Updated: Jul 22, 2020
Many people think “transgenderism” and “gender identity mythology” are progressive additions to the LGB civil rights movement, this generations attempts at gender-bending rebellion, or at its least complex, a passing fad. There are however, many parents organizing against what they understand as something far more sinister, an agenda being driven into schools by states and governments, behind parents backs. For some parents, an on-line proponent also functions to prey on their teens, particularly females, adolescent vulnerability around body-image, exacerbated by puberty. These concerted cultural forces can exude the force of a global cult, drawing teenagers into being manipulated with promises of a pharmaceutical and/or surgical fix, causing life-long damage to young bodies. Do parents stand a chance against a powerful Trans lobby indoctrinating kids at every front of the culture?
In 2017, in educational districts throughout the US (along with Europe, Australia, Japan, Canada, etc.), school districts adopted purported “anti-bullying” guidance measures for schools, for the protection of “transgender” students and those adhering to what constitutes a new mythology, “gender identity.” Though anti-bullying seems like a healthy pursuit, we have to ask why these guidelines have been adopted for children and teens who think they were born a different sex, no sex at all, or who don’t conform to the social sex-role stereotypes for their sex.
The Williams Institute, an “LGBT” think tank, estimated in 2016 that only 0.6% of the US population in the US identified as transgender. This was double the estimate they made in 2011. Current estimates of teenagers identifying as transgender in the US estimate 150,000 or 0.7%, keeping in mind that transgender is an umbrella term for a panoply of fetishes, disorders of sexual development and identities reflecting how young people feel in relation to social, sex-role stereotypes. There are currently nearly 14,000 school districts in the US. This would mean there are, on average, between 10 and 11 teenagers identifying as transgender in any given school district.
The prevalence of obesity for children in the US by comparison is 18.5% and affects about 13.7 million children and adolescents, rising to 20.6% of ages 12-19 years. This would constitute nearly 1000 teenagers per school district. Bullying is a common experience for many overweight kids and can have a devastating impact on their emotional well-being. Research on the severe emotional and social consequences to obese children are well documented.
Why then are “anti-bullying’ agendas being forced into schools specifically for children and young adults identifying as “transgender” but not for children who are overweight? One would think the larger population afflicted, would be attended to first, especially considering how much larger it is. More importantly, if schools were really intent on teaching children how hurtful bullying is, it seems logical to address bullying in all its manifestations, instead of singling out separate groups of children.
The “anti-bullying” agendas for children identifying as “transgender” have arrived in schools at the same time that newly developed sex-health curriculums for children have been included in courses. The new curriculums include guidance in the expression of sexuality, versus, education about male and female bodies. Sexuality, as it is expressed is no longer the teaching domain of parents, or the discovery of young adults once they pass puberty, but has become an agenda forced on young people by the transgender lobby, governments and states, to normalize sexuality as identity, instead of an intrinsic part of oneself and expressed in many ways for many different people.
Curriculums are teaching children that their biological sex was “assigned” at birth, instead of observed. These school programs have been supported by the reading of children’s stories depicting children who feel they are born into the wrong body and showing diagrams to older children that depict sex as a feeling one has inside their minds, as they relate to cultural sex stereotypes, instead of biological reality. These programs don’t depict a need for respect of other children’s differences, so much as they cultivate the idea that body dissociation is normal. Simultaneously, there are neighboring drag queen story hours happening in libraries around the nation, utilizing the fetish play of mostly adult gay men who perform in clubs, to instill the idea in very young children that they can be the opposite sex if they so choose. Children’s “gender clinics,” euphemistically called “gender expansive clinical programs” have exploded in the US in the past decade. Children’s “gender camps” have emerged where children are learning that they are ok, even if they were “born in the wrong body.”
Prior to these methods of indoctrination, coming in under seemingly progressive cover, children did just fine without government interference in their developing sexual lives, but now states and governments feel an urgent need to track data about children’s “gender identity.” For what purpose? What is “gender identity,” concretely? And why are governments, states and institutions undermining sexual dimorphism in language, law, sports, politics, in medical care and crime statistics and more frighteningly in the minds of children?