I have spoken often about the moral tsunami we are experiencing. Biblical morals are being undermined and denied with increasing rapidity; the moral dominos are falling with increasing speed.
Evidence of this was revealed recently in The Boston Globe where the writer commented on the new document that was released by the Massachusetts Department of Elementary and Secondary Education, “Guidance for Massachusetts Public Schools Creating a Safe and Supportive School Environment: Nondiscrimination on the Basis of Gender Identity.”
Here are some crucial statements from the document:
- “A transgender boy, for example, is a youth who was assigned the sex of female at birth but has a clear and persistent identity as male. A transgender girl is a youth who was assigned the sex of male at birth but has a clear and persistent identity as female. Gender nonconforming youth range in the ways in which they identify as male, female, some combination of both, or neither” (pp. 3-4).
- “The responsibility for determining a student’s gender identity rests with the student or, in the case of young students not yet able to advocate for themselves, with the parent. . . . [But because it is generally established by age four] the person best situated to determine a student’s identity is that student himself or herself” (p. 4).
- “Consistent with the statutory standard, a school should accept a student’s assertion of his or her gender identity when there is ‘consistent and uniform assertion of the gender-related identity, or any other evidence that the gender-related identity is sincerely held as part of a person’s core identity.’ If a student’s gender-related identity, appearance, or behavior meets this standard, the only circumstance in which a school may question a student’s asserted gender-identity is where school personnel have a credible basis for believing that the student’s gender-related identity is being asserted for some improper purpose” (p. 4).
- “determining a student’s gender identity is simple. A student who says she is a girl and wishes to be regarded that way throughout the school day and throughout every, or almost every, other area of her life, should be respected and treated like a girl. So too with a student who says he is a boy and wishes to be regarded that way throughout the school day and throughout every, or almost every, other area of his life. Such a student should be respected and treated like a boy” (p. 4).
- “school personnel should use the student’s chosen name and pronouns appropriate to a student’s gender identity, regardless of the student’s assigned birth sex. For those students who have been attending a school and undergo gender transition while attending the same school, it is important to develop a plan for initiating use of the chosen name and pronouns consistent with the student’s gender identity” (p. 7).
- “the student may access the restroom, locker room, and changing facility that corresponds to the student’s gender identity. While some transgender students will want that arrangement, others will not be comfortable with it. Transgender students who are uncomfortable using a sex-segregated restroom should be provided with a safe and adequate alternative, such as a single “unisex” restroom or the nurse’s restroom. Similarly, some transgender students may not be comfortable undressing in the changing facilities that correspond to the student’s gender identity” (p. 9).
- “Some students may feel uncomfortable with a transgender student using the same sex segregated restroom, locker room or changing facility. This discomfort is not a reason to deny access to the transgender student” (p. 10).
I include these extensive quotes because unless one reads the actual statements it would be hard to believe. I share this not to cause fear, but to keep you informed of what is happening. In this way, we can be more effectively equipped and thus equip more effectively, and to pray in a more informed and focused manner.