If one expects students to become stewards of social justice and proponents of cultural diversity, they need to be properly armed with the language to articulate the experiences and realities of their past, present, and future. The author argues that all those who are involved with students' development, most centrally student affairs staff and faculty, need to understand and be comfortable with that language--particularly with the six foundational terms that some of their colleagues considered jargon but that they and their students need to master. These six words, (1) privilege; (2) oppression; (3) cultural salience; (4) intersectionality; (5) critical consciousness; and (6) social equity, provide the language necessary to understand and interpret life experiences. Moreover, social-justice terms are vital in creating a socially aware community. These terms provide a language to capture experiences that are often marginalized or ignored and to construct a counter-narrative to popular beliefs that perpetuate oppression. To contribute to this cultural shift, the author suggests educators to do three things: (1) provide training in social-justice concepts; (2) incorporate social-justice language into foundational statements; and (3) incorporate social-justice language into assessment and evaluation.