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LA’s Radical Gender Theory Material Will Harm K-12 Kids

The Los Angeles Unified School District has adopted a radical gender theory curriculum encouraging teachers to work on “breaking the gender binary,” experimenting with gender pronouns such as “they,” “ze,” and “tree.” and adopting “trans-affirming” programming to make their classrooms “queer all school year round.”

I obtained a wealth of publicly available documents from LA Unified that illustrate how gender ideology has entered the mainstream of the nation’s second-largest school district. As of 2020, the district’s Human Relations, Diversity, and Equity Department (or HRDE) has created an infrastructure to translate core tenets of queer academic theory into K-12 pedagogy.

Materials include a wide range of lectures, presentations, programs, teacher training programs, adult-led gender and sexuality clubs and school-sponsored events.

At a week-long conference last fall titled “Standing with LGBTQ+ Students, Staff, and Families,” administrators held workshops with presentations on “breaking the [gender] binary,” providing children with “gender-affirming free clothes,” including “what your queer middle schooler wants you to know,” and producing “counter-narratives against the mainstream narrative of mainstream white cis-heteropatriarchy society.” The narrative follows the standard academic slop: white, cisgender, straight men have built a repressive social structure, divided the world into a false male-female pair, and used this myth to oppress racial and sexual minorities.

The program aims to address gender ideology in the classroom.
FREDERIC J. BROWN/AFP via Getty Images

In another training program, titled “Queering Culture & Race,” the HRDE office encouraged teachers to embrace the principle of intersectionality, a key tenet of critical race theory, and apply it in the classroom. First, administrators asked teachers to self-identify by race, gender, and sexual orientation, and to consider their position in the identity hierarchy.

The district then encouraged teachers to “avoid gendered expressions” in the classroom, including “boys and girls” and “ladies and gentlemen,” which queer theory holds are remnants of the oppressive gender binary. Administrators have also warned teachers that they may have to work against the families of their minority students, especially black students, when it comes to sexuality.

“The black community often holds rigid and traditional views about sexual orientation and gender expression,” the presenters asserted. “Black LGBTQ youth experience homophobia and transphobia from their family communities.”

Finally, LA Unified went all out on “trans-affirming” indoctrination. The HRDE department flooded the neighborhood with educational materials, including videos from the consultancy firm Woke Kindergarten encouraging 5-year-olds to experiment with gender pronouns (“they”, “ze” and “tree” again) and to adopt non-binary gender identities that “make you feel good”. The district requires teachers to use the student’s desired name and pronoun and to keep the student’s gender identity secret from parents if the student chooses.

The problem with creating a “trans-affirming” culture is obvious. In one of the district’s documents, “Mental Health Among Transgender Youth,” the HRDE office cites a Mental Health America survey pointing out that among transgender youth ages 11 to 17 who were screened for mental health issues , 93% were at risk for psychosis, 91% showed signs of post-traumatic stress disorder, 90% probably used drugs and alcohol, 90% suffered from moderate to severe anxiety and 95% suffered from depression moderate to severe.

LA’s Radical Gender Theory Material Will Harm K-12 Kids
The program also includes videos encouraging preschoolers to experiment with gender pronouns.
Brittany Murray/MediaNews Group/Long Beach Press-Telegram/Getty Images

These figures are deeply alarming. But rather than provide a sober assessment of those risks and seek to mitigate them, LA Unified has embraced a year-long program glorifying transgender identity and promoting a nonjudgmental, “trans-affirming” culture in the community. classroom.

It is, of course, a noble goal for schools to provide a safe environment for minority groups and to affirm the basic dignity of all children, regardless of their sexuality. But LA Unified’s agenda goes much further, promoting the most extreme strains of transgender ideology, which almost certainly contributes to the “social contagion” effect documented by Abigail Shrier and others.

LA Unified governs the educational lives of more than 600,000 children, the majority of whom are racial minorities from poor families. The cynicism implicit in teaching gender ideology in the district is sickening: highly educated, well-paid bureaucrats promote fad college programs that will do nothing to provide a basic education for these children or help them climb the economic and social ladder.

It will only keep them trapped in a quagmire of confusion, fatalism and resentment – ​​while bureaucrats continue to collect their paychecks.

Christopher F. Rufo is a Principal Investigator at the Manhattan Institute and Contributing Editor to city ​​newspaperfrom which it was adapted.

New York Post

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