Words Can Say More than we Realize

The words we choose to communicate our ideas can have an unspoken meaning. When different words appear to be similar, or the vernacular accepts interchangeable use of words, it is easy to miss complicated symbolism and context that may be associated. Language is fluid, offering both a reflection of the modern people who use and adapt it, as well as a means to share stories and symbols in an effort to preserve the past. Sometimes, certain words or phrases are socially acceptable in a particular place and time, but others may find them exclusionary or downright offensive. Being unaware or inconsiderate of the context and meaning behind certain words can perpetuate harmful stereotypes and have a negative impact on individuals or communities.

I wholeheartedly agree with Stephen John Quaye's (2011) explanation that language is inextricably linked with historical context and is a means to invoke symbols. The words with which we choose to communicate absolutely matter. Language plays an important role in systems of power and oppression; it can be used as a tool to divide and demonize, and it can unify and inspire. As someone who holds a B.A. in English with a focus on multicultural autobiography, African American literature, and women's literature, I spent years studying words that illuminated the harm and suffering inflicted on oppressed populations. Their stories are lessons in humanity which have been brought into the present through deliberate use of language and symbolism.

As student populations continue to evolve and become more demographically diverse, the words we use when speaking with students or referring to students are important. Focusing on the implications of language in a higher education setting, Quaye (2011) identifies a series of words that may seem innocuous, but upon closer reflection of context there is a better alternative to use:

• Woman vs. girl (implies low-power; an individual lacking authority or autonomy)

• Residence hall vs. dorm (excludes community building and continued learning that occurs)

• First-year student vs. freshman (not inclusive of other sexes and genders)

• Student affairs educator vs. practitioner (devalues/under-emphasizes role as educators)

To that list, I would add adult learner or mature student as a preferred term over non-traditional student. An individual who is twenty-five years of age or older and is going back to school, or attending college for the first time, could interpret the "non-" qualifier as "less-than" regarding their ability to succeed in a college environment. It has the potential to compound feelings of doubt, alienation, and otherness that an adult student may feel. Similarly, Needham Yancey Gulley made a compelling argument in this brief essay for why the term non-traditional is an increasingly needless label and can be damaging to students' self perceptions: The Myth of the Nontraditional Student.

At times I have been accused of being overly sensitive or hypercritical of someone's word choice. However, I find it appropriate to consider the implications and historical context of words. Language is complicated and so are people. In order to promote inclusion and act with respect, sensitivity, and empathy, words matter.

References

Quaye, S. J. (2011). Girl or woman? Dorm or residence hall? What's the big deal about language? In Magolda, P.M. & M.B. Baxter Magolda (Eds.) Contested issues in student affairs: Diverse perspectives and dialogues (p. 280-290). Sterling, VA: Stylus Publishing.