Unpacking Gender Identity: Texas State University Professor Challenges Conventional Views on Sex Assignment in Class

When I signed up for Professor Michael Whitehawk’s sociology class at Texas State University, I expected a fresh perspective on society. Instead, it quickly became clear that the course leaned heavily toward his personal political beliefs rather than encouraging open discussion.

This is particularly troubling considering the substantial public funding allocated to Texas State University. For the 2024-25 school year, lawmakers approved $275 million for the Texas State University System, with a $70 million increase for the following year. It begs the question: Is this money being used for true education, or merely to push a specific political agenda?

In class, Whitehawk stated that biological sex is a social construct. He claimed, “We’re not born with a sex. Sex is also socially constructed.” One student sought clarification, asking if biological sex and gender were the same. Whitehawk responded that while sex is biological, gender is what we assign socially. He added that even the idea of male versus female is more of a continuum than a binary.

Later in the semester, he shared slides suggesting that men only help with household chores when prompted or that a wife earning more than her husband could undermine his masculinity. Another slide implied toys marketed to girls contribute to a male-dominated society.

These assertions were presented as absolute truths, not as part of a broader dialogue. One exam question asked which minorities were scrutinized the most, with only the responses Whitehawk had championed being accepted as correct. It felt like the goal was to regurgitate his viewpoints rather than engage with diverse ideas.

The trend isn’t limited to Texas State. Across the nation, professors are increasingly pushing their political views in the classroom. A recent study from the National Association of Scholars found that nearly two-thirds of college faculty identify as liberal. Many students feel pressured to conform in these environments.

This trend raises questions about academic freedom and the importance of diverse viewpoints in education. Ideally, colleges should encourage a variety of perspectives, fostering critical thinking and debate.

Students want to learn and explore different ideas, not feel constrained by one professor’s beliefs. It’s crucial for academic institutions to reflect on their role in shaping open-minded thinkers who can challenge ideas and grow from differing opinions.

In essence, education should empower students, not limit them. The classroom should be a place of inquiry and exploration, not a venue for ideological conformity.

For more on the dynamics of political beliefs in education, check out this National Association of Scholars report.

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