See also Homosexuality & Child Sexual Abuse
Family Research Council, 801 G St. NW, Washington, DC 20001
[NOTE: See comments below by myself in brackets. The evidence against homosexuality is devastating, but our leaders tend to remain in the "academic" mode, rather than going for the jugular vein -- not of persons, but of arguments. We are pathologically "polite". And so are not taken very seriously. E. Fox]
Volume No.: 15 December 5, 2004
Issue No.: 5
by: Timothy J. Dailey, Ph. D., et al.
Timothy J. Dailey, Ph. D.,
Don Schmierer, and
Does the growing acceptance of homosexuality in American society have an impact on children? If so, what sort of impact does it have? And is that impact something positive or negative for the future of America's children, and for the future of our culture?
Casual observers may not think that children are directly affected by the movement for "gay liberation." They prefer to focus on the questions of whether homosexual behaviors or desires are a normal part of the lives of some healthy, mature adults. They may take an interest in legislative debates over whether adult homosexuals should be protected under the law from discrimination in employment or housing, or protected from violence by special "hate crime" laws. And they may wrestle with the question of whether same-sex "domestic partners" should be granted the same employment benefits, or even the same legal status, as married spouses. If the debates over homosexuality center primarily on these issues, then what do they have to do with children?
Yet there is much more to what is sometimes called "the homosexual agenda" than simply demands for anti-discrimination laws and health insurance benefits. The Family Research Council believes that the pro-homosexual movement does have a significant impact on children--and that the impact is clearly harmful.
At the very least, children are being subjected to pro-homosexual brainwashing designed to mold the attitudes of the next generation--in defiance of the moral and religious values of society and of their own parents, if necessary. Furthermore, by placing children under the influence of homosexual teachers, mentors, and even adoptive parents, society not only undermines the traditional family values that promote healthy child development, but it also increases the chances that children will end up adopting the destructive homosexual lifestyle themselves. And finally, by encouraging confused children to identify themselves as "gay" at an early age, at the same time that homosexuals are allowed to serve in positions of authority over them, society increases the danger that some will become the victims of child sexual abuse
These risks to children as a result of pro-homosexual activism are the subject of this issue of Family Policy. It features three major articles, dealing with:
· Homosexuality and Education--how children are subjected to pro-homosexual propaganda in schools, even in the very lowest grades;
· Homosexual Parenting and Adoption--how children suffer when raised by homosexual parents rather than their married, heterosexual mother and father; and
· Homosexual Child Abuse--the compelling evidence that male homosexuals are far more likely to abuse children than heterosexuals.
Finally, a sidebar article by Don Schmierer reveals that not only are children not "born gay," but the development of a homosexual identity can actually be prevented by appropriate intervention on the part of parents and caring adults.
Many Americans--even those unmoved by traditional moral and religious teachings regarding homosexuality as they apply to adults--are uncomfortable with the thought that the affirmation of homosexual behavior could result in harm to children. We hope this publication will help many people realize that if children are at risk because of the pro-homosexual movement, then all of society is at risk.
Indoctrinating impressionable school children with pro-homosexual beliefs is an easier way of changing public attitudes than persuading adults. However, since promoting acceptance of homosexuality or of sexual activity by students would be controversial, pro-homosexual activists routinely deny or downplay those aspects of their agenda. Instead, they begin with the school policy proposals that are likely, politically, to win the most agreement. The first issue raised by the advocates of homosexuality is always the same--"safety."
Pro-homosexual activists contend that our schools have large numbers of students who are (or are perceived by their peers to be) gay, lesbian, bisexual, or transgendered, (GLBT or LGBT) and that such students are frequent victims of verbal or physical harassment or even acts of violence. The Gay, Lesbian and Straight Education Network (GLSEN), for example, reports that 83 percent of the GLBT youth they surveyed reported at least verbal harassment because of their sexual orientation. They also point to reports that gay youths are more likely to commit suicide than their straight peers, and claim that this is a result of harassment and discrimination as well. They argue, therefore, that victims of harassment or violence targeted for their real or perceived "sexual orientation" should be singled out for specific protection under school disciplinary codes.
Yet there is evidence that harassment of gay teens may neither be as frequent, as severe, nor as disproportionate, as some pro-homosexual rhetoric would suggest. GLSEN fails to note, for example, that a survey by the American Association of University Women showed that 83 percent of all girls and 79 percent of all boys report experiencing physical intimidation or sexual harassment at school. Of the "gay" teens surveyed by GLSEN, less than half--40 percent of the total--said that "verbal harassment" occurs "frequently" or "often," and less than 7 percent claimed to have experienced "physical assault" either "frequently" or "often."
Reports of gay teen suicides also appear to have been exaggerated. A recent study by a pro-gay researcher found, "Gay and lesbian teenagers are only slightly more likely than heterosexual kids to attempt suicide," according to USA Today. And the author of Suicide in America, Dr. Herbert Hendin, reportedly "found no evidence that social discrimination was a major factor behind the suicide attempts of the homosexual students he studied."
No student should ever be the victim of unprovoked violence or be subjected to taunting or the use of vulgar epithets--whether for their sexual orientation or for any other reason. But if all forms of harassment are wrong, then all forms of harassment--without distinction--should be banned.
Pro-homosexual activists also promote policies that forbid "discrimination" against students or teachers on the basis of "sexual orientation."
However, singling out "sexual orientation" for special protection (along with the usual categories of "race, color, national origin, sex, and disability") is illogical. The latter qualities are usually inborn, involuntary, immutable, and innocuous--none of which is true of homosexuality, despite the claims of its advocates.
Nevertheless, pro-homosexual activists believe that homosexuals should be permitted not only to teach, but to proclaim their sexual preference openly. One California school district adopted a policy to "insure that gay youth and staff can come out" and that "teachers can provide positive images of gay people in the classroom."
One of the poster children for "anti-discrimination" policies is Wendy Weaver, a homosexual teacher from Salem, Utah. She was fired from her position as a school volleyball coach (but not as a psychology teacher) after admitting her lesbianism. Weaver, however, sued the school district, and eventually won reinstatement to her coaching position. Apparently, the thought that some of the teenage girls on the volleyball team might feel uncomfortable about sharing the locker room with an adult coach who could see them as objects of sexual attraction did not carry sufficient weight.
The supposed "right" of teachers to be "out" about their sexual orientation even extends to "transgendered" staff--and costs taxpayer money--as well. Eastchester High School in New York was recently treated to the spectacle of a male teacher taking a year off--with pay--for a sex-change surgery, and then returning to the same school to teach as a "woman," going by the name Randey Michelle Gordon. (Gordon is now again on leave--and receiving state disability benefits).
Pro-gay activists also lobby for opportunities to present pro-homosexual propaganda to teacher and administrators through mandatory training sessions.
Exploring the GLSEN website, however, one finds the principal evils they seek to overcome are not harassment or violence, but "homophobia" and "heterosexism." "Homophobia" is a term that stigmatizes those with traditional values by implying that they (not homosexuals) are the ones with a mental illness (even though recent research has concluded that "homophobia" in this clinical sense actually does not exist.)
"Heterosexism"--the belief "that heterosexuality and a binary gender structure are the norm"--is now classified with "ideological systems that deny, denigrate, and stigmatize people" as something to be "undone."
The outline that represents GLSEN's "basic approach" to school staff training indicates that nothing less than complete "support" for homosexuality is the goal (the outline includes a specific scale of attitudes and makes clear that "tolerance" and "acceptance" are unacceptably weak stances to adopt). Its goal is not just to keep homosexual students "safe," but "to elevate the status of LGBT students from a protected class to a valued group" by actively affirming homosexuality, because for GLSEN, "The pursuit of safety and affirmation are one and the same goal."
A more important task for pro-homosexual activists--indoctrinating the children themselves--usually begins with formation of a student club called a "gay-straight alliance" (GSA). GSA's are often said to promote "safety" and give gay, "questioning," and "straight ally" youth a forum to "discuss sexual orientation and gender identity issues."
However--as with other pro-homosexual school policies-- gsa's often take on roles that go far beyond insuring safety and a place to talk. For example, GLSEN's article on "20 Ways Your GSA Can Rock the World!" includes: getting pro-homosexual books in the school library; protesting examples of "heterosexism" (such as "gender specific" bathrooms); participating in gay "pride" marches; and "outreach to middle schools." The Massachusetts Department of Education has even given taxpayer money to GSA's to subsidize pro-gay political activism and social events.
Some are concerned that GSA's will encourage young people who are unsure of themselves to experiment sexually or to prematurely identify themselves as homosexual or bisexual. The Boston Globe, for instance, reported on a high school junior named Rachel, who says she had some questions about her sexuality when she joined [her] school's gay-straight alliance. . . . As the school year went on, however, the questions about her own sexuality grew more intense. A crush on a girlfriend made Rachel "more and more sure I wasn't completely straight." Now Rachel, who has a boyfriend, considers herself bisexual. "I don't think I would have been as comfortable if I hadn't been in the GSA," she said.
Student Indoctrination:Special Events
To raise an entire new generation of young people who will have an unquestioning acceptance of pro-homosexual dogma, however, requires activities that will reach the entire student body.
These usually begin with special assemblies or one-day or one-time events. For example, when a school in Massachusetts celebrated "To B GLAD Day," parents were not told that it stood for "Transgender, Bisexual, Gay and Lesbian Day," and would feature workshops about "Life Outside the Gender Norm," "Being Gay in the Professional World," and "fighting homophobia."
Another approach has been to ride the coattails of "multiculturalism" by including "LGBT History Month" among other "celebrations of culture and heritage." Pro-homosexual activists in schools trumpet their claims that "there are countless historians, politicians, social activists, scientists, mathematicians, artists, philosophers, inventors, even world leaders" who were gay. (One pair of gay activists has pointed out: "Famous historical figures are especially useful to us . . . [T]hey are invariably dead as a doornail, hence in no position to deny [their homosexuality] and sue for libel.")
Perhaps the most notorious one-day event was GLSEN's annual conference in Massachusetts in 2000. This event, attended by young people at least as young as fourteen, made it clear that the homosexual agenda in schools is about sex, not just "safety." Margot E. Abels, a state employee, opened one workshop by saying, "We think that sex is central to every single one of us and particularly queer youth."
Student Indoctrination: In Every Classroom
The truly breathtaking sweep of the gay education agenda is described by GLSEN:Educators need to integrate LGBT issues throughout the curriculum--not just in classes such as health education, but in disciplines such as English, History, Art and Science.
Pro-homosexual activists also try to fill school libraries and required reading lists with books that not only present homosexuals in a positive light, but describe homosexual acts being committed by young people in explicit terms.
One such book, assigned to a high school class in Massachusetts, is written from the perspective of a teenager, who describes (according to the Associated Press) "his friend's first homosexual experience, a kid who got so drunk that he had sex with a dog, and a girl and boy who have sex on a golf course."
Another book, recommended by California's "Gay-Straight Alliance Network," features a section on "positive first sexual experiences" by "lesbian and gay young people," including these:
[by Doe] [T]his experience was amazing. . . . Oh, wow, this feels so good. . . . And I knew this had to be good. There was no way that there could be anything wrong with how I was feeling.
[by Jason] [W]e just fell on each other. He was leaving the next day and we knew it would be just that night so we made the most of it.
[regarding Richard and John] In the middle of the night we had sex. I wasn't in love with him, but it was a nice experience.
Deciding that "if it feels good it must be right" and "one-night stands are OK" hardly constitute "positive first sexual experiences" in the minds of many Americans--especially the parents of high school students.
[COMMENT: The phrase, "in the minds of many Americans", fails to make the real point that must be made, i.e., "in the mind of God". Christians often adopt the prevailing sociological language, keeping to the empirical data, rather than speaking as we should, for God. People will object that God language does not belong in the public arena. When Christians accept that nonsense, we are done for. Either God exists, or He does not. We need to know which. But whichever answer one comes up with, honesty requires that he must from that position. For Christians to accept speaking from a secular point of view is to betray our Lord.
Christians must regain their intellectual integrity, and their spiritual backbone, so that we can witness for the sovereignty of God in public. E. Fox]
Unfortunately, It's Elementary Too
Perhaps the most shocking aspect of this activist assault on our schools is that they are determined to bring their pro-homosexual propaganda to the children even in the lowest grades--from kindergarten on up.
[COMMENT: Actually the are aiming from birth on up. They want to sexualize people right from the start. E. Fox]
This agenda is depicted clearly--and slickly--in a film for adults called It's Elementary: Talking About Gay Issues in School. It features a school wide "Lesbian and Gay Pride Day," as well as a "Gay Pride Assembly." It highlights the achievements of purported homosexuals "from Michelangelo to Melissa Etheridge"-- "leading the young students" as one critic said, "to the false assumption that being gay can't be bad because of the good things gay people have done."
Chasnoff has since produced another film, That's a Family, which encourages schools "to be inclusive of all kinds of families" (such as "gay and lesbian-headed households"). This film is presented as protecting the self-esteem of students whose adult caretakers have non-traditional lifestyles. (Of course, similar respect should be granted to children whose parents are alcoholics, drug dealers, or criminals--but such respect does not imply that it's necessary to be affirming of the choices made by the adults in their lives.)
The latest tool being used by pro-homosexual activists in elementary schools is a theatre presentation and book called Cootie Shots. While pro-homosexual activists usually express great sensitivity to the harm done by insulting or violent words, they apparently aren't bothered by songs like "In Mommy's High Heels," which includes a cross-dressing boy singing:
[L]et them jump and jeer and whirl
They are the swine, I am the pearl. . . .
Let them laugh, let them scream,
They'll all be beheaded when I'm queen.
As with older youth, the pro-homosexual message is also pushed in a burgeoning crop of books directed at children, ranging literally from A (Amy Asks a Question: Grandma, What's a Lesbian?) to Z (Zack's Story: Growing up with same-sex parents).
While pro-homosexual activists are usually the first to complain about alleged instances of "discrimination," the truth is that in many cases, it is people who hold more traditional views about homosexuality who become victims of discrimination. For example: 1) Parents and Friends of Ex-Gays and Gays--a ministry which believes homosexuals can change their desires and behavior--was not allowed to lease an exhibit booth at a meeting of the National Education Association; 2) Debra Loveless of St. Louis was removed by a security guard from a pro-homosexual assembly at her daughter's school; 3) High school freshmen in Arcata, California were made "to feel very demeaned" and "put down" if they expressed religious objections to homosexuality in a health class presentation by a speaker from Planned Parenthood; and 4) A Christian student club at Pioneer High School in Ann Arbor, Michigan is resisting demands by the school administration that they sign a "non-discrimination" policy that includes religion and sexual orientation. The club was also excluded from a panel discussion on "homosexuality and spirituality" held during the school's "Diversity Week."
What Can Be Done?
We have seen how an agenda that enters the schools supposedly on the basis of keeping children safe is used in fact to promote the celebration of homosexual behavior and the silencing of any opposition. Is there any way that this relentless onslaught can be stopped?
The Family Research Council published a paper with detailed recommendations for concerned parents and other citizens who want to keep their local public schools from promoting homosexuality, "How to Protect Your Children from Pro-Homosexuality Propaganda in Schools."
In some states, parents have found no other recourse but to turn to the courts. There may be a number of grounds on which schools could be held legally liable for damages for teaching about homosexuality to children. In addition to parental rights issues, they include:1) Endangering the physical health of a child; 2) Endangering the mental health of a child; 3) Contributing to the delinquency of a child; and 4) Unconstitutional restraint of First Amendment rights through restrictive student speech or anti-harassment codes.
More information is available in a publication available from Citizens for Community Values (CCV) of Cincinnati, Ohio entitled: The Legal Liability Associated with Homosexuality Education in Public Schools.
Kevin Jennings, Executive Director of GLSEN, has suggested that criticism of the homosexual agenda in schools rests on "the myth that homosexuals recruit children."
But in at least one sense, pro-homosexual activists in our schools do indeed "recruit children." What they seek to do is "recruit children"--100 percent of our children, "gay" or straight--as soldiers in their war against truth, common sense, and traditional moral values. That's one recruitment drive that has no place on the campuses of America's public schools.
1. Defined as "people who do not identify with the gender roles assigned to them by society based on their biological sex," encompassing "all those who choose not to conform to society's often stereotypical notions of gender expression, including transsexuals, cross-dressers, two-spirit people, and drag queens and kings." Nicolette Siragusa, "The Language of Gender: A Discussion and Vocabulary List for Educators on Gender Identity," Gay, Lesbian and Straight Education Network, p. 4, s.v. "Transgender" (www.glsen.org/binary-data/GLSEN_ARTICLES /pdf_file/1013.pdf).
2. Joseph G. Kosciw and MK Cullen, The GLSEN 2001 National School Climate Survey: The School-Related Experiences of Our Nation's Lesbian, Gay, Bisexual and Transgender Youth (New York: Office for Public Policy of the Gay, Lesbian and Straight Education Network, 2001), p. 13, Figure 25 (www.glsen.org/binary-data/GLSEN_ARTICLES /pdf_file/1307.pdf).
3. Hostile Hallways: Bullying, Teasing, and Sexual Harassment in School (Washington:American Association of University Women Educational Foundation, 2001); www.aauw.org/2000/hostile.html.
4. Kosciw and Cullen, The GLSEN 2001 National School Climate Survey, op. cit., p. 13, Figure 25.
5. Ibid., Figure 27, p. 15
6. Marilyn Elias, "Gay teens less suicidal than thought, report says," USA Today, November 26, 2001.
7. Cited in: National Association for Research and Therapy of Homosexuality, Homosexual Advocacy Groups and Your School (Encino, CA:NARTH, January 2002), p. 3.
8. Ellen Sorokin, "Gay California teachers 'come out' in classroom," The Washington Times, May 25, 2002.
9. "Report of the NEA Task Force on Sexual Orientation," National Education Association, p. 5 (available online from the Gay, Lesbian and Straight Education Network at www.glsen.org/binary-data/GLSEN_ARTICLES/pdf_ file/1335.pdf).
10. Jayne J. Feld, "Teacher fights for sick pay," The Journal News (Westchester County, NY), June 25, 2002, p. 1A (Online. Nexis)
11. "Disgust, Not Fear, Drives Homophobia, Say UA Psychologists," University of Arkansas News Releases, June 7, 2002 (http://advancement.uark. edu/news/2002/JUN02/Homophobia.html); accessed September 17, 2002.
12. "From Denial to Denigration: Understanding Institutionalized Heterosexism in Our Schools," Gay Lesbian and Straight Education Network, April 30, 2002, p. 1 (online at www.glsen.org/binary- data/GLSEN_ARTICLES/pdf_file/1312.pdf); accessed September 17, 2002.
13. "Homophobia 101: Teaching Respect for All," Gay, Lesbian and Straight Education Network, January 1, 1999, p. 1 (www.glsen.org/binary -data/GLSEN_ARTICLES/pdf_file/248.pdf); accessed September 17, 2002.
14. Ibid., p. 2.
15. Ibid., p. 7.
16. "Beyond the Safety Zone," Gay, Lesbian and Straight Education Network, October 1, 2000 (www.glsen.org/templates/resources/record. html?section=18andrecord=141); accessed September 17, 2002.
17. "Frequently Asked Questions," Gay-Straight Alliance Network (www.gsanetwork.org/faq.html); accessed September 17, 2002.
18. "Twenty Ways Your GSA Can Rock The World!" Gay, Lesbian and Straight Education Network (www.glsen.org/templates/student/record.html? section=45andrecord=545); accessed September 17, 2002.
19. "A Little Money Goes a Long Way," Gay/Straight Alliances: A Student Guide (Boston:Massachusetts Department of Education, July 15, 1995, www.doe.mass.edu/hssss/GSA/Grants.html; accessed September 19, 2002.
21. E-mail from Brian Camenker, December 3, 2001; on file with author.
22. Scott Hirschfeld, "Wanting More Than Heroes and Holidays," Gay, Lesbian and Straight Education Network, March 5, 2001, www.glsen.org/ templates /resources/record.html?section=18andrecord=590; accessed September 20, 2002.
23. "Celebrating Lesbian, Gay, Bisexual, and Transgender (LGBT) History Month," Gay Lesbian and Straight Education Network, October 30, 2001 (www.glsen.org/binary-data/GLSEN_ARTICLES/pdf_file/1020.pdf), p. 1; accessed September 20, 2002.
24. Kirk and Madsen, After the Ball, op. cit., p. 188.
25. "Ten Things Educators Can Do . . . : Ten Action Points to Ensure Respect for All is Taught in Your School," Gay, Lesbian and Straight Education Network, January 1, 2002 (www.glsen.org/templates/resources/ record.html?section=14andrecord=397); accessed September 20, 2002.
26. Tara H. Arden-Smith, "More School Lessons Tackling Gay Issues," The Boston Globe, July 8, 2001, p. B9 (Online. Nexis).
27. Ellen Bass and Kate Kaufman, Free Your Mind:The Book for Gay, Lesbian, and Bisexual Youth--and Their Allies (New York: HarperPerennial, 1996), pp. 104-105.
28. Ibid., Lessons 9, 12.
29. Gounard, op. cit., p. 2.
30. "Award-Winning San Francisco Filmmakers. . ." press release, op. cit.
31. Norma Bowles and Mark E. Rosenthal, editors, Cootie Shots: Theatrical Inoculations Against Bigotry for Children, Parents and Teachers (New York: TCG Books, 2001)
32. Burnham, op.cit.,
33. "Fox Special Report with Brit Hume," op.cit.
34. "Books for Elementary," Gay, Lesbian and Straight Education Network of Colorado (www.glsenco.org/); accessed September 23, 2002.
35. "Ex-Gay Group Files Sexual Orientation Discrimination Complaint against National Education Association," Parents and Friends of Ex-Gays and Gays (PFOX), news release, July 1, 2002; online at http://www.pfox.org/
36. "ACLJ Files Federal Suit Against St. Louis School Superintendent After Parent Prevented From Observing School-Sponsored Assembly Focusing on Homosexuality," American Center for Law and Justice, news release, May 10, 2002 (www.aclj.org/news/education/020510_assembly _homosexuality.asp)
37. Steve Jordahl, "Students Demeaned During Health Class Activity," Family News in Focus, Focus on the Family (www.family.org/cforum/fnif/news/ A0020365.html); accessed September 25, 2002.
38. Ann Schimke, "At the heart of issues is non-discrimination policy: Pioneers for Christ, Gay/Straight Alliance at odds over views," Ann Arbor News, Ann Arbor, Mich., April 19, 2002.
39. Peter LaBarbera, "How to Protect Your Children from Pro-Homosexuality Propaganda in Schools," In Focus (Washington:Family Research Council), November 23, 1999.
40. Citizens for Community Values, The Legal Liability Associated with Homosexuality Education in Public Schools: An assessment of the risks and liabilities associated with policies and programs that normalize homosexual behavior in public schools (Cincinnati:Citizens for Community Values, n.d.).
41. Kevin Jennings, "What Does Homosexuality Have to Do With Education: An Answer" (New York: Gay, Lesbian and Straight Education Network, January 1, 1999), p. 1 (www.glsen.org/binary-data/GLSEN_ARTICLES /pdf_file/393.pdf).
"You shouldn't have done it. It ruined our lives!" cried a boy from the back of an Ohio courtroom as he confronted the man who sexually molested him. The perpetrator, a former Boy Scout leader, had just pleaded guilty to rape and sexual battery. As yet another example of the cycle of sexual abuse, the pedophile claimed that he too had been sexually molested as a child.
Dave, another victim of sexual molestation by a Boy Scout leader, was reduced to living on the streets when his sexual tormenter was finally arrested. Dave had been eating out of garbage cans, running afoul of the law, and trying to numb the terrible memories with alcohol and drugs. His life fell apart one day as a seven-year-old boy dressed in a Cub Scout uniform, when the Scout leader began the sexual molestation. Now sixteen, Dave is still on a path of self-destruction, and there is seemingly little his heartbroken mother can do.
Horrific stories about the victims of child sexual abuse serve as a lucid reminder that pedophilia is not merely an academic issue to be debated by scholars, but a crime that destroys young lives. In the Family Research Council's Insight paper, "Homosexuality and Child Sexual Abuse," we demonstrated how the allies of the pedophile movement within the scholarly community were attempting to justify men using boys to fulfill their unnatural sexual compulsions.
Despite efforts by homosexual activists to distance the gay lifestyle from pedophilia, there remains a disturbing connection between the two. While many homosexuals may not seek young sexual partners, the evidence indicates that disproportionate numbers of gay men seek adolescent males or boys as sexual partners. The linkage of homosexuality and pedophilia is explained in the following.
Almost all Pedophiles are Males
An essay on adult sex offenders in the book Sexual Offending Against Children reported: "It is widely believed that the vast majority of sexual abuse is perpetrated by males. Indeed, with 3,000 adult male sex offenders in prison in England and Wales at any one time, the corresponding figure for female sex offenders is 12!" This finding was echoed in a report by the American Professional Society on the Abuse of Children, which stated: "In both clinical and non-clinical samples, the vast majority of offenders are male."
A Significant Percentage of Pedophile Victims are Boys
According to the Journal of Child Psychiatry, "contemporary studies now indicate that the ratio of girls to boys abused has narrowed remarkably. . . . The majority of community studies suggest a . . . ratio . . . in the order of 2 to 4 girls to 1 boy." Indeed, the same study reports that there is likely "under-reporting of the incidence and prevalence of sexual abuse in boys."
Only a Small Percentage of the Population are Homosexuals
Relying upon three large data sets--the General Social Survey, the National Health and Social Life Survey, and the U.S. Census--a recent study in Demography reported that only 4.7 percent of men and 3.6 percent of women in the United States had had even one same-sex sexual experience since age eighteen, and only 3.1 percent of men and 1.8 percent of women had had more same-sex than opposite-sex partners. Even lower figures were reported in a study of the sexual behavior of men in the United States based on the National Survey of Men (a nationally representative sample comprised of 3,321 men aged twenty to thirty-nine, published in Family Planning Perspectives). The study found that "2 percent of sexually active men aged twenty to thirty-nine . . . had had any same-gender sexual activity during the last ten years."
Homosexual Pedophiles are Overrepresented in Child Sex Abuse Cases
Homosexual pedophiles sexually molest children at a far greater rate compared to the percentage of homosexuals in the general population. A study of 457 male sex offenders against children in Journal of Sex and Marital Therapy found that "approximately one-third of these sexual offenders directed their sexual activity against males." The author of the same study noted in a later article in the Journal of Sex Research: "Interestingly, this ratio differs substantially from the ratio of gynephiles (men who erotically prefer physically mature females) to androphiles (men who erotically prefer physically mature males), which is at least 20 to 1."
In other words, although heterosexuals outnumber homosexuals by a ratio of at least 20 to 1, homosexual pedophiles commit about one-third of the total number of child sex offenses.
Similarly, the Archives of Sexual Behavior also noted that homosexual pedophiles are significantly overrepresented in child sex offence cases: "The best epidemiological evidence indicates that only 2 to 4 percent of men attracted to adults prefer men; . . . in contrast, around 25 to 40 percent of men attracted to children prefer boys. Thus, the rate of homosexual attraction is 6 to 20 times higher among pedophiles."
Are Men Who Molest Boys Really 'Homosexuals'?
These three facts (that most molesters are men; relatively few men have engaged in same-sex sexual relations; yet about a third of child sex abuse cases involve men molesting boys) would seem to point inevitably to the conclusion that homosexual men, in proportion to their numbers, are far more likely than heterosexuals to be child molesters. So how do homosexual activists avoid this obvious, logical conclusion? Only by asserting that men who molest boys are not "homosexuals."
There is a three-fold aspect to this implausible claim. First, the defenders assert that "homosexuality" should be defined as an attraction to adults of the same sex, and that those who experience such attractions are not attracted to children.
Research, however, does not support such a sharp distinction. A study in Archives of Sexual Behavior, for example, found that homosexual men are attracted to young males. The study compared the sexual age preferences of heterosexual men, heterosexual women, homosexual men, and lesbians. The results showed that, in marked contrast to the other three categories, "all but 9 of the 48 homosexual men preferred the youngest two male age categories," which included males as young as age fifteen.
Likewise, in The Gay Report, by homosexual researchers Karla Jay and Allen Young, the authors report data showing that 73 percent of homosexuals surveyed had at some time had sex with boys sixteen to nineteen years of age or younger" [emphasis added].
The defenders of homosexuality also argue, on the other hand, that men who molest boys are generally not sexually attracted to adult males, and therefore should not be considered "homosexuals."
Again, however, the research does not bear out such a claim. A study of sex offenders against male children in Behavior Research and Therapy found that male homosexual pedophiles are sexually attracted to "males of all ages." Compared to non-offenders, the offenders showed "greater arousal" to slides of nude males as old as twenty-four: "As a group, the child molesters responsed [sic] with moderate sexual arousal . . . to the nude males of all ages." Similarly, a study of Canadians imprisoned for pedophilia in the Journal of Interpersonal Violence noted that some of the adult male offenders also engaged in homosexual acts with adult males.
Many pedophiles, in fact, consider themselves to be homosexual. A study of 229 convicted child molesters in Archives of Sexual Behavior found that "eighty-six percent of offenders against males described themselves as homosexual or bisexual."
Finally, pro-homosexual activists contend that a man who molests boys but also has sexual relations with adult women--perhaps even marrying and having children--cannot be considered a homosexual. This, however, overlooks the fact that pedophiles exhibit a wide variety of sexual attractions and behavior--often to draw attention away from their primary lust for boys. A study on sex offenders in the International Journal of Offender Therapy and Comparative Criminology notes that "the reason child sexual abusers are successful at remaining undetected is because they do not fit a stereotype."
The fact that "homosexuality" and "pedophilia" are overlapping categories, rather than mutually exclusive ones as homosexual activists argue, is demonstrated by the fact that the very term "homosexual pedophile" is common in the academic literature, having first been used in the early 20th century by the Viennese psychiatrist Dr. Richard von Krafft-Ebing, who pioneered the systematic study of sexual deviance.
Pedophilia in Gay Culture
David Thorstad, homosexual activist and historian of the gay rights movement, argues that there is a natural and undeniable connection between homosexuality and pedophilia. Thorstad writes:"Boy-lovers were involved in the gay movement from the beginning, and their presence was tolerated." The inaugural issue of the Gay Community News in 1979 published a "Statement to the Gay Liberation Movement on the Issue of Man/Boy Love," which argued that "the ultimate goal of gay liberation is the achievement of sexual freedom for all--not just equal rights for 'lesbian and gay men,' but also freedom of sexual expression for young people and children."
Thorstad cites Jim Kepner, then curator of the International Gay and Lesbian Archives in Los Angeles:
A point I've been trying to make is that if we reject the boylovers in our midst today we'd better stop waving the banner of the Ancient Greeks, of Michelangelo, Leonardo da Vinci, Oscar Wilde, Walt Whitman, Horatio Alger, and Shakespeare. We'd better stop claiming them as part of our heritage unless we are broadening our concept of what it means to be gay today.
In 1985 the North American Man-Boy Love Association (NAMBLA), which openly advocates "adult-child sex," was admitted as a member in New York's council of Lesbian and Gay Organizations as well as the International Gay Association--now the International Lesbian and Gay Association (ILGA). In the mid-1990's ILGA's association with NAMBLA and other pedophile groups cost the organization it's status as a Non-Governmental Organization in the United Nations.
Pedophile Themes Abound in Gay Literature
The late "beat" poet Allen Ginsberg illustrates the seamless connection between homosexuality and pedophilia. Biographer Raymond-Jean Frontain has written about Ginsberg's "involvement with the controversial North American Man/Boy Love Association" and "the pattern of references to anal intercourse and to pederasty that emerged" from a reading of his works.
Ginsberg was one of the first of a growing number of homosexual writers who cater to the fascination with pedophilia in the gay community. Mary Eberstadt, writing in the Weekly Standard, has documented how the taboo against sex with children continues to erode. Revealingly, the examples she provides of pedophilia in current literature come from gay fiction.
Eberstadt cites the Village Voice, which states that "Gay fiction is rich with idyllic accounts of 'intergenerational relationships,' as such affairs are respectfully called these days." She lists numerous examples of pedophilia-themed gay fiction that appear in "mainstream" homosexual anthologies. The Gay Canon: Great Books Every Gay Man Should Read features novels containing scenes of man-boy sex. One such book features a protagonist who is "a pedophile's dream: the mind of a man in the body of a boy." Yet another anthology of homosexual fiction, A History of Gay Literature: The Male Tradition, published by Yale University Press, includes "a longish chapter on 'Boys and Boyhood' which is a seemingly definitive account of pro-pedophile literary works."
A significant percentage of books that have appeared on the Gay Men's Press fiction bestseller list contain pedophilia themes. Titles include Some Boys, described as a "memoir of a lover of boys" that "evokes the author's young friends across four decades"; For a Lost Soldier: the story of a sexual relationship between a soldier and an eleven-year-old boy; and A Good Start, Considering: yet another story about an eleven-year-old boy (!) who suffers sexual abuse but is rescued by a teenager who "offers him love and affection." One book published by the nation's largest gay publisher, Alyson Publications, is called The Age Taboo, and claims:"Boy-lovers . . . are not child molesters. The child abusers are . . . parents who force their staid morality onto the young people in their custody."
Some homosexual commentators have candidly admitted that an inordinate fascination with pedophilia exists within the gay community. Lesbian columnist Paula Martinac, writing in the homosexual newspaper Washington Blade, states:
[S]ome gay men still maintain that an adult who has same-sex relations with someone under the legal age of consent is on some level doing the kid a favor. . . . [A]dult-youth sex is viewed as an important aspect of gay culture. . . . . This romanticized version of adult-youth sexual relations has been a staple of gay literature.
Martinac adds that:
When some gay men venerate adult-youth sex as affirming while simultaneously declaring 'We're not pedophiles,' they send an inconsistent message to society. . . . The lesbian and gay community will never be successful in fighting the pedophile stereotype until we all stop condoning sex with young people.
The Consequences of Homosexual Child Abuse
Perhaps the most tragic aspect of the homosexual-pedophile connection is the fact that men who sexually molest boys all too often lead their victims into homosexuality and pedophilia. The evidence indicates that a high percentage of homosexuals and pedophiles were themselves sexually abused as children. The Archives of Sexual Behavior reports:
One of the most salient findings of this study is that 46 percent of homosexual men and 22 percent of homosexual women reported having been molested by a person of the same gender. This contrasts to only 7 percent of heterosexual men and 1 percent of heterosexual women reporting having been molested by a person of the same gender.
Another study of 279 homosexual/bisexual men with AIDS in the Journal of the American Medical Association reported: "More than half of both case and control patients reported a sexual act with a male by age 16 years, approximately 20 percent by age 10 years."
Noted child sex abuse expert David Finkelhor found that:
Boys victimized by older men were over four times more likely to be currently engaged in homosexual activity than were non-victims. The finding applied to nearly half the boys who had had such an experience. . . . Further, the adolescents themselves often linked their homosexuality to their sexual victimization experiences.
The circle of abuse is the tragic legacy of the attempts by homosexuals to legitimize having sex with boys. For too many boys it is already too late to protect them from those who took advantage of their need for love and attention. All too many later perpetuate the abuse by themselves engaging in the sexual abuse of boys. Only by exposing the lies, insincere denials, and deceptions--including those wrapped in scholastic garb--of those who prey sexually on children, can we hope to build a wall of protection around the helpless children among us.
1. David M. Bresnahan, "Rape of a Sacred Trust: How Pedophiles have Targeted the Boy Scouts of America," WorldNetDaily (October 5, 2000).
2. Mark Bonokoski, "A Boy's Life Stolen: Sexual Abuse by Scout Leader Sends Seven-year-old into Hell," The Toronto Sun (March 27, 2002).
3. Dawn Fisher, "Adult Sex Offenders: Who are They? Why and How Do They Do It?" in Tony Morrison et al., eds., Sexual Offending Against Children (London: Routledge, 1994), p. 11.
4. John Briere et al., eds., The APSAC Handbook on Child Maltreatment (Thousand Oaks, California: Sage Publications, 1996), pp. 52, 53.
5. Bill Watkins and Arnon Bentovim, "The Sexual Abuse of Male Children and Adolescents: A Review of Current Research," Journal of Child Psychiatry 33 (1992); in Byrgen Finkelman, Sexual Abuse (New York: Garland Publishing, 1995), p. 300.
6. Ibid., p. 315
7. Dan Black et al., "Demographics of the Gay and Lesbian Population in the United States: Evidence from Available Systematic Data Sources," Demography 37 (May 2000): 141.
8. John O. G. Billy et al., "The Sexual Behavior of Men in the United States," Family Planning Perspectives 25 (March/April 1993): 58.
9. Kurt Freund et al., "Pedophilia and Heterosexuality vs. Homosexuality," Journal of Sex and Marital Therapy 10 (1984): 197. "The proportional prevalence of offenders against male children in this group of 457 offenders against children was 36 percent." See also, Kurt Freund et al., "Heterosexuality, Homosexuality, and Erotic Age Preference," Journal of Sex Research 26 (1989): 107. "Approximately one-third of these individuals had victimized boys and two-thirds had victimized girls. This finding is consistent with the proportions reported in two earlier studies."
10. Freund, "Heterosexuality, Homosexuality, and Erotic Age Preference," p. 107. In this and previous studies, Freund claims that homosexuals are no more likely than heterosexuals to be attracted to children (p. 115). However, Silverthorn et al., mentions the limitations of studies by Freund and others: "Studies of homosexual male preferences are also limited. . . . The Freund et al. (1973) study was possibly compromised because the homosexual men used in the study were selected to be sexually attracted to adults, but not teenaged, males. The Bailey et al. (1994) study was limited in that it did not present participants with objective stimuli but simply asked participants to report what age of sexual partner they preferred . . . the Jankowiak et al. (1992) study . . . was limited in two ways: the homosexual male participants had a limited age range of 'middle-aged professionals' and the stimuli presented to participants were also of a limited age range ('university to middle-aged')." Silverthorn attempted to correct these deficiencies, and in his study found that homosexuals "preferred younger partners than those who preferred female partners"--including those as young as fifteen. Zebulon A. Silverthorne and Vernon L. Quinsey, "Sexual Partner Age Preferences of Homosexual and Heterosexual Men and Women," Archives of Sexual Behavior 29 (February 2000): 67-76.
11. Blanchard et al., "Fraternal Birth Order and Sexual Orientation in Pedophiles," Archives of Sexual Behavior 29 (2000):464.
12. Zebulon A. Silverthorne and Vernon L. Quinsey, "Sexual Partner Age Preferences of Homosexual and Heterosexual Men and Women," p. 73.
13. Karla Jay and Allen Young, The Gay Report: Lesbians and Gay Men Speak Out about Sexual Experiences and Lifestyles (New York: Summit Books, 1979), p. 275
14. W. L. Marshall, H. E. Barbaree, and Jennifer Butt, "Sexual Offenders Against Male Children: Sexual Preferences," Behavior Research and Therapy 26 (1988): 383.
15. W. L. Marshall et al., "Early Onset and Deviant Sexuality in Child Molesters," Journal of Interpersonal Violence 6 (1991): 323-336.
16. W. D. Erickson, "Behavior Patterns of Child Molesters," Archives of Sexual Behavior 17 (1988): 83.
17. Krisin A. Danni et al., "An Analysis of Predicators of Child Sex Offender Types Using Presentence Investigation Reports," International Journal of Offender Therapy and Comparative Criminology 44 (2000): 491.
18. John M. W. Bradford et al., "The Heterogeneity/Homogeneity of Pedophilia," Psychiatric Journal of the University of Ottawa 13 (1988): 218.
19. David Thorstad, "Man/Boy Love and the American Gay Movement," Journal of Homosexuality 20 (1990): 253.
20. Ibid., p. 266.
21. George Archibald, "U.N. Group Keeps Ban on Gay Lobby," Washington Times (May 1, 2002).
22. Raymond-Jean Frontain, "The Works of Allen Ginsberg," Journal of Homosexuality 34 (1997): 109.
23. Mary Eberstadt, "'Pedophilia Chic' Reconsidered" The Weekly Standard (January 8, 2001).
24. Ibid., p. 21.
25. Ibid., p. 22
26. Ibid., p. 23.
29. From the Gay Men's Press website: www.gmppubs.co.uk/cgi-bin/web_store/web_store.cgi
30. Daniel Tsang, editor, The Age Taboo: Gay Male Sexuality, Power, and Consent (Boston: Alyson Publications; London: Gay Men's Press, 1981), p. 144.
31. Paula Martinac, "Mixed Messages on Pedophilia Need to be Clarified, Unified," Washington Blade (March 15, 2002).
33. Marie, E. Tomeo et al., "Comparative Data of Childhood and Adolescence Molestation in Heterosexual and Homosexual Persons," Archives of Sexual Behavior 30 (2001): 539.
34. Harry W. Haverkos et al., "The Initiation of Male Homosexual Behavior," The Journal of the American Medical Association 262 (July 28, 1989): 501.
35. Watkins and Bentovim, p. 316.
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