چکیده (انگلیسی):

This manuscript discusses from the joint perspectives of an undergraduate student and a faculty
member the often invisible role that language can play in providing postsecondary learning
experiences that can either include or exclude students on the basis of social identity. The authors
discuss ignorance, uncertainty, and political correctness as barriers to open communication about
race, ethnicity, gender, sexual orientation, disability, and other aspects of social identity. They
then address writing about diversity and provide ideas for engaging in conversations about
diversity in the classroom.