As all educators know, or should know, pronouns denote and correspond to objective biological sex — not to desires about one’s sex. Therefore, using opposite-sex pronouns to refer to or discuss gender-dysphoric students constitutes not merely a misuse of grammar but lying.
The following are questions that were posed in an article by the Illinois Family Institute.
Questions for school administrators
Below are questions that every taxpayer should ask their local school administrators, including the administrators of elementary and middle schools, and then they should hightail it to the next school board meeting to request that policy be written mandating that restrooms and locker rooms correspond to objective biological sex. The specificity of the questions is necessary in order to ensure that accurate information is obtained, to make explicit the assumptions embedded in Leftist restroom/locker room practices, and to prevent administrators from obfuscating:
1.) What are your policies and practices with regard to restroom and locker room-usage by gender-dysphoric students?
2.) Do you allow gender-dysphoric students to use multiple-stall, opposite-sex restrooms?
3.) Do you allow gender-dysphoric students to use opposite-sex locker rooms?
4.) If gender-dysphoric students are permitted to use locker rooms, do they have to walk through any area where opposite-sex students may be changing or showering?
5.) If you allow, for example, an objectively male, gender-dysphoric student to use the girls’ restrooms and locker room, on what basis would you prohibit objectively male, non-gender-dysphoric students from using them? If school policy prohibits discrimination based on “gender identity,” wouldn’t the district be violating policy by prohibiting non-gender-dysphoric students from using opposite-sex restrooms?
6.) If gender-dysphoric students shouldn’t have to use restrooms and locker rooms with those whose “gender identity” they don’t share, why should other students be forced to use facilities with those whose sex they don’t share?
7.) If restroom stalls and privacy changing areas are sufficient to force students to use facilities with those whose sex they don’t share, then why aren’t restroom stalls and privacy changing areas sufficient to force a gender-dysphoric student to use facilities with those whose “gender identity” they don’t share?
8.) If restroom stalls and privacy changing areas are sufficient to allow a male student in the girls’ facilities, then why aren’t stalls and privacy changing stations sufficient to allow all male students in the girls’ facilities?
9.) If restroom stalls are sufficient to allow a male student in the restroom, would you also allow all male staff and faculty in the women’s staff and faculty restrooms that are equipped with multiple stalls?
10.) Do you agree that many, perhaps most girls and women prefer not to urinate and defecate in a stall next to an unrelated male doing likewise? Do you find something unnatural or pathological about those feelings? Do you think such feelings deserve to be respected and honored through policy and practice?
11.) Do you think it’s possible that policies and practices that allow gender-dysphoric students to use opposite-sex restrooms and locker rooms may be communicating to other boys and girls that their discomfort with sharing facilities with opposite-sex students are wrong, ignorant, bigoted, or lacking in compassion?
12.) Why should girls care whether the boy in the restroom likes his body or not?
13.) If you allow gender-dysphoric students to use opposite-sex restrooms and/or locker rooms, do you notify all parents and guardians that their sons or daughters may be using facilities with opposite-sex students?
14.) How long have you allowed gender-dysphoric students to used opposite-sex restrooms and locker rooms?
15.) Do you require staff, faculty, and administrators to use opposite-sex pronouns when talking to or about gender-dysphoric students?
16.) Since pronouns denote and correspond to objective biological sex—not feelings about one’s sex—what if a staff member, teacher, or administrator views using opposite-sex pronouns for gender-dysphoric students as lying, and for moral and/or religious reasons object to lying or deception. Will you accommodate their objections to lying or deception?
17.) One “gender identity” is called “genderfluid,” another “bi-gendered,” and another “genderqueer.” Many “trans-activists” argue that “gender identity” is not fixed. What will the school do when faced with a student whose gender identity is “bi-gender” and he/she demands to use whichever facilities correspond to his/her gender on any particular day or year? Or what if a male student identifies as a “transgirl” freshman and sophomore year, but between sophomore and junior year accepts his maleness? If he’s been using girls’ facilities for two years, will you permit him to switch back?
18.) Liberal sex and gender researchers J. Michael Bailey at Northwestern and Dr. Eric Vilain at UCLA write that 80% of males—who constitute the majority of gender dysphorics—will accept their real sex by adulthood. They claim that “it looks like parental acquiescence leads to persistence.” In other words, if parents accommodate their children’s efforts to pretend to be the opposite sex, their children are more likely to persist in their rejection of their sex. Do you have concerns that by allowing gender-dysphoric students to use opposite-sex facilities, you may be increasing the likelihood that they will persist in their rejection of their sex?