So called “gender ideology” is a made-up term used to frighten the uninformed and against transgender rights.

We’ve heard a lot lately about so-called “gender ideology” in the classroom. What is it?

Good question. The topic reminds us of this viral moment, when it was revealed that “woke” didn’t mean much, either. 

It turns out that “gender ideology” is an invented term with a long history of intentional scapegoating.

“Camille Robcis, a historian at Columbia University who is writing a book about the history of the phrase, says that ‘gender ideology’ was, at first, deployed by Catholic conservatives close to the Vatican in the 1990s to oppose the expansion of women’s and LGBTQ rights in United Nations treaties. Then as now, conservatives viewed so-called gender ideology as part of a plot to undermine the family, in their worldview composed of a married man and woman and their biological children.” From 'Gender ideology': The history of the right's new favorite phrase.

So if you are open to the idea that a family might mean more than a husband, a wife, and their children, “gender ideology” was invented to frighten you back into the fold.

Robcis again: “It’s not at all consistent what it means. Sometimes it’s abortion, sometimes it’s gay rights, sometimes it’s LGBT, or sometimes it’s trans rights,” Robcis said. “And that shifts historically and geographically.” 

And again: “There is no gender ideology. Only the people who oppose it say there is such a thing.”

“Gender ideology” is fixation of authoritarian human-rights abusers such as Viktor Orban and Vladimir Putin. 

It shows up as “justification” for American legislation written under the false premise of “protection from sexualization.” Take for example Florida’s Don’t Say Gay Bill, our own (not very successful) Canadian gadfly protestor, and proposed federal legislation. 

That’s quite a lot of traction for a term that means nothing.

Here’s the truth in Central Bucks School District and beyond: When kids take their seats on the first day of school, their teachers look out at the variety of faces and ask themselves, “How can I get to know all these people? How can I connect with each one of them in a way that opens their minds to what I have to teach them? How can I show them the relevance of my subject to their lives, so they will learn and use what they learn to accomplish their best work and fulfill their potential?”

Here is what teachers do not say: “How can I turn these kids into what I want them to be?” (nor do they add “mwah hah haaaah!!!”)

The students come with a dazzling array of strengths and weaknesses, challenges and triumphs, interests and areas of apathy. The teacher responds with compassionate respect to all of it.

Some kids arrive with challenging troubles. Someone has had a concussion and can’t do all the work. Someone has cancer. Someone’s parents are splitting up. Someone is depressed. Someone has lost a sibling. Someone uses a wheel chair. And so on.

Some kids arrive with challenging opportunities. Someone plays on a competitive travel team and will miss school for meets. Someone has a thriving modeling or acting career and must balance school work with demanding work schedule. Someone has won at the semi-finals of an elite academic competition and will miss school for the finals. And so on.

Teachers do what they can to help all these students. ALL of them. Plus to keep on teaching all the kids who show up in the regular way, because the teachers know that there is no “normal” or “ordinary” kid: each is unique and each deserves compassionate respect and support.

In precisely the same way, teachers greet any information about their students’ gender identity with compassionate respect. No more, no less. You wish to be called Reginald? On it. You use they/them pronouns? Noted. 

When a person speaks about their gender identity, they are not speaking about sexual behavior or desire. Sex and gender are not the same. A child or young person identifying as a boy or a girl is addressing how they see themselves, their inward sense of who they know themselves to be. They may also be addressing their gender expression, how they would like to behave, what sports or games they would like to play, how they want to dress and style their hair. They are not speaking about intimate acts. Few young children even know about such things.

We must understand that the request to be seen and treated as a boy or girl, or neither, is about one’s presence in the world and one’s relationships with others. It is not and has never been about engaging in sex.

The truth is there is no so-called “gender ideology” in the classroom. Teachers do not teach gender. They respond with compassionate respect toward ALL their students, in all facets of their students’ lives, including gender. 

Teachers do not inquire or ask nosy questions about kids’ identities. It’s none of their business. They do not indoctrinate, persuade, or otherwise cajole kids about their identities or lives.

Teachers let kids be themselves and they do their best to lead each one of them to learn more about math, science, social studies, world languages, English, health, art, music, and all the rest. 

Anyone who says that teachers indoctrinate kids with “gender ideology” is stoking fear and loathing toward dedicated, compassionate professionals. It’s a low blow and a lie.

It raises the question of what they believe teachers ought to do when someone says they want to be called Reginald or Margery or that they use they/them pronouns. Call the police? Report them to the Gender Authorities? Send the kid to the principal’s office? Call them out in front of the other kids? Put a scarlet letter on their chest and clap them in irons?

What is the alternative to compassionate respect for the students’ choices? What do those alleging “indoctrination” want from teachers? 

Let the teachers teach the kids, ALL the kids, with empathy and respect.