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Viewing cable 08DUSHANBE85, DOES DEMOCRACY MAKE YOU GAY?" AND OTHER BURNING QUESTIONS

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Reference ID Created Released Classification Origin
08DUSHANBE85 2008-01-14 03:50 2011-08-26 00:00 UNCLASSIFIED//FOR OFFICIAL USE ONLY Embassy Dushanbe
VZCZCXYZ0001
RR RUEHWEB

DE RUEHDBU #0085/01 0140350
ZNR UUUUU ZZH
R 140350Z JAN 08
FM AMEMBASSY DUSHANBE
TO RUEHC/SECSTATE WASHDC 0104
INFO RUEHEK/AMEMBASSY BISHKEK 0010
RUEHAH/AMEMBASSY ASHGABAT 0010
RUEHTA/AMEMBASSY ASTANA 0006
RUEHNT/AMEMBASSY TASHKENT 0006
RUEHMO/AMEMBASSY MOSCOW 0010
RUEHBUL/AMEMBASSY KABUL 0016
RUEHIL/AMEMBASSY ISLAMABAD 0011
RUEHNE/AMEMBASSY NEW DELHI 0005
UNCLAS DUSHANBE 000085 
 
SIPDIS 
 
SIPDIS 
SENSITIVE 
 
E.O. 12958:  N/A 
TAGS: PGOV SCUL KPAO TI
SUBJECT:  "DOES DEMOCRACY MAKE YOU GAY?" AND OTHER BURNING QUESTIONS 
IN TAJIKISTAN 
 
1. (U)  Summary: Post's outreach program has provided an 
unprecedented opportunity for EmbOffs to reach out to Tajik youth 
under age 25, who comprise more than 50 percent of the population. 
These discussions have provided a window into the sheltered and 
increasingly conservative mindset of young Tajiks, and suggest that 
members the new generation generally do not feel empowered to make 
changes in their own society.  End summary. 
 
2.  (U)  Through cooperation with the Aga Khan Humanities Project, 
the Bactria Cultural Center and the Tajik State Pedagogical 
Institute, as well as regular events at American Corners and the 
Information Resource Center, EmbOffs have met with hundreds of Tajik 
high school and college students in the last four months.  This 
largely English-speaking group represents the educated, urban elite. 
 Many have studied or would like to study in the United States. 
 
3. (U)  The vast majority of students we spoke with were 
self-identified Muslims, and many fasted during Ramadan.  However, 
when EmbOff asked students about the religious meaning behind 
fasting or observing holidays such as Eid-al-Qurbon, few students 
had an explanation.  Ignorance of their religion was also apparent 
in a casual discussion about plural marriage, when EmbOff asked what 
the Koran said about this practice, and no student (out of about 50 
present) could answer. 
 
4.  (U)  In addition to lack of knowledge about their own religion, 
our young interlocutors seemed to know little about religions 
besides Islam, but were eager to learn.  A discussion on the 
differences between Judaism and Christianity lasted nearly three 
hours due to detailed, specific questions by students.  At the 
beginning of the talk, EmbOff asked for a show of hands of who had 
ever met a Christian or a Jew, and no hands went up. (Interestingly, 
many of these students have regular contact with non-Muslim 
expatriates living in Dushanbe.) 
 
5.  (U)  Marital questions were among the most popular topics of 
discussion with EmbOffs, particularly among women.  While expressing 
disdain for arranged marriages and polygamy, most students expected 
their parents to identify suitable spouses for them. 
 
6.  (U)  No discussion topic seemed more mind-blowing to Tajik high 
school students than EmbOff's talk on gay and lesbian life in 
America at the Aga Khan Humanities Project.  Project staff suggested 
the discussion as a way for students to "have their questions 
answered."  Confronted with a wide range of viewpoints, EmbOff 
emphasized that all people deserve to live free of persecution based 
on their lifestyle.  Questions focused on perceived "recruitment" by 
the gay and lesbian community, and included "does democracy make you 
gay?" -- indicating a lack of knowledge about life in open, Western 
societies.  Students were shocked to hear EmbOff had gay and lesbian 
friends.  At the end of the discussion, the teacher asked the 
students to break into three groups and put on skits about what they 
had learned.  In all three skits, a young Tajik came out to his 
parents, who burst into tears and expelled him from the family.  One 
"father" had a heart attack and dropped dead. 
 
7.  (U)  Iran is clearly on the mind of young Tajiks.  During almost 
every politically oriented discussion with an EmbOff or American, 
students ask why the United States wanted to go to war with Iran. 
Qstudents ask why the United States wanted to go to war with Iran. 
The leading nature of the questions suggested the influence of 
Russian and Iranian television programs available via satellite. 
 
8.  (U)  Students were reluctant to voice frustration with their own 
government, and when they did, they often asked EmbOffs what they 
should do about it.  For example, after a lecture by the Resident 
Legal Advisor on the U.S. legal system, students asked him how they 
could change their own legal system to make it more fair.  Whenever 
EmbOffs suggested they address their government on these issues, 
they did not seem to know how to begin. 
 
9.  (SBU)  Comment: Our recent interactions with young urban Tajiks 
suggest that this generation will be more conservative than their 
parents and, having grown up during the civil war, reluctant to 
challenge authority.  Almost all foreign views are filtered through 
Russian (and to a lesser extent Iranian) media.  An intense focus on 
the family unit and fear of shaming it keeps young people from 
straying too far.  As one NGO worker said, social capital is all 
most people have.  All students are keen to study in the United 
States, which offers an educational lifeline to young people with 
few options in their own country, where the educational system 
collapsed after independence and five years of civil war. 
Educational exchanges and these interactions with EmbOffs are 
increasingly popular as Tajiks seek a broader world view and 
 
struggle to define their role in their own society.  End comment. 
 
HUSHEK