How to challenge the misinformation.
Read this before you go.
As a teacher or student, if you are forced to participate in “diversity” or “sensitivity” training, don’t just sit there and let them spoonfeed twisted concepts through manipulative exercises and false information. Raise your hand, bring up the following issues and expose the real nature of what is taking place: they want to force people to accept homosexual behavior, even if some don’t like it and the responsible facts don’t support it.
It’s time to object, question and expose the truth in open and frank discussions. Here are some questions you might ask at appropriate times in the workshops.
For supporting references, see end.
Issue 1: Safety, Bullying and Harassment. What documented evidence exists to show that “gay” students are more subject to physical attacks than others- not including surveys of impressionable students? Isn’t bullying done for all kinds of reasons? Aren’t you including “verbal” in your definition of harassment, and isn’t this very subjective, i.e., what’s “harassing” to one person is just a free exchange of ideas to another? Aren’t kids who are fat or non-athletic bullied, too? Would this mean that, to stop that type of bullying, we need to teach students that obesity is good and physical fitness is bad?
Aren’t kids involved in homosexuality troubled because of the very nature of what they are doing? Drug abusing kids are also very troubled. Do we legalize drugs to make them feel better? Why can’t we just say in general that harassment and bullying are unacceptable, without forcing acceptance of homosexuality, which has many aspects (like high health risks) that continue to make it unsupportable?
Issue 2. Is Homosexuality Genetic? There seems to be an assumption here that homosexuals are a fixed minority group. There’s no conclusive evidence that it’s genetic, is there? Can a person go somewhere and get a test for a “gay” gene? Aren’t our bodies clearly built for heterosexual sex? Aren’t there lots of people who’ve gone back and forth, like movie star Anne Heche, former “partner” of Ellen DeGeneres, who recently married a man? What about bisexuality? Isn’t that clearly flexible and an obvious choice?
Issue 3: “Students Can Never Be Influenced to ‘Become’ Gay!” Are you saying there’s no chance that raising this issue constantly won’t influence some students who would never have thought of it otherwise to start experimenting with homosexual behavior and like it? What about those who’ve changed from heterosexual to homosexual– as all the mid-life changes we are hearing about–Gov. Jim McGreevey of New Jersey, for instance? Are you saying all these people simply performed heterosexually, without enjoying it at all, all those years? Isn’t human sexuality –for good and bad–more malleable than that? What about the pro-homosexual advocates telling our kids it’s okay to be “fluid”?
Issue 4: Health Risks of Homosexual Sex. What about the health risks of homosexual sex? Isn’t anal sex always high risk, no matter who does it, even if it’s with only one partner? Isn’t the human body really best adapted to heterosexual sex, which with one partner, can be done safely all during a person’s life?
Issue 5. Parental Choice. What about people who don’t want their kids to believe homosexuality is acceptable? Don’t they have the right to teach their children what they want to? What about parents who don’t want their kids to hear anything at all about homosexuality, pro- or con? Aren’t these people taxpayers, too?
Issue 6. Atheists Can Object, Too. Aren’t there some people who don’t have strong religious beliefs who don’t want their children to learn about homosexuality? So–it’s not just a religious issue, is it?
Issue 7. Is Homosexuality Just Another ‘Viewpoint’? As far as “equal access” goes, this assumes homosexuality is a viewpoint. Isn’t it a behavior, not a viewpoint? Would other known high risk activities like anorexia or smoking also, then, be viewpoints?
Issue 8. Ex-Homosexuals Do Exist. How can you say no one can change from homosexuality to heterosexuality? Are you saying it’s never been done? Can’t people change from heterosexuality to homosexuality? Why do gay advocacy groups like GLSEN maintain that students have the “right” to “explore” to “discover” what orientation they are? Haven’t you ever met people who experimented and liked it? Or experimented and rejected it? Aren’t humans a lot more flexible than you are saying? So–aren’t we influencing students when we ask them to accept homosexuality? How can you say there’s no chance of changing or influencing any student and that some students will just “be” homosexual?
Issue 9. Why are homosexuals so troubled in other ways? What about all the other lifestyle factors researchers have discovered about homosexuals, like much higher rates of alcohol and drug use and higher rates of mental illness? Doesn’t this just scream that there’s something dysfunctional about the person? Aren’t some (not all) major psychological groups just ignoring this evidence because they want to look trendy, and because so many homosexuals are in leadership positions on committees?
Issue 10. What about respect for those who disagree?. Isn’t it just another type of bias and bigotry to say that homosexuality must be accepted by students and teachers? What about people who know all this information, but come to a different conclusion than you do? Are you saying they are stupid? Isn’t that bigoted and prejudiced?
Issue 11.Adults Corrupting Children in Same Sex Interactions. Isn’t the risk of adults having sex with minors greater when homosexual teachers teach children, simply because of same sex activities like coaching, mentoring, etc.? Isn’t this the reason homosexuals were until recently forbidden from teaching kids?
Issue 12.Why does the Red Cross refuse blood from homosexuals? Isn’t AIDS in the U.S. still spread predominantly through male to male homosexual sex? Isn’t this why the Red Cross still refuses blood from any male who has had sex with another male even once since 1977? The FDA has the same cautions about giving/receiving blood. How can we in good conscience in any way say or imply this is acceptable behavior for students or teachers?
Issue 13. GSA’s produce more bigotry, not less. If we allow a gay straight alliance, won’t their discussions of “homophobia” lead them to form hostile and bigoted beliefs and feelings about other students, teachers and parents who don’t approve of homosexuality? Don’t you just trade what you say is one type of discrimination for another–at the risk of endangering students exposed to homosexual activity? And if this club wants to hold diversity days or days of silence, aren’t they acting in a way that discriminates against others’ beliefs?
Issue 14. Objections to homosexuality lead to violence??Are you trying to imply that all people who believe homosexuality is wrong are potentially violent, or potential harrassers? Isn’t that bigoted and prejudiced thinking that flies in the face of the facts that many people “tolerate” people who are homosexual without being violent or even impolite toward them? Isn’t it incredibly offensive, even shallow and childish, to use the term “hatred” to describe ALL disapproval of homosexuality?
Issue 15. Future legal problems for the school and teachers. Won’t the school face potential lawsuits in the future if students are taught that homosexuality is harmless and acceptable, and then later contract AIDS? What if an underage student meets an adult homosexual through a school function like a health class or a gay club meeting, and they begin a sexual relationship? Will the school be held liable for millions of dollars as in the some of the clergy abuse situations? Aren’t we obligated to give them either both sides of the issue, or not cover homosexuality at all?
1. Homosexual pressure groups like GLSEN, the Gay, Lesbian and Straight Education Network (www.glsen.org ) use surveys of students as their primary support for manipulating schools into adopting anti-bullying programs that defend “sexual orientation.” But these surveys are highly subjective and misleading. For instance, they will often cite a certain percentage of students who say they hear “homophobic” remarks regularly at school. The implication is, of course, that any criticism of homosexuality needs to be disciplined. Rude name-calling should be stopped for all reasons, but these suggested “speech codes” include finding common teen phrases like “That’s so gay” offensive. If schools did this for all the groups that object to teenaged chatter, it would cost taxpayers many extra millions, not to mention the “thought police” climate this would create.
Heart-rending testimonies said to be from students are also included, for instance, in GLSEN training exercises ( click here).
Purported adolescent suffering, however, does not justify school intervention. Students can be in angst over all kinds of things–major, minor, good, bad and neutral. It can range from their version of parent-teen disputes, to real issues of abuse. It can encompass immature emotional reactions to everyday ups and downs, to hard-core drug, alcohol or criminal issues. The point is, anecdotes never make sound public policy. That’s why facts are needed–not student opinions.
2. On the genetic question, some interesting articles from homosexuals themselves who argue against this, are at Queer by Choice.
Also, the conservative view, from
Culture and Family Institute
World Net Daily
3. A classroom exercise for students used for many years by GLSEN and others says the following:
“Each of us should have the freedom to explore our sexual orientation and find our own unique expression of lesbian, bisexual, gay, straight, or any combination of these.”
(“Tackling Gay Issues in School,” page 78, Bisexual Basics.)
One exercise for students also uses the “Kinsey Scale” which asks people to “rate themselves on a 0 through 6 scale of heterosexual to homosexual.”
See a full article on this at
4. Several good articles summarizing the research showing homosexuality’s health risks:
Family Research Council
The Health Risks of Gay Sex, CRC
7. On the issue of the application of the “Equal Access” law to pro-homosexual school programs and clubs, see article below:
8. On the issue of ex-homosexuals, visit these sites:
9. Here’s an article from the “gay” community, admitting that it’s now well-documented that higher mental health issues are seen among homosexuals. While their conclusions are different than the conservative view would be, this is still a valuable article:
12. On the Red Cross policy, it’s at Red Cross Policy
Here’s an article about liberal efforts to get Red Cross and the FDA to change their policies:
Red Cross and FDA
13. On the real story about “gay” clubs and what they will do to a school, see:
Homosexual Clubs:The Rest of the Story
15. A great paper on this is at:
Legal Liability of Homosexuality Education