What’s in a Name? More Than You Might Think

In the context of higher education, the concept of “hidden labor” often encompasses tasks that are crucial but go unrecognized within institutional structures. One such form of hidden labor is the act of pronouncing names correctly, especially for folks with non-Western or culturally diverse names. This issue highlights the complexities of identity, inclusion and the often unrecognized emotional labor involved in maintaining respectful communication in academic environments.

Names are deeply tied to individual identity and cultural heritage. They often reflect a person’s ethnicity, family history and cultural background. Correctly pronouncing someone’s name is not merely a matter of linguistic accuracy; it is an affirmation of that person’s identity and demonstrates respect for their background. In a higher education setting, where diverse identities converge, the act of name pronunciation becomes a crucial component of fostering an inclusive environment.

My first name—Constanza (kun-stawn-zuh)—was given to me by my father, as it means “constant” and “faithful.” Apart from the pronunciation of it being beautiful, he thought that the qualities the name described were noteworthy. Growing up, I was not the biggest fan of my name. Those who didn’t know me were unable to pronounce it correctly. I grew up in a small town, so I was fortunate enough that the folks I grew up with would correct others in the room who might have mispronounced my name—but this help was short-lived as I moved out into the world. By this point in my life, I loved my name—and, to this day, I wouldn’t change it for the world.

One of my biggest regrets in higher education happened when I was almost five years into my career. I was meeting with a dean who had just appointed me to teach several classes, and he told me that I’d have to come up with a nickname because my full name was too difficult for him to pronounce. Rather than push back on this comment, I told him that he could call me Connie. Soon, the nickname spread across the campus, and my true name was mostly lost among my colleagues. Those who tried to pronounce my full name often mispronounced it, and I became increasingly frustrated—and ultimately too defeated to push back, as correcting folks often resulted in visible annoyance on their part. Too often they would ask—or assume—that Constanza was my last name and would almost seem insulted if I corrected them on that as well.

More often than not, faculty members who have a name that is often mispronounced find themselves in the position of having to regularly correct students or colleagues. This can create an awkward dynamic, where the individual feels compelled to assert their identity while simultaneously worrying about how their corrections will be perceived. Such situations can lead to a sense of fatigue, as the individual navigates the delicate balance between affirming their identity and maintaining collegial relationships.

Feeling constantly compelled to correct the pronunciation of one’s name can contribute to a broader culture of exclusion in academia. When students feel that their names are consistently mispronounced or disregarded, it can diminish their sense of belonging and undermine their confidence. This, in turn, may affect their participation in classroom discussions, networking opportunities and overall engagement within the academic community.

The culture of mispronunciation can have implications for faculty as well. Faculty members with non-Western names may face additional challenges in establishing authority or credibility in their roles. If their names are frequently mispronounced, it may affect students’ perceptions of them, potentially leading to biases that impact student-faculty interactions. This is particularly concerning in a field where trust and rapport are essential for effective teaching and learning.

To address the hidden labor associated with name pronunciation, institutions of higher education can implement several strategies to promote inclusivity and respect for diverse identities. Institutions should offer training for faculty, staff and students on the importance of name pronunciation and its connection to identity. Raising awareness about the significance of names can foster a more respectful academic environment. Additionally, universities can provide resources, such as phonetic guides or audio recordings, to help community members learn the correct pronunciation of names. This initiative would demonstrate a commitment to valuing diversity and inclusivity.

During introductions or registration processes, institutions can also create opportunities for individuals to share the correct pronunciation of their names. One example of this would be encouraging folks to put their phonetic pronunciation and/or an audio recording of their name in their email signatures. This practice not only empowers individuals but also normalizes the process of learning and respecting diverse names. Additionally, phonetic pronunciations could be listed on course rosters and in learning management systems. Academic culture must emphasize the importance of respect and inclusion in all interactions. Faculty and administrators should model correct pronunciation and encourage peers to do the same.

I will admit that I am still working on being better about correcting my colleagues who mispronounce my name, right up to the folks in academic leadership. It’s not “Costanza” and it’s certainly not “can’t stand ya” (the a’s are pronounced differently in my name). If folks do mispronounce my name, I sometimes am so bold as to reply, “But you can stand me. I know you like me.” This will usually result in them taking a step back to think about how they have pronounced my name, and sometimes results in horrified reactions, as folks are sure that they haven’t, indeed, said “can’t stand ya.”

The task of correcting the pronunciation of one’s name in higher education exemplifies a form of hidden labor that bears significant emotional and social implications. By recognizing the importance of names as a reflection of identity and fostering an environment where correct pronunciation is valued, institutions can promote inclusivity and respect. Through awareness, training and other proactive measures, higher education institutions can ensure that all members of their community feel recognized, respected and included.