National LGBTQIA+ health education center. https://www.lgbtqiahealtheducation.org/publication/lgbtqia-glossary-of-terms-for-health-care-teams/; Safe Zone Project. (n.d.). LGBTQ+ vocabulary glossary of terms. The safe zone project. https://thesafezoneproject.com/resources/vocabulary/ 
• Context: It is a WDMCS staff expectation to use correct gender pronouns as an affirming, inclusive practice. WDMCS encourages folx to express their pronouns in introductions, email signatures, etc., if they choose to, regardless of gender identity to affirm and foster inclusion. Gender pronouns are a critical expression of an individual's identity and humanity. 

Homophobia

An umbrella term for intolerance, discomfort, erasure, and other negative attitudes toward LGBTQIA+ people.  

• Scholarly References: HRC Foundation. (n.d.) Glossary of terms. Human rights campaign. https://www.hrc.org/resources/glossary-of-terms; Safe Zone Project. (n.d.). LGBTQ+ vocabulary glossary of terms. The safe zone project. https://thesafezoneproject.com/resources/vocabulary/  
• Context: WDMCS denounces homophobia and commits to including and supporting LGBTQIA+ individuals so they feel a sense of belonging. The impact of individual and collective (in)action in addressing homophobia can foster inclusion or perpetuate harm. 

Identity/Identities

An individual's sense of self or sense of similarity or affinity with a specific characteristic or group.  

• Scholarly References: Wortham, S. (2006). Learning identity: The joint emergence of social identification and academic learning. Cambridge University Press.
• Context: A person may hold one or more identities that all overlap and intersect. Understanding and supporting each of these parts helps us see each person's humanity. In WDMCS, we honor the identities found throughout our community. See intersectionality for more.
  
  

Implicit Bias/Unconscious Bias

Social stereotypes about certain groups of people that individuals form outside their own conscious awareness. These unsupported judgments people unknowingly hold affect automatic or instant understanding, actions, and decisions in a way that is often unfair or weighted against minority groups. 

• Scholarly References: Banaji, M. R. (2013). Blindspot : Hidden biases of good people. New York Delacorte Press.
• Context: Implicit or unconscious bias is an inherent aspect of humanity. In WDMCS, we seek to identify our unconscious bias, acknowledge it, and address it. Being aware of unconscious or implicit bias is only a step; folx must intentionally work to transform these biases. Implicit or unconscious bias can contribute to prejudiced and discriminatory actions. When called in or called out for these behaviors, it is important to remember the weight of impact vs. intent.
  
  

Inclusion

Creating belonging by authentically and intentionally bringing excluded individuals or groups into processes, activities, and decision-making in a way that shares power.

• Scholarly References: Banaji, Mahzarin R. author. (2013). Blindspot : Hidden biases of good people. New York Delacorte Press.
• Context: WDMCS commits to inclusion of every student and community member, especially marginalized individuals and groups so they feel a sense of belonging in our district and gain decision-making power. 
  
  

Indigenous

An umbrella term for ethnic groups that are the original inhabitants of a traditional territory, in contrast to groups that have settled or occupied the area. Examples include but are not limited to: the Ioway, Illini, Otoe, Dakota, and Meskwaki peoples in Iowa.

• Scholarly References: Dunbar-Ortiz, R. (2014). An indigenous people's' history of the United States (Vol. 3). Beacon Press.
• Context: WDMCS gratefully acknowledge the land and the Native Peoples on whose ancestral homelands we gather. We acknowledge the painful history, and we honor and respect the diverse and vibrant Native communities still connected to this land on which we gather. 
  
  

Institutional Racism/Systemic Racism

Beliefs, attitudes, and actions throughout a system that are based in, driven by, and support racial bias and prejudice. Institutional racism upholds white supremacy by creating different outcomes for different racial groups, explicitly or implicitly. 

• Scholarly References: Kendi, I.X. (2023). How to be an Antiracist. One World.
• Context: Racist institutional policies may never mention any racial group, but their effect creates advantages for white people and oppression and disadvantage for people from groups classified as people of color. WDMCS will continue to review our policies through the lens of equity to ensure our policies are inclusive, just, and equitable for each member of our community regardless of race or other identity markers.
  
  

Intersectionality

The way social categories such as race, class, and disability interconnect and have a cumulative effect. These intersections can create overlapping systems of inequity and position someone to experience societal privilege and/or discrimination.

• Scholarly References: Crenshaw, K. W. (2017). On intersectionality: Essential writings. The New Press.
• Context: Understanding intersectionality is an important part of seeing and knowing the whole child — or adult. Having a better picture of the multiple ways someone experiences privilege and oppression enables WDMCS to equitably include and support them.
  
  

Islamaphobia

The dislike of or prejudice against Islam or Muslims, especially as a political force.

• Scholarly References: Beydoun, K. A. (2018). American Islamophobia: Understanding the roots and rise of fear. Univ of California Press.
• Context: WDMCS does not discriminate on the basis of religion or creed in its educational programs and its employment practices. Islamophobia is defined individually in addition to "religious oppression" due to the rise of anti-Muslim and Islamaphobic sentiment in the U.S. The Council on American-Islamic Relations shared in its 2022 Civil Rights Report that it recorded 6,720 civil rights complaints in 2021 — a 9% increase in total complaints since 2020 and its highest number of complaints in 27 years.

LGBTQIA+

An acronym for “lesbian, gay, bisexual, transgender, queer, intersex, and asexual” with a "+" sign to recognize the limitless sexual orientations and gender identities used by members of our community. 

• Scholarly References: Henderson, B. (2019). Queer studies: Beyond binaries. Columbia University Press.
• Context: WDMCS does not tolerate discrimination on the basis of sexual orientation, gender identity, or gender expression. WDMCS commits to inclusion of marginalized individuals and groups so they feel a sense of belonging in our district and gain decision-making power. 

Marginalization

A process that results in a group (intentionally or unintentionally) receiving less representation, access, authority, or consideration. Marginalization occurs due to identity markers like ethnicity, gender, sexual orientation, disability status, socioeconomic level, and age.

• Scholarly References: Gurnham, D. (2022). Introduction: Marginalization in law, policy, and society. International Journal of Law in Context, 18(1). https://doi.org/10.1017/S1744552322000027
• Context: WDMCS does not tolerate marginalization of any group or individuals. The district works to address explicit and implicit forms of marginalization. 
  
  

Microaggression

A subtle verbal or nonverbal behavior, committed consciously or not, that is directed at a member of a marginalized group and has a harmful, derogatory effect. 

• Scholarly References: Sue, D. W., & Spanierman, L. (2020). Microaggressions in everyday life. John Wiley & Sons.
• Context: WDMCS does not tolerate microaggressions and works actively to educate and empower individuals to address instances of microaggression.

Neurodiversity

The idea that people experience and interact with the world around them in many different ways; there is no one "right" way of thinking, learning, and behaving, and differences are not viewed as deficits.

• Scholarly References: Jurecic, A. (2007). Neurodiversity. College English, 69(5), 421-442. https://www.jstor.org/stable/25472230
• Context: WDMCS' commitment to diversity, equity, and inclusion ensures awareness and understanding of differences. WDMCS uses person-first language to recognize the humanity of individuals and is committed to strengths-based strategies. 

Oppression

When a group or individual is devalued, undermined, marginalized, and/or disadvantaged, resulting in one group benefiting at the expense of another; when some people are denied rights, freedom, access, and power, while others have ready access. 

• Scholarly References: Noble, S. U. (2018). Algorithms of oppression. New York University Press.
• Context: WDMCS recognizes systemic oppression and is committed to ensuring equitable access and support.
  
  

Othering

The act, process, or perception of placing an individual or group outside of the norm. 

• Scholarly References: Brons, L. L. (2015). Othering, an analysis.  Transience. A Journal of Global Studies 6(1), 69-90. http://dx.doi.org/10.17613/M6V968
• Context: WDMCS believes true belonging requires necessary spaces that cultivate authenticity — free from judgment, assuming positive intention, and realizing all humans are on a continuum. WDMCS does not tolerate othering.

Power

The ability to define, set, or change situations, as well as to have the capacity to exercise control over others. Power can manifest as personal or collective self-determination. 

• Scholarly References: Lukes, S. (Ed.). (1986). Readings in social & political theory: Power. NYU Press.
• Context: WDMCS strives to empower individuals to cultivate their inner power, while at the same time examining our impact on others and especially historically marginalized populations.
  
  

Prejudice

A pre-judgment or unjustifiable and usually negative attitude of one type of individual or group toward another group and its members. Such negative attitudes are typically based on unsupported generalizations (or stereotypes).

• Scholarly References: Pettigrew, T. F., Fredrickson, G. M., & Glazer, N. (1982). Prejudice. Harvard University Press.
• Context: WDMCS recognizes folx are on a human continuum and diligently works to provide professional learning communities that foster and support growth, accountability, and thriving. WDMCS does not tolerate any form of prejudice, especially repeated behaviors, that harm any members of our community. 
  
  

Privilege

Systemic favoring, enriching, valuing, validating, and including of certain social identities over others. Individuals cannot ‘opt out’ of systems of privilege; rather, these systems are inherent to the society in which we live. 

• Scholarly References: Johnson, A. G. (2017). Privilege, power, and difference (3rd ed.). McGraw Hill.
• Context: Privilege is not about merit, hard work, or zero-sum perspective. In WDMCS, we encourage all members of our communities to leverage their privilege (e.g., male privilege, white privilege, class privilege, ability privilege, etc.) to create thriving work and learning environments in which every voice is lifted, heard, and validated. 
  
  

Pronouns

Words that people use to refer to others without using their names. Gender pronouns are related to gender identity. Using a person's correct pronouns affirms gender identity and fosters an inclusive environment. 

• Scholarly References: Evans, G. (1980). Pronouns. Linguistic inquiry, 11(2), 337-362. https://www.jstor.org/stable/4178164
• Context: WDMCS encourages the practice of including pronouns in introductions, email signatures, etc., regardless of gender identity, to affirm all gender identities and foster an inclusive environment.
  
  

Psychological Safety

The belief or perception that a person will not be punished or humiliated for speaking up with ideas, questions, concerns, or mistakes.

• Scholarly References: Newman, A., Donohue, R., & Eva, N. (2017). Psychological safety: A systematic review of the literature. Human Resource Management Review, 27(3), 521-535. https://doi.org/10.1016/j.hrmr.2017.01.001
• Context: All members of our WDMCS community have a right to psychological safety. This manifests in how we treat one another including the right to dignity and community.

Race

A social construct artificially dividing people into distinct groups based on characteristics such as physical appearance (particularly race); ancestral heritage; cultural affiliation; cultural history; ethnic classification; and the social, economic, and political needs of a society at a given period of time.

• Scholarly References: Kendi, I.X. (2023). How to be an Antiracist. One World.
• Context: WDMCS recognizes race as a social construct that impacts identify formation, environment, and learning. Racism is real and WDMCS does not tolerate any type of overt and implicit racism. 
  
  

Racial Disparity

An unequal outcome one racial group experiences as compared to the outcome for another racial group.

• Scholarly References: Kendi, I.X. (2023). How to be an Antiracist. One World.
• Context: WDMCS commits to collective efficacy in data literacy, re-imagining systems that produce gaps in student outcomes. 
  
  

Racial Equity

An intentional and continual process of eliminating racial disparities and improving outcomes for everyone; involves changing policies, practices, systems, and structures by prioritizing measurable change in the lives of people of color.

• Scholarly References: Race Forward. (n.d.) What is racial equity? Understanding key concepts related to race. Race Forward. https://www.raceforward.org/about/what-is-racial-equity-key-concepts; Kendi, I.X. (2023). How to be an Antiracist. One World.
• Context: WDMCS is committed to engaging in meaningful and transformative change that eliminates systemic barriers, inequities, and policies that perpetuate the gap seen amongst students of different identities. 
  
  

Racial Justice

The proactive reinforcement of policies, practices, attitudes, and actions that produce equitable power, access, opportunities, treatment, impacts, and outcomes for all. It is not just the absence of discrimination and inequities, but also the presence of deliberate systems and supports to achieve and sustain racial equity through proactive and preventative measures.

• Scholarly References: Kendi, I.X. (2023). How to be an Antiracist. One World. 
• Context: WDMCS commits to collective efficacy in creating a system that achieves and sustains racial equity through proactive and preventative measures.
  
  

Racially Coded Language

Language that is seemingly race-neutral but is actually a disguise for racial stereotypes without the stigma of explicit racism. For example, the use of  terms like "thugs" and "those kids." 

• Scholarly References: Kendi, I.X. (2023). How to be an Antiracist. One World.
• Context: WDMCS proactively works to eliminate racially coded language across the system. As a student-centered district, WDMCS commits to diversity, equity, inclusion, and belonging. 
  
  

Racism

Racism = race prejudice + social and institutional power
Racism = a system of advantage based on race
Racism = a system of oppression based on race
Racism = a white supremacy system

Racism is different from racial prejudice, hatred, or discrimination. Racism involves one group having the power to carry out systematic discrimination through the institutional policies and practices of the society and by shaping the cultural beliefs and values that support those racist policies and practices."

• Scholarly References: Kendi, I.X. (2023). How to be an Antiracist. One World.
• Context: WDMCS does not tolerate any form of racism, especially repeated behaviors that harm any members of our community. 
  
  

Refugee

International legal status only awarded by UNHCR for people who have fled war, violence, conflict, or persecution and have crossed an international border to find safety in another country. People who are unable or unwilling to return to their country of origin out of fear of persecution or a well-founded fear of persecution based on the person's race, religion, nationality, membership in a particular social group, or political opinion.

• Scholarly References: UNHCR, The UN Refugee Agency. (n.d.). The 1951 refugee convention. UNHCR. https://www.unhcr.org/en-us/1951-refugee-convention.html 
• Context: WDMCS is proud of and welcomes our refugee students and families. They make WDMCS a better district in every facet, and WDMCS is committed to engaging with and supporting all our refugee students and families.  
  
  

Religious Oppression

The systematic oppression of individuals or groups based on their religious beliefs and practices. Such oppression is supported by the actions of individuals, social institutions, and cultural/societal norms.

• Scholarly References: Adams, M., Bell, L. A., & Griffin, P. (Eds.). (1997). Teaching for diversity and social justice: A sourcebook (1st ed.). Routledge.
• Context: WDMCS proactively promotes the individual right to religious freedom by fostering cultures of political, religious, and cultural tolerance and acceptance. WDMCS does not tolerate any sort of discrimination or oppression based on an individual's creed or faith. 
  
  

Restorative Justice

A theory of justice focused on repairing the harm caused by crime and conflict. It places decisions in the hands of those who have been most affected by a wrongdoing and gives equal concern to the victim, the offender, and the surrounding community. Restorative responses are meant to repair harm, heal broken relationships, and address the underlying reasons for the offense. Restorative justice emphasizes individual and collective accountability as well as building community and increasing grassroots power.

• Scholarly References: Movement for Black Lives. (2022). https://m4bl.org/; Van Ness, D. W., Strong, K. H., Derby, J., & Parker, L. L. (2022). Restoring justice: An introduction to restorative justice. Routledge.
• Context: WDMCS deploys restorative justice as a lever for healing, growth, development, and educational equity. The use of restorative justice or practices is commonly used to problem-solve and transform conflict. 

SEBH

Social, emotional, and behavioral health. Social, emotional, behavioral, and mental well-being affect how we think, feel, communicate, act, and learn. These contribute to resilience as well as how we relate to others, respond to stress and emotions, and make choices. Foundational knowledge and skills that promote SEBH — including Self-Awareness, Self-Management, Responsible Decision-making, Social Awareness, and Relationship Skills — support positive well-being and academic success. 

• Scholarly References: Collaborative for academic, social, and emotional learning. (2023). https://casel.org/ 
• Context: WDMCS leverages social, emotional, and behavioral health as a lever for equity. WDMCS actively engages families, community partners, the city of West Des Moines, and students in all facets of the education process. 
  
  

Sexism

The attitudes, beliefs, policies, laws, and behaviors that discriminate on the basis of sex or gender. 

• Scholarly References: Swim, J. K., & Hyers, L. L. (2009). Sexism. In T. D. Nelson (Ed.), Handbook of prejudice, stereotyping, and discrimination (pp. 407–430). Psychology Press.
• Context: WDMCS does not tolerate discrimination on the basis of sex, sexual orientation, gender identity, and gender expression; we adhere to all applicable federal and state laws. Additionally, WDMCS actively works to address systemic inequities based on sex. 
  
  

Sexual Orientation

An individual’s enduring physical, romantic, and/or emotional attraction. Gender identity and sexual orientation are not the same. Transgender people may be straight, lesbian, gay, bisexual, etc.

• Scholarly References: Our Bodies Ourselves Today. (2023). Sexual orientation. Our Bodies Ourselves Today. https://ourbodiesourselves.org/topics/sexual-orientation/
• Context: WDMCS celebrates folx's sexual orientation, identities, and expression. WDMCS commits to fostering welcoming and inclusive spaces. 
  
  

Social and Emotional Learning (SEL)

SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions, achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

• Scholarly References: Collaborative for academic, social, and emotional learning. (2023). https://casel.org/; Weissberg, R. P., Durlak, J. A., Domitrovich, C. E., & Gullotta, T. P. (Eds.). (2015). Social and emotional learning: Past, present, and future. In J. A. Durlak, C. E. Domitrovich, R. P. Weissberg, & T. P. Gullotta (Eds.), Handbook of social and emotional learning: Research and practice (pp. 3–19). The Guilford Press.
• Context: WDMCS leverages social and emotional learning as a lever for equity. SEL encourages a whole-child approach to education that addresses trauma, healing, emotional and social development of young folx, and powerful collaborations with various stakeholders. WDMCS engages families, community partners, the city of West Des Moines, and students in all facets of the education process. 
  
  

Social Justice

Active engagement toward equity and inclusion that addresses issues of institutional, structural, and environmental inequity, power, and privilege.

• Scholarly References: Adams, M., Blumenfeld, W. J., Castañeda, R., Hackman, H. W., Peters, M. L., & Zúñiga, X. (Eds.). (2000). Readings for diversity and social justice. Psychology Press.
• Context: WDMCS supports efforts to dismantle systems of oppression, especially student-generated, student-led, and student-advocated actions to realize social justice. As a student-centered district, WDMCS commits to diversity, equity, inclusion, and belonging. 
  
  

Socialization

The process through which people become accustomed to societal norms, i.e., rules about appropriate or acceptable social identities, beliefs, and behaviors. Through socialization, we learn about social identity categories, such as socioeconomic status, race, assigned sex, gender, religion, health status, sexual orientation, and many other social identity categories as well as the boundaries of human worth and value.

• Scholarly References: Gecas, V. (2017). Contexts of socialization. In M. Rosenberg & R. H. Turner, Social psychology: Sociological perspectives. 165-199. Routledge.; Harro, B. (2000). The cycle of socialization. Readings for diversity and social justice, 2, 45-51.
• Context: Human beings are socialized from birth, and each individual's disposition, identities, and being are a culmination of a lifetime of socializations. In WDMCS, diversity, equity, and inclusion professional learning modules seek to unpack and gain nuanced understanding of the way individuals and systems have been socialized. 
  
  

Stereotype

A form of generalization rooted in blanket beliefs and often false assumptions that can result in a prejudiced attitude, critical judgment, and intentional or unintentional discrimination. 

• Scholarly References: Fiske, S.T. (1998) Stereotyping, Prejudice, and Discrimination. In D. T. Gilbert, S. T. Fiske, & G. Lindzey, Eds., The Handbook of Social Psychology (Vols. 1 & 2, 4th ed., pp. 357-411), McGraw-Hill.
• Context: WDMCS believes stereotypes can and do maintain inequities.
  
  "The single story creates stereotypes, and the problem with stereotypes is not that they are untrue (necessarily), but that they are incomplete. They make one story become the only story." — Chimamanda Ngozi Adichie
  
  

Stereotype Threat

A theory developed by social psychologist Claude Steele to describe how the performance of women, people of color, and others often decreases in the face of the psychic threat of being viewed as inferior. The perceived risk of confirming negative stereotypes about one’s racial, ethnic, gender, or cultural group that leads to diminished performance on tasks and increasing privatization of one’s practice. 

• Scholarly References: Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of personality and social psychology, 69(5), 797. https://doi.org/10.1037//0022-3514.69.5.797
• Context: Stereotype threat is prevalent in spaces where students or staff with minoritized identities are the lone representatives. WDMCS seeks to foster truly thriving learning environments which challenge power and inequities. 
  
  

Systemic Barriers

Systemic barriers are policies, practices, or procedures that result in some people receiving unequal access or being excluded.

• Scholarly References: Richler, D. I. A. N. E. (2012). Systemic barriers to inclusion. In C. Boyle & K. Topping, What works in inclusion, 176-187. Open University Press.
• Context: WDMCS acknowledges there are implicit and explicit systemic barriers for different scholars. These barriers impact folx differently, and WDMCS seeks to break down barriers to quality and equitable education. 

Tokenism

Performative presence or representation without meaningful participation. For example, recruiting a small number of people from underrepresented groups in order to give the appearance of sexual or racial equality within a workforce.

• Scholarly References: Niemann, Y. F. (2016). Tokenism. In N. A. Naples (Ed.), The Wiley Blackwell encyclopedia of gender and sexuality studies. Wiley-Blackwell. https://doi.org/10.1002/9781118663219.wbegss678
• Context: Tokenism is performative in nature and practice. WDMCS's Affirmative Action Plan contains steps the district is taking to improve district diversity while honoring underrepresented groups without tokenizing. 
  
  

Transformative Social and Emotional Learning

“Transformative SEL” is a process whereby young people and adults build strong, respectful, and lasting relationships that facilitate co-learning to critically examine root causes of inequity and to develop collaborative solutions that lead to personal, community, and societal well-being.

• Scholarly References: Jagers, R. J., Rivas-Drake, D., & Williams, B. (2019). Transformative social and emotional learning (SEL): Toward SEL in service of educational equity and excellence. Educational Psychologist, 54(3), 162-184. https://doi.org/10.1080/00461520.2019.1623032; Jagers, R. J., Skoog-Hoffman, A., Barthelus, B., & Schlund, J. (2021). Transformative social emotional learning: In pursuit of educational equity and excellence. American Educator, 45(2), 12. 
• Context: WDMCS employs the five constructs of transformative social and emotional learning — identity, agency, curiosity, belonging, and collaborative problem-solving — to elevate and honor the humanity of each individual, account for the sociopolitical contexts, encourage cultural humility, and ensure students are co-creating learning spaces and co-learning with adults. It is about honoring the rich and complex identities and lived experiences of our students and staff. 

White Fragility

The discomfort white people may experience in reaction to discussions about racism. Reactions can include the outward display of emotions such as anger, fear, and guilt, and behaviors such as argumentation, silence, and leaving the stress-inducing situation. 

• Scholarly References: DiAngelo, R. (2018). White fragility: Why it's so hard for white people to talk about racism. Beacon Press.
• Context: WDMCS recognizes that conversations about various aspects of our society--systems and structures of oppression and inequities--are necessary and uncomfortable. White fragility is a personal and institutional barrier to achieving true belonging for all stakeholders, especially students. If unchecked or unaddressed proactively, white fragility serves as a form of bullying (read DiAngelo). 
  
  

White Privilege

The unquestioned and unearned set of advantages, entitlements, benefits, and choices bestowed on people solely because they are white; benefitting from societal structuring that prioritizes white people and whiteness. Generally, white people who experience such privilege do so without being conscious of it.

• Scholarly References: DiAngelo, R. (2018). White fragility: Why it's so hard for white people to talk about racism. Beacon Press.
• Context: White privilege is not a judgment on a person's goodness, kindness, or work ethic. The recognition of privilege is a necessity in WDMCS's efforts to cultivate cultures of belonging and inclusion. White privilege is neither an engagement in comparative suffering nor a dismissal of merit.
  
  

White Supremacy

An institutionally perpetuated and ever-evolving system of exploitation and domination that consolidates and maintains power and resources among white people. This system promotes the ideology of whiteness as the standard and the belief that white people are superior to other races. 

• Scholarly References: DiAngelo, R. (2022). White fragility: Why understanding racism can be so hard for white people (Adapted for young adults). Beacon Press.; Hage, G. (2012). White nation: Fantasies of white supremacy in a multicultural society. Routledge.
• Context: White supremacy is an insidious, ever-present part of our socialization and systems. At WDMCS, we intentionally challenge our complicity in perpetuating inequities. 

Xenophobia

An attitude, belief, behavior, practice, or policy that reflects a fear or hatred of those perceived as foreign. Present in interpersonal, institutional, and systemic levels of oppression, xenophobia is a function of white supremacy often marked by suspicion of foreign-born people as suspicious or threatening. Xenophobia may overlap with racism but specifically targets those perceived as from outside the country or community, while racism often focuses on inferiority based on perceived physical or biological differences. 

• Scholarly References: Lee, E. (2020). America first, immigrants last: American xenophobia then and now. The Journal of the Gilded Age and Progressive Era, 19(1), 3-18. https://doi.org/10.1017/S1537781419000409
• Context: WDMCS does not tolerate any form of xenophobia. Xenophobia often manifests in "othering," and in the United States, it has led to dehumanization. Examples of dehumanization include anti-Latinx hate/treatment, Jim Crow laws, anti-Asian hate, and homophobia. 

Youth

The unique, active, and concentrated ways young people represent themselves throughout society; these voices often go unheard, and involvement of this group has often been marginal.

• Scholarly References: Americorps. (n.d.). Glossary words list. Americorps eGrants. https://egrants.cns.gov/espan/webhelp/!SSL!/WebHelp/whgdata/whlstg18.htm; Youth voice toolkit. (n.d.). Freechild Institute for Youth Engagement. https://freechild.org/2016/01/07/intro-to-youth-voice/ 
• Context: WDMCS prides itself in providing its students with the resources, opportunities, structures, and support necessary to thrive in academics, arts, athletics, and activities. WDMCS seeks student collaboration, voice, choice, and perspectives in decision-making, practices, policies, and culture. It is a collective effort to avoid the adultification of the students we serve. 

Definitions

This section provides definitions for terms related to foreign-born identities, or anyone who is not a U.S. citizen at birth, including those who become U.S. citizens through naturalization. The native-born population includes anyone who is a U.S. citizen at birth.

Asylee

An individual in the United States or at a port of entry who is unable or unwilling to return to their country of nationality, or to seek the protection of that country because of persecution or a well-founded fear of persecution. Persecution or the fear thereof must be based on religion, nationality, membership in a particular social group, or political opinion.

• Scholarly References: U.S. Citizenship and Immigration Services. (n.d.). Glossary. USCIS. https://www.uscis.gov/tools/glossary?topic_id=p#alpha-listing.
• Context: WDMCS welcomes all students regardless of citizenship, country of origin, ancestry, or familial status. Treating everyone with dignity, trust, and respect is paramount and necessary to ensure the best educational opportunities for each student and family. 
  
  

Asylum Seeker

An asylum-seeker is someone whose request for asylum has yet to be processed. They are waiting for their court date to determine if asylum will be granted or denied by a U.S. Immigration Court.

• Scholarly References: UNHCR United Nations Refugee Agency. (n.d.). Asylum seeker. UNHCR. https://www.unhcr.org/us/about-unhcr/who-we-protect/asylum-seekers
• Context: WDMCS believes students and families are entitled to the best educational opportunities regardless of immigration status. 
  
  

Calling In

A strategy to build positive work and educational environments by addressing problematic behavior with compassion, patience, and honesty. This approach allows people to learn without judgment, knowing that we are on a human continuum. 

• Scholarly References: Harvard: Diversity, Inclusion, & Belonging. (n.d.). Calling in and calling out guide.  https://edib.harvard.edu/files/dib/files/calling_in_and_calling_out_guide_v4.pdf?m=1625683246  
• Context: Calling in allows WDMCS staff to build a community of continuous learning and accountibility. Utilizing this strategy strengthens our work and school communities by inviting everyone into conversations. This is important for creating a truly inclusive school community for all students, including but not limited to students who receive special education services, students who are multiexceptional, diverse students, students of varying socioeconomic status, etc.
  
  

Calling Out

A strategy to let a person know they're being harmful by directly challenging something they've said or done and holding them accountable for their actions.  Calling out lets someone know that what they are doing or saying will not be condoned due to the harm it causes individuals or space. 

• Scholarly References: Harvard: Diversity, Inclusion, & Belonging. (n.d.). Calling in and calling out guide.  https://edib.harvard.edu/files/dib/files/calling_in_and_calling_out_guide_v4.pdf?m=1625683246  
• Context: Calling out is a strategy only utilized by WDMCS staff when harm is being done to students or adults to hold our school community accountable for the learning environments for everyone in our district. This includes but is not limited to situations during which racist or homophobic comments are made about students, stereotypes are being perpetuated, and other harmful practices and behaviors occur.
  
  

DACA

Deferred Action for Childhood Arrivals. This program applies to those who were under the age of 31 as of June 15, 2012; came to the U.S. before their 16th birthday; and had continuously resided in the United States from June 15, 2007, to June 15, 2012. Any child who arrived in the United States under the age of 16 after June 15, 2007, does not qualify for DACA. An individual who has received deferred action is authorized by the Department of Homeland Security to be in the United States for the duration of the deferred action period. 

• Scholarly References: Batalova, J., Shymonyak , A., & Mittelstadt, M. (2020). Immigration data matters. Migration policy institute. https://www.migrationpolicy.org/research/immigration-data-matters; U.S. Citizenship and Immigration Services. (2022, November 3). Consideration of deferred action for childhood arrivals (DACA). U.S. Citizenship and Immigration Services. https://www.uscis.gov/DACA
• Context: WDMCS recognizes that we serve families who have members who are DACA recipients, and they face significant stress and trauma as their ability to remain in the U.S. is debated. We support all our students and families regardless of immigration status. 
  
  

Foreign-Born Identities

Anyone who is not a U.S. citizen at birth, including those who become U.S. citizens through naturalization. The native-born population includes anyone who is a U.S. citizen at birth.

• Scholarly References: United States Census Bureau. (n.d.). Foreign born. Census.gov. https://www.census.gov/topics/population/foreign-born.html
• Context: Students with foreign-born identities make our district a better place, adding incredible gifts, experiences, resilience, and heritage. WDMCS has one of the best English for Speakers of Other Languages (ESOL) departments in the state of Iowa. In WDMCS, families and students with foreign-born identities are always welcomed and deserve the best the district offers. 
  
  

Green Card

A slang term for a Legal Permanent Resident card that allows a person born outside of the United States to live and work permanently in the United States. The steps folks need to take to apply for a Green Card vary depending on individual situations.

• Scholarly References: U.S. Citizenship and Immigration Services. (n.d.). Green card. U.S. Citizenship and Immigration Services. https://www.uscis.gov/green-card  
• Context: WDMCS welcomes all students and families regardless of country of origin or citizenship status. WDMCS urges all members of our community to practice courage and curiosity in order to check biases, stereotypes via single stories, and xenophobia. 
  
  

Humanitarian Parole

A temporary discretionary decision that allows inadmissible persons to leave an inspection facility freely so that, although they are not admitted to the United States, they are permitted to be physically present in the United States. Parole is granted on a case-by-case basis for urgent humanitarian reasons or significant public benefit. Parole is not an “admission” or “entry.” The paroled person is treated as an applicant for admission.

• Scholarly References: U.S. Citizenship and Immigration Services. (2021, November 12). Humanitarian parole. U.S. Citizenship and Immigration Services. https://www.uscis.gov/forms/explore-my-options/humanitarian-parole
• Context: WDMCS is committed to identifying and meeting the needs of students including recent arrivals from countries like Afghanistan and Ukraine. WDMCS continues to build leader and staff capacity and knowledge on cultivating culturally affirming and healing-centered education. 
  
  

Immigrant

A person who moves out of their country of birth for permanent residence in a destination country where they are not a native resident.  

• Scholarly References: Bolter, J. (2019). Explainer: Who is an immigrant? Migration Policy Institute. https://www.migrationpolicy.org/content/explainer-who-immigrant
• Context: WDMCS strives to be a welcoming and inclusive environment for our immigrant students and families. Starting in 2022, the district joined thousands of organizations across the country in observing Welcoming Week. Valley High School students also formed the Refugee and Immigrant Student Embassy (RISE) during the 2021-22 school year to ensure that Valley High School is welcoming to all students. 
  
  

Naturalized Citizen

A person who is not born in the United States who holds a Green Card for a minimum of 5 years (unless married to a U.S. Citizen, in which case 3 years), applies for citizenship, takes and passes the citizenship test, and takes the naturalization oath to officially become a citizen of the United States. 

• Scholarly References: U.S. Citizenship and Immigration Services. (2020, July 5). Citizenship and naturalization. U.S. Citizenship and Immigration Services. https://www.uscis.gov/citizenship/learn-about-citizenship/citizenship-and-naturalization
• Context: WDMCS serves all students and families regardless of citizenship status, and the rich cultural wisdom and lived experiences of foreign-born Americans enhances instruction and school culture. 
  
  

Refugee

International legal status only awarded by UNHCR for people who have fled war, violence, conflict, or persecution and have crossed an international border to find safety in another country. People who are unable or unwilling to return to their country of origin out of fear of persecution or a well-founded fear of persecution based on the person's race, religion, nationality, membership in a particular social group, or political opinion.

• Scholarly References: UNHCR, The UN Refugee Agency. (n.d.). The 1951 refugee convention. UNHCR. https://www.unhcr.org/en-us/1951-refugee-convention.html
• Context: WDMCS is proud of and welcomes our refugee students and families. They make WDMCS a better district in every facet, and WDMCS is committed to engaging with and supporting all our refugee students and families.  
  
  

Refugee Resettlement

The permanent relocation of refugees in a place outside their country of origin to allow them to establish residence and become productive members of society there. Refugee resettlement is accomplished with the direct assistance of private voluntary agencies working with the Department of Health and Human Services Office of Refugee Resettlement.

• Scholarly References: U.S. Department of Health and Human Services. Office of Refugee Resettlement. (n.d.). https://www.acf.hhs.gov/orr 
• Context: The WDMCS Intercultural Outreach Coordinator helps stakeholders to better understand the refugee resettlement process.
  
  

Special Immigrant Juveniles (SIJ) Status

Some children who are here in the U.S. without legal immigration status may need humanitarian protection because they have been abused, abandoned, or neglected by a parent. SIJ status is an immigration classification that may allow these vulnerable children to apply immediately for lawful permanent resident status, commonly known as having a Green Card.

• Scholarly References: U.S. Citizenship and Immigration Services. (n.d.). Glossary. U.S.CIS. https://www.uscis.gov/tools/glossary?topic_id=p#alpha-listing 
• Context: Understanding U.S. refugee, migration, and immigration laws, policies, and practices helps WDMCS better meet the needs of our ESOL students and families.  
  
  

Stateless Person

The 1954 Convention relating to the Status of Stateless Persons establishes the legal definition for stateless persons as individuals who are not considered citizens or nationals under the operation of the laws of any country. A person’s citizenship and nationality may be determined based on the laws of a country where an individual is born or where their parents were born. A person can also lose citizenship and nationality in a number of ways, including when a country ceases to exist or a country adopts nationality laws that discriminate against certain groups.

• Scholarly References: UNHCR United Nations Refugee Agency. (n.d.). Statelessness. UNHCR. https://www.unhcr.org/us/statelessness
• Context: WDMCS is committed to fostering inclusive environments that build, shape, and develop students' nuanced intersectional identities, including stateless persons.
   

Temporary Protected Status (TPS)

The secretary of the Department of Homeland Security may designate a foreign country for TPS due to conditions that temporarily prevent the country’s nationals from returning safely, or in certain circumstances, where the country is unable to handle the return of its nationals adequately. Grants of TPS are initially made for periods of 6 to 18 months and may be extended. TPS is not a pathway to citizenship.

• Scholarly References: U.S. Citizenship and Immigration Services. (n.d.). Temporary protected status. U.S.CIS. https://www.uscis.gov/humanitarian/temporary-protected-status
• Context: Understanding U.S. refugee, migration, and immigration laws, policies, and practices helps WDMCS better meet the needs of our ESOL students and families.  
  
  

United States Citizenship and Immigration Services (USCIS)

Under the Department of Homeland Security, USCIS is the government agency that oversees lawful immigration to the United States. We are 19,000 government employees and contractors working at more than 200 offices across the world.

• Scholarly References: U.S. Citizenship and Immigration Services. (n.d.). Home page. U.S.CIS. https://www.uscis.gov/
• Context: Please reach out to the WDMCS Intercultural Outreach Coordinator for resources or support. To learn more about how to support refugee and immigrant families and students, register for Gianna Pugliese's course offered every semester. 
  
  

Visa

A U.S. visa allows the bearer to apply for entry to the U.S. in a certain classification, such as student (F), visitor (B) or temporary worker (H).There are many different visa programs administered by the U.S. Not all visas are eligible for a Green Card.

• Scholarly References: U.S.Department of State, Bureau of Consular Affairs. (n.d.). U.S. Visas. Travel.State.gov. https://travel.state.gov/content/travel/en/us-visas.html
• Context: WDMCS welcome students of diverse backgrounds, including foreign-born students and families. Each WDMCS student and family is entitled to excellent public education to include being treated with dignity, trust, respect, and fairness.  

This section provides definitions and rules of thumb for sexual orientation, gender identity, and gender expression (SOGIE).

Adapted from the following sources: Human Rights Campaign, National LGBTQIA+ Health Education Center, Safe Zone Project, UCLA LGBT Resource Center.

Rules of Thumb

1. Title IX of the Education Amendments of 1972 bans discrimination on the basis of sex by public schools, and the Supreme Court held in 2020 (Bostock v. Clayton County) that discrimination on the basis of sexual orientation and gender identity is sex discrimination. Thus, Title IX prohibits students from discrimination on the basis of sexual orientation or gender identity. Federal courts have held that Title IX requires public schools to respond to harassment based on appearance or behavior that does not conform to gender stereotypes: boys who wear makeup, girls who wear pants, or students who are transgender or non-binary.    
2. Avoid gendered directions and statements e.g. “All the men in one group and all the women in another." "Ladies and gentlemen..." "Boys and girls..."    
3. Do not disclose the gender identity or sexual orientation of another without the express permission of that person.    
4. Do not engage in speculative conversations about someone’s gender identity or sexual orientation.    
5. Asking and correctly using someone’s gender identity and pronoun/s is one of the most basic ways to show your respect for their humanity. When someone is referred to with the wrong pronoun it can leave them feeling invisible, disrespected, and dismissed.
6. If you make a mistake about someone’s gender identity or pronoun, correct yourself. Going on as if it did not happen is actually less respectful than making the correction. This also saves the person who was misgendered from having to correct an incorrect pronoun assumption that has now been planted in the minds of classmates or anyone else who heard the mistake.  
7. Never ask personal questions of trans people that you would not ask of others. Never ask about body functions, anatomy or medical care.    
8. Never ask a transgender student their former name (dead name), why or how they know they are trans, their sexual orientation or practices, their family’s reaction to their gender identity or any other questions that are irrelevant to your relationship with them unless they invite you to do so or voluntarily share the information.    
   
   

Definitions

Important note: While these definitions are widely accepted, they are not universal. An individual's self-definition always takes precedence over any dictionary definition. Even though labels are valuable in helping us find each other and to see ourselves represented, labels should be chosen by the individual and not by others. People define their own identities.

Agender (adj.)

Describes a person who identifies as having no gender, or who does not experience gender as a primary identity component. 

Ally (noun)    

A person who actively supports the rights of a marginalized community even though that person is not a member of that community; for example, a heterosexual person who campaigns for the rights of LGBTQIA2S+ people. Active allies take action on in support and respect.

Androgyny (adj., noun)    

The presence of male and female characteristics in one individual; the state of being neither masculine nor feminine in appearance.

Androsexual; androphilic (adj.)     

Describes individuals primarily physically, romantically, and/or emotionally attracted to men, males, and/or masculinity.

Aromantic (adj.)       

Describes a person who experiences little or no romantic attraction to others, and/or lacks interest in forming romantic relationships. Aromantic people may still have intimate relationships. Aromanticism exists on a continuum from people who experience no romantic attraction or have any desire for romantic activities, to those who experience low levels, or romantic attraction only under specific conditions. Many of these different places on the continuum have their own identity labels (see demiromantic). Sometimes abbreviated to “aro” (pronounced like “arrow”)

Asexual (adj.)       

Refers to a complete or partial lack of sexual attraction or interest in sexual activity with others. Asexuality exists on a continuum from people who experience no sexual attraction or have any desire for sex, to those who experience low levels, or sexual attraction only under specific conditions. Many of these different places on the continuum have their own identity labels (see demisexual). Sometimes abbreviated to “ace.”

Assigned female at birth/ assigned male at birth (noun)    

Refers to the sex that is assigned to an infant, most often based on the infant’s anatomical and other biological characteristics. Commonly abbreviated as AFAB (assigned female at  birth) or AMAB (assigned male at birth). This phrase replaces biological female/male.

Bigender (adj.)      

Describes a person whose gender identity combines two genders; a person who fluctuates between traditionally “woman” and “man” gender-based behavior and identities, identifying with both genders (or sometimes identifying with either man or woman, as well as a third, different gender).

Binder (noun)  

An undergarment used to alter or reduce the appearance of one’s breasts (worn similarly to how one wears a sports bra).

Binding (verb)   

The process of tightly wrapping one’s chest in order to minimize the appearance of having breasts. This is achieved through use of constrictive materials such as cloth strips, bandages, or specially designed undergarments, called binders. 

Biphobia (noun)    

A range of negative attitudes (e.g., fear, anger, intolerance, invisibility, resentment, erasure, or discomfort) that one may have or express toward bisexual individuals. Biphobia can come from and be seen within the LGBTQ community as well as straight society. 

Bisexual (adj.)       

A sexual orientation that describes a person who is emotionally and physically attracted to women/females and men/males. Some people define bisexuality as attraction to all genders. Also, a person emotionally, romantically, or sexually attracted to more than one sex, gender, or gender identity though not necessarily simultaneously or in the same way.

Cisgender (adj.)      

A person whose gender identity is consistent in a traditional sense with their sex assigned at birth; for example, a person assigned female sex at birth whose gender identity is woman/female. The term cisgender comes from the Latin prefix cis, meaning “on the same side of.” 

Cisnormativity (noun)   

The assumption, in individuals and in institutions, that everyone is cisgender, and that cisgender identities are superior to trans* identities and people. Leads to invisibility of non-cisgender identities.

Cissexism (noun)    

Behavior that grants preferential treatment to cisgender people, reinforces the idea that being cisgender is somehow better or more “right” than being transgender, and/or makes other genders invisible.

Closeted (adj.)    

An individual who is not open to themselves or others about their (queer) sexuality or gender identity. This may be by choice and/or for other reasons such as fear for one’s safety, peer or family rejection, or disapproval and/or loss of housing, job, etc. Also known as being “in the closet.” When someone chooses to break this silence they “come out” of the closet. (See coming out)

Coming out (noun, verb)

The process of identifying and accepting one’s own sexual orientation or gender identity (coming out to oneself), and the process of sharing one’s sexual orientation or gender identity with others (coming out to friends, family, etc.). 

Demiromantic (adj.)     

Little or no capacity to experience romantic attraction until a strong sexual connection is formed with someone, often within a sexual relationship.

Drag (noun)   

The theatrical performance of a gender or multiple genders that are not your own. Performers are called Drag Kings and Drag Queens. Most drag performers are cisgender. The terms Drag King and Drag Queen can also be used as an insult. 

DSG (noun)  

Acronym for diverse sexualities and genders.

Emotional attraction (noun) 

A capacity that evokes the want to engage in emotionally intimate behavior (e.g., sharing, confiding, trusting, inter-depending), experienced in varying degrees (from little-to-none to intense). Often conflated with sexual attraction, romantic attraction, and/or spiritual attraction.

Gay (adj.)     

A sexual orientation describing people who are primarily emotionally and physically attracted to people of the same sex and/or gender as themselves. A person who is emotionally, romantically, or sexually attracted to people of the same gender. People of all genders may use this term to describe themselves; however, the term is commonly used to describe men who are primarily attracted to men. Homosexual is an outdated, insensitive term.

Gender (noun)    

A set of socially constructed roles, behaviors, and attributes society considers appropriate for various identities on a spectrum from male to female. While aspects of biological sex are similar across different cultures, aspects of gender may differ. 

Gender affirmation (noun)  

The process of making social, legal, and/or medical changes to recognize, accept, and express one’s gender identity. Social changes can include changing one’s pronouns, name, clothing, and hairstyle. Legal changes can include changing one’s name, sex designation, and gender markers on legal documents. Medical changes can include receiving gender-affirming hormones and/or surgeries. Although this process is sometimes referred to as transition, the term gender affirmation is recommended. 

Gender-affirming surgery (GAS) (noun)   

Surgeries to modify a person’s body to be more aligned with that person’s gender identity. Types of GAS include chest and genital surgeries, facial feminization or masculization, body sculpting, and hair removal. Use this term instead of sex change/sex reassignment surgery/gender reconstruction surgery.

Gender binary structure/Gender binary (noun)    

The socially constructed idea that there are only two genders (girl/woman and boy/man), and that a person must strictly fit into one category or the other. 

Gender diverse (adj.)       

Describes the community of people who fall outside of the gender binary structure (e.g., non-binary, genderqueer, gender fluid people). 

Gender dysphoria (noun)    

Distress experienced by some people whose gender identity does not correspond with their sex assigned at birth. The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) includes gender dysphoria as a diagnosis for people whose distress is clinically significant and impairs social, occupational, or other important areas of functioning. The degree and severity of gender dysphoria is highly variable among transgender and gender-diverse people.  

Gender expansive (adj.)       

A gender identity with a wider, more flexible range of gender identity and/or expression than the binary gender system. Often used as an umbrella term when exploring gender identity and expression possibilities.

Gender expression (noun)    

The way a person communicates their gender to the world through mannerisms, clothing, speech, behavior, etc. Gender expression varies depending on culture, context, and historical period. 

Gender fluid (adj.)       

Describes a person whose gender identity is not fixed. A person who is gender fluid may always feel like a mix of more than one gender, but may feel more aligned with a certain gender some of the time, another gender at other times, both genders sometimes, and sometimes no gender at all. 

Gender identity (noun)    

A person's deeply held sense of self in relation to gender. Gender identity does not always correspond to biological sex assigned at birth and is separate from sexuality and gender expression. People become aware of their gender identity at many different stages of life, from as early as 18 months and into adulthood.

Gender role (noun)  

A set of societal norms dictating what types of behaviors are considered acceptable, appropriate, or desirable for a person based on their actual or perceived gender. These roles change with time, culture, context, and interpersonal relationships. 

Genderqueer or Gender Queer (adj.)     

An umbrella term that describes a person whose gender identity falls outside the traditional gender binary of male and female. A genderqueer person's identity may embrace gender fluidity and/or reject gender distinctions. Some people use the term gender expansive.  

Gender variant (adj.)      

Someone who either by nature or by choice does not conform to gender-based expectations of society (e.g. transgender, transsexual, intersex, genderqueer, cross-dresser, etc).

GSM (noun)  

Acronym for gender and sexual minorities.

Heteronormativity (noun)   

The assumption, in individuals and/or in institutions, that everyone is heterosexual, or that only heterosexuality is “normal.” Leads to invisibility and stigmatizing of other sexualities: when learning a woman is married, asking her what her husband’s name is. Heteronormativity also leads us to assume that only masculine men and feminine women are straight. Also refers to societal pressure for everyone to look and act in a stereotypically heterosexual way. Heteronormativity can manifest as heterosexism, the biased belief that heterosexuality is superior to all other sexualities. 

Heterosexism (noun)    

Discrimination or prejudice granting preferential treatment to heterosexual people based on the idea that heterosexuality is the only "normal" or natural sexuality.

Heterosexual (adj.)       

A sexual orientation that describes women who are primarily emotionally and physically attracted to men, and men who are primarily emotionally and physically attracted to women. Also referred to as straight. 

Homosexual (adj., noun)   

A person primarily emotionally, physically, and/or sexually attracted to members of the same sex/gender. This [medical] term is considered stigmatizing (particularly as a noun) due to its history as a category of mental illness, and is discouraged for common use (use gay or lesbian instead).

Homophobia (noun)    

Discrimination towards, and fear, marginalization, and hatred of lesbian and gay people, or those who are perceived as lesbian or gay. Individuals, communities, policies, and institutions can be homophobic. 

Intersectionality (noun)    

The idea that comprehensive identities are influenced and shaped by the interconnection of race, class, ethnicity, sexuality/sexual orientation, gender/gender identity, physical disability, national origin, religion, age, and other social or physical attributes. 

Intersex (adj.)       

Describes a group of congenital conditions in which the reproductive organs, genitals, and/or other sexual anatomy do not develop according to traditional expectations for females or males. Intersex can also be used as an identity term for someone with one of these conditions. The medical community sometimes uses the term differences of sex development (DSD) to describe intersex conditions; however, the term intersex is recommended by several intersex community members and groups. Intersex does not refer to gender identity or sexual orientation. This term replaces hermaphrodite/ambiguous genitalia.

Lesbian (adj., noun)    

A sexual orientation that describes a person who is primarily emotionally, romantically, or physically attracted to other women. Women and nonbinary people may use this term to describe themselves. Important to note: homosexual is an outdated, insensitive term.

LGBTQ+ (noun)  

An acronym for “lesbian, gay, bisexual, transgender, and questioning/queer” with a "+" sign to recognize the limitless sexual orientations and gender identities used by members of our community.

LGBTQIA2S+ (noun)    

A more inclusive acronym for “lesbian, gay, bisexual, transgender, questioning/queer, intersex, asexual/agender/ally, two-spirit” with a "+" sign to recognize the limitless sexual orientations and gender identities used by members of our community.

Misgender (verb)     

To refer to a person by a pronoun or other gendered term (e.g., Ms./Mr.) that incorrectly indicates that person’s gender identity. Misgendering is the act of referring to someone using terms, pronouns, or identities that do not match that individual's gender identity (intentional or unintentional).

Mx. (noun)    

An honorific (e.g. Mr., Ms., Mrs., etc.) that is gender neutral. It is often the option of choice for folks who do not identify within the gender binary: Mx. Smith is a great teacher.

Name used/Chosen name (noun)    

The name a person goes by and wants others to use in personal communication, even if it is different from the name on that person’s insurance or identification documents (e.g., birth certificate, driver’s license, and passport). Chosen name is recommended. In conversation, individuals can ask, “What name do you want us to use when speaking with you?”, or “What is your chosen name?” 

Non-binary (adj.)      

Describes a person whose gender identity falls outside of the traditional gender binary structure of girl/woman and boy/man. Use this term instead of gender nonconforming.

Outing (verb)   

Involuntary or unwanted disclosure of another person’s sexual orientation or gender identity. 

Pangender (adj.)       

Describes a person whose gender identity is comprised of many genders or falls outside the traditional cultural parameters that define gender. 

Pansexual (adj.)        

A sexual orientation that describes a person who is emotionally and physically attracted to people of all gender identities, or whose attractions are not related to other people’s gender. 

Passing (adj., verb)  

People being accepted as, or able to “pass for,” a member of their self-identified gender identity (regardless of sex assigned at birth) without being identified as trans*. 2 adj. : an LGB/queer individual who is believed to be or perceived as straight.

Pronouns (noun)    

Pronouns are the words people should use when they are referring to you, but not using your name. Gender pronouns are related to gender identity. Using a person's correct pronouns affirms gender identity and fosters an inclusive environment. Examples of pronouns: she/her/hers, he/him/his, they/them/theirs, zie/zir/zirs, zh/hir/xe. The appropriate phrasing is “What are your pronouns?” when seeking this information. Use the term "pronoun" instead of "preferred pronoun."

Queer (adj.)        

An umbrella term describing people who think of their sexual orientation or gender identity as outside of societal norms. Some people view the term queer as more fluid and inclusive than traditional categories for sexual orientation and gender identity. Although queer was historically used as a slur, it has been reclaimed by many as a term of empowerment. Nonetheless, some still find the term offensive. When accepted, the term “queer” can often be use interchangeably with LGBTQ+.

Questioning (adj.)        

Describes a person who is unsure about, or is exploring their sexual orientation and/or gender identity. 

QPOC/QTPOC (noun)    

An acronym that stands for queer person of color or queer people of color. QTPOC stands for queer and/or trans people of color.

Same gender loving (SGL) (adj.)        

Sometimes used by some members of the African-American or Black community to express an non-straight sexual orientation without relying on terms and symbols of European descent.

Sex (noun)  

The sex (male or female) assigned to an infant, most often based on the infant’s anatomical and other biological characteristics. Sometimes referred to as birth sex, natal sex, biological sex, or sex; however, sex assigned at birth is the recommended term.

Sexism (noun)   

The attitudes, beliefs, policies, laws, and behaviors that discriminate on the basis of sex or gender. Sexism appears across gender identities.

Sex assigned at birth (SAAB) (noun)  

The sex (male or female) assigned to an infant, most often based on the infant’s anatomical and other biological characteristics. Sometimes referred to as birth sex, natal sex, biological sex, or sex; however, sex assigned at birth is the recommended term.

Sexual orientation (noun)   

How a person characterizes their emotional and sexual attraction to others. Use this term instead of "sexual preference/lifestyle."

Skoliosexual (noun)  

Describes a person primarily sexually, romantically and/or emotionally attracted to some genderqueer, transgender, transsexual, and/or non-binary people.

SOGIE (noun)    

An acronym created by the United Nations to honor the fluidity of numerous and ever expanding identities related to sexual orientation (SO), gender identity (GI), and expression (E). Sexual orientation: A term used to describe the gender or genders of the people to whom one is sexually attracted to (common examples: heterosexual or straight, gay, lesbian, bisexual, pansexual, asexual, and queer). Gender identity: How one perceives themselves and what they call themselves. One’s gender identity can be the same or different from their sex assigned at birth. Some examples of gender identities may include cisgender man or woman, transgender man or woman, non-binary, agender, bigender, two-spirit, and many more. Expression: The way a person communicates their gender to the world through mannerisms, clothing, speech, behavior, etc. Gender expression varies depending on culture, context, and historical period. 

Stealth (adj.)       

A trans person who is not “out” as trans, and is perceived/known by others as cisgender.

Straight (noun)    

A sexual orientation that describes women who are primarily emotionally and physically attracted to men, and men who are primarily emotionally and physically attracted to women. A more colloquial term for the word heterosexual. 

Third gender (noun)    

Describes a person who does not identify with either man or woman, but identifies with another gender. This gender category is used by societies that recognize three or more genders, both contemporary and historic, and is also a conceptual term meaning different things to different people who use it, as a way to move beyond the gender binary.

Transgender (adj.)       

Describes a person whose gender identity and sex assigned at birth do not correspond based on traditional expectations; for example, a person assigned female sex at birth who identifies as a man; or a person assigned male sex at birth who identifies as a woman. Transgender can also include people with gender identities outside the girl/woman and boy/man gender binary structure; for example, people who are gender fluid or non-binary. Often shortened to trans. Transgender people may or may not decide to alter their bodies hormonally and/or surgically to match their gender identity. This word is also used as an umbrella term to describe groups of people who transcend conventional expectations of gender identity or expression—such groups include, but are not limited to, people who identify as transsexual, genderqueer, gender variant, gender diverse, and intersex. “Trans” is often considered more inclusive than transgender because it includes transgender, transsexual, transmasc, transfem, and those who simply use the word trans. Avoid using "transgendered."

Trans man/Transgender man (noun)   

A transgender person whose gender identity is boy/man/male may use these terms to describe themselves. Some will use the term man. This phrase replaces female-to-male (FTM).

Trans woman/Transgender woman (noun)

A transgender person whose gender identity is girl/woman/female may use these terms to describe themselves. Some will use the term woman. This phrase replaces male-to-female (MTF).

Trans feminine/transfem (adj.)

Describes a person who was assigned male sex at birth and identifies with femininity to a greater extent than with masculinity.

Trans masculine/transmasc (adj.)

Describes a person who was assigned female sex at birth and identifies with masculinity to a greater extent than with femininity. 

Transitioning (noun)

A series of processes some transgender people may undergo in order to live more fully as their true gender. This typically includes social transition, such as changing name and pronouns, medical transition, which may include hormone therapy or gender affirming surgeries, and legal transition, which may include changing legal name and sex on government identity documents. Transgender people may choose to undergo some, all, or none of these processes.

Transphobia (noun)

A collection of ideas, phenomena, and actions encompassing a range of negative attitudes, feelings, or actions towards transgender people or transness in general. Transphobia can include fear, aversion, hatred, violence, anger, or discomfort felt or expressed towards people who do not conform to social gender expectations.

Transsexual (adj.)

A term used sometimes in the medical literature or by some transgender people to describe people who have gone through the process of medical gender affirmation treatments (i.e., gender-affirming hormones and surgeries). 

Two Spirit (adj.)

Describes a person who embodies both a masculine and a feminine spirit. This is a culture-specific term used among some Native American, American Indian, and First Nations people. This phrase is not for non-Indigenous folx to use.

This section provides definitions and rules of thumb for pronouns.

Adapted from the following sources: EGAL: Berkeley Haas Center for Equity, Gender, and Leadership. 

Rules of Thumb

1. Asking and correctly using someone’s pronoun/s is a show of respect for the dignity and humanity of the person. When someone is referred to with the wrong pronoun, it can leave them feeling invisible, disrespected, and/or dismissed. 
2. Some pronouns might sound strange or grammatically incorrect, e.g. ze, zim, zers, they, theirs. Using the pronouns is a show of respect for how individuals see and refer to themselves, and avoid questioning what and how people choose to share themselves. 
3. When you do not know the pronoun, ask. Try “What are your pronouns?”, “Which pronouns do you use?”, “Can you remind me which pronouns you like for yourself?” “My pronouns are they/them, may I ask what pronouns you use?” If can feel awkward at first, but it is not half as awkward as getting it wrong or making hurtful assumptions. 
4. If you make a mistake about someone’s pronoun, correct yourself. Going on as if it did not happen is actually less respectful than making the correction. This also saves the person who was misgendered from having to correct an incorrect pronoun assumption that has now been planted in the minds of classmates or anyone else who heard the mistake.
5. Avoid gendered language and directions, e.g. “All the men in one group and all the women in another”. Remove gendered language from forms and/or worksheets as an inclusive act and practice.
6. Do not disclose the gender identity of another without the express permission of that person.
7. Always give people the option/agency to share their pronouns. 
8. Pronouns are not preferences, they are a part of people's being.
9. Sharing your pronouns implicitly gives others permission to be themselves and/or use their pronouns. 
   
   

About Pronouns

Words that people use to refer to others without using their names. Sometimes referred to as PGPs. Gender pronouns are related to gender identity. Using a person's correct pronouns affirms gender identity, humanity, and fosters an inclusive environment.

Preferred Gender Pronouns

A preferred gender pronoun (PGP) is the pronoun that a person chooses to use for themself. For example: If J's preferred pronouns are she, her, and hers, you could say "J ate her food because she was hungry." "Preferred" is used loosely here because pronouns are not necessarily simply preference but how people truly see themselves
 

Commonly Used Pronouns and Use

• She, her, hers and he, him, his are the most commonly used pronouns. Some people call these "female/feminine" and "male/masculine" pronouns, but many avoid these labels because, for example, not everyone who uses he feels like a "male" or "masculine."
• There are lots of gender-neutral pronouns. Here are a few:
  • They, them, theirs (J ate their food, because they were hungry.)
  • Ze, hir (J ate hir food, because ze was hungry).
• Some people prefer not to use pronouns at all, just use their name as a pronoun instead.
• Never refer to a person as "it" or "he-she" (unless they specifically ask you to do so). These are offensive slurs used against trans and gender non-conforming individuals.