(Photo: BBC) Louis Theroux with "transgender" boy and his parents

(Photo: BBC) Louis Theroux with “transgender” boy and his parents

From Samantha Rea at the Huffington Post:

“As a tween, I was self-conscious about developing. Even now, the word makes me wince. I stopped going swimming at around the age of 11. I didn’t like it, I said. I pulled out of Brownie camp, insisting, “I just don’t want to go.” The truth was, I’d heard you had to wash in a big bin, in front of each other. I was excruciatingly self-conscious about my body, about my breasts. And if you’re imagining I had anything to stop traffic, the answer is no. I was around a bra size 30A.

I wanted to slice off my breasts with a bacon slicer. I didn’t know what a bacon slicer was, but I imagined it would slice off breasts pretty well. Fortunately, I made it through puberty with my breasts intact, but had my parents been less no-nonsense, had they heard of transgender children and had we been living in America today, I might have been given a mastectomy.

Sound far fetched? In Louis Theroux’s documentary, Transgender Kids shown at the weekend, we actually see the mastectomy scars on a teenager. “There’s a little bit of redness,” says Theroux, diplomatically, as we look at the glaring, red scars across the child’s chest. Amaya’s “top only dysphoria” became an issue around the age of 11 or 12 when developing caused, “a little bit of an anxiety issue… in terms of going out in public… the way other people were perceiving me.” This sounds like a normal reaction to developing. You don’t fix awkwardness with an operation.

We meet other children on the programme. Camille, born Sebastian, is a five-year-old who repeatedly uses the word transgender. I wondered – along with many others on Twitter – how a five-year-old had come to use this word. We see Camille in a tiara, applying lipstick and wearing a dress to school. Theroux asks dad Eduardo if perhaps, rather than needing to transition, Camille is still exploring. Eduardo says no, “I don’t think there’s any more exploring.”

We’re introduced to Catch, a 36-year-old female to male transgender, at an appointment to discuss phalloplasty. Catch talks about being at primary school and wanting to wee standing up. We meet Cole, sometimes Crystal, whose friends know what to call him depending on, “what clothes I’m wearing that day, like if I want to wear these kind of clothes I’m a girl, if I wear those kind of clothes I’m a boy.” He says that as Cole, he does: “more things a boy can do.”

As a feminist with a background in gender studies, I believe that gender is culturally constructed – that we need to break down gender stereotypes, rather than reinforce them. This means we need to stop segregating activities, clothes, toys and colours according to gender. Instead of dressing girls in pink and boys in blue, we need to throw away the rule book and, “rid the world of gender rules and regulations.”

Click HERE to read more.

[image added by me-GM]

“I’m a Guy”

September 23, 2014

Discovering Transgenderism

December 9, 2013


[–]pugderpants 2 points 18 hours ago

I was definitely not one of the “I knew since I could think” trans people, but then again, I have always had my head in the clouds. I didn’t even begin to question my gender until 23, but looking back it makes a lot of sense.


So while I don’t remember asking my parents when I would grow a penis like my brother, I do remember the fits I pitched since kindergarten over wearing formal girl clothes (my only memories from going to the opera, and my grandfather’s funeral). I also roleplayed exclusively as male (or neutral), and all of my closest stuffed animals were male by default. If chick flicks are correct, I also may have been one of the only young girls to never daydream about my wedding, and I told my mom at 11 that I never wanted babies because pregnancy grossed me out. She said I would change my mind, but I never did.

Then when I hit puberty, I wrestled with the question of “am I a lesbian?” I wrestled because it didn’t make sense – I was definitely attracted to guys, and yet all of my heroes were male. Every character in book or movie, every musician, every real life friend, that I identified with most was male (I did have close female friends as well, but they were never of the ultra-girly persuasion; and even then I preferred mixed company above all). At 15, my parents made a rule that every other Sunday at our casual-dress church, I had to wear a skirt or dress. I still remember the day some of the girls passed me a note saying how pretty I looked in my dress; they meant to make me feel good, but it made me feel terrible.

College was a happy time of doing whatever I wanted and making friends with whoever I wanted. I didn’t think about gender much. But when I got my first serious boyfriend, I was mystified by a vague sense that my being female put a limit on the love I could give; it felt as though our relationship would simply “make more sense” if I were male. Interestingly enough, I’m pretty positive to this day that he is gay. I felt this way with my second serious SO as well, and even though I love(d) him and married him, I felt deeply uncomfortable with every formal situation, including (especially..) our marriage. I didn’t feel like myself, and it made me doubt our love. Everything felt fake and off.

Soon after being married, SO and I ditched gender roles and things seemed to improve. But strange things kept cropping up – I began a collection of thrift store leather shoes, but I just knew that I didn’t like them like a girl liked them – more like how a gay man likes shoes. We talked about how we didn’t want children, and yet even though the thought of being a mother makes me want to blow my brains out, I connected with the idea of being a dad. Then, we left our religion. The archaic gender roles I had been bucking against we’re no longer there, and yet, I was surprised to find that I connected even less with being female, even when I felt free to be whatever kind of female I could dream of. Then began the depression after sex – mostly if we did light, stereotypical roleplaying. Then I just got depressed after every time we had sex, no matter the kind.

Around this time, I discovered transgenderism. At first I thought it wasn’t legitimate. Then I thought it was. Then I knew it was. The respect and admiration I had for the whole slew of male role models I had collected over the years suddenly morphed into a deep jealousy of sorts. I threw out my lingerie. Stopped wearing makeup. Started binding. Stopped shaving. Starting thinking of myself as a man, not as a woman who didn’t quite fit in, even with herself. I told my SO. I told my brother, my mom, and my best friend. The depression after sex instantly disappeared. People (and dogs!!) started thinking I was a man as well, or at the very least a lesbian.

That’s where I am now. I’ll admit that I still go back and forth on whether or not this is “real” – sometimes even in the same day. But what I do know is that I feel prouder, taller, and healthier than ever before in my life.



[–]Kaitte 2 points 14 hours ago

I’ve known I wanted to be girl for my entire life. When I was a kid and even a teenager I spent a lot of time imagining ways that would transform me into a girl. I though of everything from magic spells, aliens performing experimental surgeries, mad scientists unleashes nanobots, pills, etc. I frequently found myself imagining myself as a girl in everyday situations such as watching TV or attending school.

I started to find that I was attracted to men in my teenage years, although I still had a physical reaction to women. I didn’t want to admit that I was “gay”, so I simply told myself that I was bi. I watched nothing but lesbian porn because I knew I’d have a reaction to watching anything with a man in it, and I was scared of that. I frequently found myself putting myself in the place of the women in these pornos, and those fantasies would often lead to imaginary sex with men with me as the woman. After all, it isn’t gay to have sex with men if you’re a woman.

I should probably mention that I spent my teenage years in Alberta, which is basically Texas Junior. It’s not a very progressive province. I was scared to admit that I was attracted to men because I was bullied enough growing up with having to deal with any potential homo/trans-phobia. This attitude lead me to repress any “non-manly” feelings and desires that I had. I figured that I might be able to “fix” myself if I could only be more of a man. I also bullied my two younger brothers a lot for showing any signs femininity at all.

Towards the end of my teenage years and the beginning of my 20’s I started experimenting with new types of porn because lesbian porn simply wasn’t doing it for me anymore. I eventually found furry porn (short lived) and that lead me to futanari and “shemale” (hate that word) porn which lead me to transformation and gender-bender porn. At the same time as I was doing this I started running into significant problems academically.

I had moved half way across the country to attend university in Ottawa. I completely bombed my second and third year and ended up failing out. I simply couldn’t deal with all the problems I was having alone. I had no friends, and I constantly lied to my family over my academic status. Without anyone to push me forwards I just sort of stalled. I eventually got some help and therapy to help with my social anxiety. I was eventually able to get special permission from the university to start taking classes again. I’m now half way through my 3rd year and I’m doing much better, although things are by no means going as well as I’d like academically.

During this time I hit some real lows. I started to consider that my issues might stretch beyond simply anxiety. I also started to learn about transgenderism by coming across the occasional article/story/post/etc on Reddit. It was like everything suddenly made sense to me. I came to the conclusion that I was trans and that I wanted to pursue transition.

This realization came about 1.5 years ago. Unfortunately I had sort of let myself go due to hating just about everything about my physical appearance. I spent the next year working on losing weight and generally improving how I treated my body. I was able to drop from 200 lbs all the way to 132 lbs, giving me a BMI of 18.5. I’ve been able to fix a lot of the problems I have had with my skin and hair, although years of neglect have done their damage (stretch marks huge pores, uneven skin tone, etc). There were times during this period where I flipped back and forth between deciding to transition or not, although these were mostly caused because I’d look at myself and think that there was no hope. At one point I actually shaved my head and lost about 4 inches of hair that I really wish I had right now.

I started hormones 5 months ago and things have been much better for me since then. I still have issues that I’m working on, but overall I’ve been doing better than I ever have. My biggest concern at the moment are some of my decidedly masculine facial features (nose, brow ridge, and facial hair mostly), but I know that all of those can be fixed with surgery. I’m saving for FFS and focussing on my studies. I know that deciding to transition was the best decision of my life. I don’t even regret my previous academic and social failures because they are what led my life in the direction of transition.


[From reddit.]

The following is an excerpt from the Gay Lesbian and Straight Education Network (GLSEN) “Model District Policy for Transgender and Gender Non-Conforming Students”, produced in conjunction with Mara Keisling’s National Center for Trans Equality.

GLSEN:NCTE Model district policy for transgender students- Examples


Full PDF here:


From the GLSEN website:

glsen gender identity fixed and innate



From a transgender Forum:

How to masculinize my room- how can i masculinize my room ive gotten rid of all the feminine things but its still rather androgynous looking.

Read the rest of this entry »

female-driversHang some trinkets with feathers or fuzzy (pink) from you rear view mirrorhang things from the center inside rear-view mirror. Any kind of trinkets or flowers will do nicely.Steering wheel covers–can’t be burning your tender fingers on a hot wheel or freezing them on a frosty one. Leopard print is a good choice.Little bitty small stuffed animals–tucked into an open door panel, cup holder, corner of the dash or rear shelf.  Read the rest of this entry »


The State of Massachusetts Board of Elementary and Secondary Education released late Friday ( in a classic move used to avoid news cycle coverage) an 11 page document containing mandated guidelines on the implementation of legal “Gender Identity” which effective immediately- replaces legal sex of children with state-mandated sex “roles” based on outdated sex stereotypes, a practice which the Federal government has already rendered illegal and discriminatory(see Price Waterhouse).

It’s no wonder the Governor-appointed Board timed the release of this document to avoid media and public scrutiny: it contains possibly the most widespread state-sanctioned codification and enforcement of sex-role stereotyping enacted on the populace by a government body since the passage of Federal Title VII regulations which were specifically designed to prevent such a practice.

Specifically, as of Friday, legal sex of all primary and secondary students is eliminated and replaced with a legal category based on student adherence to sex-role stereotypical behaviors classified as feelings, thoughts, behaviors that the State of Massachusetts deems “male feelings” or “female feelings”. “Male behaviors” and “Female behaviors”, “Male thoughts” and “Female thoughts”. Truly remarkable.

A gender marker is the designation on school and other records that indicates a student’s gender. For most students, records that include an indication of a student’s gender will reflect a student’s assigned birth sex. For transgender students, however, a documented gender marker (for example, “male” or “female” on a permanent record) should reflect the student’s gender identity, not the student’s assigned sex. This means that if a transgender student whose gender identity is male has a school record that reflects an assigned birth sex as female, then upon request by the student or, in the case of young students not yet able to advocate for themselves, by the parent or guardian, the school should change the gender marker on the record to male.”

The State of Massachusetts now officially subjects all students who fail to conform to sex-role stereotypical feelings, thoughts, and behaviors, to the state classification “transgender”.

Transgender: an umbrella term used to describe a person whose gender identity or gender expression is different from that traditionally associated with the assigned sex at birth. “

Further, the guidelines eliminate all Federal sex-based protections for female students (example: Title IX which guarantees equal funding of educational programming based on sex; female rights to sex-segregated showers, locker rooms, toilets).

The guidelines mandate that female students must shower with and undress in the presence of male students during mandatory physical education programs. If the girls refuse, they are to receive state-mandated counseling sessions designed to overcome their resistance. Should the girls persist in refusal to shower and change clothing in the presence of male students or if they fail to pretend a male is female they will receive state-sanctioned disciplinary actions against them which will effect their participation in the public educational system.

In all cases, the principal should be clear with the student (and parent) that the student may access the restroom, locker room, and changing facility that corresponds to the student’s gender identity. “

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. School administrators and counseling staff should work with students to address the discomfort and to foster understanding of gender identity, to create a school culture that respects and values all students. “

The student John Smith wishes to be referred to by the name Jane Smith, a name that is consistent with the student’s female gender identity. Please be certain to use the student’s preferred name in all contexts, as well as the corresponding pronouns. It is my expectation that students will similarly refer to the student by her chosen name and preferred pronouns. Your role modeling will help make a smooth transition for all concerned. If students do not act accordingly, you may speak to them privately after class to request that they do. Continued, repeated, and intentional misuse of names and pronouns may erode the educational environment for Jane. It should not be tolerated and can be grounds for student discipline. “

All female sports teams in the State of Massachusetts will henceforth be open to male students, on the condition that the male student professes an “earnestly felt belief” that he conforms in some way to stereotypical sex-roles traditionally assigned to females (at least sometimes: his sex-role feelings may wax and wane throughout the day and the guidelines explicitly support this).

Where there are sex-segregated classes or athletic activities, including intramural and interscholastic athletics, all students must be allowed to participate in a manner consistent with their gender identity. “

The statute does not require consistent and uniform assertion of gender identity as long as there is “other evidence that the gender-related identity is sincerely held as part of [the] person’s core identity.” “

Confirmation of a student’s asserted gender identity may include a letter from a parent, health care provider, school staff member familiar with the student (a teacher, guidance counselor, or school psychologist, among others), or other family members or friends. A letter from a social worker, doctor, nurse practitioner, or other health care provider stating that a student is being provided medical care or treatment relating to her/his gender identity is one form of confirmation of an asserted gender identity. It is not, however, the exclusive form upon which the school or student may rely. A letter from a clergy member, coach, family friend, or relative stating that the student has asked to be treated consistent with her/his asserted gender identity, or photographs at public events or family gatherings, are other potential forms of confirmation. “ [Photographs illustrating what? One presumes illustrating the child engaged in some form of culturally sex-stereotypical dress or behavior-GM.]

The guidelines mandate and codify differential social role treatment of girl and boy students by all teachers and administrators based on sex and on student adherence to sex-role stereotypes.

In most situations, 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. “

This government document explicitly equates legal protection from sex-based discrimination for women and girls as “discriminatory” to those who “profess a strongly held belief” in sex-role stereotyping and discrimination.

The government of Massachusetts, in accordance with the above premise, removes and eliminates all sex-based protections (both state and federal) for females against sex-discrimination. This policy is a stunning example of how the new legal category “Gender Identity” or “Sex-Role Identity” is directly in opposition to female legal protections and recourse against discrimination based on sex. It elevates discrimination against females to a protected category while eliminating all hard-won feminist gains against the practice of mandating legal status based on sex stereotypes.

These new guidelines, which apply to all public primary and secondary students in the public school system, are based on the Massachusetts State Legislature policy giving special legal status to individuals who profess a strongly held belief in stereotypical “Sex-Role Identifications” in its 2011: An Act Relative to Gender Identity (Chapter 199)

That law held that individuals should not be discriminated against based on their “consistent and uniform assertion” and “sincerely held belief” in sex-role stereotypes or “gender”. That is what the law states. But what it actually DOES, if one looks at the statute, is create a legal status based on stereotypical sex-based (and discriminatory!) social ROLES as a REPLACEMENT for legal sex. See the laws related to sex which were amended to replace biological sex with “sex-role” or “gender”:


SECTION 3. Section 89 of chapter 71 of the General Laws, as so appearing, is hereby amended by inserting after the word “sex”, in lines 91 and 320, in each instance, the following words:- , gender identity.

SECTION 4. Section 5 of chapter 76 of the General Laws, as so appearing, is hereby amended by inserting after the word “sex”, in line 10, the following words:- , gender identity.

SECTION 5. Section 12B of said chapter 76, as so appearing, is hereby amended by inserting after the word “sex”, in line 185, the following words:- , gender identity.

SECTION 6. Section 3 of chapter 151B of the General Laws, as so appearing, is hereby amended by inserting after the word “sex”, in lines 17 and 61, in each instance, the following words:- , gender identity.

SECTION 7. Section 4 of said chapter 151B, as so appearing, is hereby amended by inserting after the word “sex”, in lines 3, 69, 82, 87, 96, 103, 136, 163, 169, 179, 226, 233, 243, 339, 349, 353, 359, 485, 495, 505, 661 and 670, in each instance, the following words:- , gender identity.


The Massachusetts law does not explicitly define “Gender”. Here is the World Health Organization definition:

What do we mean by “sex” and “gender”?

Sometimes it is hard to understand exactly what is meant by the term “gender”, and how it differs from the closely related term “sex”.

“Sex” refers to the biological and physiological characteristics that define men and women.

“Gender” refers to the socially constructed roles, behaviours, activities, and attributes that a given society considers appropriate for men and women.

To put it another way:

“Male” and “female” are sex categories, while “masculine” and “feminine” are gender categories.

Aspects of sex will not vary substantially between different human societies, while aspects of gender may vary greatly.

Some examples of sex characteristics :

  • Women menstruate while men do not
  • Men have testicles while women do not
  • Women have developed breasts that are usually capable of lactating, while men have not
  • Men generally have more massive bones than women

Some examples of gender characteristics :

  • In the United States (and most other countries), women earn significantly less money than men for similar work
  • In Viet Nam, many more men than women smoke, as female smoking has not traditionally been considered appropriate
  • In Saudi Arabia men are allowed to drive cars while women are not
  • In most of the world, women do more housework than men



The definition of“Gender” is sex-role stereotyping. Gender is “the socially constructed roles, behaviors, activities, and attributes that a given society considers appropriate for men and women”.

“Gender Identity” is “Sex-Role Identity”.

While all Massachusetts citizens are entitled to their personal sex-role beliefs or identifications, the State has no business promoting sex-role beliefs, which are by their very nature stereotyping and inherently discriminatory against women.

Sex role stereotyping is bad for women and girls. Many of the legal protections for female students that are being eliminated state-wide by this document were designed to counter some of the negative effects of sex-role stereotyping, for example the lack of equal funding given to girl athletes based on the sex-role stereotype that females are not athletic, or that females should not exhibit behaviors that are competitive. Title IX was created to counter sex-based discrimination policies enacted for decades by public educational institutions.

Feminists support the abolition of sex-role stereotypes. Feminists do not support social policies which conflate sex-role stereotypes with reproductive sex.

When the state mandates that children should be treated differently based on arbitrary, sexist stereotypes, when the state educational system declares against all known science and fact, that those who do not abide sex-role stereotypes must not actually be male or female sexed, when the government disciplines children for acknowledging biological reality and scientific fact in an educational system, when the government mandates that girls – at least one quarter of which will be sexually assaulted by a male in her lifetime- receive state-mandated psychological counseling to impress upon her that her discomfort showering with male high school students is evidence that she has a psychological dysfunction (!) and that the state will discipline her if she continues to express fear (!!) FEMINISTS DO NOT SUPPORT THIS.

Women, Women’s Rights Activists, Concerned Parents, Feminists call on the State of Massachusetts under Governor Deval Patrick to:

  1. Compel the State Board to develop guidelines that protect the rights of students and parents to hold strongly held sex-role beliefs
  2. WITHOUT codifying those personal, private sex-role beliefs into state law,
  3. WITHOUT eliminating sex-based protections and rights of female students (Title IX protections, right to sex-based changing rooms, restrooms and other spaces sex-segregated for female safety)
  4. WITHOUT inflicting state-sponsored discipline or punitive psychological “counseling” treatments on children who do NOT share the strongly held sex-role beliefs of others, and who do NOT believe that biological sex is maleable,
  5. WITHOUT forcing children through power of the state to comply with sex-role stereotypes,
  6. WITHOUT mandating that teachers, administrators, and others acting under authority of the state treat male and female students differently according to “the socially constructed roles, behaviors, activities, and attributes that a given society considers appropriate for men and women”, many of which are designed to restrict female equality.

You may contact Governor Patrick here:


Massachusetts State House
Office of the Governor
Office of the Lt. Governor
Room 280
Boston, MA 02133

Phone: 617.725.4005
888.870.7770 (in state)
Fax: 617.727.9725
TTY: 617.727.3666


Western Massachusetts Office of the Governor
State Office Building
436 Dwight Street
Suite 300
Springfield, MA 01103

Phone: 413.784.1200

Washington, DC

Office of the Governor
444 N. Capitol Street, Suite 208
Washington, D.C. 20001

Phone: 202.624.7713
Fax: 202.624.7714


Read the full 11 page PDF by clicking here:



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