Gender- & diversity-sensitive visual communication

Introduction

Objectives of this handout

This handout is intended to provide guidance on how to promote a gender- and diversity-sensitive visual communication¹. It is aimed at all people who communicate at Ruhr University Bochum with the help of images and is intended to support the design and use of images in such a way that they contribute to the promotion of equality and diversity, e.g. in the presentation of degree programs, in addressing future students and in science communication. The goal is to avoid discrimination and the reproduction of clichés and stereotypes. The handout contains the following information:

Concrete tips and positive examples from RUB brochures as well as a checklist with reflection questions. Terms marked with an arrow () are explained in more detail in info boxes.
Background information on the topic of visual language in communication as well as tips on possible challenges when selecting or creating visual material.

Using imagery that avoids stereotypes

Stereotypes are highly simplified representations of people and situations. They are often linked to value judgments and affective reactions. This has to do with individual experiences, but especially with social norms and media images. What associations do terms such as business economists, gender researchers, visiting academics from China and secretarial staff evoke? When confronted with stereotypes, many people make a spontaneous, often unconscious judgment based on their values, imprints and previous experiences. This does not do justice to the diversity and complexity of specific individuals and their work and harbors the danger of activating and reproducing widespread patterns of discrimination. It is important to ensure that the portrayal of all persons depicted is appreciative and respectful. It helps to reflect on how stereotypical a representation is and to what extent the composition of the image contributes to this: Who is in focus as the acting person, who is only blurred at the edge of the picture? Who is sitting, who is standing? Since stereotypes can help to quickly grasp a situation, it is recommended to use them as much as necessary but as little as possible. Stereotypes that invite people to devalue or discredit the groups depicted should be avoided.

¹ This handout is based on the "Toolbox for gender-neutral, diversity-oriented institutional communication", which was created as part of the Horizon 2020-funded project "RESET - Redesigning Equality and Scientific Excellence Together". Source: Niebel Viktoria. (2022). Toolbox for gender-neutral, diversity-oriented institutional communication (2.0). Zenodo. https://doi.org/10.5281/zenodo.8095962

Not ideal - recommendation

Not ideal

Showing people in stereotypical roles, e.g. international students as a group of people with different skin colors or scientists exclusively as men in lab coats; depicting people from marginalized groups, but only passively, out of focus or at the edge of the picture, while white men are shown in active roles.
The illustration of the topic of family or compatibility only with women and toddlers should also be avoided. These stereotypical representations restrict the view of role diversity and reproduce common prejudices, while the reality is much more differentiated.

Recommendation

Find out about common stereotypes in connection with science, gender and diversity, for example in suitable research articles. Question the first and spontaneous image ideas—how stereotypical are they? Do they help with understanding or are there other possibilities? For example, can specific people be shown in portraits alongside the presentation in the laboratory?

People should also be shown in roles that break with stereotypes, e.g. female professors in STEM fields, male secretaries, fathers with children, older students. The composition of the image can also help here, for example by showing people with different diversity characteristics together at eye level, on an equal footing and acting.

Ein Mann und eine Frau in Kitteln mit Schutzbrillen

Example image that avoids gender-based stereotypes; from the RUB 2025 image brochure: p. 14 (Katja Marquard)

Stereotype

Stereotype refers to a generalized image of people that is not based on their individual characteristics but solely on their membership of a group. This image can be both positive and negative. An individual is therefore placed in a certain category simply because they belong to a certain group. Stereotypes are culturally specific and can change over time. They can also be directed at any social group and are not necessarily related to marginalized groups. Stereotypes can contain a kernel of truth, but they can also be completely false—but they are always overgeneralizing, frequently exaggerating and often negative.

Prejudices

Prejudices are based on stereotypical attributions, but they also contain a judgmental and affective/emotional level. The stereotypical image of other people is also associated with liking or disliking, trust or distrust, and appreciation or devaluation. Discussions usually focus on negative prejudices.

Use the opinion of those affected

If you are unsure whether the visual representation of a person (group) is appropriate and sensitive, it helps to ask colleagues for their impressions. Ideally, it is discussed with members of the groups depicted whether they see themselves portrayed respectfully or how they would like to be depicted. If possible, these perspectives should also be included in the creation of images.

Showing human diversity

Even in typical illustrations of 'diversity', it is rare to see people wearing glasses or people who deviate from the body norm: Imagery is often far removed from reality due to the choices made, even when real people and realistic situations are depicted. The aim should be to show the diversity of bodies, interactions and work situations. At the same time, underrepresented groups should be made visible.

Not ideal - recommendation

Not ideal

Using inauthentic and posed images. This also includes avoiding images that come from a context other than the one illustrated—this can lead to misinterpretation and the people depicted could feel misrepresented. The International field, for example, should not be illustrated with a person wearing a headdress who was photographed in a completely different context.

Recommendation

Show the diversity of people in situations that are typical of everyday life at RUB, e.g. in research and teaching situations or in social interaction. The images should be taken from the context they illustrate. Commentary reports can help to portray people as authentically as possible. In addition, underrepresented groups should be specifically represented.

Ein Mann und eine Frau lächeln in die Kamera

Example image that shows disability and internationality using concrete people introduced in the accompanying text; from the RUB 2025 image brochure: p. 6 (Michael Schwettmann)

Eine Frau mit Brille spricht vor einer Gruppe Menschen

Example image showing a typical RUB situation and diverse people in terms of gender and skin color; from theRUB 2025 image brochure: p. 32 (Katja Marquard)

Making minorities visible, but avoiding clichés and tokenism

To avoid tokenism, it is important to portray people in roles that go beyond mere symbolism. Instead of focusing solely on the will to represent, attention should be paid to ensuring that different people are visible together in different contexts. Purely topic-specific presentations should be broken up for this purpose. Some dimensions are difficult to depict, especially when avoiding clichés, e.g. chronic illnesses that are not visible. Illustrations can sometimes help here, but also an awareness of what cannot be shown and should perhaps be addressed in the accompanying text.

Not ideal - recommendation

Not ideal

Only depict a person with a disability in the context of inclusion or use images of non-white people or people of different skin colors only in an international context.

Only ever use wheelchairs to illustrate people with disabilities or only depict sexual and gender diversity with images of a Pride parade.

Recommendation

Make an effort to focus on commonalities and joint activities. For example, a person with a disability could be shown in a team meeting, in seminar sessions or as part of a learning group without disability being an issue. Their social and professional role and skills are then at the forefront.

In addition, various dimensions of diversity that are less or not visible, e.g. sexual identity, should also be represented. Visual codes such as stickers, signs or similar can be used for this purpose.

Menschen aus der Entfernung von hinten auf der Unibrücke

Example image that visualizes various dimensions of diversity in an everyday situation at RUB without marking them as 'different'; from the RUB 2025 diversity strategy: p. 17

Example image that symbolically illustrates diversity and various dimensions of diversity with the Progress Pride flag, among other things; photographed by Nadine Schmidt

Token

Token comes from the English and means something like "sign" or "symbol". In the field of diversity, tokenism describes a purely symbolic gesture of representation or recognition of people from marginalized groups on the basis of a 'category' (ascribed to them) such as ‘woman’ or ‘Black’. The people affected are then called tokens. They merely represent the categories assigned to them and often appear isolated or as stereotypical representations of a particular group. They thus fulfill a kind of alibi function: An appearance of diversity can be created without actually striving for integration or equality. The dominant group, e.g. an employer, can invoke them, for example, to fend off criticism of discriminatory power relations, since there are people of the corresponding 'group' in the company.

The problem is that the people portrayed are reduced to their (supposed) membership of a category, without showing them as individuals in realistic and diverse contexts or their actual contribution in a professional or social context. For example, a person with a migration background is often only depicted when the topic is migration, internationalization or interculturality, or a person with a disability is only depicted in a context that addresses disability. Such representations reinforce the idea that people with certain characteristics that deviate from the norm or majority are defined primarily by their group membership.

Variety and diversity in the overall picture

If multiple images are used, e.g. in a brochure or on a website, it is not necessary to show as many diversity dimensions as possible on each image—not all dimensions can be shown at the same time anyway. However, an even distribution of diversity dimensions in images should be ensured. Ideally, the images show more people in photos who deviate in one or more aspects from the stereotypical white, middle-aged and male 'norm'.

Not ideal - recommendation

Not ideal

Trying to depict as many diversity features as possible in a picture and thus potentially 'overloading' the picture.

Recommendation

The images used can be used to depict a large number of people with different characteristics in many situations on an equal and regular basis. Intersectional diversity should also be represented. For example, not only healthy white women should be made visible, but also women with disabilities, black women, women with headscarves, etc.

Abstract representations

Instead of depicting specific people, symbols, shapes or colors can be used to represent concepts such as diversity, inclusion or collaboration. For example, interlocking circles or colourful geometric patterns can represent the interconnectedness and diversity of a community without stereotyping certain groups. Abstract representation can also be achieved through the creative use of graphic elements within the framework of the RUB corporate design² such as lines, dots or shading. These shapes can convey a visual message and give viewers space to interpret the message in their own way. GPT@RUB, for example, can be used to generate corresponding images using AI. However, it should be noted that AI models tend to reproduce stereotypical representations. Their use should therefore be limited to abstract images, and the result should be checked again for stereotypes with several people if possible. The prompts should be formulated as precisely as possible, and the first result should be improved by readjusting it with additional entries. In addition, the question of whether an image is needed at all, what the exact purpose of an image is for use and what the special features of the respective model are should always be asked at the start of the process. More information on this can also be found in the associated prompting guides for the models. We also recommend being open about its use and pointing out when an image has been created by AI. The questions in the checklist also help with AI illustrations.

² The corporate design of Ruhr University Bochum can be found here.

Bunte Umrisse von Personen vor einem dunklen Hintergrund

Example image for an abstract illustration of diversity; from the RUB 2025 diversity strategy: Cover picture

Wellige Umrisse von Personen in bunten Farben

Example image for an image generated by Dall-E3 via GPT@RUB with this prompt: "Generate an abstract and diversity-sensitive image of different people in the colors blue, white and orange. Please significantly abstract the representation of the people."; generated by the Central Equal Opportunities Office of the RUB

In addition to the images themselves, other aspects of accessible visual design should also be considered: Diversity-sensitive visual language is characterized not only by the content of the images, but also by their design. There are a few tips to ensure that people with visual impairments can also see the images in the best possible way.

Not ideal - recommendation

Not ideal

Red-green color combinations or too much text on images that is small and not highlighted by contrast

Recommendation

Among other things, use a sufficiently large and preferably sans serif font, provide alternative image descriptions (Alt-Text) especially for online texts, and use high-contrast images in which the foreground and background are clearly distinguishable

Alternative text

Alternative text (often abbreviated as alt text) is used for the accessible design of images. It is a short but precise description of the image content that is read aloud by screen readers. The alt text should describe the essential image information without being unnecessarily detailed. The purely decorative use of an image without further information should be explained in the alt text, e.g. as "Image is decorative".

Two more tips

If you are unsure whether an image is gender-sensitive, it can help to imagine it with the genders swapped: How does it feel now? Is the meaning still the same? This test also works with regard to other diversity dimensions. In short: Who appears in which role and function and how?
If image databases are used, preference should be given to those that strive for the most diverse images possible. Many can be found via a simple internet search. Image rights should be taken into account accordingly.

Background

What do images do in communication?

Images are a central medium in communication, as they quickly evoke emotions and connections, and create moods and atmosphere. They illustrate statements and increase their information content by making it easier to absorb the content. At the same time, they shape how we perceive social groups and who we typically ascribe which role to–whether, for example, women in top positions in academia feel as natural to us as men do. Thus, images influence our perception of what is perceived normal and what is not. We often perceive certain visual norms as authentic, even though they convey a very narrow perspective—such as the idea that “authentic” students are young, high-achieving, and athletic. Such depictions can, in turn, lead to the establishment of norms. Norming describes a process in which specific visual representations and aesthetic standards are established that categorize people and their lived realities into standardized categories, thereby unconsciously reproducing and reinforcing social expectations and existing power structures (unconscious bias). These norms reduce diversity to an “accepted” representation of normality, which often leads to the invisibility of marginalized groups.

A deliberate selection of images can help highlight diversity and avoid stereotypical portrayals. Gender- and diversity-sensitive visual language aims to accurately reflect the diversity of the university’s members as well as those interested in studying, conducting research, or pursuing career opportunities at Ruhr University Bochum. The focus should be on those who are often overlooked or made invisible. The goal is not only to realistically portray different gender identities, disabilities, age groups, and the diversity of social, cultural, and religious backgrounds and influences, but also to actively avoid stereotypes and prejudices that can be conveyed through visual representations. This sends a strong message to people who identify with various dimensions of diversity or identities: They are not only welcome at RUB but are portrayed as an integral part of it. This deliberate representation of differences promotes recognition and appreciation of diversity and contributes to an inclusive environment. In addition, this can help change societal perceptions of “typical scientists” or students in over time.

Checklist

Is a picture required? What is the intended use? Pictures that serve a decorative purpose are not strictly necessary.
Who and what can be seen in the foreground and background of the picture, or at the edges of the picture? From what perspective are the people depicted? From a low-angle perspective, people tend to appear more influential, whereas from a bird's-eye view, they tend to appear weaker and more passive.
Who and what is in focus or out of focus?
Who is depicted as active (e.g., moving their hands, holding a pen, explaining something) and who is depicted as passive (e.g., observing, having something explained to them)?
Who is the target audience? How might these images affect them?
Is the image related to the text? Does the picture illustrate what the text describes or explains? Why am I using this particular image?
How many women and how many men are pictured? Do they visibly belong to the same status groups?
Are all the people depicted at eye level? For example, are men and women positioned equally? Who is visually identified as an expert (e.g., through clothing such as a lab coat, suit, etc., or by speaking in front of a group)? Who is at the center, and who is on the periphery?
Do the people in the picture have equal facial expressions and gestures? (Avoid the cliché: all men look serious, all women smile.)
Are genders portrayed in non-stereotypical roles?
Who is not in the picture? What realities might this render invisible?
Are the images realistic or norming (e.g., in terms of beauty standards or academic success)?
Does it reflect the diversity of society and of genders?
Could abstract graphics or visualizations be an option instead of photographs?
Were people from marginalized groups actively involved in the creation of the visual material?
Have I sought feedback from people in marginalized groups regarding existing or new visual material? Was this feedback taken into account during the creation or revision of the picture?
Were any female photographers or voice actors involved in the production of the (audio-)visual material?
Has the picture been used in various contexts in recent years, or is it current?
Have the image rights been clarified, and is the image permitted to be used for the intended purpose?