In this, the final installment of our examination of the contents of a special issue of the academic journal, Educational Researcher entitled Trans Studies in K-12 Education we will take a look at a brief that discusses the situation of school workers who classify themselves as “trans.”
The gist of the article is that such workers feel that that they have fewer protections than students who are of the same ilk. There is very little in the article about the commitment of the workers to education. It is mostly about their desire for acceptance of their trans-ness.
Just to recap, in Part 1 of this series we showed that the purpose of the special issue was to make the case that research in the field of K-12 education needed to be injected with a massive dose of pro-transgenderism in order to bring it into line with radical gender ideology.
In Part 2 and Part 3 we learned that much of what is presented as “research” in the issue consists of arguments for the supposed value of transgenderism as a lifestyle and an ideology that should be pushed by schools at the expense of the traditional and correct understanding of male and female as the only genders.
In Part 4, we were able to read of examples that illustrated with specifics the insidious way trans views of human sexuality are inserted into classrooms, often without parents’ knowledge.
In Part 5, we learned that these practices are often codified in secretive, bureaucratic ways precisely in order to conceal from parents that their children are being “affirmed” into adopting gender “identities” at variance with the sex the children were born with.
Let’s turn now to the final item in the special issue, Differences in Trans Employees’ and Students’ School Experiences.
We are told:
This brief describes the demographic characteristics of a non-random sample of 296 trans PK–12 school workers (i.e., teachers, administrators, staff) in the United States and Canada and reports their workplace experiences and the structural and social supports for trans employees compared to trans students. The analysis suggests that although most respondents are satisfied with their role, they experience high levels of discrimination and harassment, and there is a lack of administrative guidance for trans staff compared to trans students.
The writers usefully show that the now infamous Bostock decision of the Supreme Court, which undermined the basic biological view of male and female, has affected the employment landscape and social terrain of education—making it far more transgenderism-friendly:
The 2020 Bostock v. Clayton County Supreme Court decision clarifies that gay and transgender people are protected under Title VII of the Civil Rights Act of 1964…which protects individuals from employment discrimination on the basis of race, color, sex, and national origin. This Supreme Court decision articulates that discrimination against gay and transgender people is rooted in sex discrimination, explaining that “an employer who fires an individual for being homosexual or transgender fires that person for traits or actions it would not have questioned in members of a different sex
Thus, the supposedly right-wing Supreme Court basically gave its blessing to the transgenderist argument that a man who decides he is a woman is now basically entitled to the legal protections, say, an actual woman is. The writers of the article we are examining today take it as a given that gender is simply a matter of personal preference, saying of a survey of those who designate themselves as “trans”:
respondents reported being fired, being denied a promotion, or not being hired for a job due to their gender
Note that it is not even “gender identity” anymore, but simply “gender”—biology is now officially dead as far as the transgenderists are concerned. And they have tremendous social and political power. Thus, a man who calls himself a woman is, by this reasoning, a woman period. So much for the rights of actual women. Farewell, feminism. You have been destroyed by the “trans women.”
The authors assume that any workplace tensions stem from the bigotry and backwardness of those who are not trans who are expected to go along with pretending, say, that a woman who is convinced she is a man actually is one:
Small qualitative and quantitative studies also suggest that trans school workers face disadvantages due to the hetero/cisnormativity of PK–12 schools… leading to employment discrimination and negative social interactions.
Note that the normal view of the world—that those born male or female are and remain male or female (even if they undertake drastic action of some “medical” kind) is clinicized with the term “hetero/cisnormativity.” Moreover, it is not just K-12 settings that the transgenderists want to render transgender friendly, but pre-K ones too. This is sexualizing preschool. Let that sink in. Good-bye, childhood.
We are told this about the organization that sponsors the journal which the article appears in--note that a supposedly nonpartisan research body talks of "mobilizing" in a highly partisan way:
In response to the most recent wave of anti-trans state legislation, the American Educational Research Association (AERA) Council published a statement calling on education researchers to mobilize their knowledge to support trans lives and stating that trans educators deserve safe and supportive workplaces.
Note that we are told that schools are somehow “unsafe” for trans educators and that they need to be “supportive” of these workers. The transgenderist movement routinely employs charges that those in that community are in constant danger of being brutalized or driven to suicide if the rest of us don’t give them exactly what they want. That is an extremely effective way to silence critics.
And what are examples of “anti-trans state legislation?” Well, if you follow the link given in the article you will be taken to a CNN article which is primarily sourced from the incredibly powerful LGBTQ+ lobbying and advocacy group, the Human Rights Campaign.
And what is considered “anti-trans” by the authors, CNN and the Human Rights Campaign? Well, a bill in Arkansas outlawing providing gender-affirming treatment to minors. And what does “gender affirming treatment” often entail? According to the United States Department of Health and Human Services Office of Population Affairs document, Gender-Affirming Care and Young People, it can include:
Puberty Blockers: Using certain types of hormones to pause pubertal development
Testosterone hormones for those who were assigned female at birth
Estrogen hormones for those who were assigned male at birth
And mutilating “Gender-Affirming Surgeries” used “case-by-case in adolescence.”
One can only applaud the people of Arkansas for stepping in to protest the idea that a baby is “assigned” a gender by some evil “cisnormative” obstetrician and that an adolescent going through a normal bit of confusion about sexuality needs to be whisked off to be pumped full of hormones.
And what is another type of “anti-trans state legislation?” That would be, according to CNN:
bills that ban transgender athletes from participating in sports consistent with their gender identities
Oh, that would mean that boys who say they are girls do not get to compete unfairly against actual girls. Hard to see any screaming injustice there.
Therefore, when you hear the phrase “educational research” don’t assume that it actually is. It might be pro-transgenderism propaganda.
Likewise, when you hear the phrase “anti-trans state legislation” you should bear in mind that that is how transgenderists refer to real-world child protection laws and female sports protection acts. And remember that “gender affirming” means “actual gender obliterating.”
What is most striking in the article is the fact that the writers and those surveyed are so consumed with the idea that everyone they encounter must “affirm” them in their “gender identification” and that if the world does not, they are oppressed. In supplemental material for the article we read:
In the item for this study, we asked respondents to select one of four trans-inclusive categories of gender identity (1) Man, trans man, or transmasculine, (2) Woman, trans man, or transfeminine, (3) Indigenous or other cultural gender identity, (4) Nonbinary, genderqueer, agender or a similar identity” to the prompt, “If you had to select ONE response that best describes your current gender identity for the purposes of this survey, what would it be?”
Gender Affirmation. In addition to measuring negative social interactions, like victimization and employment loss, we measured positive interactions with school leaders, peers, parents, and students. In qualitative studies of trans workers, participants cite the importance of feeling affirmed in their gender at work… In other words, experiences that recognize, acknowledge, and support an individual’s gender. In this study, we compared respondents’ responses to whether respondents believed adult peers’ and students’ affirmed the trans workers’ gender in school. For adult peers, the prompt read: “My peers affirm my gender.” For students, the prompt read: “My students affirm my gender.”
In other words, those that people who regard themselves as “transgender” work with or for are expected to “affirm” the identity that the “trans” person has adopted. That means that they have to pretend that men are women and women are men. And this unconscionable, tyrannical, kooky demand is being forced as well on children—as young as pre-Kindergarten.
This is increasingly the position of the federal government and is becoming accepted in the world of education research.
The aim of this series has been to alert parents about the aggressive drive of the transgenderist movement to deprive parents of any say in what is being taught to their children—and the fact that it is becoming alarmingly common for school personnel to conceal from parents that children are being “affirmed” in transgender “identities” without their parents’ knowledge.
Parents henceforth should ask to see “administrative guidance” documents and never assume that “research” is unbiased. They should ask to be provided with copies of any research cited when policies regarding gender or sexuality-related matters come up in their schools and be vigilant about what is being taught and modeled there.
Good luck, parents. Don’t give up. Your children’s health and well-being and your parental rights are at stake.