Los Angeles Unified School District has adopted a radical gender-theory curriculum encouraging teachers to work toward the “breakdown of the gender binary,” to experiment with gender pronouns such as “they,” “ze,” and “tree,” and to adopt “trans-affirming” programming to make their classrooms “queer all school year.”
I have obtained a trove of publicly accessible documentsfrom Los Angeles Unified that illustrates the extent to which gender ideology has entered the mainstream of the nation’s second-largest school district. Since 2020, the district’s Human Relations, Diversity, and Equity department has created an infrastructure to translate the basic tenets of academic queer theory into K-12 pedagogy. The materials include a wide range of conferences, presentations, curricula, teacher-training programs, adult-driven “gender and sexuality” clubs, and school-sponsored protests.
In a week-long conference last fall, titled “Standing with LGBTQ+ Students, Staff, and Families,” administrators hosted workshops with presentations on “breaking the [gender] binary,” providing children with “free gender affirming clothing,” understanding “what your queer middle schooler wants you to know,” and producing “counter narratives against the master narrative of mainstream white cis-heteropatriarchy society.” The narrative follows the standard academic slop: white, cisgender, heterosexual men have built a repressive social structure, divided the world into the false binary of man and woman, and used this myth to oppress racial and sexual minorities. Religion, too, is a mechanism of repression. During the conference, the district highlighted how teachers can “respond to religious objections” to gender ideology and promoted materials on how students can be “Muslim and Trans.”