Cheryl Onderchain, Quisha King, and Natalya Murakhver, three panelists on Fox and Friends First mom, offer their perspectives on education reform for public schools across the country.
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In order to make their classrooms “queer all school year,” the Los Angeles Unified School District has adopted a radical gender-theory curriculum that instructs teachers to work toward the “breakdown of the gender binary,” experiment with gender pronouns like “they,” “ze,” and “tree,” and adopt “trans-affirming” programming.
I have a wealth of publicly available documents from Los Angeles Unified that show how far gender ideology has permeated the second-largest school district in the country. In order to incorporate the fundamental principles of academic queer theory into K–12 instruction, the district’s Human Relations, Diversity, and Equity department has been working on this project since 2020. Numerous conferences, lectures, curriculum, teacher-training courses, “gender and sexuality” organizations run by adults, and protests organized by the schools are among the programming options.
Administrators held workshops with presentations on “breaking the gender binary,” giving kids “free gender affirming clothing,” comprehending “what your queer middle schooler wants you to know,” and creating “counter narratives against the master narrative of mainstream white cis-heteropatriarchy society” during a week-long conference last fall with the theme “Standing with LGBTQ Students, Staff, and Families.”
MAYWOOD, CA – APRIL 13: Kindergarten students sing and dance in Dora Barraza’s kindergarten class at Heliotrope Avenue Elementary School in Maywood on Tuesday morning. Some students are attending a LAUSD campus for the first time in more than a year, as some Los Angeles Unified schools reopen for in-person classes, with safety standards and mandatory COVID-19 testing of students in place. Tuesday, April 13, 2021 at Heliotrope Avenue Elementary School in Maywood, California. Getty Images (Al Seib / Los Angeles Times). Getty Images (Al Seib / Los Angeles Times)
The story is typical academic fare: white, cisgender, heterosexual men created an oppressive social order, split the universe into the mythical categories of man and woman, and utilized this fiction to persecute sexual and racial minorities. Religion serves as a tool for oppression as well. The district pushed materials on how pupils can be “Muslim and Trans” and highlighted how instructors can “address to religious objections” to gender ideology during the conference.
The Human Relations, Diversity, and Equity office urged instructors to adopt the concept of intersectionality, a cornerstone of critical race theory, and apply it to the classroom in another training program titled “Queering Culture and Race.”
Administrators first urged instructors to assess where they stood on the identification hierarchy and to define themselves according to their ethnicity, gender, and sexual orientation. Following that, the district urged educators to “avoid gendered terms” in the classroom, such as “boys and girls” and “ladies and gentlemen,” which, in queer theory, are relics of the repressive gender binary.
Administrators have also forewarned educators that they may have to deal with the families of their minority pupils, particularly those of black children, regarding sexual orientation. The presenters asserted that “the Black community frequently embraces strict and traditional notions of sexual orientation and gender identity.” “Homophobia and transphobia are experienced by Black LGBTQ kids from their familial communities.”
Los Angeles Unified has now committed fully to “trans-affirming” programs. The Human Relations, Diversity, and Equity department has flooded the district with instructional materials, such as videos produced by the consulting company Woke Kindergarten that exhort 5-year-olds to try out pronouns like “they,” “ze,” and “tree,” as well as to adopt nonbinary gender identities that “feel good to you.” The school system mandates that teachers utilize a kid’s preferred name and pronoun and, if the student so requests, keep their gender identification a secret from their parents.
In other words, without informing parents, Los Angeles public schools can support a child’s transition from one gender to another. It openly embraces gender identities including “transgender,” “genderqueer,” “agender,” “bigender,” “gender nonconforming,” “gender expansive,” “gender fluid,” and “two-spirit,” as well as sexual identities like “pansexual,” “sexually fluid,” “queer,” “same-gender-loving,” and “asexual.”
It is clear that fostering a “trans-affirming” culture has problems. The Human Relations, Diversity, and Equity department quotes a Mental Health America survey in “Mental Health Among Transgender Youth,” one of the district’s own materials, to note that among transgender youth aged 11 to 17 who were screened for mental health issues, 93% were at risk for psychosis, 91% showed symptoms of posttraumatic stress disorder, 90% probably used drugs and alcohol, 90% had moderate-to-severe anxiety, and 10% had severe depression. Furthermore, a research by the Trevor Project found that eating disorders are present in 71% of transgender youngsters, with the percentage being even higher for transgender children who are more female than male.
In other words, without informing parents, Los Angeles public schools can support a child’s transition from one gender to another.
These figures are really concerning. Los Angeles Unified, meanwhile, has embraced a year-round campaign glamorizing transgender identity and encouraging an unquestioning “trans-affirming” attitude in the classroom rather than offer a realistic evaluation of these hazards and work to reduce them. Of course, it is a great aim for schools to offer a secure space for marginalized groups and to uphold the fundamental worth of every kid, regardless of their sexual orientation. But the Los Angeles Unifieds program goes considerably further, endorsing the most extreme forms of transgender ideology, which undoubtedly has an impact on the phenomenon of “social contagion” that Abigail Shrier and others have seen.
The Los Angeles Unified School District is in charge of the education of 600,000 kids, the majority of whom come from low-income racial minority homes. The implied cynicism of the district’s gender-ideology programming is revolting; highly educated, well-paid bureaucrats champion trendy academic initiatives that will do nothing to give these kids a foundational education or assist them in climbing the social and economic ladder. They will remain mired in a quagmire of incomprehension, pessimism, and hatred as the bureaucrats continue to earn their salaries.