I did some digging for those of you who ridicule statement that gays are trying to influence children in response to concerns expressed by "LadyLurkin" on 12/11. Let me ask you: what are the parents who do not share the gay views supposed to do?
Feel free to study quoted sources:
"We immediately seized upon the opponents' calling card - safety - and explained how homophobia represents a threat to students' safety by creating a
climate where violence, name-calling, health problems and suicide are common...
We knew that, confronted with real-life stories of youth who had suffered from homophobia, our opponents would automatically be on the defensive: they would have to attack people who had already been victimized once, which put them in a bully position from which it would be hard to emerge looking good...
In MA, no one could speak up against our frame <of the debate> and say: "why yes, I do think students should kill themselves". This allowed us to set the terms of the debate"
(speech to Human Rights Campaign, 1995, posted on (but since removed from) the GLSEN website <then www.glstn.org, now www.glsen.org)
"It is in the younger years that students form their impressions of lesbian and gay people. It is imperative, then, that they learn about lesbian/ gay issues in an age-appropriate way from the beginning of their schooling"
(The P.E.R.S.O.N. Project Organizing Handbook, Appendix IX: Creating Safe Schools - the Seattle and Massachusets models) ><available at the website of PERSON (Public Education Regarding Sexual Orientation Nationally), http:
www.youth.org/loco/PERSON/project?. The quotetion is found on page 5, in a section about a MA program, titled "Making schools safe: a blueprint for action for schools addressing lesbian and gay issues";
"First and foremost, teachers must act promptly to stop anti-gay comments at their first appearance, explaing to children why they are wrong, and that there is nothing wrong with being gay. Students who persevere need to be disciplined or suspended to show children and their parents that the schools are serious"
(Paul Varnell "Among school children", "In step" November 1998.
"In step" is a homosexual newspaper based in Madison, WI. Varnell adds:
"students who are repeatedly homophobic also need to be mandated to counseling to discover why berating others is so important to them... Anti-bias programs must be required as early as kindergarten and continue on through highschool")
At a 1998 GLSEN - sponsored conference in Boston, GLSEN member and New York kindergarten teacher Jaki Williams said teaching five-year-olds about homosexuals is important because children at that age are just "developing their superego" and "that's where the saturation process needs to begin"
(Brian Burt "Gay leader says dream is to "promote homosexuality",
"Lambda Report on Homosexuality" Jan/ Feb 1998)
The National Association for the Education of Young Children (NAEYC) ran an article in its newsletter, "Young Children", suggesting answers to a question from 5 year lod Ethan about whether day-care classmate Tommy can marry his best friend Sam when the two grow up. The excerpt below includes one of the authors' suggested answers: "sometimes a simple, honest answer suffices. One teacher response might be "Tommy and Sam can choose to live together when they grow up. There are men who prefer to make a family with another man instead of with a woman. And they love each other just like other families. They can even have a wedding if they want". This is a clear and factual response that
answers the question directly, although it does not raise new questions about complexities of laws about and societal attitudes toward lesbians and gays"
(Betsy J. Cahill and Rachel Theilheimer "Can Tommy and Sam get married"
"Young Children", the newsletter of the National Association for the Education of Young Children, January 1999, pp.27-31). NAEYC, based in Washington, DC, accredits day care centers across the country.
Debra Chasnoff, a lesbian and co-producer of the video "It's elementary: talking about gay issues in school", which shows grade-school children receiving the pro-homosexuality lessons in class, says her motivation for making the film was that her son was entering kindergarten in public school
(Debra Chasnoff, interview with MD Public Television, June 7, 1999)
A leading force in promoting and approving view of homosexuality is the National Education Association teachers union. The following is the NEA's view of diversity, laid out in a 1997 pro-homosexuality "Action Sheet":
"Recognizing that our world is heterogenous and not homogenoues is a first step toward validating the existence of diverse groups of people. The second etep is talking about and acknowledging differences. And the third step involves accepting as contributing members of society those we previously considered as "other". No longer can we expect people to be alike, under the assumption that likeness will produce a shared culture and generally harmonious relationships. Now, we must be prepared to respect people who are different, even though their beliefs may conflict with our own and make us feel uneasy"
("Understanding Gay and Lesbian students through diversity" National Education Association "Action Sheet" June 1997, page 1)
"Gay, lesbian bisexual and heterosexual people experience the same basic developmental issues... All of us learn to express our sexuality through intimacy, sensuality and identity. And all of us act through a sexual orientation that is bisexual, heterosexual or homosexual... These orientations are not chosen but are discovered through normal child development... The degree to which we accept who we are is the degree to which we can accept those who are different...
(as above)
According to several studies, the average "coming out" age for "gay/ bisexual males" has plummeted fromaround 21 years old in 1979 to under 15 today, with young people identifying "gay" attractions at age 13.
(work of homosexual researcher Ritch C. Savin-Williams, a developmental psychologist at Cornell University: "And then I became gay" ><Routledge, New York 1998>
Another central component of the "gay" education agenda is the formation of
school-based "Gay-Straight Alliances". In MA, where GSA's are taxpayer-founded, over one-half of about 300 public high schools host the clubs, which seek to combat homophobia. Every year, the Comission on Gay and Lesbian Youth helps bus "gay, lesbian, bisexual and transgender" students from across the state to Boston for a pro-homosexuality rally on the steps of the state capitol.
(Jim Hanes "Youth pride day hails new "gay" school groups" <Culture Facts,
May 22, 1999>
MA teacher-activists have had considerabkle success in spreading the concept of GSA's to other states, especially in large metropolitan areas with large homosexual populations. In addition, MA Comission on Gay and Lesbian Youth has proposed $1.5 million for pro-homosexuality school programs in the next school year"
(quote from "Parents Rights Coalition" of Newton, MA)
The use of gay/ lesbian specific situations in explaining mathematical procedures (example: if 10000 people marched in the Gay Pride March in 1990 and 25000 in 1992, what was the average increase?)
(The P.E.R.S.O.N. "Project Organising Handbook" appendix IX, op. cit.,
see section on "Mathematics"0
"I would like to see mandatory homophobia prevention education integrated into elementary and secondary school curricula"
(Debra Chasnoff quoted in "Out Facts" <New York: Out Publishing, Inc, 1997), p. 43>