The meeting was convened to address an objection raised by Gan Moore, who argued that the book misrepresents women in STEM and contains inappropriate language and sexual content. Moore contended that the book’s premise of a young PhD candidate pretending to date a professor was superficial and failed to meet the academic standards expected for high school literature. She insisted that such material was unsuitable for students and called for its removal from the library collection, stating, “This book has crossed a line when it comes to students and collections curated by our school district.”

Following Moore’s presentation, the committee engaged in a thorough evaluation of the book using a school library media material evaluation checklist, guided by Florida statutes that allow objections to educational materials based on specific criteria, including whether they are pornographic or unsuitable for the intended age group. The initial vote on whether the book was pornographic resulted in a split decision, with ongoing discussions reflecting the diverse viewpoints within the committee.

One member suggested that the book should remain accessible to high school students, highlighting its relevance to issues such as women in STEM and sexual harassment. This member argued that the book provides valuable perspectives and that parents who object to its content could opt out, allowing students to explore different themes independently.

Conversely, another member raised concerns about the sexual content, proposing that parental approval be mandated before students could check out the book. This individual acknowledged the presence of profanity in many contemporary young adult novels but maintained that the sexual content in “The Love Hypothesis” required additional scrutiny. The member advocated for an opt-in requirement, emphasizing the importance of parental involvement.

The dialogue also included perspectives defending the book, with one member clarifying that while the book features profanity, it mirrors realistic teenage communication. They argued that the sexual content depicted relationships between consenting adults, which could serve as educational opportunities to discuss consent and relationships. The member underscored the book’s positive narrative about women in STEM and the challenges they face.

Amid these discussions, the committee explored the logistics of how parents could restrict their children’s access to certain titles through an opt-out form available on the school’s website. This process allows parents to directly communicate their preferences to media specialists.

Despite attempts to reach a consensus, the final vote on the book’s appropriateness for grades nine through twelve ended in a tie. This outcome highlighted the complexities involved in balancing parental concerns, student autonomy, and the educational value of the literature available in school libraries.

The meeting concluded with members acknowledging the significance of media specialists and librarians in the book selection process, expressing trust in their expertise and judgment.