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Journal articles on the topic 'Title IX Compliance'

Author: Grafiati

Published: 4 June 2021

Last updated: 9 February 2022

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1

Francisco, James D., and George R. Schaefer. "High School Compliance with Title IX." Journal of Physical Education, Recreation & Dance 87, no. 3 (February 18, 2016): 50–51. http://dx.doi.org/10.1080/07303084.2016.1131553.

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2

Sawyer, Thomas H., Claire Darnell, and Jeffrey Petersen. "Eliminating Sports for Title IX Compliance." Journal of Physical Education, Recreation & Dance 82, no. 2 (February 2011): 9–56. http://dx.doi.org/10.1080/07303084.2011.10598572.

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3

Pittman, Andrew T., and Andrew T. Pittman. "Sport Scheduling and Title IX Compliance." Journal of Physical Education, Recreation & Dance 78, no. 7 (September 2007): 8–9. http://dx.doi.org/10.1080/07303084.2007.10598048.

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4

Pappas, Brian. "Competition and collaboration: Title IX Coordinators and the barriers to achieving educational equity." International Journal of Discrimination and the Law 21, no. 2 (May 27, 2021): 94–116. http://dx.doi.org/10.1177/13582291211014403.

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How do compliance occupations successfully navigate complex institutional environments characterized by changing policy initiatives, managerial logics, unclear expectations, and competition from other occupational groups? This article examines the work of Title IX Coordinators at U.S. Colleges and Universities, who often hold dual roles, operate at lower levels within the institution, and lack the necessary resources to do their work. Using interviews, surveys, professional association materials, and Title IX job ads, this paper describes how Title IX Coordinators adapt to a complex institutional environment and overcome these obstacles in their efforts to enforce Title IX. Title IX Coordinators develop and create collaborative networks of expertise that develop and build shared institutional influence. Using pre-existing relationships and sharing information and expertise, Title IX Coordinators partner with legal counsel, campus police, human resources, ombuds, student affairs, and other occupations to co-produce Title IX compliance.

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5

Baker, Kelly J. "Champion Women: Looking for Title IX Compliance." Women in Higher Education 24, no. 10 (October 2015): 13–15. http://dx.doi.org/10.1002/whe.20248.

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6

Cheslock, John J., and Suzanne E. Eckes. "Statistical evidence and compliance with Title IX." New Directions for Institutional Research 2008, no. 138 (March 2008): 31–45. http://dx.doi.org/10.1002/ir.246.

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7

Hartman, Karen L. "The Elephant in the Room: How COVID-19’s Financial Impact Further Threatens Title IX Compliance." International Journal of Sport Communication 13, no. 3 (September 1, 2020): 399–407. http://dx.doi.org/10.1123/ijsc.2020-0242.

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This scholarly commentary addresses COVID-19’s financial impact by examining how current and proposed National Collegiate Athletic Association bylaw waivers could negatively affect women’s collegiate athletics and Title IX compliance. These potential bylaw changes come after years of misinformation, a lack of education, and minimal understanding of the law. In the chaos of COVID-19’s impact on American society and athletic programs, Title IX has become the elephant in the room. The essay concludes with three recommendations that could help athletic departments alleviate Title IX compliance issues when enacting the bylaw waivers.

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8

Beavers, Jenelle M., and Sam F. Halabi. "Stigma and the Structure of Title IX Compliance." Journal of Law, Medicine & Ethics 45, no. 4 (2017): 558–68. http://dx.doi.org/10.1177/1073110517750596.

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This article analyzes the relationship between the structure of federal Title IX investigations and the existing evidence addressing the emotional and mental health needs of sexual harassment and sexual assault victims. The article argues that federal requirements for investigating sexual harassment should be restructured so as to address the challenges stigma poses for the realization of Title IX's objectives.

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9

Enos, Gary A. "Ensure your office's services include Title IX compliance." Disability Compliance for Higher Education 26, no. 2 (August 13, 2020): 2. http://dx.doi.org/10.1002/dhe.30901.

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10

McCarthy, Claudine. "Boost effectiveness, compliance of Title IX team training." Campus Legal Advisor 21, no. 9 (April 15, 2021): 3–6. http://dx.doi.org/10.1002/cala.40498.

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11

Mascagni, Brooke. "Rape, apology, and the business of title IX compliance." Politics, Groups, and Identities 5, no. 1 (January 2, 2017): 182–96. http://dx.doi.org/10.1080/21565503.2016.1273123.

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12

Werner, Melody A. "Strengthen Title IX compliance by reviewing 4 key strategies." College Athletics and the Law 12, no. 11 (February 2016): 3. http://dx.doi.org/10.1002/catl.30173.

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13

Pappas, Brian. "Rules versus relationships and campus sexual misconduct." International Journal of Organization Theory & Behavior 22, no. 3 (September 9, 2019): 226–41. http://dx.doi.org/10.1108/ijotb-09-2018-0100.

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Purpose How do university compliance administrators implement the rules prohibiting campus sexual misconduct? Title IX Coordinators’ authority is legal–rational and derives from the power to enforce Title IX and university rules. The paper aims to discuss this issue. Design/methodology/approach Analyzing narratives collected from administrators at 22 large institutions of higher education, this paper distinguishes rules from relationship-oriented Coordinators and develops an understanding of how and why Title IX Coordinators utilize relational authority as they implement Title IX. Findings The key finding is that relational administrators exhibit less institutional authority than their rules-based counterparts and focus on their relationships with complainants and respondents over university leaders and administrators. Originality/value While other researchers have focused on rules, this research demonstrates how Title IX Coordinators draw heavily on relational strategies.

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14

Schneider, Robert, William Stier, Timothy Henry, and Gregory Wilding. "Title IX Compliance in NCAA Athletic Departments: Perceptions of Senior Woman Administrators." Journal of Human Kinetics 23, no. 1 (January 1, 2010): 103–13. http://dx.doi.org/10.2478/v10078-010-0013-6.

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Title IX Compliance in NCAA Athletic Departments: Perceptions of Senior Woman AdministratorsPerceptions of Senior Woman Administrators (SWAs) were sought regarding the equal provision of 13 Title IX compliance areas in women's athletic programs as compared to men's. A five point agree/disagree Likert-scale survey was electronically mailed to all SWAs at National Collegiate Athletic Association (NCAA) membership institutions throughout the United States. Of the 841 surveys mailed, 406 were returned for a 48.3% return rate. The SWAs disagreed or strongly disagreed at the highest rates that the following five Title IX compliance areas were being provided for equally in the women's programs when compared to the men's: publicity (31.0%), locker room facilities (27.1%), coaching (20.0%), recruitment of student-athletes (15.4%), and equipment and supplies (14.7%). Significant differences between Likert-scale items of agreement/disagreement were found among the following SWA demographics: marital status, NCAA Division, years of experience, and reporting structure. The SWAs agreed or strongly agreed that the 13 Title IX compliance areas were being provided for equally in the women's programs when compared to the men's at the following rates: housing & dining facilities (84.4%), medical & training facilities (84.3%), scheduling of games (81.1%), travel & per diem allowances (80.5%), practice facilities (78.7%), competitive facilities (78.4%), equipment and supplies (77.7%), support services (76.0%), tutoring (74.3%), recruitment of student-athletes (73.2%), coaching (70.3%), locker room facilities (63.2%), and publicity (55.3%).

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Simon, Laura, Shannon Dieringer, Elizabeth Wanless, Rebecca Tyner, and Lawrence Judge. "Title IX Proportionality Prong: Compliance of Division I FBS Universities." Journal of SPORT 3, no. 2 (2014): 184–202. http://dx.doi.org/10.21038/sprt.2014.0322.

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16

Anderson, Deborah J., John J. Cheslock, and Ronald G. Ehrenberg. "Gender Equity in Intercollegiate Athletics: Determinants of Title IX Compliance." Journal of Higher Education 77, no. 2 (March 2006): 225–50. http://dx.doi.org/10.1080/00221546.2006.11778925.

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Anderson, Deborah J., John Jesse Cheslock, and Ronald G. Ehrenberg. "Gender Equity in Intercollegiate Athletics: Determinants of Title IX Compliance." Journal of Higher Education 77, no. 2 (2006): 225–50. http://dx.doi.org/10.1353/jhe.2006.0010.

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18

Staurowsky, Ellen J., Erica J. Zonder, and Brenda A. Riemer. "So, What Is Title IX? Assessing College Athletes Knowledge of the Law." Women in Sport and Physical Activity Journal 25, no. 1 (April 2017): 30–42. http://dx.doi.org/10.1123/wspaj.2015-0048.

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As Title IX approaches its 50th anniversary, the state of its application to athletic departments within federally funded schools at the secondary and postsecondary levels evokes the expression “the more things change, the more things stay the same.” Title IX has been credited with successfully addressing sexual stereotypes that generally limited opportunities and created barriers for students to realize their full potential as athletes, citizens, parents, scholars, and workers (Buzuvis, 2012). As much as the educational landscape has changed as a result of Title IX, there remains a concern that schools do not have the mechanisms in place to ensure compliance five decades after the law was passed. The purpose of this study was to examine what college athletes know about Title IX and how they come to know it through a survey instrument comprised of five open-ended questions. Consistent with previous studies of coaches, athletics administrators, educators, and athletes, nearly 50% of the college athletes participating in this study did not know what Title IX was. For the remaining 50%, their perceptions of Title IX reveal large gaps in foundational understandings of what Title IX requires and how it works. The words of the respondents offer a window into their understandings and relationship with Title IX which cover a full spectrum from “it opens up the door for everyone” and “gives female athletes the support they need to succeed” to it results in an “illogical” way to achieve fairness.

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19

MAK, Jennifer Y. "Impact of Title IX on Athletics Development in the United States." Asian Journal of Physical Education & Recreation 12, no. 1 (June 1, 2006): 34–38. http://dx.doi.org/10.24112/ajper.121308.

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LANGUAGE NOTE | Document text in English; abstract also in Chinese.Nothing has had as much of an impact in the history of public education as Title IX of the Education Amendment of 1972. The increase in the popularity of collegiate sports, especially the revenue sports (football, basketball), has made Title IX and Athletics a hot topic. However, many members of the Title IX generations do not have a clear picture or fully understand the true meaning behind Title IX. This paper tries to close this gap by explaining the relationship between Title IX and Athletics in a timeline format: the birth of Title IX in 1972; Title IX and Athletics in the 1970s; Policy Interpretation and the three-part compliance test applied by H.E.W. to intercollegiate athletic in 1979; three important court cases in the 1990s; and the current progress of Title IX in Athletics.1972年頒布的敎育修正法案第IX條款在公共敎育方面的影響是無法比擬的。隨著學院運動項目的越來越普及，尤其是有收益的學院運動項目如美式足球、籃球，使第IX條款成為體育運動的熱門話題。然而在第IX條款頒布後出生的新一代成員中很多人並沒有充分認識和理解其背后的真正意義。這篇文章旨在彌補這種代溝，通過以時間發展線索來解釋第IX條款和體育運動的關係，揭示第IX條款的內涵，給人們清晰畫面。內容包括：第IX條款的誕生；二十世紀七十年代的體育運動和第IX條款的關係；政策的解釋和1979年H.E.W應用在學院體育運動中的三個部分的測試；九十年代三個重要的法庭案例；以及第IX條款在目前體育運動方面的發展和前景。

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20

Newins, Amie, Emily Bernstein, Roselyn Peterson, Jonathan Waldron, and Susan White. "Title IX Mandated Reporting: The Views of University Employees and Students." Behavioral Sciences 8, no. 11 (November 20, 2018): 106. http://dx.doi.org/10.3390/bs8110106.

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Per Title IX of the Higher Education Amendments of 1972, many university employees are mandated reporters of sexual assault. University employees (N = 174) and students (N = 783) completed an online survey assessing knowledge and opinions of this reporting requirement. University employees and students generally reported being quite knowledgeable of reporting requirements. Most university employees indicated they would report an incident disclosed by a student, but students were fairly ambivalent about whether they would disclose to faculty members. Nearly one in five students (17.2%) indicated that Title IX reporting requirements decreased their disclosure likelihood. These findings suggest that mandated reporting policies, as well as how they are presented to students and faculty, should be examined in order to increase compliance and facilitate disclosure.

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Staurowsky, Ellen J., Heather Lawrence, Amanda Paule, James Reese, Kristy Falcon, Dawn Marshall, and Ginny Wenclawiak. "Travelers on the Title IX Compliance Highway: How Are Ohio’s Colleges and Universities Faring?" Women in Sport and Physical Activity Journal 16, no. 2 (October 2007): 46–82. http://dx.doi.org/10.1123/wspaj.16.2.46.

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As a measure of progress, the experiences today of women athletes in the state of Ohio are far different from those attending institutions of higher learning just after the passage of Title IX of the Education Amendments Act of 1972. But how different, and how much progress has been made? The purpose of this study was to assess the level of progress made by compiling and analyzing data available through the Equity in Athletics Disclosure reports filed by 61 junior colleges, four year colleges, and universities in the State of Ohio over a four year span of time for the academic years 2002-2006.2 The template for this study was the report completed by the Women’s Law Project examining gender equity in intercollegiate athletics in colleges and universities in Pennsylvania (Cohen, 2005), the first study of its kind. Similar to that effort, this study assesses the success with which intercollegiate athletic programs in Ohio have collectively responded to the mandates of Title IX in areas of participation opportunities and financial allocations in the form of operating budgets, scholarship assistance, recruiting and coaching.3

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22

Elliott, Sara A., and Daniel S. Mason. "Gender Equity in Intercollegiate Athletics: An Alternative Model to Achieving Title IX Compliance." Journal of Legal Aspects of Sport 11, no. 1 (February 2001): 1–24. http://dx.doi.org/10.1123/jlas.11.1.1.

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23

Stafford, Sarah L. "Progress Toward Title IX Compliance: The Effect of Formal and Informal Enforcement Mechanisms*." Social Science Quarterly 85, no. 5 (December 2004): 1469–86. http://dx.doi.org/10.1111/j.0038-4941.2004.00286.x.

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24

McCarthy, Claudine. "Reconcile VAWA amendments, Title IX with tech tools that make compliance easier — and harder." Campus Legal Advisor 20, no. 10 (May 18, 2020): 4–5. http://dx.doi.org/10.1002/cala.40254.

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Kennedy, Charles L. "Part one: The BCS of Title IX compliance “and the Champion for 2004 Is???”." Gender Issues 21, no. 4 (September 2003): 50–60. http://dx.doi.org/10.1007/s12147-003-0010-3.

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26

McDowell, Jacqueline, Robyn Deterding, Terrence Elmore, Edward Morford, and Erin Morris. "Title IX and Campus Recreation: Guidelines to Increase Gender Equity in Club and Intramural Sport Programs." Recreational Sports Journal 40, no. 2 (October 2016): 133–51. http://dx.doi.org/10.1123/rsj.2016-0012.

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Title IX legislation seeks to prevent sex discrimination in club and intramural recreational activities; yet guidance to encourage compliance with the law is limited. Hence the purpose of this investigation was to critically assess the applicability of Title IX athletic guidance and advance gender equity guidelines specific to intramural and club sports. Campus recreation directors from six NIRSA regions were sent an online survey with recommended gender equity guidelines. Eighty-two directors appraised the guidelines in relation to their effectiveness in evaluating gender equity in intramural and club sport programs. This investigation found the majority of the guidance for intercollegiate athletic programs to be relevant to club and intramural sport programs, but differences were found concerning provisions and participation opportunities. Similarities and differences are discussed and twenty guidelines are advanced to provide institutions with ways to provide men and women with nondiscriminatory participation opportunities.

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Marsh, John Patrick, Jeffrey C. Petersen, and Barbara Osborne. "Sport Discontinuation: An Assessment of Goal Achievement via Empirical Measures." Journal of Amateur Sport 2, no. 1 (February 29, 2016): 164. http://dx.doi.org/10.17161/jas.v2i1.5011.

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Collegiate athletic teams are being eliminated at an alarming rate; however, empirical research of athletic spending and participation after these cuts occur is lacking. This study compared whether the proffered rationales for discontinuing teams were consistent with the measurable budgetary and participation outcomes. From a sample of NCAA Division I institutions that discontinued at least one team between the academic years 2000-01 and 2008-09 (N = 125), a total of 49 schools with documented cut rationales were identified. The EADA cutting tool was then used to examine athletic revenues, expenses, and participation numbers from the year prior and the year after the cuts to determine, via descriptive statistics and paired t-tests, if the stated objectives were met. The three reasons primarily cited for the program elimination included: reducing athletic spending (44.9%), reallocating resources (42.9%), and Title IX compliance (18.4%). Statistical analysis revealed that only institutions citing reallocation of athletic resources were able to achieve their stated goals. Institutions citing efforts to reduce athletic spending had significant increases in athletic expenses and none of the institutions citing Title IX compliance achieved substantial proportionality. These results show a troubling disconnection between the elimination rationale and the budgetary and participation outcomes that is worthy of additional investigation.

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Gualtieri, Gillian. "Symbolic Compliance and Student Concerns: Legal Endogeneity and Title IX at American Colleges and Universities." Sociological Forum 35, no. 1 (January 9, 2020): 207–28. http://dx.doi.org/10.1111/socf.12574.

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Agthe, Donald E., and R. Bruce Billings. "The Role of Football Profits in Meeting Title IX Gender Equity Regulations and Policy." Journal of Sport Management 14, no. 1 (January 2000): 28–40. http://dx.doi.org/10.1123/jsm.14.1.28.

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A conceptual model was developed to measure the influence of football profits on meeting Title IX gender equity requirements in athletic aid and participation at NCAA Division I-A institutions. Teams in Division I-A of the NCAA play intercollegiate sports at the highest level of competition. Football profits are the largest source of fan based revenue at most Division I-A institutions. An empirical version of the model including football profit, other men's sports profits, conference membership, undergraduate enrollment, endowment, and the existence of the state funding was estimated for 93 institutions. These factors, except undergraduate enrollment and other men's sports profits, significantly influenced meeting the athletic aid standard. Endowment, state funding, and conference membership significantly influenced compliance with participation standard. In addition to the quantitative analysis, responses to an original survey of Division I conference commissioners added a qualitative dimension to this study.

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Yanus, Alixandra B., and Karen O’Connor. "To Comply or Not to Comply: Evaluating Compliance with Title IX of the Educational Amendments of 1972." Journal of Women, Politics & Policy 37, no. 3 (June 27, 2016): 341–58. http://dx.doi.org/10.1080/1554477x.2016.1188601.

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Reisch, John T., and Larry P. Seese. "Compliance with Title IX at Kingston State University: A Case Study on Cost Allocation and Ethical Decision Making." Issues in Accounting Education 20, no. 1 (February 1, 2005): 81–97. http://dx.doi.org/10.2308/iace.2005.20.1.81.

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We present a case that focuses on the allocation of costs between men's and women's sports. At issue is whether large portions of indirect costs can or should be allocated to women's sports to keep a university in compliance with Title IX, the federal law promoting gender equity in collegiate athletics. Students are instructed to use an ethical decision-making model when addressing the cost allocation issue and deciding whether it is ethical for accountants to “play” with numbers to achieve certain objectives. The cost allocation alternatives generated by students are appropriate for managerial accounting courses at both the undergraduate and graduate levels. The case also helps students to develop a systematic approach when solving ethical dilemmas. Students are required to identify potential stakeholders of the decision to reallocate costs and to assess the interests of the different stakeholders. After developing potential alternatives and determining how each decision could affect the stakeholders, students must make a cost allocation decision that is consistent with the fundamental qualities of the accounting profession—honesty, competence, objectivity, and integrity. In addition to gaining exposure to cost allocation methods and ethical decision making, students are exposed to several core educational competencies identified in the AICPA Core Competency Framework (AICPA 1999).

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Sanger, Kevin, and Sharon Mathes. "Athletic Directors, Faculty Athletic Representatives, and Women’s Basketball Coaches Perceptions of Title IX Compliance at NCAA Division III Institutions." Journal of Legal Aspects of Sport 7, no. 1 (February 1997): 12–23. http://dx.doi.org/10.1123/jlas.7.1.12.

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Sanger, Kevin, and Sharon Mathes. "Athletic Directors, Faculty Athletic Representatives, and Women’s Basketball Coaches Perceptions of Title IX Compliance at NCAA Division III Institutions." Journal of Legal Aspects of Sport 7, no. 2 (July 1997): 67–80. http://dx.doi.org/10.1123/jlas.7.2.67.

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Lee, Young-joo, and Doyeon Won. "Applying representative bureaucracy theory to academia: Representation of women in faculty and administration and Title IX compliance in intercollegiate athletics." Journal of Diversity in Higher Education 9, no. 4 (2016): 323–38. http://dx.doi.org/10.1037/a0039727.

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Napper-Owen, Gloria E., Susan K. Kovar, Kathy L. Ermler, and Joella H. Mehrhof. "Curricula Equity in Required Ninth-Grade Physical Education." Journal of Teaching in Physical Education 19, no. 1 (October 1999): 2–21. http://dx.doi.org/10.1123/jtpe.19.1.2.

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Physical educators from randomly selected high schools (N = 180) in the AAHPERD Central District were surveyed via telephone regarding their required (9th grade) physical education programs. Four researchers scored the 180 instruments, and each instrument was scored independently with a 96% inter-rater reliability. For the entire sample, 52% of the activity units were team sports, 39% individual sports, 4% dance-gymnastics, and 4% adventure-cooperative-recreational. Of the 180 schools, 71% conducted programs in compliance with Title IX. Of the teachers interviewed, 88% of the females and 30% of the males taught outside their socially accepted areas, although they tended to conduct similar curricula. In general, schools delivered traditional multi-activity programs emphasizing team and lifetime sports, while 25% of the schools had programs with a primary emphasis on competitive, contact, male-oriented team activities. Thus, curricula tended to perpetuate the current socially constructed view of gender and physical activity.

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Lawrence, Heather J., Liz Wanless, and E. Ann Gabriel. "Applying Activity-Based Costing to Intercollegiate Athletics." Sports Innovation Journal 1 (June 29, 2020): 81–105. http://dx.doi.org/10.18060/23717.

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Current accounting methods in intercollegiate athletics make it difficult for leaders to assess and understand the true cost of each sport team operations. Institutional and athletics leaders often make decisions concerning sport sponsorship/offerings, budget allocations, overall program operations, and review Title IX compliance based on information that may not truly capture the cost of each sport. Additionally, intercollegiate athletics reform groups and the federal government are calling for athletic departments to report more consistent, accurate, and transparent financial data. The purpose of this paper is to respond to the call for accounting reform in intercollegiate athletics via an innovative application of activity-based costing (ABC) to one NCAA Football Bowl Subdivision (FBS) athletics department. ABC was applied to the athletic department budget report with results showing how previously established ABC cost drivers for intercollegiate athletics (Lawrence, Gabriel, & Tuttle, 2010) and reallocation of expenses back to specific sports allow for a greater understanding of the cost of each sport.

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Driessen, Molly C. "Campus Sexual Assault Policies: A Feminist Policy Analysis Framework." Affilia 35, no. 3 (September 26, 2019): 397–412. http://dx.doi.org/10.1177/0886109919878273.

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The purpose of this study is to conduct a feminist-based policy analysis to examine the role of power in campus sexual assault policies. This research investigated the role of power in campus policies that are in response to addressing sexual assault using a feminist policy analysis framework. McPhail’s (2003) Feminist-Based Policy Analysis Framework was used to study the policy-setting documents authored by the United States (U.S.) Department of Education’s Office of Civil Rights and White House Task Force to Protect Students from Sexual Assault that was established in 2014. Together, these documents encompass the federal guidelines for college campuses’ compliance, rights, and responsibility under Title IX. The Framework provides four questions to consider when analyzing the role of power within a policy. Several strengths of the policies are identified as well as tension between the power of institutions versus the power of student survivors, specifically in mandatory reporting policies. Implications for social work research, practice, and policy are explored along with identifying the study’s limitations and future research suggestions.

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Marine, Susan B., and Z. Nicolazzo. "Campus Sexual Violence Prevention Educators’ Use of Gender in Their Work: A Critical Exploration." Journal of Interpersonal Violence 35, no. 21-22 (July 12, 2017): 5005–27. http://dx.doi.org/10.1177/0886260517718543.

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Recent studies indicate that sexual violence affects college students who identify as trans* or gender nonconforming (TGNC) at higher proportions than cisgender students with a full 29% reporting an experience with violence in a recent large-scale study. College sexual violence prevention educators (SVPEs) are critical actors in the effort to reduce the incidence of sexual violence, yet little is known about the practices they engage in to support the learning of students of diverse genders, and to educate students about the role of gender in sexual violence. This study explores the practices of SVPEs with respect to gender diversity, and the challenges and strategies they use to be gender inclusive in their work. Using an exploratory qualitative lens, 16 SVPEs were interviewed to better understand how they think about gender in their work, talk about gender as it relates to sexual violence, and deploy teaching and learning strategies regarding gender in their work with undergraduate students. Findings suggest that SVPEs face significant pressures related to compliance with Title IX, and that in terms of their practices related to gender, they occupy a continuum typified by gender defensiveness and unawareness, gender awareness, gender inclusion, and/or gender transformation. Recommendations include advancing opportunities for enhanced gender diversity education and professional development for SVPEs and the need for additional research on cisgender men’s and trans* survivors’ experiences with campus sexual violence.

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Compton, Nina, and J. Douglas Compton. "Collegiate Athletic Opportunities For Women Under Title IX Raises The Proportionality Concern For Mens Sports." Journal of Diversity Management (JDM) 2, no. 2 (April 1, 2007): 25–34. http://dx.doi.org/10.19030/jdm.v2i2.5008.

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Title IX of the Education Reformation Act was passed in 1972 for the purpose of providing equality between males and females in intercollegiate sports. Since its inception the disparity between mens and womens varsity athletics programs has persisted throughout American colleges and universities. Discrimination and equal protection concerns define the continuing debate of gender equality under the Act. Campuses across the Nation have seen athletic departments add womens varsity sport programs and cut mens programs in order to remain compliant under the Act. This paper explores the equal protection concerns of proportionality amongst enrollment rates and participation rates in intercollegiate athletics. The state of Title IX today remains clouded with questions by college administrators who, after over three decades of enforcement, are employing proportionality concepts as a measure to obtain gender equality in sports. The proportionality practice of cutting mens programs instead of adding womens programs may undermine the purpose of Title IX. This paper is an analysis of the Court decisions and lawsuits that characterize the controversy of Title IX and its legal application to claims of gender bias associated with female athletic programs. The study of this concern is imperative and will shape how college athletic programs are administered in the future.

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Grant, Billie-Jo E., Stephanie B. Wilkerson, L. deKoven Pelton, Anne C. Cosby, and Molly M. Henschel. "Title IX and School Employee Sexual Misconduct: How K-12 Schools Respond in the Wake of an Incident." Educational Administration Quarterly 55, no. 5 (March 17, 2019): 841–66. http://dx.doi.org/10.1177/0013161x19838030.

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Purpose: To help protect students from school employee sexual misconduct, this qualitative case study examines implementation of school employee sexual misconduct policies in five geographically and demographically diverse school districts that experienced incidents of school employee sexual misconduct in 2014. Method: Data were collected from 92 school employees and county officials from five school districts from January 2016 to September 2017 via interviews ( N = 41) and 10 focus groups ( N = 51), as well as through document and policy reviews. Findings: This article outlines findings with regard to the key elements of Title IX guidance including: (a) policies and procedures; (b) prevention; (c) training for staff, students, and parents; (d) reporting; (e) investigations; and (f) response. Although participants reported improvements in these areas after incidents, various challenges, including a lack of understanding of Title IX requirements, continue to affect district-level approaches to sexual misconduct policies. Implications: Recommendations are that school districts review their policy and implementation efforts to determine if they are compliant with Title IX guidance. Researchers also recommend that the federal and state departments of education establish accountability measures to track policy implementation and ensure school districts comply with Title IX guidance and provide high-quality low-cost training options. Further examination of how often these cases occur, victim and offender characteristics, effects on victims and school communities, criminal justice responses, and the effectiveness of prevention efforts are also recommended.

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"GAO Faults Science Agencies on Title IX Compliance." Science 305, no. 5684 (July 30, 2004): 589b. http://dx.doi.org/10.1126/science.305.5684.589b.

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Fukuzawa, Yoshinari, Keun Young Ko, Jay Narayan Mahato, Ahmet Kerem Sarikaya, Abdoul Nasser Bounia Yahaya, and Paul Martin Sommers. "Gender Equity in NESCAC Varsity Athletics and Title IX Compliance." Journal of Student Research 8, no. 1 (May 17, 2020). http://dx.doi.org/10.47611/jsr.v8i1.763.

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Title IX of the 1972 Educational Amendments to the 1964 Civil Rights Act now includes a proportionality standard, that is, the percentage of women who participate in sports at a university should approximate the percentage of female undergraduates at the school. The authors examine whether New England Small College Athletic Conference (NESCAC) schools were compliant with the proportionality standard during the 2014-15, 2015-16, and 2016-17 academic years. The results show that practically all NESCAC schools were in compliance with the proportionality standard all three years, but only when 5 percentage points were added to the school’s percentage of women who participate in varsity sports.

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Findlay, Patrick N. "The Case for Requiring a Proportionality Test to Assess Compliance with Title IX in High School Athletics." SSRN Electronic Journal, 2003. http://dx.doi.org/10.2139/ssrn.367840.

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Pohlman, Katrina A. "Have We Forgotten K-12? The Need For Punitive Damages To Improve Title IX Enforcement." University of Pittsburgh Law Review 71, no. 1 (April 26, 2009). http://dx.doi.org/10.5195/lawreview.2009.134.

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In the fall of 2000, the Pittsburgh Tribune-Review examined 129 public high schools in southwestern Pennsylvania to evaluate the region’s compliance with Title IX. The Tribune-Review promptly published the results, which were bleak. During the 1999–2000 academic year, two out of every three athletes were boys. Moreover, sixty-nine cents out of every dollar spent on school athletic programs went to boys, with the average school spending $493 on each male athlete and $350 on each female athlete. The individual results of two schools were especially troubling: Duquesne High School had only nine girls playing organized sports in 1999–2000; Clairton High School had only fifteen spots on just one female sports team—basketball. Finally, the survey noted that collegiate athletic programs had been recruiting significantly less in the region.6 As one college coach explained, even the area’s rare, exceptional athlete frequently struggled in the collegiate setting, since such athletes had never had the opportunity to become accustomed to competing against the same caliber of athletes when younger.

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Shallish, Lauren. ""Just How Much Diversity Will the Law Permit?": The Americans with Disabilities Act, Diversity and Disability in Higher Education." Disability Studies Quarterly 35, no. 3 (September 2, 2015). http://dx.doi.org/10.18061/dsq.v35i3.4942.

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<p><span>Civil rights laws including the Civil Rights Act of 1964, Title IX of 1972, Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 worked to protect classes and individuals for whom discrimination had been documented. In an effort to further remedy educational inequality, colleges and universities increasingly used identity categories to enable access and participation in postsecondary life. In addition to anti-discrimination statutes, attention to marginalized groups evolved to include larger networks of academic and co-curricular support such as formations of identity centers, cultural events, fields of study and scholarships yet disability is largely absent from this work as much of higher education maintains a singular focus on legal compliance. This study investigates how disability law is conceived and enacted on five divergent campuses and how participants understood both the function of disability law and other cultural, social and political aspects of disability-related identities.</span></p>

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"In light of the editorial in the April 2006 JOPERD, what are some valid ways to assess interests in athletic participation for Title IX compliance?" Journal of Physical Education, Recreation & Dance 77, no. 7 (September 2006): 55. http://dx.doi.org/10.1080/07303084.2006.10597909.

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