Florida high school students enrolled in a college success course at Miami-Dade College faced controversy after being assigned a sexuality-focused questionnaire that included provocative questions about their sexual orientation and heterosexuals’ influence on overpopulation. The assignment, part of a course titled ‘Preparing for Student Success,’ was criticized by parents and educators as inappropriate for high schoolers, with some calling the questions ‘perverted’ and ‘sick.’ The college confirmed it would stop using the assignment following concerns raised.
The questionnaire, which came from the textbook ‘POWER: Strategies for Success in College and Life’ by Robert Feldman, a senior research associate at the University of Massachusetts Amherst, included questions that probed students’ thoughts on their sexual orientation. One question asked, ‘What do you think caused your heterosexuality?’ while others challenged students to consider whether being straight was a phase they might grow out of. Another question posed, ‘Considering the menace of hunger and overpopulation, could the human race survive if everyone were straight like yourself?’ These inquiries sparked significant backlash, with many parents and community members deeming them offensive and inappropriate for high school students.
One concerned mother, whose son was enrolled in the class, told The Daily Wire that the questions were ‘perverted’ and ‘sick,’ emphasizing that such inquiries should not be directed toward 15-year-old boys or girls. She described the assignment as an act of ‘perversion,’ suggesting that it was not only inappropriate but also damaging to the students’ well-being. The mother’s comments highlight a broader concern among some parents and educators about the appropriateness of such content for high schoolers, who are still developing their identities and values.
The college confirmed that it had reviewed the assignment and would discontinue its use. In a statement to The Daily Wire, Miami-Dade College emphasized its commitment to maintaining a safe, respectful, and academically sound learning environment for all students. The institution stated that it had conducted a thorough review of the assignment and determined that it would no longer be used. The college also reiterated its expectations for all educators to uphold these standards and ensure that any necessary adjustments are made.
Other activities within the course raised similar concerns. A separate questionnaire asked students about diversity, encouraging them to analyze campus diversity by collecting statistics on how many racial minorities attend their school. Another activity sought to ‘check your stereotype quotient’ by asking questions such as, ‘If you found out that a star professional football player is gay, would you be surprised?’ These exercises, while intended to promote critical thinking, were also criticized for their potentially intrusive nature and for pushing students into self-reflection on issues that may be too personal or sensitive for their age group.
This incident has sparked a broader debate about the role of educational institutions in shaping students’ identities and values. Critics argue that such assignments can be seen as an overreach, especially when they involve topics that are personal and complex. Advocates for the course, however, might suggest that these activities are designed to foster critical thinking and awareness in students, preparing them for the diverse environments they will encounter in higher education and beyond.