Requiring Fifth-Graders to Read Pro-Gender-Ideology Books to Kindergarten Students (with No Opt Out) May Violate First Amendment
From Judge James Lorenz’s order yesterday in S.E. v. Grey (S.D. Cal.):
The school activity at issue occurred in the context of the buddy program, a weekly class pairing younger and older students. The buddy program is a mandatory part of the school curriculum. P.D. and S.E., both fifth graders, were each paired with a kindergartener. In this program, “students in the older classroom mentor students in the younger classroom.”
Until the buddy class at issue, the buddy program involved art or garden projects, and any books read in the class were selected by the students. The school sent parents a weekly newsletter listing the books the students were reading each week. For the buddy class at issue, the book entitled My Shadow Is Pink was selected by the teachers and was not listed in the weekly newsletter.
My Shadow Is Pink is about a boy who liked to wear dresses and play with toys associated with girls. Because the boy thought he did not “fit in” with his family and peers, his shadow was pink rather than blue. The story involves a conflict between the boy and his father. The father eventually comes to accept his son’s “pink shadow” not as a phase but as reflecting the boy’s “inner-most self.” Although the term “gender identity” does not appear in the book, the author describes it as a children’s book on the subject of gender identity. Defendants admit that the book “does address gender identity.”
In preparation for the buddy class, the teacher first read the book to P.D. and S.E.’s fifth grade class. The fifth graders then joined their kindergarten buddies, and the teacher showed a read-along video of the book to the fifth graders sitting next to their respective buddies. The video was followed by an “art activity” in which the teacher asked the kindergarteners to “pick a color that represents you,” and instructed the fifth graders to trace their respective buddies’ shadows on the ground with colored chalk.
Although the class did not involve an explicit discussion of gender identity, the fact that the book addressed this issue was not lost on the students. S.E. described the book as “about LGBTQ.” P.D. described it as “about a boy who wanted to change his gender to be a gi
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