NYC Assistant Principal Becomes Second School Official to Reveal Discriminatory Hiring Practices, Child Indoctrination Strategy … If Candidates Answer ‘Diversity-Equity-Inclusion Question’ Incorrectly ‘They Are Just an Automatic Not Hire’

[NEW YORK – Sept. 6, 2022] Project Veritas released the third video in its newly launched Education Series today exposing another school official in charge of administering the education of children between the ages of five and nine years old.

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Todd Soper, who works as an Assistant Principal for the New York City Department of Education, specifically managing neighborhood charter schools for grades K-4, was recorded discussing how he would not offer a job to a right-leaning individual because of their political views:

Veritas Journalist: What would you do though, as a principal, if you knew there was a conservative applying? Would you hire such a person?

Soper: No…We have very specific questions, and ultimately our Diversity-Equity-Inclusion question, our DEI question is -- it's very telling if somebody has done a lot of work within themself, within the profession.

Veritas Journalist: But even conservative, like even--

Soper: Well, and it comes out -- if people don’t answer that question right, they are just an automatic not hire.

Veritas Journalist: Well, give me an example of not answering that question. Like what, one of the--

Soper: If they [candidates] say that diversity is about -- if they say something that lends itself to be colorblind, which could happen, like, “Oh, it's like, you know, like everyone is equal.” Those things that are well intentioned statements, but they're missing the depth of understanding of how the intersections of our identity live out in the world. So, that person wouldn’t get hired.

Soper cited a specific example of how his discriminatory hiring would work in practice. He discussed a situation where a teacher did not share his world view:

Soper: So, there's this one teacher who almost refused to talk about Juneteenth a few years ago, and didn't want to teach a lesson…Like, in addition to their neurodiversity and their special needs, like our students’ lives matter based on the color of their skin, and how that intertwines into the context of the world. So, if you're not willing to embrace fully that aspect of our students -- and that means talking openly about race and talking about injustices in the world, then I don't know if you're going to be able to fully fulfill your [teacher] responsibilities.

Veritas Journalist: What was her reasoning for being resistant?

Soper: She didn't want to teach Black Lives Matter…I don't think that she thinks that their race is a big deal. So, she was just kind of like, “I mean, it's not that big of a deal. Like, I love kids, so it's fine.” I was like, “Well, no, you have to love all of it. So, you have to acknowledge that there is the potential for them to experience discrimination.”

Veritas Journalist: Was she fired? Or--

Soper: No, she left. She would’ve probably been fired eventually just based off of mindset. But yeah, she left.

The school administrator also detailed the ways in which gender ideology is pushed onto children even before they get to Elementary School.

“We have always and will continue to embrace diversity on all levels. So, the same way we embrace identities that are based off of ethnicity, skin tone and gender, we also embrace orientation,” Soper said.

“Like for kindergarten, for Pride month, we got -- every kid had a mirror and we talked about -- a read aloud about an animal, or about a boy that said he wanted to be a mermaid. It’s a way to start, like, ‘You should be whoever you feel like you should be.’ That was kind of the message of [the] read aloud,” he said.

“It's delicate, right? So, in kindergarten and first grade, they [students] are five and six [years old] -- but I think we start with the umbrella theme of, ‘Embrace who you are. You have to love who you are, and each part of you is beautiful, whatever you feel.’ As kids get older and the idea of gender becomes more salient, which happens more towards fourth grade…the conversations deepen as the kids get older.”