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U.S. Department of Agriculture

Gender Inclusive Communications Guidebook

1. Executive Summary .............................................................................................................. 2

2. Purpose................................................................................................................................... 2

3. Background ........................................................................................................................... 3

4. Use of Pronouns in USDA Communications...................................................................... 4

5. General Communication ...................................................................................................... 5

a. Gender Inclusive Greetings..............................................................................................................5

b. General Correspondence..................................................................................................................5

c. Official Correspondence ..................................................................................................................5

d. Correspondence Formatting.............................................................................................................6

e. Group Salutations ............................................................................................................................6

f. Body.................................................................................................................................................6

g. Closing.............................................................................................................................................6

h. Signature Line..................................................................................................................................6

6. External and Internal Outreach .......................................................................................... 7

a. Posting Guidelines...........................................................................................................................8

b. Social Media Manager Responsibilities...........................................................................................9

7. General USDA Examples................................................................................................... 11

8. Summary.............................................................................................................................. 12
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1. Executive Summary

This document is designed as a resource to promote the use of inclusive language by the 

United States Department of Agriculture (USDA) staff in communicating with customers, 

stakeholders, and employees. The use of inclusive language in communication symbolizes 

USDA’s commitment to the values of equity and equal opportunity for employees and those 

we serve. This guidance may be applied to any type of communication, whether it is oral or 

written, formal or informal, or addressed to an internal or external audience. This guidance 

document intends to:

• Raise awareness about the importance of using gender-inclusive language; 

• Provide practical examples of what gender-biased and gender-discriminatory

communication is and how to avoid it; 

• Provide a resource to help employees make decisions about using gendered language 

in their written and verbal communication; and

• Reinforce USDA’s commitment to the values of equity and equal opportunity. 

This guidance document is a living document and will be updated at appropriate intervals to 

capture new information or approaches to foster a more inclusive USDA. 

2. Purpose 

The United States Department of Agriculture (USDA) recognizes the need for a skilled, 

workforce that can provide equitable and high-quality service in all it does. Every USDA 

employee should have the opportunity to thrive in an inclusive environment that gives them a 

sense of belonging and develops them so they can make their unique contributions to 

USDA’s mission. This includes employing a workforce that represents the diversity of 

people served by USDA and supporting capabilities within every employee to provide 

excellent customer service to all, especially to individuals who have been unable to benefit 

from USDA programs and opportunities to improve their lives. 

The words we use can make the difference between forging positive connections or creating 

distance in our personal and professional lives. As we build and provide services throughout 

USDA, we want to ensure the services are accessible and welcoming to all customers, 

employees, and stakeholders. Gender inclusive language or terms are those that are gender 

neutral and gender equitable. Such inclusive language helps us be more accurate and build 

trust with each other and our customers.

This Gender Inclusive Communications Guidebook (guidebook) serves as a resource of 

commonly used and preferred inclusive language for all internal and external USDA 

communication. Upon publication, this guidebook should be used as the primary guidance 

document for the standardization and use of gender inclusive language and terminology for

USDA internal and external communications going forward.
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This guidebook supplements the USDA Style Guide and the following Departmental 

Directives:

• DR1410-001, Publications Review and Clearance Policy (01/14/21)

• DR1420-002, Printing Policy (09/08/16)

• DR1430-002, Use of Logos/Marks at the United States Department of Agriculture

(01/08/2013)

• DR1440-002, Press Operations (09/07/16)

• DR1480-001, Photography Policy (02/07/03)

• DR1490-002, Creative, Media and Broadcast Policy (08/04/11)

• DR1495-001, New Media Roles, Responsibilities, and Authorities (05/23/11)

• DR1496-001, Digital Strategy Governance (11/21/12)

• DR1497-001, Approval of Communications/Information Products and Services

(10/29/14) 

This guidebook serves as a reference document and should be used in conjunction with 

training and technical assistance [e.g. assistance from employee resource groups and 

additional guidance documents] provided by USDA. This guidebook is a living document 

and will be periodically updated as USDA adopts more updated language, or as changes 

occur to Departmental directives, clearance processes, and other guidance documents and 

materials.

3. Background

In June 2020, the U.S. Supreme Court held in Bostock v. Clayton County, 140 S. Ct. 1731,

590 U.S. ___ (2020), that employment discrimination based on transgender status or sexual

orientation constitutes prohibited discrimination based on sex under Title VII of the Civil

Rights Act of 1964. Accordingly, the Supreme Court’s decision in Bostock prohibits

discrimination based on gender identity and sexual orientation in programs or activities

receiving federal financial assistance. The Bostock decision is a demonstration of the

changing views at federal and state levels toward strengthening and improving the rights of

lesbian, gay, bisexual, transgender, queer/questioning, intersex (LGBTQI+) or other diverse

gender identities represented by “plus,” including Two-Spirit, LGBTQI+ people in the areas

of employment, health, education, housing and other fields.

U.S. demographic trends demonstrate a shifting perception of gender identity and expression.

For instance, research data indicates that about 1 in 5 U.S. adults know someone who goes by
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a gender-neutral pronoun1. By utilizing inclusive language practices, we build upon an 

organizational culture of respect and belonging for those in the LGBTQI+) community, but 

also for anyone who in some way challenges the traditional model of gender identity and 

expression. This is particularly important when data demonstrates that LGBTQI+ Americans 

face elevated levels of discrimination and mistreatment in education, employment, housing, 

health care, in places of public accommodations, or from law enforcement. In particular, 

transgender Americans also experience higher rates of suicidal ideation and suicide attempts 

that are four times and six times higher than the entire U.S. population.2 

USDA is committed to fostering an inclusive workplace where individuals are respected, 

trusted, valued, and work together collaboratively to achieve Departmental goals. This also 

means promoting an equitable environment that embraces the differences of not just its 

employees, but also of customers and stakeholders. USDA promotes a culture that uses 

inclusive language in written and oral forms of communication to internal and external 

audiences. This entails adjusting communications to use terms that do not refer to gender, 

rather than defaulting to gender-specific terms such as he, she, her and his without awareness 

of an individual’s preferences. Once an individual makes their preferences known, this 

should be respected in further interactions. In practice, this allows the individual an 

opportunity to share how they would like to be identified. For example, sharing one’s 

pronouns should be a voluntary activity, but using a person’s pronouns is a sign of respect. 

USDA is committed to the values of diversity, equity, inclusion, accessibility, and equal 

opportunity for employees and those we serve. This guidebook provides practical direction 

to achieve this standard the Department. 

4. Use of Pronouns in USDA Communications

Using an individual's correct pronouns is a powerful affirmation of self for transgender and

gender-nonconforming individuals. It validates one's identity, encourages authenticity and

builds inclusive and supportive cultures. USDA's correspondence and communication

should aim to (1) adopt the use of gender-inclusive pronouns; and (2) normalize clarifying

pronouns in communication to eliminate the possibility of misgendering individuals. As a

default, the pronouns “they/them/their” should be used in USDA sponsored communications,

outreach, and correspondence rather than "he/she pronouns, unless Program guidance

specifically directs otherwise.

An individual communicates their pronouns. For example, “Hi my name is John Doe and my

pronouns are he/him/his” instead of “Hi my name is John Doe.” A good practice is to inquire

into an individual's preferred greeting. If they share, we must respect an individual's request.

This also applies to non-written communication such as when interacting in person, via

phone, and video calls.

1 Pew Research Center. (September 5, 2019). About one-in-five U.S. adults know someone who goes by a 

gender-neutral pronoun. Retrieved January 31, 2022, from https://www.pewresearch.org/facttank/2019/09/05/gender-neutral-pronouns/.

2 UCLA School of Law Williams Institute. (September 2019). Suicide Thoughts and Attempts Among 

Transgender Adults: Findings from the 2015 U.S. Transgender Survey. Retrieved January 31, 2022. 

https://williamsinstitute.law.ucla.edu/publications/suicidality-transgender-adults).
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5. General Communication

a. Gender Inclusive Greetings

The USDA's correspondence with the public may include people with gender-ambiguous

names, which can place employees in the awkward position of conducting research on the

individual’s gender without knowing their actual preferred prefixes and potentially using

incorrect salutations. However, there are simple steps we can take to use genderinclusive language. Using gender-neutral salutations in correspondences is the first step

towards full gender inclusivity by eliminating the possibility of misgendering

correspondence to recipients. It is encouraged to inquire into an individual's correct

greeting. If they share, we must respect an individual's preferred greeting.

b. General Correspondence

(1) General correspondence refers to written communication, typically sent and received

by the public, including program participants and other informal entities. For the

purpose of this guidebook, general correspondence refers to all forms of USDA

communication not sent on official letterhead, such as emails, Microsoft Teams chats,

text messages, and Ask USDA communications. These communications are still

subject to records retention requirements as they remain official USDA

communication. Examples of gender-inclusive greetings for general correspondence

may include:

(2) Using the recipient's full name: Dear [First Name] [Last Name] (e.g., Dear Simon

Miller). This would be used in correspondence in Ask USDA and other Departmental

and Mission Area, agency, and staff office emails with the public. First and last name

would also be used for program applicants as we are contacting them as private

individuals;

(3) If no name is provided, addressing the recipient by "To Whom it May Concern" or

using their email address; or

(4) If only a first name is provided, using their first name.

c. Official Correspondence

(1) Official correspondence refers to written communication received or sent on the

organization's letterhead. For the purpose of this guidebook, official correspondence

refers to, but is not limited to, all forms of USDA communication on official

letterhead, such as communications with the White House, Congress, Recipients, and

Government entities,

(2) Examples of gender-inclusive greetings for official correspondence include:

(a) Using addressee's title and last name for correspondence with official titles:
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Dear [Title] [Last Name] (e.g. "Dear Director Miller" or "Dear Representative 

Miller”); or 

(b) If unknown, address "To Whom it May Concern" or use their email address.

d. Correspondence Formatting

(1) Individual Salutations

(a) Avoid using Sir or Madam since the recipient may not identify with either gender.

(b) If you do not know the person’s pronouns, use the format Dear [First name] [last

name] such as Dear John Doe or Dear Jane Doe. You can also address them by

their first name if the message is less formal.

(c) When writing to an unknown receiver, use a generic salutation such as Dear

[Customer], Dear [Stakeholder] or Dear [insert email address here]. Avoid

addressing someone by gender-specific titles such as Mr., Ms. and Mrs., unless

otherwise noted.3

e. Group Salutations

When writing to a group of people, avoid using gender-specific words like Ladies, Guys,

Girls, and Gentlemen. Instead use words like All, Teammates, Employees, Colleagues,

and Staff when addressing employees.

f. Body

(1) Use gender-neutral terms or gender-inclusive pronouns instead of gender-specific

pronouns.

(2) Avoid using phrases like “his” or “her” if you do not know the person’s pronouns.

(3) If you are addressing a person, use your/them/their. For example, “please send me a

copy of their resume” instead of “please send me a copy of his or her resume.”

(4) If you’re not addressing a person, use grammatical articles such as “the” or “a.”

g. Closing

Choose standard closings such as Regards, Yours Truly, and Sincerely.

h. Signature Line

3 University of North Carolina at Chapel Hill, The Writing Center. (2022). Gender-Inclusive Language. 

Retrieved March 3, 2022. https://writingcenter.unc.edu/tips-and-tools/gender-inclusive-language/.
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(1) Whether sending either internal or external correspondence, USDA employees are

acting as representatives of their Agency and the United States Government.

Signature blocks must accurately reflect the position and culture of the U.S.

Government and Federal workforce.

(2) USDA employees are encouraged to include their pronouns in the first line of their

email signature block (e.g. he/him/his). Signature blocks are a simple and effective

way for individuals to communicate their identified pronouns to colleagues,

stakeholders, and customers. For example, adding pronouns to signature blocks also

has the benefit of indicating to the recipient that you will respect their gender identity

and choice of pronouns. USDA employees are encouraged to review the USDA Style

Guide regarding the use of specific graphics, quotes, or logos.

6. External and Internal Outreach

USDA Mission Areas, agencies, and staff offices are encouraged to engage with employees,

customers, and stakeholders by sharing important USDA policies, actions, or

announcements. Employees throughout the Department regularly communicate to the public

in a multitude of ways and for several purposes. Communications may come from Mission

Area or agency Public Affairs Directors; partnership and public engagement liaisons;

External Affairs officials, and other teams and program offices across the Department.,

liaisons in Office of Partnerships & Public Engagement, External Affairs, Internal

Government Affairs, Office of Communications (OC) and many others throughout the

Department.

Videos and Press Media refers to visual and written communication. Within this guidance,

press material refers to all forms of official USDA communication typically in the forms of

press releases, videos from USDA senior leadership and communication memos. When

communicating with employees, customers and stakeholders, we must ensure that the

messages engage a wide range of audience members when possible.

Incorporating inclusive language and genders in USDA press releases, blogs, videos, and

speeches must be respectfully considered. For example, when speaking of federal wildland

firefighters, one should refer to them as “brave wildland firefighters,” instead of “brave men

and women.” Likewise, visuals for press materials should not only represent cisgender

people, but also reflect same sex couples and genders that are not normally associated with a

particular program or circumstance.

For the purpose of this guidance, multimedia refers to visual aids and graphics such as

pictures, fact sheets, infographics, and other types of visual outreach material. USDA

Mission Areas, agencies, and staff offices are permitted to establish a presence online to

share content and engage with stakeholders through social media platforms such as Twitter,

Facebook, Flickr, Instagram, and YouTube. Guidance for the use and clearance of

information to be used on these media types can be found in the USDA Style Guide and the

Departmental Directives listed in the Purpose section at the beginning of this document.

These Directives also outline the clearance processes for publications, print and video

outreach.
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When developing materials, we must be purposeful creating and sourcing images of diverse 

people in a wide range of roles. In this way, the images we use should represent multiple 

voices and perspectives4. For example, visuals also reflect same-sex couples or genders that 

are not normally associated with a particular program. This also means providing alternate 

(alt) text or alt descriptions to convey the context of images as they appear in printed 

materials or on online platforms. For platforms that do not offer alt text options, alt text 

should be included within the post itself. For example: [Image description: alt text]. Keep in 

mind that when using stock images, it is important to use gender, race, age, or other 

keywords that have been given in the context of the photo. Do not assume the race or gender 

of an individual based on the image if that information is not included in the image 

description. If using images of people who have identified their pronouns, this should also 

be included in alt text. 

The use of emojis, pictograms, or graphic designs, are often used in text and written 

messages to convey additional ideas or emotions. Social media managers should be cautious 

when using specific emojis to convey additional meanings. When using emojis, practice 

using non-gendered faces or if a gendered emoji is used, try to include various genders. 

More commonly, emojis have been used as a visual representation of the LGBTQI+ 

community through various icons including the use of rainbows, hearts, and multiple colors 

to represent skin color, to name a few iterations. Emojis are a valuable communication tool, 

but they can have multiple meanings that are not appropriate for government use.. 

Hashtags are a way to connect social media content to a specific topic, event, theme, or 

conversation. They also make it easier to discover posts around those specific topics, 

because hashtags aggregate all social media content with that same hashtag. Social media 

managers should always search hashtags before using them to make sure the conversation 

surrounding the hashtag is relevant and appropriate to your messaging. Social media 

managers should research hashtags carefully to be sure they are not being widely used in 

conjunction with inappropriate posts. Media managers should be sure that the conversation 

and the meaning of the hashtag has not changed from the intended purpose. 

Social media managers should be cautious when using acronyms as part of a hashtag, as the 

acronym on its own can convey various meanings. Social media managers should consider 

that many social media platforms will index all terms in a post for discovery in search and 

trends, regardless if a hashtag is present.

a. Posting Guidelines

4 Tien, S. (2018, March 8). 8 ways to make your social media channels more gender inclusive. Social Media 

Marketing & Management Dashboard. Retrieved February 7, 2022, from https://blog.hootsuite.com/genderinclusive-social-media/.
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(1) The USDA encourages the use of various multimedia outlets to foster a more open and 

transparent relationship with our audiences. These audiences include but are not

limited to employees, customers, stakeholders, and members of the public. USDA

Mission Areas, agencies, and staff offices use social media to reach audiences quickly

and easily, delivering information through a variety of platforms and formats as part of 

their integrated communication strategy. Because of this relationship, audiences

engage with our content by expressing their thoughts, opinions and ideas through

comments, reactions, and direct messages on social media. Social media managers

should use best judgment when responding to an individual’s comments and direct

messages.

(2) When posting content, social media managers should adhere to the guidelines listed in

the USDA Social Media Style Guide. Additionally, social media managers should use

gender-inclusive language. When posting about USDA employees, social media

managers should verify the employee’s pronouns.

(3) The USDA does not agree with or endorse every comment that individuals post on our

social media. Hate speech and harassment toward LGBTQI+ and other

underrepresented communities is prevalent in online platforms and needs meaningful

content moderation5.

b. Social Media Manager Responsibilities

In addition to the following guidance, additional social media guidance on governance

may be found in DR 1495-001, New Media Roles, Responsibilities and Authorities. It is 

the social media manager’s responsibility to assess if a comment is harmful or makes a 

threat toward an individual or group of people. The social media manager is responsible 

for communicating any potential and legitimate threat to their Agency. Social media 

managers should take substantive and meaningful action to prioritize the safety of USDA 

employees, our customers, underrepresented community members and protected classes. 

If a social media manager encounters an inappropriate comment or a direct message, such 

as a negative opinion about LGBQTI+ individuals, then the social media manager may 

take the following actions:

(1) If the comment does not warrant a response and is not harmful, then social media 

managers may ignore the comment. For the benefit of a robust and constructive 

conversation, USDA will allow comments that relate to the topic discussed within the 

corresponding post. USDA expects users to show respect, civility, and consideration 

to all posts and other users. 

(2) If the comment includes false information about the USDA and the social media

manager feels that clarification of accurate information is important for the public,

then the social media manager may respond to the comment.

5 Gay and Lesbian Alliance Against Defamation (GLAAD). (2021, May). GLAAD Social Media Safety Index. 

GLAAD. Retrieved February 9, 2022, from https://www.glaad.org/sites/default/files/images/2021-

05/GLAAD%20SOCIAL%20MEDIA%20SAFETY%20INDEX_0.pdf
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(3) Social media managers should keep in mind the following when responding to

comments:

(a) Be polite when responding;

(b) Correct the message, rather than the individuals who spread it;

(c) Use facts and data when pointing out generalizations and inaccuracies; and

(d) Aim to show a different perspective and share positive stories;

(4) If the comment includes the following content, social managers may hide the

comment6:

(a) Hate speech, including targeted slurs, intended to dehumanize, degrade or

reinforce negative or harmful stereotypes about a protected group. This includes

targeted misgendering or deadnaming of transgender individuals;

(b) Profanity, obscenity or vulgarity;

(c) Nudity in profile pictures; such as material that contains sexual content, which is

overly graphic, disturbing, obscene, or offensive or material that would otherwise

violate the law if published;

(d) Defamation to a person or people, such as comments that are discriminatory,

racist, offensive, obscene, inflammatory, unlawful or otherwise objectionable

statements, language or content;

(e) Name-calling and/or personal attacks;

(f) Comments whose main purpose are to sell a product;

(g) Comments that infringe on copyrights;

(h) Spam comments, such as the same comment posted repeatedly on a profile; and

(i) Advertisements for inappropriate websites or social media accounts;

(5) If an individual repeatedly makes inappropriate comments that warrant hiding, then

social media managers can block the user from the social media page. In these

circumstances, it might be best to mute the account that is provoking the harm, and

then take actions to block and report the user. Much the same, if the social media

manager sees that another user is being attacked, then it is a best practice to report the

profile to the appropriate social media platform.

6 Centers for Disease Control (CDC). (November 5, 2015). Social Media Public Comment Policy. CDC. 

Retrieved February 10, 2022, from https://www.cdc.gov/socialmedia/tools/CommentPolicy.html. 
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(6) Social media managers are encouraged to confer with subject matter experts, such as 

LGBTQI+ Special Emphasis Program Managers (SEPMs), Out and Equal, Equality 

USDA, and their respective Civil Rights Offices for additional guidance.

7. General USDA Examples

(a) For those who don’t fall neatly into either category, references to the binary male and 

female groupings can be alienating. According to the United Nations’ guidelines on 

gender-inclusive language, “Using gender-inclusive language means speaking and 

writing in a way that does not discriminate against a particular sex, social gender or 

gender identity, and does not perpetuate gender stereotypes. Given the key role of 

language in shaping cultural and social attitudes, using gender-inclusive language is a 

powerful way to promote gender equality and eradicate gender bias.” 

(b) In an effort to eliminate the possibility of misgendering correspondence recipients, it is 

suggested that the following nouns and pronouns be used through the body of any USDA 

correspondence, guidance and regulations. Please note that this section is not an 

exhaustive list of examples that may occur at USDA. It is encouraged that each Agency 

create their own internal guidebook or implementation plan for use. 

(1) They/them instead of he/she; 

(2) Spouse or partner instead of husband/wife to spouse; 

(3) Folks or everybody instead of guys or ladies/gentleman;

(4) Humankind instead of mankind;

(5) People instead of men or women;

(6) Parent instead of mother or father;

(7) Sibling instead of brother/sister;

(8) Child instead of son or daughter;

(9) Members of Congress instead of Congressmen;

(10) Councilperson instead of Councilman/Councilwoman;

(11) First-year student instead of freshman;

(12) Chair or Chairperson instead of Chairman;

(13) Artificial or synthetic instead of man-made;

(14) Workforce instead of manpower; and
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(15) Firefighters instead of firemen. 

(c) Although well-meaning, the use of particular terms may act in completely altering and 

discrediting a particular group of people or culture. For example, in some communities, 

the use of the term “Latinx” in place of Latino or Latina is intended to promote gender 

language inclusivity. However, in the Spanish language, masculine and feminine nouns 

are engrained in the language itself and in an attempt to make terms gender inclusive, one 

may essentially alter the meaning of the language.7 For these reasons, it is important to 

know the audience to which you are directing your message. 

8. Summary

This guidebook is a living document under the authority of the Office of Communications 

with support from the Office of the Assistant Secretary for Civil Rights and the Office of the

Chief Diversity and Inclusion Officer. The guidebook will be continually updated as USDA 

adopts more updated language or changes occur to Departmental Directives, policies, 

procedures, clearance processes, or other guidance direction. 

7 Guerra, Gilbert and Gilbert Orbea. (November 9, 2015). The Argument Against the Use of the Term 

“Latinx”. The Phoenix. Retrieved February 17, 2022, from https://swarthmorephoenix.com/2015/11/19/theargument-against-the-use-of-the-term-latinx/.
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APPENDIX A 

AUTHORITIES AND REFERENCES

Title VII of the Civil Rights Act of 1964 prohibits sex discrimination in employment. 

Title IX of the Education Amendments of 1972 prohibits discrimination based on sex under any 

education program or activity receiving Federal financial assistance; and USDA Implementing 

Regulation, 7 CFR Part 15a.

The Civil Service Reform Act of 1978 prohibits discrimination by the Federal Government on 

the basis of “conduct which does not adversely affect the performance” of an applicant or 

employee. This includes being LGBTQI+. 

Executive Order 13087, Further Amendment to Executive Order 11478, Equal Employment 

Opportunity in the Federal Government prohibits discrimination in Federal employment based 

on sexual orientation or gender identity. 

Executive Order 13672, Further Amendments to Executive Order 11478, Equal Employment 

Opportunity in the Federal Government, and Executive Order 11246, Equal Employment 

Opportunity prohibits anti-LGBTQI+ discrimination by federal contractors. 

Executive Order 13988, Preventing and Combating Discrimination on the Basis of Gender 

Identity or Sexual Orientation extends prohibitions of discrimination on the bases of sex in civil 

rights laws to also include the basis of gender identity or sexual orientation, so long as the laws 

do not contain sufficient indications to the contrary.
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APPENDIX B

GLOSSARY OF COMMON TERMS AND DEFINITIONS

The terms and definitions included in this section are from the USDA Departmental Directives 

Definitions Glossary; the Department of Labor’s DOL Policies on Gender Identity: Rights and 

Responsibilities; the Human Rights Campaign Glossary of Terms; Executive Order 13985, 

Executive Order on Diversity, Equity, Inclusion, and Accessibility in the Federal Workforce; the

University of Missouri’s Language of Identity inclusive terminology guide; the American 

Psychological Association’s Inclusive Language Guidelines; or the Groupe Speciale Mobile 

Association (GSMA) Inclusive Language Guide.

This appendix provides definitions of commonly used terms related to gender inclusion and other 

references used in this guidebook. Within the context of this guidance, the following definitions 

apply:

Access/Accessibility. The extent to which an employee or customer has the ability to access and 

benefit from or obtain available benefits and services.

Agency. Organizational units of the Department, other than staff offices, whose heads report to 

officials within the Office of the Secretary, Deputy Secretary, Under Secretaries, Assistant 

Secretaries, and Assistant to the Secretary.

Agender. An identity under the nonbinary and transgender umbrellas. Some agender individuals 

have no gender identity, although some define agender as having a gender identity that is neutral.

Ally. A term used to describe someone who is actively supportive of LGBTQI+ people. It 

encompasses straight and cisgender allies, as well as those within the LGBTQI+ community who 

support each other (e.g., a lesbian who is an ally to the bisexual community).

Asexual. A term referring to a complete or partial lack of sexual attraction or lack of interest in 

sexual activity with others. 

Assigned Sex. The sex assigned to a child at birth, most often based on the child’s external 

anatomy. Also sometimes referred to as birth sex, natal sex, biological sex, sex assigned at birth 

or sex.

Bigender. An identity under the nonbinary and transgender umbrellas. Bigender individuals 

identify with more than one gender.

Bisexual. A person emotionally, romantically, or sexually attracted to more than one sex, gender 

or gender identity though not necessarily simultaneously, in the same way or to the same degree.

Civil Rights. An expansive and significant set of rights that were designed to protect individuals 

from unfair treatment or discrimination and promote equal treatment in a number of settings 
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including education, employment, housing, public accommodations, and more based on certain 

legally protected characteristics.

Coming Out. The process in which a person first acknowledges, accepts and appreciates their 

sexual orientation or gender identity and begins to share that with others.

Cisgender. A person whose gender identity matches with the sex they were assigned at birth.

Deadname. The name a person was given at birth and no longer uses upon transitioning.

Deadnaming. The derogatory act of calling a transgender person by their birth name when they 

have changed their name as part of their gender transition. 

Diversity. The practice of including the many communities, identities, races, ethnicities, 

backgrounds, abilities, cultures and beliefs of the American people, including underrepresented 

communities.

Inclusion. The recognition, appreciation, and use of the talents and skills of persons of all 

backgrounds.

Intersectionality. The complex, cumulative way in which the effects of multiple forms of 

discrimination (such as racism, sexism, and classism) combine, overlap, or  intersect especially in 

the experiences of marginalized individuals or groups to produce and sustain complex inequities.

Equity. The consistent and systematic fair, just, and impartial treatment of all individuals, 

including individuals who belong to underserved communities that have been denied such 

treatment.

Equality. The state of being equal, especially in status, rights and opportunities.

Gay. A person who is emotionally, romantically or sexually attracted to members of the same 

gender.

Gender. Gender refers to the characteristics of people that are socially constructed. This 

includes norms, behaviors and roles associated within society. As a social construct, gender 

varies from society to society and can change over societal timeframes.

Gender-affirming care. An inclusive term for treatments and procedures that help an individual 

align their physical and/or other characteristics with their gender identity, often called transitionrelated care.

Gender binary. A system in which gender is constructed into two strict categories of male or 

female. 

Gender Dysphoria. A term that describes a sense of unease that a person may have because of a 

mismatch between their biological sex and their gender identity. This sense of unease or 
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dissatisfaction may be so intense it can lead to depression and anxiety and have a harmful impact 

on daily life.

Gender Euphoria. A psychological condition which consists of comfort or even joy when 

experiencing one's true gender identity, often accompanied by a strong desire to change one's 

gender presentation to better match their identity or to be referred to in the correct gendered 

language.

Gender Expansive. An umbrella term sometimes used to describe people who expand notions of 

gender expression and identity beyond perceived or expected societal gender norms (e.g., 

trans/non-binary/genderqueer). Some gender-expansive individuals identify as a mix of genders, 

some identify more binarily as a man or a woman, and some identify as no gender. Genderexpansive people might feel that they exist among genders, as on a spectrum, or beyond the 

notion of the man/woman binary paradigm.

Gender Expression. A person's external characteristics and behaviors (such as appearance, 

dress, mannerisms, speech patterns, and social interactions) that may be perceived as masculine 

or feminine. Most people make their expression match their identity (who they are), rather than 

their sex assigned at birth. 

Gender Exclusive Language. Language or terms that lump all people under masculine or 

feminine language or within the gender binary (man or woman), which does not include 

everyone.

Genderfluid. Refers to an identity under the nonbinary and transgender umbrellas. Genderfluid 

individuals have different gender identities at different times. A genderfluid individual's gender 

identity could be multiple genders at once, and then switch to none at all, or move between 

single gender identities. For some genderfluid people, these changes happen as often as several 

times a day, and for others, monthly or less often.

Gender Inclusive Language. Language or terms that are gender neutral and gender equitable.

Gender Identity. A person's internal sense of being man, woman, some combination of man and 

woman, or neither man nor woman. Gender identity can be complex and varies from society to 

society. Since gender identity is internal, one's gender identity is not necessarily visible to 

others. 

Gender non-conforming (GNC). A broad term referring to people who do not behave in a way 

that conforms to the traditional expectations of their gender, or whose gender expression does 

not fit neatly into a category. While many also identify as transgender, not all gender nonconforming people do.

Genderqueer. Genderqueer people typically reject notions of static categories of gender and 

embrace a fluidity of gender identity and often, though not always, sexual orientation. People 

who identify as "genderqueer" may see themselves as being both male and female, neither male 

nor female or as falling completely outside these categories.
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Gender Transition. The process by which some transgender people begin living as the gender 

with which they identify, rather than the sex assigned to them at birth. There is no set process an 

individual must follow to transition.

Graphic Design. The art or profession of visual communication using various methods to 

convey information to an audience, especially to produce a specific effect. Multimedia can be 

distributed in many forms, including, but not limited to, CD, DVD, Flash, internet, computer, 

etc. and emerging technologies. 

Intersex. General term used for someone who is born with a variation in their anatomy, 

chromosomes or hormones that doesn’t fit the typical definitions of female or male.

Lesbian. A woman who is physically, emotionally, or romantically attracted to other women. 

Women and non-binary people may use this term to describe themselves.

LGBTQI+. Represents the range of sexual orientations, gender identities, and gender 

expressions present in our world, including but not limited to lesbian, gay, bisexual, transgender, 

queer, questioning, pansexual, Two-Spirit, gender nonconforming, nonbinary, intersex, asexual 

and ally. Also, may be referred to as LGBT, LGBTQIA, LGBTQ2S+ or LGBTQAI+.

Mission Area. A group of agencies with related functions that report to the same Under 

Secretary or Assistant Secretary. Research, Education, and Economics (REE) is an example of a 

mission area. 

Misgender. To incorrectly identify the gender of a person (transgender or cisgender), 

intentionally or accidentally, by using an incorrect label or pronoun.

Neo-pronouns. A category of new (neo) pronouns that are increasingly used in place of “she,” 

“he,” or “they” when referring to a person. Some examples include: xe/xem/xyr, ze/hir/hirs, and 

ey/em/eir. 

Non-binary. Identities that are not defined along the male/female binary. Non-binary people 

may feel that they exist as both, neither or a mix of identities.

Outreach and Engagement. Outreach and engagement efforts targeted to specific audiences in 

support of USDA mission areas, agencies and staff offices program activities. These activities 

are intended to inform and engage constituents and stakeholders on various issues and to increase 

participation in the collaborative decision-making process as USDA mission areas, agencies and 

staff offices meet their mission objectives. Services and activities may include, but are not 

limited to, town hall-style meetings, meeting facilitation, online forums and so forth.

Outing. Exposing someone's lesbian, gay, bisexual, transgender or gender non-binary identity to 

others without consent. Outing someone can have serious repercussions on personal safety in the 

workplace.
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Pansexual. A term that describes a person who has the potential for emotional, romantic or 

sexual attraction to people of any gender though not necessarily simultaneously, in the same way 

or to the same degree.

Program. An activity within an organization primarily concerned with the delivery of food or 

agricultural services. 

Prohibited Bases. Discrimination that is prohibited in employment and program activities based 

on race, color, national origin, age, disability, sex, gender identity (including gender expression), 

genetic information, political beliefs, sexual orientation, marital status, familial status, parental 

status, veteran status, religion, reprisal and resulting from all or a part of an individual’s income 

being derived from any public assistance program.

Protected Groups. Any person, group, or class of persons protected under Federal laws and 

regulations and any Executive Orders from discrimination based on a prohibited basis. 

Pronouns. Linguistic tools used to refer to someone in the third person. Gendered pronouns 

include she/her and he/him. Gender-neutral pronouns include the singular they/them and ze/hir. 

Many other pronouns exist as well. If unsure of someone’s pronouns simply ask “What are your 

pronouns?”

Queer. An umbrella term which embraces a variety of sexual preferences, orientations, and 

habits of those who are not among the exclusively heterosexual and monogamous majority. 

Although the term was once considered derogatory and offensive, the LGBTQI+ community has 

reclaimed the word and now uses it widely as a form of empowerment. Younger generations 

tend to use the term "queer" for reasons such as the fact that it does not assume the gender of the 

queer person or the gender of any potential romantic partners and/or in order to make a political 

statement about the fluidity of gender.

Questioning. A term used to describe people who are in the process of exploring their sexual 

orientation or gender identity.

Sexual Orientation. The direction of one’s erotic attraction. Sexual orientation is distinct from 

gender identity. Asexuality, lack of sexual attraction, is also a sexual orientation.

Social Transition. The process of presenting in public (part or full-time) in an identified gender 

other than what has been assigned to a person at birth. This is the process of making your gender 

identity known to friends, family and co-workers.

Staff Office. Departmental administrative offices whose heads report to officials within 

the Office of the Secretary.

Title IX of the Education Amendments of 1972. Federal law that prohibits sex (including 

pregnancy, sexual orientation and gender identity) discrimination in any education program or 

activity receiving federal financial assistance.

Title VII of the Civil Rights Act of 1964. Federal law that prohibits discrimination 
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based on race, color, national origin, sex and religion in employment.

Training. Training is teaching people the knowledge and skills that will enable them to do their 

job more effectively. Training is the next step beyond awareness and most commonly involves 

formal instruction on how to perform specific tasks.

Transgender. Someone who does not identify as the gender they were assigned at birth.

Transition. A broad term commonly used to refer to the ongoing process by which a person 

alters components of their gender expression and/or other personal characteristics to better align 

with their gender identity. A person's transition may or may not include a combination of social 

changes (e.g., name, pronouns, appearance and/or clothing), legal changes (e.g., legal name 

and/or legal gender markers) and medical changes (e.g., gender-affirming hormone therapy 

and/or surgeries). Note: Not all transgender and/or non-binary people want to transition or are 

able to access the resources necessary to do so. However, regardless of whether, how, or when a 

person takes any, some, or all of these actions, their gender identity is valid and should be 

respected and affirmed.

Two-Spirit. A Native American identity which embodies traits of both men and women or of 

another gender than assigned. Not all Indigenous people who hold diverse sexual and gender 

identities consider themselves Two-Spirit, many identify themselves as LGBTQI+. Due to its 

cultural, spiritual, and historical context, the term Two-Spirit is to be used only by Indigenous 

people. 

Underrepresented Groups. Groups of people who traditionally and currently are represented in 

lower proportional numbers to dominant groups.

Underserved Communities. Populations sharing a particular characteristic, as well as geographic 

communities, who have been systematically denied a full opportunity to participate in aspects of 

economic, social, and civic life. This term includes individuals who belong to communities of 

color, such as Black and African American, Hispanic and Latino, Native American, Alaska 

Native and Indigenous, Asian American, Native Hawaiian and Pacific Islander, Middle Eastern 

and North African persons. It also includes individuals who belong to communities that face 

discrimination based on sex, sexual orientation, and gender identity (including lesbian, gay, 

bisexual, transgender, queer, gender non-conforming, and non-binary (LGBTQI+) persons); 

persons who face discrimination based on pregnancy or pregnancy-related conditions; parents; 

and caregivers. It also includes individuals who belong to communities that face discrimination 

based on their religion or disability; first-generation professionals or first-generation college 

students; individuals with limited English proficiency; immigrants; individuals who belong to 

communities that may face employment barriers based on older age or former incarceration; 

persons who live in rural areas; veterans and military spouses; and persons otherwise adversely 

affected by persistent poverty, discrimination or inequality. Individuals may belong to more than 

one underserved community and face intersecting barriers.