Glossary
Preface
The TU Dublin Equality, Diversity and Inclusion (EDI) glossary is a resource designed to support understanding of inclusive concepts and language used in EDI work in higher education and research at the university and beyond. The impetus for the glossary came from the NEXUS project in collaboration with the EDI directorate and in consultation with staff in TU Dublin. Feedback received indicated that a resource that could be used to support confident conversations about inequalities and increase understanding of EDI related concepts at TU Dublin would be a useful tool.
We decided on a wide-reaching outlook, to encourage consideration of the intersecting nature of discrimination and systems of disadvantage that can impact the experiences, perceptions, and outcomes of staff and students working in HEIs. Our hope is that this glossary will be useful for those involved with EDI training and activities at TU Dublin, and for people who wish to expand their knowledge and understanding of EDI issues and terminology.
Sources used are noted after each glossary entry. This glossary is a resource co-developed. It is not intended to be exhaustive or prescriptive as we acknowledge that the language relating to EDI constantly evolves.
Browse A-Z of Glossary
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
A
Accountability
Being accountable requires that individuals are active, transparent, visible and committed.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
https://www.racialequitytools.org/glossary
Yamin, AE. (2008). ‘Beyond compassion: The central role of accountability in applying a human rights framework to health’, Health and Human Rights.
Affinity Bias
An inclination to connect with people who look and seem most like ‘us’, this can lead to ignoring the negative traits of people we like and focusing on the faults of people we do not like or do not connect with.
Source:
https://www.york.ac.uk/about/equality/edi-glossary-terminology/equality/
Affirmative Action Measures
Measures aimed at favouring access by members of certain categories of people for example, women /minority ethnic and racial groups to guaranteed rights, to the same extent as members of other categories, for example men/ dominant racial groups.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
Final report of the Group of Specialists on positive action: Positive action in the field of equality between women and men EG-SPA (2000)7
ECHR, Thlimmenos v. Greece [GC] (No. 34369/97), 6 April 2000, para. 44. Similarly, ECHR, Pretty v. UK (No. 2346/02), 29 April 2002, para. 88
Age and Ageism
Age is one of the protected grounds covered by equality and anti-discrimination law in Ireland. People must not discriminate on the grounds of age when they are providing goods and services to the public generally, or when providing access to, and the use of, any place or facility.
Ageism may be defined as any prejudice against or in favour of an age group, or an alteration in feeling, belief or behaviour in response to an individual’s or group’s perceived chronological age.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
www.ihrec.ie/your-rights/services/age/
Levy, BR & Banaji, MR. (2002). ‘Implicit Ageism’, Ageism: Stereotyping and Prejudice Against Older Persons.
Athena Swan
Athena Swan (AS) is an equality charter mark and accreditation scheme. AS was first established in 2005 in the UK and recognises the advancement of gender equality in higher education. The Athena Swan Charter principles outline commitments to achieving gender equality and to creating an inclusive and supportive work environment, which can indirectly contribute to addressing care-related challenges.
The AS charter was launched in the Republic of Ireland in 2015. Since then, Academic Departments and Professional Units and Irish HE Institutions, can make an AS application to recognise their commitment to institutional change and their plans to address systemic inequality. If successful, a Bronze Award is awarded, which must be renewed every four years. If significant improvements are made, an application may be made for a Silver and ultimately a Gold Award.
Sources:
Athena Swan Ireland information and Charter principles
TU Dublin Athena Swan Action Plan 2022-2025
Allyship
An ally commits to and makes efforts to recognise their privilege (based on gender, class, race, sexual identity, etc.), to work in solidarity with minoritised groups. Allies commit to reducing their own complicity or collusion in oppression of minoritised groups and invest in strengthening their own knowledge and awareness of oppression. The term “allyship” has been critiqued, particularly in the context of anti-racism work for reproducing ‘power dynamics. In the context of this critique, the concept of ‘coalition building’, which is about ‘identifying shared interests, has been recommended instead.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
https://www.racialequitytools.org/glossary
Anti-Blackness and Anti-Black Racism
Anti-Black Racism refers to racism experienced by people because they are, or are perceived to be, Black or African, or from a Black or African background. Black is an identifier used for some people from various ethnic groups, often of African and Caribbean heritage. In white majority contexts, Black is particularly used to describe collective action against, and consciousness, of racism (e.g. Black Lives Matter).
Anti-Blackness refers to actions or behaviours that minimise, marginalise, or devalue the full participation of Black people in society. The spectrum of anti-Black actions and behaviours include the tolerance of, or indifference to, the under-representation of Black people in certain sectors or roles (e.g. politics or higher education), differential success and advancement in education and employment, and the experience of Black people in day-to-day life.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
inclusion.uci.edu/core-programs/uci-black-thriving-initiative/confronting-anti-black-r…
Anti-Racism
The work of actively opposing racism by advocating for changes in political, economic, and social life, including both individually opposing overtly racist behaviours and collectively opposing institutional racism.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
https://www.racialequitytools.org/glossary
Anti-Racist
An individual, a collective, or an institution that supports anti-racist policy through action, or the expression of anti-racist ideas including expressing ideas that racialised ethnic groups are equals.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
https://www.racialequitytools.org/glossary
Kendi, IX. (2019). How to Be an Antiracist.
Anti-Roma Racism
Also, known as Romaphobia, anti-Roma racism refers to the racism or discrimination experienced by people because they are, or are perceived to be, Roma, “Gypsies” [a pejorative term], or from a Roma or “Gypsy” background. Roma people experience similar institutional discrimination in housing and access to public services to Travellers. Anti-Roma and anti-Traveller prejudice are rooted in broader anti-nomadism.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
https://www.racialequitytools.org/glossary
Antisemitism
Antisemitism, or anti-Jewish racism, is discrimination faced by Jewish people or individuals perceived to be Jewish and includes anti-Semitic stereotypes, myths and conspiracy theories involving Jewish people.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
https://www.racialequitytools.org/glossary
Asylum Seeking Individual
An individual who has left their country of origin to seek international protection. They may have formally applied for status as a refugee without having been recognised as such by the applicable national asylum body, or they may not yet have applied for status by submitting their claim. Not every individual seeking asylum will ultimately be recognised as a refugee, but every refugee individual is initially an asylum-seeker.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
United Nations High Commissioner for Refugees −– UNHCR. (2006). Master Glossary of Terms Rev.1.
European Council. (2004). Directive 2004/83/EC of 29 April 2004 on minimum standards for the qualification and status of third country nationals or stateless persons as refugees or as persons who otherwise need international protection, and the content of the protection granted.
CEDAW Committee. (2014). General Recommendation No 32 on the gender related dimensions of refugee status, asylum, nationality and statelessness of women.
Anti-Traveller Racism
Direct and indirect discrimination against the Traveller community, denial of Traveller identity, or insisting that Travellers are not a distinctive ethnic group. The Irish Traveller Movement notes that the core of anti-Traveller racism is the assumption that nomadism is not a valid way of life, and that the attempt to stop Travellers being Travellers is the key driver that creates the issues (e.g. accommodation, education, employment, education, and health) that Travellers face in Ireland today.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
https://itmtrav.ie/our-work/anti-racism-interculturalism/anti-traveller-racism/
Aversive Racism
When individuals profess to hold egalitarian beliefs and so will not discriminate in situations when a racial motive is obvious, yet they change their behaviour when interacting with a member of a racially minoritised group and justify their actions based on some factor other than race.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
Dovidio, JF. & Gaertner, SL. (1986). ‘The aversive form of racism’, Prejudice, Discrimination and Racism.
B
BAME
Stands for Black, Asian and Minority Ethnic. BAME includes people who might face discrimination based on ethnicity, language, religion, tradition and cultural practices. BAME (and BME: Black and Minority Ethnic) are widely used in UK research and policy on race and diversity. BAME/BME are imperfect acronyms as they homogenise the identities and experiences of individuals who are part of diverse population groups. As such, being as specific as possible about which ethnic group one is referring to when discussing race, ethnicity and inequality is preferable. More broadly, using the term “minority” ignores the fact that some groups that constitute a “minority” in certain regions and countries constitute a majority in other regions or around the world as a whole. For example, on a global scale, people racialised as white are actually the minority population but they have “majority” status in Ireland.
Source:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
Bystander
An individual who witnesses or becomes aware of a potentially harmful or violent situation but is not directly involved as a victim or perpetrator. Bystanders have the power to intervene, speak out, or act to prevent or stop the harm from occurring.
Source:
https://unisafe-toolkit.eu/glossary/#gbv
Benchmarking
Establishing criterion, standards or reference points against which targets can be established and progress measured.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
European Commission. (1998). 100 Words for Equality: A Glossary of Terms on Equality between Women and Men.
C
Care Economy
Part of human activity, both material and social. The care economy is concerned with the process of caring for the present and future labour force and includes the domestic provision of food, clothing and shelter throughout the economy, regardless of whether it is paid or unpaid.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
Alexander, P., & Baden, S. (2000). Glossary on Macroeconomics from a Gender Perspective. Bridge Institute of Development Studies.
Capacity Building
Building and/or enhancing the knowledge, skills and ability of individuals, institutions, groups and organisations to perform functions, solve problems, and set and achieve gender equality objectives in a sustainable and transformative manner.
Source:
https://eige.europa.eu/publications-resources/thesaurus
Care Ethics
Implies that there is moral significance in the fundamental elements of relationships and dependencies in human life. Normatively, care ethics seeks to maintain relationships by contextualizing and promoting the well-being of caregivers and care-receivers in a network of social relations.
Source:
Care Ethics | Internet Encyclopaedia of Philosophy (utm.edu)
Care Work
The work of looking after the physical, psychological, emotional and developmental needs of one or more other people. Care recipients are generally identified as infants, school-age children, people who are ill, persons with a disability, and elderly people. Care providers typically include public and private health services, state-regulated or public-sector social workers, public or private care-provider agencies, enterprises of employment, voluntary and community organisations, faith-based organisations or networks, and relatives and friends. Different settings and modalities of care work apply to each of these categories.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
https://www.lawsociety.org.uk/public/for-public-visitors/resources/glossary
International Labour Organization (ILO). (2007). ABC of Women Workers’ Rights and Gender Equality.
Class and Classism
Social class refers to the presence or lack of inherited wealth and privilege and can impact an individual’s life chances. Class disadvantage tends to endure across generations. Higher education has been the pre-eminent avenue for social mobility. However, in a higher education context, individuals may continue to encounter classism, or prejudice based on markers of class origin, such as accent, residential address, purported inappropriateness in matters of taste, and so on.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
Sennett, R. & Cobb, J. (1972). The Hidden Injuries of Class.
Coercive Control
A strategic course of oppressive conduct that is typically characterised by frequent physical abuse and sexual coercion in combination with tactics to intimidate, degrade, isolate and control victims.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
Stark, E. (2013). The Dangers of Dangerousness Assessment. Family and Intimate Partner Violence Quarterly, 6(2), 13-22.
Continuum of Violence
The idea that different forms of sexual violence, harassment, and abuse are interconnected and exist on a spectrum. It emphasises that these forms of violence are not isolated incidents but part of a larger pattern of behaviour and attitudes that perpetuate a culture of violence and oppression. The concept highlights the need for comprehensive approaches to address and prevent gender-based violence, including education, awareness, and policy changes. In higher education and research institutions, addressing the continuum of violence is crucial for creating a safe and inclusive study and research environment.
Sources:
https://unisafe-toolkit.eu/glossary/#gbv
Hearn, J., Strid, S., Humbert, A. L., & Balkmar, D. (2022). Violence regimes. A useful concept for social politics, social analysis, and social theory. Theory and Society, 51, 565–594.
Kelly, L. (1987). The Continuum of sexual violence. Pp. 46 – 60 in Women, Violence and Social Control edited by Jalna Hanmer, Mary Maynard. Palgrave Macmillan London. Available at: https://doi.org/10.1007/978-1-349-18592-4
Compounded Stereotypes
Generalised view or preconception about groups that results from the ascription of attributes, characteristics or roles based on one or more grounds.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
Cusack, S. (2013). Gender Stereotyping as a Human Rights Violation: Research Report. Prepared for the UN Office of the High Commissioner for Human Rights.
Cultural Violence
Aspects of culture and social life exemplified by religion, ideology, language, art, law and science that can be used to justify or legitimise direct or structural violence, making direct and structural violence look, or even feel, right − or at least not wrong.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
Galtung, J. (1990). ‘Cultural Violence’, Journal of Peace Research, Vol. 27, No 3.
Cyber Harassment
Harassment by means of email, text messages or the internet. It can take many forms, including but not limited to:
- Unwanted sexually explicit emails, text (or online) messages;
- Inappropriate or offensive advances on social networking websites or internet chat rooms;
- Threats of physical and/or sexual violence by email, text (or online) messages;
- Hate speech, meaning language that denigrates, insults, threatens or targets an individual based on her identity (gender) and other traits (such as sexual orientation or disability).
Sources:
https://eige.europa.eu/publications-resources/thesaurus
European Institute for Gender Equality. (2017). Cyber violence against women and girls.
Cyber Stalking
Stalking by means of email, text messages or the internet. Stalking involves repeated incidents, which may or may not individually be innocuous acts, but combined undermine the victim’s sense of safety and cause distress, fear or alarm and can include:
- Sending emails, text messages (SMS) or instant messages that are offensive or threatening;
- Posting offensive comments about the respondent on the internet;
- Sharing intimate photos or videos of the respondent, on the internet or by mobile phone.
- To be considered as cyber stalking, these acts must take place repeatedly and be perpetrated by the same person.
Sources
https://eige.europa.eu/publications-resources/thesaurus
European Institute for Gender Equality. (2017). Cyber violence against women and girls.
Critical Race Theory
The critical race theory movement considers many of the same issues that conventional civil rights and ethnic studies take up but places them in a broader perspective that includes economics, history, law, as well as feelings and the unconscious. Critical race theory questions the very foundations of the liberal order, including equality theory, legal reasoning, Enlightenment rationalism, and principles of constitutional law.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
https://www.racialequitytools.org/glossary
Delgado, R. & Stefancic, J. (2017). ‘Critical Race Theory: An Introduction’.
D
Discrimination
Unequal treatment of a person/s on the grounds of race, skin colour, nationality or ethnic origin, gender, civil status, family status, religion, age, disability, or membership of the Traveller community. Discrimination can be direct or indirect. Indirect discrimination occurs because of institutional processes and practices that appear neutral but which negatively and disproportionately impact minoritised groups. Protection from discrimination is enshrined in the Equal Status Act (2000-2018), which relates to the provision of goods or services, and in the Employment Equalities Acts (1998-2015), that provide protection in relation to employment.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
https://www.racialequitytools.org/glossary
www.ihrec.ie/guides-and-tools/human-rights-and-equality-for-employers/what-do
Direct Discrimination
Discrimination where one person is treated less favourably on grounds such as sex and gender, age, nationality, race, ethnicity, religion or belief, health, disability, sexual orientation or gender identity, than another person is, has been or would be treated in a comparable situation. This definition suggests that a person who is treated less favourably should be compared to another person who is in a comparable situation, European case law (made up of judgments by the Court of Justice of the European Union) indicates that when a person has been put at a disadvantage for being a woman or man, this constitutes discrimination and the notion of a comparable situation is not required. Less favourable treatment of a woman on grounds of pregnancy or maternity leave is direct discrimination against women.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
European Commission. (2010). EU Gender Equality Law: Update 2010. European Network of Legal Experts in the Field of Gender Equality.
Disability
The Disability Act 2005 sets out disability as ‘a substantial restriction in the capacity of the person to carry on a profession, business or occupation in the State or to participate in social or cultural life in the State, by reason of an enduring physical, sensory, mental health or intellectual impairment’. There is no definitive list of what is considered to be a disability. There can be a wide range of difference between how individuals with particular conditions are affected, ranging from mild to severe difficulties. Protection from discrimination is enshrined in the Equal Status Acts. There is no definitive list of what is considered to be a disability.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
National Disability Authority. (2018). ‘Definitions; Independent Living Movement Ireland, ‘A guide to the law in Ireland in relation to disability’.
Diversity
Differences in the values, attitudes, cultural perspective, beliefs, ethnic background, sexual orientation, gender identity, skills, knowledge and life experiences of each individual in any group of people.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
European Commission. (1998). 100 Words for Equality: A Glossary of Terms on Equality between Women and Men.
Due Diligence
Principle of international law that mandates states to exercise due diligence in preventing and investigating violations of human rights, providing protection to victims, punishing perpetrators and compensating the victim for human rights violations. The obligation extends to not only preventing human rights abuses by the state and its agents, but also to preventing those by the private sector or, most significantly for women, by private citizens.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
CEDAW Committee’s jurisprudence developed through the committee’s General Recommendations and views and recommendations issued upon consideration of complaints under the Optional Protocol to the CEDAW Convention.
E
Economic Violence
Acts or behaviours which cause economic harm to an individual, for example, property damage, restricting access to financial resources, education or the labour market, or not complying with economic responsibilities. Control mechanisms may also include controlling the victim’s access to healthcare services, employment, etc.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
Based on European Institute for Gender Equality (EIGE). (2017). Glossary of definitions of rape, femicide and intimate partner violence. Luxembourg. Publication Office of the European Union
Emotional Abuse
Belittling, humiliating or undermining an individual’s sense of self-worth/self-esteem (e.g. constant criticism, verbal insults, name-calling, etc.).
Sources:
https://eige.europa.eu/publications-resources/thesaurus
United Nations. (2013). Ending Violence against Women and Girls: Programming Essentials
Equality Dimension
Aspect of any issue which relates to equality, such as sex, gender, age, race, ethnicity, disability, sexual orientation or gender identity. The integration and assessment of these dimensions is of particular importance in analysing and assessing policies, programmes and measures for achieving equality.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
European Commission. (1998). 100 Words for Equality: A Glossary of Terms on Equality between Women and Men.
Equality, Diversity and Inclusion
Equality is ensuring individuals and/or groups of individuals are not treated less favourably than other individuals and/or groups of individuals based on various equality grounds (e.g., race/ethnicity). Equality seeks to promote fairness including but not limited to accessing employment/ a programme of study, training, development and/or career opportunities.
Diversity means more than just acknowledging and/or tolerating difference. It involves understanding, appreciating and embracing differences and practicing mutual respect for qualities and experiences that are different from the majority.
Inclusion is a sense of belonging; feeling respected and valued; feeling a level of support and commitment from others so that one can achieve their best at work and study.
Source:
Equality Indicators
Tools for monitoring equality differences, equality -related changes over time and progress towards equality goals. In general, indicators are statistics with a reference point (a norm or a benchmark), against which value judgments can be made. Indicators have a normative nature, in the sense that a change from the reference point in a particular direction can be interpreted as ‘good’ or ‘bad’. Sources:
https://eige.europa.eu/publications-resources/thesaurus
United Nations Statistics Division – UNSD. Global Gender Statistics Programme. Available at: http://unstats.un.org/unsd/genderstatmanual/Glossary.ashx
EIGE and independent experts.
Equality of Outcome
Achievement of equality in the broader, more results-oriented, redistributive sense, based on the insight that equality of opportunity and equal treatment may not be enough to redress the historical oppression and disadvantage of women. In some cases, equal opportunities can have a negative impact on women’s well-being, if women expend time and energy to take advantage of them with no result. To ensure that development interventions result in equality of outcome for women and men, it is necessary to design them based on gender analysis. Equality of outcome or results requires the creation of an enabling social environment by addressing the ideology and cultural constructs that create hierarchies within gender relations. Positive measures have been proved as a necessary measure to guarantee equality of outcome. The equality of outcome approach is sometimes also referred to as ‘equality of results’ and ‘substantive equality’.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
CEDAW Committee. General Recommendation No 25 on Article 4, paragraph 1 of the Convention on the Elimination of All Forms of Discrimination against Women – Temporary Special Measures
EIGE experts.
Ethnicity
A social construct that differentiates people into smaller social groups based on characteristics such as shared sense of group membership, values, behavioural patterns, language, political and economic interests, history, and ancestral geographical base. People can share the same nationality but be of different ethnic groups and people who share an ethnic identity can be of different nationalities.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
Adams, M. Bell, LA., and Griffin, P. (2001). Racial Equity Tools, ‘Glossary', Teaching for Diversity and Social Justice: A Sourcebook.
Mamdani, M. (2020). Neither Settler nor Native: The Making and Unmaking of Permanent Minorities,
F
Family Leave
Right to leave for family reasons, which may or may not be shared between the parents.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
European Commission. (1998). 100 Words for Equality: A Glossary of Terms on Equality between Women and Men.
Formal Complaint
Any member of the university community can file a formal, official complaint with a competent service either face-to-face or, if available, online via an online reporting system. Formal reporting results in the initiation of a formal investigation and disciplinary process based on the institution’s policies. The procedure for formal reporting could differ for students and staff of the institution.
Sources:
https://unisafe-toolkit.eu/glossary/#gbv
Madesi, V., Polykarpou, P., Mergaert, L., & Wuiame, N. (2023). Developing a Protocol for addressing gender-based violence in research and higher education institutions: UniSAFE guidelines. Zenodo. https://doi.org/10.5281/zenodo.8355181
Formal Gender Equality
Principles of equality of women and men, equal recognition and the enjoyment and exercise of all human rights and fundamental freedoms, including measures providing for equal treatment of, and equal opportunities for, women and men in the political, economic, social, cultural, civil, domestic or any other field.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
CEDAW Committee. (2010). General Recommendation No 28 on the core obligations of States parties under Article 2 of the Convention on the Elimination of All Forms of Discrimination against Women. Available at: http://www.ohchr.org/EN/HRBodies/CEDAW/Pages/Recommendations.aspx
G
Gender
Social attributes and opportunities associated with being female and male and to the relationships between women and men and girls and boys, as well as to the relations between women and those between men. These attributes, opportunities and relationships are socially constructed and are learned through socialisation processes are context, time-specific, and changeable. Gender determines what is expected, allowed and valued in a woman or a man in each context. In most societies, there are differences and inequalities between women and men in responsibilities assigned, activities undertaken, access to and control over resources, as well as decision-making opportunities. Gender is part of the broader sociocultural context. Other important criteria for sociocultural analysis include class, race, poverty level, ethnic group and age. Gender-based assumptions and expectations generally place women at a disadvantage with respect to the substantive enjoyment of rights, such as freedom to act and to be recognised as autonomous, fully capable adults, to participate fully in economic, social and political development, and to make decisions concerning their circumstances and conditions. Gender is also an important term to understand in the context of gender identity.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
www.un.org/youthenvoy/2013/07/un-women-the-united-nations-entity-for-gende…
United Nations Population Fund – UNFPA. (2011). Gender at the Heart of ICPD: The UNFPA Strategic Framework on Gender Mainstreaming and Women’s Empowerment.
Gender Audit
Assessment of the extent to which gender equality is effectively institutionalised in policies, programmes, organisational structures and proceedings (including decision-making processes), and in the corresponding budgets. A gender audit considers, normally in a participatory manner, whether internal practices and related support systems for gender mainstreaming are effective and reinforce each other, and whether they are being followed. It establishes a baseline, identifies critical gaps and challenges, and recommends ways of addressing them, suggesting possible improvements and innovations. It also documents good practices towards the achievement of gender equality. A gender audit enhances the collective capacity of the organisation to examine its activities from a gender perspective and identify strengths and weaknesses in promoting gender equality issues.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
Council of Europe – Directorate General of Human Rights and Legal Affairs. (2009). Gender Budgeting: Practical Implementation. Handbook prepared by Sheila Quinn.
Gender Awareness
Ability to view society from the perspective of gender roles and understand how this has affected women’s needs in comparison to the needs of men.
Sources:
`https://eige.europa.eu/publications-resources/thesaurus
United Nations Fund for Women – Unifem (n.d.). Engendering Economic Governance.
Available at: http://www1.aucegypt.edu/src/engendering/definitions.html
Gender Bias
Prejudiced actions or thoughts based on the gender-based perception that women are not equal to men in rights and dignity.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
IPS-Inter Press Service. (2010). Gender and Development Glossary. A Tool for Journalists and Writers.
Gender-Based Violence (GBV)
Harm that is perpetrated against a person or group of people because of their factual or perceived sex, gender, sexual orientation and/or gender identity” according to the Council of Europe. GBV occurs in both private and public spheres, and higher education and research institutions are not an exception.
Source:
https://unisafe-toolkit.eu/glossary/#gbv
Gender Mainstreaming
A strategy towards realising gender equality. It involves the integration of a gender perspective into the preparation, design, implementation, monitoring and evaluation of policies, regulatory measures and spending programmes, with a view to promoting equality between women and men and combating discrimination.
Source:
H
Harassment
Unwanted conduct related to the sex of a person occurring with the purpose or effect of violating the dignity of that person, and of creating an intimidating, hostile, degrading, humiliating or offensive environment.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
Directive 2006/54/EC of the European Parliament and of the Council. (2006) on the implementation of the principle of equal opportunities and equal treatment of men and women in matters of employment and occupation (recast).
Harmful practices
Persistent practices and behaviours that are grounded on discrimination based on sex, gender, age and other grounds as well as multiple and/or intersecting forms of discrimination that often involve violence and cause physical and/or psychological harm or suffering. The harm that these practices cause to the victims surpass the immediate physical and mental consequences and often has the purpose or effect of impairing the recognition, enjoyment and exercise of the human rights and fundamental freedoms of women and children. There is also a negative impact on their dignity, physical, psychosocial and moral integrity and development, participation, health, educational, economic and social status.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
CEDAW and CRC Committees. (2014). Joint General Recommendation/General Comment No 31 of the Committee on the Elimination of Discrimination against Women and No 18 of the Committee on the Rights of the Child on harmful practices.
Hypermasculinity
Exaggerated image of hegemonic masculinity, mainly in the media, overemphasising ideals of physical strength, aggression and sexuality set out for men, thereby reinforcing them.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
Mediterranean Institute of Gender Studies (2009). Glossary of Gender-Related Terms. Available at: http://www.medinstgenderstudies.org/wp-content/uploads/Gender-Glossary
EIGE experts
I
Individual racism
Individual racism refers to the beliefs, attitudes, and actions of individuals that support or perpetuate racism. Individual racism can be deliberate, or the individual may act to perpetuate or support racism without knowing that is what they are doing. Examples: telling a racist joke; believing in the inherent superiority of white people over other groups; avoiding people from minority ethnic groups who you don’t know personally, but not avoiding white people who you don’t know personally (e.g. white people crossing the street to avoid a group of Black young people).
Source:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
https://www.racialequitytools.org/glossary
Independent national equality bodies
Equality bodies promote equal treatment by providing independent assistance to victims of discrimination, conducting independent surveys, publishing independent reports and making recommendations on matters relating to discrimination. They were first established by the Racial* Equality Directive (2000/43/EC).
Source:
https://commission.europa.eu/strategy-and-policy/policies/justice-and-fundamental-rights/combatting-discrimination/tackling-discrimination/equality-bodies_en
Internalised racism
Internalised racism occurs in a racist system. A group oppressed by racism supports the supremacy and dominance of the dominating group by maintaining or participating in the set of attitudes, behaviours, social structures, and ideologies that undergird the dominating group’s power.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
https://www.racialequitytools.org/glossary
Bivens, D. (1995). ‘Internalized Racism: A Definition’.
Intersectionality
An analytical tool used to study, understand, and respond to the ways in which different axes of inequalities, such as those based on gender, race, class, sexual orientation or other personal characteristics, intersect and contribute to unique experiences of disadvantage and discrimination. In the context of studying gender-based violence, the intersectional perspective helps us recognise the variability of forms of violence experienced by people with different characteristics and address gender-based violence in a more nuanced way.
Sources:
https://unisafe-toolkit.eu/glossary/#gbv
Crenshaw, K. (1989). Demarginalizing the Intersection of Race and Sex: A Black Feminist Critique of Antidiscrimination Doctrine, Feminist Theory and Antiracist Policies. University of Chicago Legal Forum, 1989(1), 139-167.
Walby, S., Armstrong, J., & Strid, S. (2012). Intersectionality: Multiple inequalities in social theory. Sociology 46(2), 224–240. Available at: https://doi.org/10.1177/0038038511416164.
Intersectional discrimination
Discrimination that takes place based on several personal grounds or characteristics/identities, operating and interacting with each other at the same time in such a way as to be inseparable.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
European Union Agency for Fundamental Rights − FRA. (2009). Homophobia and Discrimination on Grounds of Sexual Orientation and Gender Identity in the EU Member States: Part II – The Social Situation
Institutional Racism
Institutional racism refers specifically to the ways in which institutional policies and practices create different outcomes for different minoritised ethnic groups. The institutional policies may never mention any minoritised ethnic group, but their effect is to create advantages for white people and oppression and disadvantage for people from racialised groups. Example: School enrolment policies that prevent equality of access for migrant pupils.
Source:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
https://www.racialequitytools.org/glossary
Kitching, K., & Curtin, A. (2012). ‘Addressing the concept and evidence of institutional racism in Irish Education’.
Interpersonal racism
Interpersonal racism occurs between individuals. Once we bring our personal beliefs into our interactions with others in public or private, racism is now in the interpersonal realm. Examples: public expressions of racial prejudice, hate, bias, and bigotry between individuals.
Source:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
https://www.racialequitytools.org/glossary
Invisible barriers
Attitudes and the underlying traditional assumptions, norms and values that prevent women’s empowerment/full participation in society.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
European Commission. (1998). 100 Words for Equality: A Glossary of Terms on Equality between Women and Men.
Implicit bias
Implicit bias, also known as unconscious or hidden bias, describes associations that people unknowingly hold. They are expressed automatically, without necessarily conscious awareness. Many studies have indicated that implicit biases affect individuals’ attitudes and actions, thus creating real-world implications, even though individuals may not even be aware that those biases exist within themselves. Notably, implicit biases have been shown to overpower individuals’ stated commitments to equality and fairness, thereby producing behaviour that diverges from the explicit attitudes that many people profess.
Source:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
https://www.racialequitytools.org/glossary
Irregular and/or precarious employment
Various forms of non-standard, atypical, alternative employment. Irregular and/or precarious work is frequently associated with part-time employment, seasonal and casual work, self-employment, fixed-term work, temporary work, on-call work, home-based workers, and agency work. Dimensions of such work may include, inter alia, uncertainty of continuing work, a lack of control over the labour process, low income and limited social and regulatory protection.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
International Labour Organization – Bureau of Statistics. Defining and Measuring Informal Employment. Available at: http://www.ilo.org/public/english/bureau/stat/download/papers/meas.pdf
Organisation for Economic Co-operation and Development – OECD. Available at: http://www.oecd.org/general/searchresults/?q=precariousemployment&cx=01
M
Marginalized groups
Different groups of people within a given culture, context and history at risk of being subjected to multiple discrimination due to the interplay of different personal characteristics or grounds, such as sex, gender, age, ethnicity, religion or belief, health status, disability, sexual orientation, gender identity, education or income, or living in various geographic localities. Belonging to such groups or even being perceived to belong to them heightens the risk of inequalities in terms of access to rights and use of services and goods in a variety of domains, such as access to education, employment, health, social and housing assistance, protection against domestic or institutional violence, and justice.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
Information provided by European Union Agency for Fundamental Rights (FRA) and the Office of the United Nations High Commissioner for Human Rights (UN OHCHR) – Treaty bodies.
Mentoring
Sheltered relationship that allows learning and experimentation to take place and personal potential and new skills to flourish through a process in which one person, the mentor, supports the career and development of another, the mentee, outside the normal superior–subordinate relationship. Mentoring is increasingly used to support the personal or professional development of women.
Sources
https://eige.europa.eu/publications-resources/thesaurus
European Commission. (1998). 100 Words for Equality: A Glossary of Terms on Equality between Women and Men.
Microaggression
Every day verbal, nonverbal, and environmental slights, snubs, or insults, whether intentional or unintentional, which communicate hostile, derogatory, or negative messages to target persons based solely upon their marginalised group membership. Example: “Where are you from?”
Source:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
https://www.racialequitytools.org/glossary
Sue, D., W. (2010). ‘Microaggressions: More than Just Race’, Psychology Today.
Minority Ethnic Groups (MEGs)
Minority Ethnic Groups is a broad identifier sometimes used to describe individuals or groups within a population with particular characteristics. Like BAME, Minority Ethnic Groups/MEGs has a homogenising effect on the identities and experiences of individuals. The use of ‘minority’ is also limiting as it places the emphasis on national minority status when groups may represent a global majority. For this reason, some people prefer to use the terms minoritised groups or minoritised ethnic groups.
Source:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
N
Non-binary
An umbrella term for gender identities that fall outside of the binary of man or woman and thus do not conform to traditional gender roles. This includes a wide variety of gender identities, including genderfluid, bigender, pangender, agender, non-gendered, genderqueer.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
Helpful Terms and Definitions – TENI
O
Oppression
The systematic subjugation of one social group by a more powerful social group for the social, economic, and political benefit of the more powerful social group.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
Dismantling Racism: Resources and Best Practices - UCLA Equity, Diversity & Inclusion
P
Parental leave
Leave granted to either parent to care for a child. This parents’ right may be transferred to another family member if the national law provides for such an exemption. It generally follows a period of maternity leave, to which in principle only the mother is entitled. In some countries, parental leave is granted to adoptive or foster parents, while others consider adoption leave as a form of maternity leave. Parental leave may be combined with part-time work arrangements. Parental leave aims at facilitating the reconciliation of work, private and family life, thus creating an important link with gender equality.
Sources:
https://eige.europa.eu/publications-resources/thesaurus
International Labour Organization – ILO. (2007). ABC of Women Workers’ Rights and Gender Equality.
European Commission. (2015). The Implementation of Parental Leave Directive 2010/18 in 33 European Countries
People of Colour
Racial justice advocates have been using the term people of colour (not to be confused with the pejorative “coloured people”) since the late 1970s as an inclusive and unifying frame across different racialised groups that are not white to address race inequalities. While people of colour can be a politically useful umbrella term and describes people with their own attributes (as opposed to what they are not, e.g., “non-white”), it is also important whenever possible to identify people through their own ethnic group, as each has its own distinct experience and meaning.
Source:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
https://www.racialequitytools.org/glossary
Perpetrator
An individual who has engaged in violent or abusive behaviour towards others, including but not limited to colleagues, students, or other members of the research community. This behaviour may take various forms, such as sexual harassment, bullying, discrimination, or other forms of misconduct, and is intended to exert power and control over the victim. Perpetrators may be employees, students, or visitors to the institution and may have varying levels of authority or influence within the research community.
Sources:
https://unisafe-toolkit.eu/glossary/#gbv
https://eige.europa.eu/thesaurus/terms/1657
Positive Action
Under the Employment Equality Acts 1998-2015, ‘positive action’ means that the employer can take steps that are not required under the law to promote equality for all their workers. Employers can take positive action measures in relation to the gender ground, people over 50, people with disabilities and members of the Traveller community. Example: an employer taking measures to attract Traveller employees or employees with disabilities, such as targeted outreach or using positive action statements.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
Prevention
A set of measures and strategies aimed at stopping gender-based violence from occurring in the first place, by addressing the root causes of violence and promoting changes in social and cultural patterns of behaviour and attitudes. These measures may include awareness-raising initiatives, educational campaigns and materials, training for professionals, and the development of policies and procedures. The goal of prevention is to create a safe and inclusive environment that is free from all forms of gender-based violence.
Sources:
https://unisafe-toolkit.eu/glossary/#gbv
Strid, S., Humbert, A. L., Hearn, J., Bondestam, F., & Husu, L. (2021). UniSAFE D3.1: Theoretical and Conceptual Framework. Public deliverable submitted to the European Commission 30/04/2021. Zenodo. https://doi.org/10.5281/zenodo.7333232
Protection
Measures and actions taken to ensure the safety and meet the needs of potential or actual victims of gender-based violence. It includes cooperative efforts to protect individuals from any form of gender-based violence and reporting incidents of abuse or harassment. Protection is often implemented on a case-by-case basis and can involve measures such as avoiding contact between the victim and the perpetrator, providing special provisions for those reporting incidents, and suspending the supervision of students by alleged perpetrators during investigations. In research-performing organisations, protection requires clear procedures and infrastructure for reporting incidents, training and expertise for those responsible for implementing these procedures, and designated contact points for victims to seek help and support.
Sources:
https://unisafe-toolkit.eu/glossary/#gbv
Strid, S., Humbert, A. L., Hearn, J., Bondestam, F., & Husu, L. (2021). UniSAFE D3.1: Theoretical and Conceptual Framework. Public deliverable submitted to the European Commission 30/04/2021. Zenodo. https://doi.org/10.5281/zenodo.7333232
Protocol
A document that prescribes what will happen in case inappropriate behaviour is reported in an institutional context. It provides a step-by-step guide on how incidents of gender-based violence are reported, addressed and resolved in the institution.
Sources:
https://unisafe-toolkit.eu/glossary/#gbv
Madesi, V., Polykarpou, P., Mergaert, L., & Wuiame, N. (2023). Developing a Protocol for addressing gender-based violence in research and higher education institutions: UniSAFE guidelines. Zenodo. https://doi.org/10.5281/zenodo.8355181
R
Racism
Any action, practice, policy, law, speech, or incident which has the effect (whether intentional or not) of undermining anyone’s enjoyment of their human rights, based on their actual or perceived ethnic or national origin or background, where that background is that of a marginalised or historically subordinated group. Racism occurs when an individual, group, structure or institution intentionally or unintentionally abuse their power to the detriment of people because of their actual or perceived “racialised” status. Racism can also manifest at different levels and in different ways, see entries for individual racism, institutional racism, interpersonal racism, aversive racism; anti-Black racism, anti-Roma racism, anti-Semitism, anti-Traveller racism and Islamophobia (anti-Muslim racism). As such, it can be useful to refer to racism in the plural sense (racisms) to reflect the varying ways it manifests.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
UNDERSTANDING RACISM VERESION 2.indd
Racist
One who expresses a racist idea or who supports a racist policy through their actions or interaction or expressing a racist idea.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
https://www.racialequitytools.org/glossary
Kendi, IX. (2019). How to Be an Antiracist.
Reasonable accommodation
Reasonable accommodation refers to an employer’s obligation, under the Employment Equality Acts, to take ‘appropriate measures’ to meet the needs of people with disabilities in the workforce. This means an employer must make arrangements that will enable a person who has a disability to have equal opportunities when applying for work, when working, and when seeking promotion. ‘Appropriate measures’ refers to the effective and practical changes that the employer puts in place to enable employees with a disability to carry out their work on an equal footing with others. Example: adapting premises or equipment by installing wheelchair ramps, providing special computers for the visually impaired, installing loop systems, offering flexible working times.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
www.ihrec.ie/your-rights/work/disability/
S
Structural Racism
Sometimes called societal racism, it refers to the fact that ‘society is structured in a way (including via cultural norms) that excludes substantial numbers of people from minority ethnic backgrounds from taking part equally in social institutions, or from having equal life outcomes in, for example, health, educational attainment, death rates, infant mortality rates, incarceration rates, arrest rates, employment rates etc’. Example: only 70% of ‘Black non-Irish’ people are in employment, compared to 89% of ‘White Irish’ people. Example: the life expectancy at birth for Traveller men is 15.1 years less than men in the general population.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
inar.ie
Survivor
A person who has experienced any form of gender-based violence and has lived through the experience. The term is used to acknowledge – better than the term “victim” does – the strength and resilience of individuals who have faced such violence and highlights their agency in overcoming the trauma. It is a term that respects the individual’s right to define themselves and their experiences.
Source:
https://unisafe-toolkit.eu/glossary/#gbv
T
Transgender (Trans)
Umbrella terms for people whose gender identity and/or gender expression differs from the sex assigned to them at birth. The term may include, but is not limited to, trans men and women, non-binary people and dual role people. Not all people that can be included in the term will associate with it.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
Helpful Terms and Definitions – TENI
Transphobia
Fear, dislike or hatred of people who are trans or are perceived to challenge conventional gender categories or “norms”. Transphobia can result in individual and institutional discrimination, prejudice, and violence against trans and gender variant people.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
Helpful Terms and Definitions – TENI
U
Unconscious biases
Unconscious associations and beliefs that are said to form outside of our own conscious awareness, which lead to positive or negative inclinations towards or against other people, groups or communities. Unconscious biases can lead to stereotyping and interfere with impartial judgement and decision-making and have been shown to influence recruitment and selection decisions, as people tend to form positive associations for those who are like them, which leads to more negative outcomes for those people who are not like them. Although there is a lot of debate around the effectiveness of unconscious bias training, the purpose is to help people recognise when they are deciding based on an unconscious belief or assumption, and to help people develop practical tools to mitigate the negative impact that a bias may have upon decision-making in the moment.
Source:
https://www.york.ac.uk/about/equality/edi-glossary-terminology/equality/
V
Victim-centred approach
Placing the needs and priorities of victims/survivors of violence at the forefront of any response. This entails “prioritizing listening to the victim(s), avoiding re-traumatization, and systematically focusing on their safety, rights, well-being, expressed needs and choices, thereby giving back as much control to victim(s) as feasible and ensuring the empathetic and sensitive delivery of services and accompaniment in a non-judgmental manner.
Sources:
https://unisafe-toolkit.eu/glossary/#gbv
UNHCR. (2020). Policy on a Victim-Centred Approach in UNHCR’s response to Sexual Misconduct, Sexual Exploitation and Abuse, and Sexual Harassment. UNHCR. Available at: https://www.unhcr.org/sites/default/files/legacy-pdf/5fdb345e7.pdf
W
White privilege
The unquestioned and unearned set of advantages, entitlements, benefits and choices bestowed on people solely because they are white. Generally white people who experience such privilege do so without being conscious of it. Below are some examples of white privilege:
Structural white privilege: System of white domination that creates and maintains belief systems that make current racial advantages and disadvantages seem normal.
Interpersonal white privilege: Behaviour between people that consciously or unconsciously reflects white superiority or entitlement.
Cultural white privilege: A set of dominant cultural assumptions about what is good, normal or appropriate that reflects Western European white world views dismissing, devaluing, and/or demonising other world views.
Institutional white privilege: Policies, practices and behaviours of institutions – e.g., schools, banks, non-profits and/or the judiciary systems – that have the effect of maintaining or increasing accumulated advantages for those groups currently defined as white, and maintaining or increasing disadvantages for those groups not defined as white.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
https://www.racialequitytools.org/glossary
McIntosh, P. (2001). White privilege and male privilege: A personal account of coming to see correspondences through work in women’s studies (1988). Race, class, and gender: An anthology, 95-105.
White supremacy
The idea that white people, their ideas, thoughts, beliefs, and actions, are superior to racialised peoples, or people of colour, and their ideas, thoughts, beliefs, and actions. While most people associate white supremacy with far right and white nationalist groups (e.g. the Ku Klux Klan and the neo-Nazis), white supremacy is ever present in our institutional and cultural assumptions that assign value, morality, goodness, and humanity to the white group while casting people and communities of colour as worthless (worth less), immoral, bad, and inhuman and “undeserving.” Drawing from critical race theory, the term ‘white supremacy’ also refers to a political or socio-economic system where white people enjoy structural advantage and rights that other racial and ethnic groups do not, both at a collective and an individual level.
Sources:
https://www.advance-he.ac.uk/knowledge-hub/athena-swan-ireland-edi-literacy-glossary
Dismantling Racism: Resources and Best Practices - UCLA Equity, Diversity & Inclusion