Ask OASIS Bias-free language is sensitive to individual and group differences, including age, race and ethnicity, gender, disability, religion, sexual orientation, socioeconomic status, marital status, immigration status, and other personal identities. Bias-free language is respectful and inclusive in an effort to avoid discrimination and the perpetuation of stereotypes.
Overview of Using Bias-Free Language
Using bias-free language in your writing is important so that your work is perceived as fair and trustworthy. Readers are more likely to openly engage with your ideas if they are written objectively and inclusively. Here are some tips for eliminating bias in your writing.
Build Self-Awareness
Become aware of your own biases and how these may be expressed in writing. You can increase this self-awareness by taking an implicit bias test, engaging with diverse perspectives, reflecting on your reactions, seeking feedback from others, and being open to constructive criticism. It’s important to remember that this process is lifelong; as groups and society change, you should be prepared to keep examining your biases and learning the language that people use to describe themselves.
Pay Attention to Pronoun Usage
When using pronouns in your writing, be specific and avoid making assumptions about individual or group labels. When writing about individuals, use their identified pronouns by asking which ones they want you to use. When writing about groups, be careful not to use gender-specific language inappropriately.
The teacher should use technology when she is teaching her class.
This sentence assumes that teachers are female, making assumptions about the gender of this profession and creating gender bias.
Teachers should use technology when they are teaching their classes.
This statement does not use gender-specific pronouns; rather, it acknowledges that a teacher can be male, female, or another gender. Note that this sentence avoids bias by changing the singular "teacher" to plural and using the plural pronoun “they.”
Avoid Generalizations
Stay away from generalizations by avoiding stated or implied “all or never” assertions:
Family is very important to the Hispanic population in the U.S.
This sentence assumes that all people of Hispanic heritage across all regions of the United States consider family to be important. There is not any room given for difference between these families or recognizing that some people of Hispanic heritage may not consider family to be important.
According to Watson (2021), family is important to 47% of the Hispanic families in Auburn, Indiana.
This revision is more specific and considers the individual differences between Hispanic families by reporting the specific percentage of those who consider family to be important. It also gives specific information about who conducted the study and where, giving credibility to the writer.
Do Not Rely on Personal Experience Only
Sometimes it is appropriate to cite your own experiences in your writing. However, you should avoid generalizing your experiences to entire groups, and you should include outside resources that support your argument.
My daughter texts constantly, which shows that teenagers use cell phones more than they did in the past.
This statement makes an assumption about all teenagers without basing it on research, only on the author's personal experience.
As I have seen with my own daughter, teenagers' use of cell phones, specifically for texting, has increased 33% in the last 2 years (McDonald, 2024).
This sentence presents the same assertion but uses specific statistical data to support the idea. Rather than basing this statement on one teenager's behavior, it uses a study that surveyed a larger sample of teenagers while acknowledging the writer’s personal experience.
Keep Wording Parallel
When comparing and contrasting individuals or groups, it’s important to use parallel language to ensure consistency and avoid hierarchical structures that imply one group is superior to another.
Those surveyed who are African American responded similarly to those who reported being White. In comparison, the non-Whites also responded similarly to the Asians surveyed.
There are many forms of nonparallel terms here. The term "African American" is paired with "White," which is not parallel. The African American population is also labeled as "non-Whites," which implies that “Whites” are the primary group. The term "Asian" is also not parallel.
Those surveyed who are African American responded similarly to those who reported being European American. In comparison, the African Americans also responded similarly to the Japanese Americans surveyed.
This sentence uses parallel terms for all racial identities, as well as using the specific term "Japanese American."
Use Specific and Sensitive Terms
Specific and sensitive language can help you avoid bias by being precise and respectful.
I surveyed elderly adults while collecting data.
This statement does not give specific information about the age of the participants, forcing the reader to make assumptions about how old these adults are. Additionally, the term “elderly” can be stigmatizing since it often has negative associations.
I surveyed participants between the ages of 70 and 84 while collecting data.
This statement specifically tells the reader what the age range was for the participants in this survey, ensuring that the reader does not make assumptions about the ages of the participants. It also avoids using less respectful terms, like “elderly,” “senior citizens,” and “the aged.”
Use Up-to-Date Identity Terms
Terms for identity categories change over time. Consult with the individuals and communities you are researching about the terms they use to identify themselves and use those terms in your writing.
The LGBT individuals in the survey responded "No" 75% of the time (Martin, 2025).
The term “LGBT” is considered outdated, and some members of this community do not prefer the use of identity-first language.
Members of the LGBTQIA+ community responded “No” 75% of the time (Martin, 2025).
In this sentence, the more up-to-date term "LGBTQIA+" is used as well as person-first language that acknowledges “members” before their sexual orientation. Since some people prefer identity-first language and others prefer people-first language, it is best practice to ask members of the community which terms they would like you to use.
Walden's Commitment to Inclusion and Diversity
Walden University believes that its learners effect positive social change when they behave as reflective or scholarly practitioners. To be reflective and scholarly, it’s important to use language that is inclusive and free of bias.
Walden University is an inclusive institution that serves a diverse population of students. Committed to broadening the university’s understanding of inclusivity and diversity, Walden accepts gender-neutral pronouns in student writing. This practice acknowledges APA’s endorsement of the singular "they" and embraces alternative pronouns currently in circulation (e.g., the nominatives xe, ve, ze/zir, ey, and zhe and their associated derivations). Walden recognizes that discussion around gender identity is ongoing. As such, the university will accept any pronoun in student writing so long as evidence can be provided that it is accepted as a respectful term by the community it represents.
Walden University follows APA standards for bias in language recommendations when referring to groups or individuals. Student writers should ensure that they follow the conventions and preferences of all the groups or populations they describe. This may mean person-first language or identity-first language. Whichever the student writer chooses should be done with intention and respect.
As such, the APA (2020) recommends using people-first language when addressing persons with disabilities (e.g., children with ADHD; p. 13). However, it is important to follow the conventions and preferences of the group.
Alternatively, APA and Walden also recognize that certain groups or subgroups prefer identity-first language (e.g., autistic children, p. 136). Form and Style Editors will accept people-first and/or identity-first language in student capstone writing so long as evidence can be provided that it is accepted as a respectful term by the community it represents.
Walden student writers should refer to APA for guidance as well as the preferences of the groups they are describing. More information can be found in the APA Manual’s guidance on Choosing Between Person-First and Identify-First Language (and other, relevant information) in APA Chapter 5 on Bias-Free Language, and Section 5.4, specifically.
Reference
American Psychological Association. (2020). Publication manual of the American Psychological Association (7th ed.).
Key Takeaways
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Using bias-free language promotes respect and inclusion and makes your writing more credible.
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Building self-awareness of your biases and learning appropriate terminology are important lifelong practices.
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Asking community members about their preferences and referring to the APA Manual are best approaches when you’re unsure which terms to use in your writing.
Check Your Understanding
Additional Resources
To learn more about using bias-free language, you can consult the APA 7 Publication Manual (Chapter 5: Bias-Free Language Guidelines) and these additional resources.