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NOTE: These guidelines were last revised in January 2000. The UNH President's Commissions, in
collaboration with other university offices and organizations, are currently developing a Bias-Free
Language Guide. For more information about this guide, please contact the Commission office.
Open Letter to the UNH Community
Introduction
About these Guidelines
UNH Guidelines for the Use of Nonsexist Language
A Final Word
Recommended Bibliography
-----------------------
An Open Letter to the UNH Community
from Dr. Joan Leitzel, President of the University of New Hampshire
Dear Colleagues,
The University of New Hampshire, as an equal opportunity education institution, is committed to
both academic freedom and the fair treatment of all individuals. Part of this commitment is the
creation of an environment that avoids the reinforcement of demeaning attitudes and stereotypes
about sex roles. Consequently, in 1984, the Academic Senate, the Faculty Caucus, and both the
Operating and PAT Staff Councils adopted a nonsexist language policy.
Language may convey meanings that are different for the listener than the speaker. Where
suitable alternatives exist to gender-specific words, I believe it is appropriate to use them. This is
especially true at UNH since we have a responsibility of not only providing educational
opportunities for our students but also helping them form personal values.
The UNH policy does not call for institutional monitoring or sanctions. It asks for each of us to
make a personal commitment to use bias-free language. I urge each of you to be sensitive to the
impact of language so that the University of New Hampshire provides positive educational
experiences for all.
Sincerely,
Joan R. Leitzel, President University of New Hampshire
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INTRODUCTION
On July 13, 1984, the University of New Hampshire issued the following bylaw entitled "Policy on
Nonsexist Language" (University System Policy Manual III-B-8.1) which reads:
The University of New Hampshire, as an equal opportunity educational institution, is
committed to both academic freedom and the fair treatment of all individuals. It
therefore discourages the use of language and illustrations that reinforce
inappropriate and demeaning attitudes, assumptions, and stereotypes about sex
roles. Accordingly, all official University communications, whether delivered orally or
in writing, shall be free of sexist language.
Compliance with this policy shall be the responsibility of appropriate supervisory
personnel. Concerns or questions regarding the implementation of this policy can be
directed to the Affirmative Action Office. Copies of this policy and suggested
guidelines for the use of nonsexist language will be available from the Affirmative
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Action Office and the UNH Commission on the Status of Women.
These guidelines were prepared to assist members of the UNH community who may be unfamiliar
with the use of nonsexist language. These Guidelines represent a revision of the 1985 and 1996
handbooks and are adapted from several references, including the APA "Guidelines to Reduce Bias
in Language" (1994) and the AUP Guidelines for Bias-Free Writing (1995). Other handbooks are
also available. Most major publishing houses and many professional organizations have developed
guidelines on the use of bias-free language. A partial listing of these handbooks appears in the
bibliography at the end of this publication.
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ABOUT THESE GUIDELINES
Language that reinforces sexism can arise from imprecise word choices that may be interpreted
as biased, discriminatory, or demeaning even if they are not intended to be. The following
guidelines are offered to help in recognizing and changing word choices that may be inaccurate,
misleading, or discriminatory. Sexual bias in language may be classified into two categories that
are conceptually different: concerns of designation and concerns of evaluation.
Designation
In the case of sexism, long-established cultural practice can exert a powerful, insidious influence
over even the most conscientious person. Care should be used to ensure accuracy, clarity, and
freedom from bias. Nouns, pronouns, and adjectives that designate persons can be chosen to
eliminate, or at least minimize, the possibility of ambiguity in sex identity or sex role. In the
following examples, concerns of designation are divided into two subcategories: ambiguity of
referent, in which it is unclear whether the speaker or author means one or both sexes, and
stereotyping, in which the language conveys unsupported or biased connotations about sex roles
and identity.
Evaluation
Non-sexist language is free of implied or irrelevant evaluation of the sexes. Difficulties may derive
from the habitual use of cliches, or familiar expressions, such as "man and wife." The use of
"man" and "wife" together implies differences in the freedom and activities of each, and
evaluation of roles can occur. As listed among the examples that follow, "husband and wife" are
parallel, "man and wife" are not. Concerns of evaluation, like concerns of designation, are divided
into ambiguity of referent and stereotyping.
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UNH Guidelines for the Use of Nonsexist Language
"MAN" as False Generic
Examples of common
usage
Consider meaning. An
alternative may be
better.
Comment or revision
1. Man, like other
mammals, breastfeeds
his young.
Humans, like other
mammals, breastfeed
their young.
Changed to plural
2. Man's search for
knowledge has led him
into ways of learning
that require
examination.
The search for
knowledge has led us
into ways of learning
that require
examination.
Rephrased.
Rewritten in two
sentences.
People have continually
sought knowledge. The
search has led them into
ways of learning that...
3. The use of
experiments in
psychology presupposes
the mechanistic nature
of man.
The use of experiments
in psychology
presupposes the
mechanistic nature of
the human being.
man, mankind
People, humanity,
human beings,
humankind, men and
Noun substituted
The term MAN denotes
an adult male human
being and no longer
functions generically. For
these examples,
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man's achievements
women, we
the average man
human achievements,
achievements of the
human species
numerous true generic
alternatives that may be
substituted are available.
to staff a project, hire
personnel, employ staff
If you choose to use a
male generic, or if a text
you are citing uses a
male generic, it is
recommended that you
note your
awareness/concerns.
workforce, personnel,
workers
Collective and plural
nouns substituted
the search for
knowledge
Inclusive phrase
substituted
to man a project
the average person,
people in general
manpower
man's search for
knowledge
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4. chairman (the head of Use chairperson or chair.
an academic department
or organization)
chairperson, chair,
chairman (presiding
moderator, discussion
officer of a committee or leader
meeting)
Although "chairman" is
the "official term" in
parliamentary usage,
alternatives are
acceptable in most
settings.
5. Only freshmen are
eligible for tutorial
assistance.
"First-year students" is
an appropriate
substitute.
Only first-year students
are eligible for tutorial
assistance.
Generic "HE" as Referent
Examples of common
usage
Consider meaning. An
alternative may be
better.
6. The client is usually
the best judge of the
value of his counseling.
The client is usually the
best judge of the value
of counseling.
Comment or revision
Avoided use of the
personal pronoun
Clients are usually the
Changed to plural
best judges of the value
of the counseling they
Rephrased
receive.
The best judge of the
value of counseling is
usually the client.
7. Subjects were 16 girls
and 16 boys. Each child
was to place a car on his
board so that two cars
and boards looked alike.
Each child was to place a
car on his or her board
so that two cars looked
alike...Each child was to
place a car on his/her
board.
The children were to
place cars on their
individual boards...
Changed his to his/her or
their; however, use
sparingly to avoid
monotonous repetition.
Her/his (her or his) may
also be used, but it is
cumbersome. Keep
pronoun order consistent
to avoid ambiguity.
Changed to plural
Alternate gendered
pronouns, keeping in
mind possible
Does the candidate have Does the candidate have stereotyping that can
strong references? Does strong references? Does occur.
he have relevant
he have relevant
experience? Can she
experience? Can he
operate a forklift? Can
operate a forklift? Can
he...?
he...?
8. Questions to consider Questions to consider in
in selecting candidates: selecting candidates:
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Gendered Stereotyping
Examples of common
usage
Consider meaning. An
alternative may be
better.
9. the professor...he
the professors...they
the professor...she
(or...he)
Comment or revision
Be specific as to gender
(if only one gender is
implied) or change to
plural if discussing both
women and men.
the secretary...she
the secretaries...they
the secretary...he
(or...she)
the supervisor...he
the supervisors...they
the nurse...she
the supervisor...she
(or...he)
the nurses...they
the nurse he (or...she)
10. woman doctor, male doctor, nurse,
nurse,
lawyer, teacher,
lady lawyer, male
poet, secretary
teacher,
female poet, male
secretary
11. foreman, policeman, supervisor, police
officer,
stewardess, housewife,
flight attendant,
mailman
homemaker,
Gender identification was
removed. Specify gender
only if relevant and/or
necessary for discussion,
i.e., "13 female doctors
and 22 male doctors."
Noun substituted.
Directly specify gender
only if necessary and/or
relevant to the
discussion.
postal worker/mail
carrier
12. ambitious men and
aggressive women
ambitious women and
men or ambitious
people; aggressive men
and women or
aggressive people
cautious women and
timid men; cautious men cautious men and
and timid women
women or cautious
people; timid women
and men or timid people
caring women and
ambivalent men
caring women and men
or caring people;
ambivalent men and
women or ambivalent
outspoken men and
people
abrasive women
Some adjectives,
depending on whether
the person is describing a
woman or a man,
connote bias.
These examples illustrate
some common usages
that may not always
convey exact meaning,
especially when paired as
in
column one.
outspoken men and
women or outspoken
people; abrasive women
and men or abrasive
people
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13. The boys chose
typically male toys.
The boys chose
(specify)...
The student's behavior
was typically female.
The students behaved in
the following way:
(specify)...
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Being specific reduces
the possibility of
stereotypical bias.
He acts like an old
woman in the way he . . He did the following:
.
(specify)...
14. Thank the girls in
the office for typing the
report.
Thank the secretaries in
the office for typing the
reports.
Noun substituted
15. coed
female student
Descriptive word and
noun substituted
16. women's lib,
women's libber
women's movement,
feminist, supporter of
the women's movement
Noun substituted
17. men and women,
sons and daughters,
boys and girls, husbands
and wives
women and men,
Vary the order to
promote inclusivity.
daughters and sons,
boys and girls, husbands
and wives
18. men and girls
men and women,
the men and their wives men and women,
the women and their
husbands
women and men
Use "equal" terms in
order to denote gender
equality.
19. Scientists are often
separated from their
wives and children when
their research requires
them to travel.
Scientists are often
separated from their
spouses and
children...families...
Alternate wording
acknowledges that
women as well as men
are scientists.
20. He lets his wife
teach part-time.
She teaches part-time.
The author of this
example intended to
communicate the
working status of the
woman but inadvertently
revealed a stereotype
about wife-husband
relationships.
21. mothering, fathering parenting, nurturing (or
specify exact behavior)
A noun is substituted.
Unless gender is
specifically implied, avoid
gendering a
non-gendered activity.
22. I would like to thank I would like to thank
my wife for her patient
(name) for (specify).
support and the many
cups of coffee.
The author of this
example intended to
express thanks but
inadvertently revealed a
stereotype about
women's contributions to
their husbands' research.
23. The University
acknowledges the
assistance of Mrs. John
Smith.
Use given names in
acknowledgments. Use
the appropriate form:
Mr., Mrs., Ms., or Miss
according to the
preference of the
addressee or relevance of
marital status. Keep in
mind that partners may
not have the same last
name.
The University
acknowledges the
assistance of Doris
Smith.
The University
acknowledges the
assistance of Doris
Evans (Her last name
differs from her
partner's.)
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24. Dear Mr. and Mrs.
John Smith
Dear John and Doris
Smith
Dear Mr. and Ms. Smith
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The same use of
appropriate form applies
in letters and other
written correspondence.
Dear Mr. and Mrs. Smith
25. Dear Mrs. John
Smith
Dear Mrs. Doris Smith
(or Ms.)
Whenever possible,
especially with ongoing
correspondence, check
Dear Ms. Doris Evans (if with the addressee for
wife and husband have his/her name preference.
different last names)
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A FINAL WORD
When using this handbook, keep in mind that attempting to introduce nonsexist language at the
cost of awkwardness, obscurity, or euphemism does not improve communication. The use of
nonsexist language is not simply a matter of avoiding specific words or phrases, and these
guidelines are not prescriptions for all possible uses of nonsexist language.
Authors and speakers should indicate specific gender only in situations in which a single gender is
being discussed. Although quotations should not be altered, writers and speakers should
acknowledge the first instance of gender bias to alert an audience. It is important, however, that
authors and speakers not hide gender identity when knowledge of gender may be important to
the reader or listener.
Any endeavor to change our language is a formidable task at best. Some aspects of our language
considered sexist are firmly embedded in our culture and will only change with education and
self-reflection. On the other hand, with some rephrasing and careful attention to meaning, even
the generic "he" can be avoided most of the time. Again, the purpose of these guidelines is to
generate discussion and to facilitate and promote accurate use of language.
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RECOMMENDED BIBLIOGRAPHY
American Psychological Association, "Guidelines to Reduce Bias in Language." Publication Manual
of the American Psychological Association. 4th ed. Washington: APA, 1994, 46-60.
Frank, Francine Wattman, and Paula A. Treichler, with others. Language, Gender, and
Professional Writing: Theoretical Approaches and Guidelines for Nonsexist Usage. New York: MLA,
1989.
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers, New York: MLA, 1995.
International Association of Business Communication. Without Bias: A Guidebook for
Nondiscriminatory Communication. Ed. J.E. Pickens, P.W. Rao, and L.C. Roberts. 2nd ed. New
York: Wiley, 1982.
Maggio, Rosalie. The Nonsexist Word Finder: A Dictionary of Gender Free Usage. 1987. Boston:
Beacon Press, 1989.
Miller, Casey and Kate Swift. The Handbook of Nonsexist Writing. 2nd ed. New York:
Harper-Collins Publishing, 1988.
Schwartz, Marilyn and the Task Force of the Association of American University Presses.
Guidelines for Bias-Free Writing. Bloomington: Indiana UP, 1995.
Sorrels, Bobbye D. The Nonsexist Communicator: Solving the Problems of Gender and
Awkwardness in Modern English. Englewood Cliffs: Prentice-Hall, 1983.
Warren, Virginia L. "Guidelines for the Nonsexist Use of Language." American Philosophical
Association Proceedings , 59 (1986): 471-84.
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If thought corrupts language, language also can corrupt thought.
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- George Orwell
The language is perpetually in flux: it is a living stream, shifting,
changing, receiving new strength from a thousand tributaries, losing
old forms in the backwaters of time.
- E.B. White
For me, words are a form of action, capable of influencing change.
- Ingrid Bengis
The difference between the right word and the almost right word is like
the difference between lightning and the lightning bug.
- Mark Twain
Language exerts power, like a moon on the tides.
- Rita Mae Brown
In reality, all communication that debilitates females also debilitates
males, for if any system diminishes a part of the species, it diminishes
all of it.
- Bobbye D. Sorrels
Revision Editors:
Anne Righton Malone and Tracy Lonergan, 1996.
Rebekah Brooks, Sylvia Foster, and Julie Simpson, 2000.
Text copies of these Guidelines are available by request at the commission office.
University of New Hampshire
President's Commission on the Status of Women
Batcheller House, Rosemary Lane, Durham, NH 03824
603-862-1058 ~ [email protected]
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