A new Twist to "Gender Wars"

Holly came from Miami F.L.A.
Hitch-hiked her way across the U.S.A.
Plucked her eyebrows on the way
Shaved her legs and then he was a she
She said, hey babe, take a walk on the wild side,
Said, hey honey, take a walk on the wild side

Lou Reed

My last blog post with its' biblical reference might have been a bit disjointed for most of my readers, my friend John DelNegro who provided the inspiration for today's rather long blog commented (I think) via a simple text after reading it:

"Earth to Jim"

How many of you are aware the newest frontier  on gender is not  men versus women nor even "gay vs straight" but Transgender versus(?) well maybe everybody !  A few posts back I "touched" on the Transgender issue with my "Maria Lanz" post.

Well John had suggested a topic of "Where Sports and Culture Cross" and then lo and behold came up with a good one specifically one prodded by a recent WSJ article.  (Note I have a PDF copy of the entire article for any who are interested meanwhile  "bold italics"  are items lifted directly from the article.)

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"Martina Navratilova’s Girl Power"

by William McGurn

The tennis legend says allowing transgender women in women’s sports is ‘cheating.’

Are athletes who are born male but identify as female cheating girls? Tennis legend Martina Navratilova says they are.

“To put the argument at its most basic,” she wrote this weekend in an op-ed for the Sunday Times of London, “a man can decide to be female, take hormones if required by whatever sporting organisation is concerned, win everything in sight and perhaps earn a small fortune, and then reverse his decision and go back to making babies if he so desires.”

Her conclusion is blunt: “It’s insane and it’s cheating. I am happy to address a transgender woman in whatever form she prefers, but I would not be happy to compete against her. It would not be fair.”..................................

Ms. Navratilova’s argument comes at a moment when institutions from high schools to state legislatures are wrestling with the real-world implications of equal access for transgender people. When the issue first arose, the most heated arguments were over single-sex locker rooms, rest rooms and college dorms. But the front lines have now shifted to sports—and girls’ sports in particular...........

In June, two transgender high-schoolers in Connecticut made national headlines when they dominated the girls’ state track competition for the second year in a row. Such victories underscore Ms. Navratilova’s argument that if biological men are allowed to compete in women’s sports, girls will not be the winners.

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(Brief Comment-I looked up Connecticut's Education policies on this issue and I will share in full below, but to address Martina's concern directly, about "men" winning competitions as "women" and then going back to making babies,  here are the Connecticut State School Guidelines;

 Consistency of Expression Not Required: While consistency and unifor assertion may be a way for an individual to indicate their gender identity, this is not a requirement that an individual consistently and uniformly assert or express themselves as “male” or “female.” A student who consistently asserts their identity as gender fluid may express that gender in ways which conform with more than one gender, even from one day to the next.)

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So it may be that Martina may have some very valid concerns about the "fluidity" of gender ID, at least in Connecticut high school sports!)

Back to the Journal piece:

This in turn has led to a curious development: Some of the most pointed criticism of allowing transgender women to compete in women’s sports isn’t coming from the culture warriors on the right, much as they might be in sympathy. A good part is coming from those like Ms. Navratilova, a longtime champion of gay rights who came out in 1981 and whose Twitter feed is filled with leftist sentiment on everything from Donald Trump and climate change to guns.

Andrew Sullivan noted this surreal alliance in a recent essay for New York magazine headlined “The Nature of Sex.” Mr. Sullivan’s particular focus was the proposed Equality Act—which would add “gender identity” to the classes protected by the 1964 Civil Rights Act—but his main point about the implications of ignoring biological reality dovetails with Ms. Navratilova’s argument about sports.

Once biological reality is pushed aside, Mr. Sullivan writes, it becomes hard to define exactly what a woman really is. “The core of the traditional gay claim,” he writes, “is that there is indeed a very big difference between male and female, that the difference matters, and without it, homosexuality would make no sense at all.” Not only that, if male and female are simply social constructs, the definitions that then prevail “must rely on stereotypical ideas of what gender expression means,” such as wearing dresses or nail polish. So he salutes the courage of gay women such as Ms. Navratilova who are attacked for speaking up.

"In the end, if the sports world can’t distinguish between girls and boys, the whole reason for women’s sports disappears. 

Bully for Ms. Navratilova for her willingness to insist on the distinction.

End of article.

Wow some interesting "Observations" about "Gender' ID"  and it's impacts on both Homosexual Identity and the potential impact on girls sports!!

Now while it may or may not be true that this issue will become more widespread and contentious I went ahead and looked on a state by state basis how Educators are treating school sports competition (please forgive my graphic being a bit disjointed it was a difficult cut and paste of the legend!)

A State by State Graphic on Transgender High School Sports 

Green-see above
Yellow see above
Red-  Discriminatory Must have Birth Certificate or gender surgery and hormone treatment
Blue-No Policy

Now some further "Observations" of my own:

1.  I never was blessed with a "gender at birth"(to be PC) daughter (my Faithful and Obedient Companion often says I was actually blessed by this!).  However, many of my friends and relatives were so blessed.  I know that many of their kids played  Field Hockey, Girls Softball, even girls rowing.  I wonder what happens in the not to distant future if schools universally adopt Connecticut's Position or if the Equal Rights Act mandates "Transgender" rights in a similar way nationally.  No doubt some or even many "biological females" can and will be able to compete but do we all really believe that males would not dominate most sports???

2.  Barbara's Grand Niece and Nephew and I got into an informal conversation about their high school a few months back.  We talked about "clique's". They brought up one group as "transgender". Their "impression" was there a number of  students who are in fact either transgender, or likely just believe it is "hip" to use different gender "ID".  I am not claiming the numbers are significant, nor do I "know for sure" if they are not truly "transgender" but I cannot help but believe it is not all "real" gender dysphoria.   If the stats from Wikipedia (Footnote 1 below) are even close, then"true" transgender student numbers in High Schools of about 2,000 students would range from 1 person (Belgium and Netherlands study) , to at most 10 total (based on the Massachusetts study).  Either way, statistically it seems highly unlikely that two "biologically" male students that also identify as female, could end up on the same high school track team,  in the same year. But if they did I can see how they might very well win State Titles. I guess anything is possible!

3.  Most disconcerting to me is the continual delegation (and erosion) of "parental" guidance in child rearing to "THE STATE" even at the elementary school level. (See my footnote 2 sample state guidelines below if you would like to see examples) Certainly minor kids should have parental involvement in these decisions.  I dread it even more when I hear candidates professing that we must have universal state provided "early" childcare. I can see the debate about state versus parental involvement shifting downward to kids under 5! 

4.  Now for my final "Observation" which may at first seem disjointed but relates to the issue of bureaucratic parenting.   For those inclined to think "government" bureaucrats know best let me relay a great example (I admit anecdotal)with Healthcare. 

This past weekend we hosted a little gathering which included two final year med students.  I asked them about a Medicare survey my Faithful and Obedient Companion was recently asked (twice) to complete on her family doctor. She refused to complete it because  "nobody should come between her and her physician not even the government, and my doctor herself should ask!"

Their  response? This is a big deal...physician compensation for medicare is based on results of these surveys. They then told us about a recent "issue" that was just "fixed".  The "issue"? For years there was a question on the survey, "How well does your Doctor help manage your "Pain"?  Why was it fixed? Because  physicians were getting better marks (and higher reimbursements) for prescribing Opiates!

Ponder this.  How many people's lives (or deaths) were ultimately affected by this brilliant government bureaucratic practice? 

Well we now seem to far along some serious bureaucratic "Parent versus Government"  control on these issues.  In my opinion this has occurred without a lot of  open  and Non-PC dialogue  on scientific biology versus radical views on gender fluidity.  I cannot help but  wonder what this may do to an entire generation of young people,  and I am thinking of more than just women's sports.

With that I bid you.

Adieu

PS Thanks John..  I expect you to briefly summarize this stuff below for all of those who do not want to have their eyes glaze over!

Footnote 1. From Wikipedia Epidemiology

Estimated rates of those with a transgender identity range from a lower bound of 1:2000 (or about 0.05%) in the Netherlands and Belgium^[38] to 0.5% of Massachusetts adults.^[39] From a national survey of high-school students in New Zealand, 8,500 randomly selected secondary school students from 91 randomly selected high schools found 1.2% of students responded "yes" to the question "Do you think you are transgender?".^[40]These numbers are based on those who identify as transgender. It is estimated that about 0.005% to 0.014% of people assigned male at birth and 0.002% to 0.003% of people assigned female at birth would be diagnosed with gender dysphoria,^{[disputed – discuss]} based on 2013 diagnostic criteria, though this is considered a modest underestimate.^[41] Research indicates people who transition in adulthood are up to three times more likely to be male assigned at birth, but that among people transitioning in childhood the sex ratio is close to 1:1.^[42

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Footnote 2 State by state guidelines:
From Connecticut School Guidelines:
Consistency of Expression Not Required: While consistency and uniform assertion may be a way for an individual to indicate their gender identity, this is not a requirement that an individual consistently and uniformly assert or express themselves as “male” or “female.” A student who consistently asserts their identity as gender fluid may express that gender in ways which conform with more than one gender, even from one day to the next.

 • Documentation Not Required: Students are not required to produce identification documents that reflect their gender identity in order for the school to treat such students consistent with their gender identity. Requiring such identification — which students are often unable to obtain — has the practical effect of limiting or denying students equal access to educational programming and activities. In general, schools must treat students consistent with the student’s stated gender identity even if their education records or identification documents indicate a different sex. The school’s obligation to treat a student consistent with the student’s gender identity or expression does not require notice from the parent or guardian.
At the same time, the fact that there is a dispute between a minor student and parent/guardian concerning the student’s gender identity indicates a need for counseling or other supports to assist the family and ensure the well-being of the student. In these situations, the school should consult with legal counsel and relevant counseling staff to reach an appropriate outcome. Pending resolution of the issue, staff should informally refer to the student in accordance with the student’s preference at school and refer the family to appropriate counseling/support services. 


 Colorado:

From Colorado School Guidelines:

Anti-Discrimination Law

Colorado follows state anti-discrimination and civil rights laws and guidance.  In 2008, Colorado passed a law (S.B. 08-200) expanding prohibitions against discrimination.  The law calls out the need to protect all regardless of “disability, race, creed, color, sex, sexual orientation, marital status, national origin, or ancestry” in all places of public accommodation.  This law defines sexual orientation as “a person’s orientation toward heterosexuality, homosexuality, bisexuality or transgender status or another person’s perception thereof.” 

In addition, the Colorado Civil Rights Commission issued rules (3 CCR 708-1) that state “All [public] covered entities shall allow individuals the proper use of gender-segregated facilities that are consistent with their gender identity.  Gender-segregated facilities include but are not limited to, restrooms, locker rooms, dressing rooms and dormitories.”  The term “gender identity” is in turn defined by the rules as follows:  “Gender identity” means an innate sense of one’s own gender.” 

A Colorado court case in 2013 supported the right of a 6 year old transgender student in Fountain School district to use the restroom that aligned with her gender identity.

On Parents involvement:

 "All situations with transgender or gender nonconforming students should be handled on a case-by-case basis. To create a safe and supportive environment for the student, the school should hold a meeting with the student (and parent if involved in the process) to develop a plan that addresses the student’s desires and concerns."
   

New Jersey:

1. Definitions A safe and supportive environment within a school begins with understanding and respect. Students, teachers, and administrators should be provided with common terminology associated with gender identity. Although these terms are commonly used by advocacy and human rights groups, students may prefer other terms to describe their gender identity, appearance, or behavior. • Gender Identity means a person's internal, deeply held sense of gender. All people have a gender identity, not just transgender people. For transgender people, the individual’s internal gender identity is not the same as the gender assigned at birth. • Gender Expression means external manifestations of gender, expressed through a person's name, pronouns, clothing, haircut, behavior, voice, and/or body characteristics. Society identifies these cues as masculine and feminine, although what is considered masculine or feminine changes over time and varies by culture. • Assigned Sex at Birth (ASAB) refers to the biological sex designation recorded on a person’s birth certificate upon the initial issuance of that certificate, should such a record be provided at birth. • Gender Assigned at Birth refers to the gender a child is assigned at birth or assumed to be, based on their biological sex assigned at birth. • Sexual Orientation describes a person's enduring physical, romantic, and/or emotional attraction to another person. Gender identity and sexual orientation are not the same. A transgender person may be straight, lesbian, gay, bisexual, or asexual. For example, a person who transitions from male to female and is attracted solely to men may identify as a straight woman. • Transgender is a term for an individual whose gender identity and/or gender expression differs from those typically associated with the sex and gender assigned at birth. • Transition is the process by which a transgender person recognizes that their authentic gender identity is not the same as the gender assigned at birth, and develops a more affirming gender expression that feels authentic. Some individuals socially transition, for example, through dress, use of names and/or pronouns. Some individuals may undergo a physical transition, which might include hormone treatments and surgery. School district personnel should avoid the phrase “sex change,” as it is an inaccurate description of the transition process; the process is more accurately described as “gender-confirming.” • LGBTQ is an acronym for “lesbian, gay, bisexual, transgender, and queer/questioning.” • Gender nonconforming describes a person whose gender expression does not conform to the gender expectations of their family or community. Gender nonconformity is not necessarily an indication that a youth is transgender; many non-transgender youth do not conform to stereotypical expectations. • Gender Expansive/Gender Diverse/Gender Fluid/Gender Non-Binary/Agender/Gender Queer are terms that convey a wider, more flexible range of gender identity and/or expression than typically associated with the binary gender system. For example, students who identify as gender queer or gender fluid might not identify as boys or girls; for these students, the non-binary gender identity functions as the student’s gender identity. • Cisgender refers to individuals whose gender identity, expression, or behavior conforms with those typically associated with their sex assigned at birth. GLAAD, The Human Rights Campaign, and PFLAG also provide comprehensive reference guides on terminology. (See Section 8, Resources) It is recommended that school personnel discuss with the student the terminology and pronouns each student has chosen. 2. Student-Centered Approach A school district shall accept a student’s asserted gender identity; parental consent is not required. Further, a student need not meet any threshold diagnosis or treatment requirements to have his or her gender identity recognized and respected by the district, school or school personnel.