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Dissertations / Theses on the topic 'Title IX'

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Published: 4 June 2021
Last updated: 28 January 2023

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1

Paule, Amanda Leigh. "Community Perceptions of Title IX." Miami University / OhioLINK, 2004. http://rave.ohiolink.edu/etdc/view?acc_num=miami1091803152.

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2

Lyons, Daniel E. "Title IX Compliance in Virginia High Schools." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26747.

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More than thirty years ago Congress passed the Educational Amendments to ensure fair treatment for all students. Specifically, Title IX provided that [N]o person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance (Educational Amendments of 1972,p. 7). The number of court cases against colleges and high schools for violating various aspects of Title IX continues to increase. This study looked at court cases involving high school and college athletes claiming violations of Title IX, then six schools were selected in Virginia to determine if these schools met the legal standards, as determined by the Code of Federal Regulations. An analysis of judicial opinions for cases on Title IX formed the foundation of this study. The six schools were visited, records reviewed, principals, and coaches were interviewed The information and data gathered from site visits and interviews as well as the statistical data generated by the statistical software were used to determine if these schools were in compliance with Title IX of the Educational Amendments of 1972.
Ed. D.
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3

Whittier, Scott A. "Court cases involving Title IX in intercollegiate athletics." Master's thesis, This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-09162005-115044/.

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4

Abel, Kimberly. "Where Sexual Harassment, Sexual Violence and Title IX Intersect." Thesis, Point Park University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10286107.

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Sexual harassment and sexual violence are complex social issues and a prevalent problem on college and university campuses. College students are an “at risk” population because of their age, developmental stage, proximity to one another, and their access to social activities influenced by peer pressure, alcohol, and other drugs. In this study, the researcher examined the phenomenon of sexual harassment and sexual violence on college and university campuses in relation to Title IX legislation and guidance through the U. S. Department of Education, Office for Civil Rights finding letters and the college and university voluntary resolution agreements from 21 cases. Title IX of the Education Amendments of 1972 prohibits the discrimination by gender to any educational program or activity. Sexual harassment and sexual violence are considered to be forms of sex discrimination. Applying a pragmatic worldview and interpretive lens, the researcher completed a qualitative document analysis of the case documents, using a framework modeled after Coffey’s (2014) work. The researcher completed an inductive coding analysis of the documents to identify patterns related to the nature of sexual harassment and sexual violence, Title IX legislation and OCR guidance, and the complaints, finding of violations, and the resolution strategies outlined in the voluntary agreements. As one of the first qualitative studies of the OCR investigation and resolution documents, the results provide a broad introduction to the existence of sexual harassment and sexual violence in the studied cases, the role of Title IX and its influence and impact on college campuses, and the strategies identified to respond to the identified violations and initiatives put in place to prevent and respond to future occurrences.

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5

Chambers, David Scott. "Small College Title IX Coordinators' Response to Male Complainants." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5612.

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Male survivors of sexual assault face increased mental health concerns due to commonly held beliefs and lack of quality services. College and university administrators, under guidance provided by the Office for Civil Rights and the Department of Education, must respond to all incidents of sexual misconduct, no matter the gender identity of the complainant or respondent. The purpose of this multiple case study was to investigate how the Title IX Coordinators at small colleges understand and implement governmental guidelines to decrease the secondary victimization experienced by male survivors by analyzing current policies and programs. Critical theory provided the conceptual framework for the study. The participants were 4 Title IX Coordinators employed by small colleges. Two participants were selected from a list of schools under investigation by the Office for Civil Rights and two from a random selection of all small colleges in the United States. Data collection occurred through semistructured interviews with Title IX Coordinators and a review of services provided to survivors of sexual assault. Analysis of the data included cross-case synthesis to identify emergent themes. Participants focused on the equality of services provided to all survivors; however, more focus should be placed on equity in services to overcome the oppression facing male survivors. Training involving the collegiate and surrounding communities may achieve the social change needed to support male survivors of sexual assault. Title IX Coordinators may act as catalysts of social change that begins on campus and expands to the surrounding community.
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6

Short, Kylee Jo. "Lost in Litigation: Untold Stories of a Title IX Lawsuit." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338294630.

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7

Kelly, Corey Rose. "Navigating Complexity: The Challenging Role of Title IX Coordinators in Campus Sexual Assault." Thesis, Boston College, 2019. http://hdl.handle.net/2345/bc-ir:108367.

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Thesis advisor: Heather T. Rowan-Kenyon
The purpose of this study on university handling of Campus Sexual Assault (CSA) was to understand the experiences of Title IX Coordinators as key administrators in this work. CSA continues to be a pervasive problem, and the dialogue on campuses and externally is highly contentious. Guidance from the federal government, combined with a recent surge in lawsuits against universities, have created a precarious legal context for CSA that is exceedingly difficult for universities to manage. How institutions handle the array of moving parts with CSA is largely absent from the current literature. This study interviewed university Title IX Coordinators, who are responsible for overseeing the institutional response to CSA and therefore are uniquely positioned to offer insight into how universities are handling the problem and the internal and external factors that are playing a role. Sixteen interviews were conducted of Title IX Coordinators responsible for overseeing student CSA matters at NCAA Division I institutions. The research questions guiding this study included: (a) how do Title IX Coordinators handle and carry out their responsibilities related to CSA; what shapes the ways in which Title IX Coordinators handle their responsibilities related to CSA, and (b) how does university culture influence Title IX Coordinators’ work related to CSA? The theory that emerged from the data indicates that Title IX Coordinators have an array of complexities to navigate in their CSA work, stemming from an interplay of both internal and external pressures and factors, that can lead to a range of outcomes that are most often negative. Using grounded theory methodological procedures, a theory and visual model were generated to explain the interactions among the following components: Title IX Coordinator values and priorities; processes involved in CSA work; university culture and structure; collaboration with and management of university partners; the legal landscape and external context; and case outcomes and Title IX Coordinator impact. The theory has implications for policy, for Title IX Coordinators and universities, and for future research
Thesis (PhD) — Boston College, 2019
Submitted to: Boston College. Lynch School of Education
Discipline: Educational Leadership and Higher Education
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8

Hoffman, Jennifer Lee. "Inside the huddle : Title IX and women's leadership in intercollegiate athletics /." Thesis, Connect to this title online; UW restricted, 2006. http://www.oregonpdf.org.

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Thesis (Ph. D.)--University of Washington, 2006.
Includes bibliographical references (leaves 165-173). Also available online (PDF file) by a subscription to the set or by purchasing the individual file.
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9

Harrelson, Julia M. "The Impact of Title IX on Women in Interscholastic Athletic Administration." Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1556883068228976.

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10

Corbo, Monica. "Title IX compliance non-Appalachian versus Appalachian in colleges and universities /." Huntington, WV : [Marshall University Libraries], 2003. http://www.marshall.edu/etd/descript.asp?ref=366.

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11

Sebranek, Sarah Jean. "The Effect of Title IX at the University of Nebraska at Omaha." Thesis, North Dakota State University, 2012. https://hdl.handle.net/10365/26679.

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Title IX sought to end discrimination on the basis of gender in the realm of education and extra-curricular activities provided by academic institutions. This research examines the impact of Title IX at the University of Nebraska at Omaha and determines the success of the legislation. Title IX is a significant topic as it offered an equitable experience for females in an otherwise male dominated arena of athletics. The end result provides a case study on the effect of Title IX at a Midwestern public university, which begins in the 1920s and concludes in the early 2000s. Most importantly, the research gives the history of Title IX, focusing on the administrators, at the University of Nebraska at Omaha.
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12

Fischesser, Sarah M. ""Thanks to Title IX" : female athletes' identifications and team sports in transition." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available, full text:, 2008. http://wwwlib.umi.com/cr/syr/main.

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13

Abraham, Jacob G. "Breach: Understanding the Mandatory Reporting of Title IX Violations as Pedagogy and Performance." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6790.

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This dissertation examines how institutions generate, teach, and authorize normative performances through texts and/as pedagogical practices. Through an analysis of the University of South Florida’s mandatory reporting policy, training, and Title IX Incident Report Form, this project examines how institutions construct and privilege certain values, performances, and individuals as means of generating the legal compliance of the institution independent. These practices are valued independent of how such compliance enables and limits the relationship between students and teachers. I argue the University’s texts and pedagogical practices serve to substantiate, authorize, and perform the materialization of certain privileges and the normative standards for the performances of mandatory reporters – those specifically designated “responsible employees,” which includes graduate, teaching, and research assistants supervising or teaching possible victims. I further rely on critical communication pedagogy as a means of analyzing USF’s practices and calling for an altered pedagogy that better accounts for the subjectivity of individuals not previously recognized by/through current institutional practices. While USF’s mandatory reporting policy is merely one institutional mandate, the practices expressed and outlined in this research are indicative or the practices of institutions more broadly. Understanding those practices is essential to recognizing the ways institutional and individual actors relate and interact.
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14

Rowland, John W. "Decision Making in Intercollegiate Athletics: One Institution's Journey to Maintain Title IX Compliance." Digital Archive @ GSU, 2012. http://digitalarchive.gsu.edu/eps_diss/92.

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ABSTRACT DECISION MAKING IN INTERCOLLEGIATE ATHLETICS: ONE INSTITUTION’S JOURNEY TO MAINTAIN TITLE IX COMPLIANCE by John Rowland The allocation of resources and participation opportunities in intercollegiate athletics has been a debate among researchers for nearly 40 years. Title IX and traditionally male-dominated budgeting practices continue to be opposing forces that shape the financial and gender makeup of university athletic departments. In fact, the need to be Title IX compliant often dominates discussions when structural changes occur in athletic departments. This case study analyzed the decision making process of distributing resources and participation opportunities at Division I University from 1998 to 2007 based on John Rawls’ arguments about distributive justice. Division I University administrators focused on the substantiality proportionality clause of the three-part test as the only method to comply with Title IX. The Equity in Athletics Disclosure Act and other gender equity reports completed during certification play an important role in the decision making process. The analysis of the decision making process showed that Title IX was used as a political tool to deflect the controversy of program elimination. This analysis also showed that program elimination was not necessary in order to maintain Title IX compliance. Thus, the decision to eliminate sports was a violation of Rawlsian justice.
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15

Frazier, Emily Ann. "Exploring Contemporary Issues Related to Title IX and the Incorporation of Amnesty Policies." Diss., North Dakota State University, 2018. https://hdl.handle.net/10365/28962.

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Colleges and universities have been inundated with new and changing federal guidance for Title IX compliance since 2011. Though most campuses have made significant strides in compliance with mandates, far fewer have incorporated non-required practices. Sexual assault amnesty is one practice gaining momentum as a best practice. This study gathered information from campuses that have adopted sexual assault amnesty into their sexual misconduct policies. A review of existing sexual misconduct policy documents at each of the 50 land-grant institutions was completed to identify existing sexual assault amnesty policies. The policy review was coupled with interviews of Title IX coordinators, which provided the collection of comprehensive information regarding sexual assault amnesty policy development and implementation. The information was used to design a sexual assault amnesty implementation guide. The guide is modeled after some of the existing policies and from the insight of professionals who have successfully adopted sexual assault amnesty. The implementation guide is designed to be utilized by any institution or system that is considering the addition of a sexual assault amnesty policy.
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16

Eugene, Ernest G. "A comparison study between male and female division I athletes assessing identity." The Ohio State University, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=osu1196266933.

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17

Murt, Thomas Paul. "THE PERCEPTIONS OF WRESTLING COACHES AND COLLEGE ADMINISTRATORS ABOUT THE IMPACT OF TITLE IX." Diss., Temple University Libraries, 2017. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/476183.

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Educational Administration
Ed.D.
Title IX establishes in law equal opportunity for women in educational programs that receive financial support from the federal government. In higher education in the Commonwealth of Pennsylvania, the misapplication of Title IX in college athletics is believed to have caused the termination of college wrestling programs that were otherwise successful programs. A review of the literature suggests an absence of research on Title IX and men’s varsity wrestling. This novel study included the perceptions of wrestling coaches and athletic administrators on Title IX in the Commonwealth of Pennsylvania, which is nationally known for its participation in the sport of wrestling. A quantitative approach was selected because it afforded the opportunity to include a greater number of subjects than a qualitative study, and the opportunity to generalize the results to other states. The descriptive survey approach allowed subjects to respond to questions administered through an online survey, using the SurveyMonkey® platform and a new instrument called the Title IX Inventory (TIXI). The subjects for this study included college wrestling coaches, institution presidents, and athletic administrators. The data from 49 electronic SurveyMonkey® surveys completed by participants were analyzed. Findings from Pearson correlations revealed that coaches with more years of experience with wrestling are more negative in their perceptions of the impact of Title IX. A one-way ANOVA and post-hoc Tukey tests showed that athletic administrators have a consistently more supportive attitude about the impact of Title IX. Suggestions for future research include studies on institutional presidents’ perceptions; college athletes’ perceptions; and various forms of Title IX compliance pursued by U.S. colleges and universities, specifically as it is applied to varsity athletics.
Temple University--Theses
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18

Razo, Demesia. "An Exploration of Professional Training and Professional Practice: Title IX Administrators and Meaning Making." Thesis, University of North Texas, 2019. https://digital.library.unt.edu/ark:/67531/metadc1609115/.

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Federal law requires institutions to designate campus-based administrators to oversee Title IX processes and investigations, but little is known about how these have been professionally prepared for their roles. The purpose of this study was to understand the professional preparation, educational experiences, and professional training of Title IX administrators and to understand their independence in decision-making in those roles. This study utilized qualitative content analysis and a social constructionist approach to analyze data generated from interviews and document analysis. Sixteen current and former Title IX administrators (investigators, deputy coordinators, coordinators) provided their perspectives on their professional training and development. Using frameworks of work/professional socialization and professions theory, findings illustrated complex systems for knowledge acquisition, professional preparation, and professional socialization based on factors including resources, institutional context, and role prioritization. Participants' formal education, formative experiences, position-specific training, and professional organizations training all served as preparation for their roles. Discussion focused on implications for graduate programs, training and trainers, institutions and supervisors, the field of higher education, and current Title IX practitioners regarding professional preparation for these roles.
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19

Bostic, Jordan. "No Title IX in Journalism: An Analysis of Subject Gender in Newspaper Sports Columns." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12086/.

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The purpose of this study is to examine gender bias in sports media from the perspective of the sports columnist. The research analyzed 1,082 sports columns written by ten columnists (five male, five female) at newspapers across the United States. The columns were scrutinized to determine if the column subject was male or female. Results found that 84.4% of the sports columns were written about male athletes or men's sports compared to only 9% devoted to female athletes and women's sports. The research also found that female sports columnists write about female sports 12.7% of the time, while male sports columns only dedicate 6% of their columns to female athletes or women's sports. Newspapers with a larger circulation were more likely to have sports columns about female sports than were newspapers with smaller readerships. Six of the columnists were then interviewed to get their opinions on gender issues in sports journalism.
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20

Bostic, Jordan Land Floyd Mitchell. "No Title IX in journalism an analysis of subject gender in newspaper sports column /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12086.

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21

Knowles, Coury Matthew. "HISTORICAL COMPARISON OF FLORIDA AND NATIONAL TITLE IX COMPLIANCE TRENDS IN HIGH SCHOOL SPORTS FROM 1985-2005." Doctoral diss., University of Central Florida, 2007. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3211.

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The purpose of this study was to compare the Title IX compliance trends of high school sports in Florida over the past two decades (1985-2005) against national trends. The literature review discusses: the historical events leading to Title IX, the administrative implementation of Title IX, the legal perspective of Title IX, and the impact of Title IX on gender equity in sports. The study was conducted between January and June, 2007. The data focused on: male and female participants in high school sports in Florida, the numbers of male and female participants in high school sports across the nation, and enrollment figures of high schools in both Florida and the nation. The results indicate there was no significant difference between national Title IX compliance trends and Florida Title IX compliance trends in high school sports during 1985 through 2005. In fact, there was widespread non-compliance with the substantial proportionality of Title IX, with some improvements in compliance over time. Future research should focus on other strategies to comply with Title IX.
Ed.D.
Department of Educational Research, Technology and Leadership
Education
Curriculum and Instruction EdD
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22

Kelly, Marlene Louise. "A biographical interpretation of women's journeys through athletic leadership : pre and post Title IX legislation /." College Park, Md. : University of Maryland, 2004. http://hdl.handle.net/1903/1395.

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Thesis (Ph. D.) -- University of Maryland, College Park, 2004.
Thesis research directed by: Education Policy, and Leadership. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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23

Kenney, Cynthia A. "Perceptions of Women's Teams Coaches Regarding Gender Equity and Title IX Compliance in Community Colleges." ScholarWorks@UNO, 2013. http://scholarworks.uno.edu/td/1744.

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Title IX was enacted over 40 years ago, and although there have been marked increases in the number of girls and women participating in athletics at every level, gender equity in athletics continues to be a concern. This is especially evident at the community college level. Title IX requires equity in the areas of opportunities for participation, opportunities for financial aid, and equity in benefits and services. This study sought to ascertain perceptions of equity held by community college coaches of women’s teams. A cross-sectional design was used to survey coaches from all regions of the NJCAA who were listed in the National Directory of in regard to their perceptions of equity in opportunities for participation, opportunities for scholarships, awareness and understanding of Title IX and related compliance issues, including whistleblower protection, and their level of comfort in discussing gender equity issues with supervisors. Multivariate analysis of variance revealed significant differences in perceptions regarding gender equity in terms of opportunities for participation, opportunities for financial aid by means of athletic scholarships, benefits and services, awareness and understanding and level of comfort in discussing perceptions regarding gender equity issues or Title IX non-compliance based on gender, years’ experience coaching, sport coached and region, although effect sizes for each analysis were determined to be small. Without question, women are in a better position to recognize gender inequities in athletics on college campuses. It is essential that women are recruited and hired into leadership positions in athletic departments and into executive positions in educational administrations at community colleges. Without a voice at the decision-making levels, the pace at which community colleges move toward equity will continue to lag.
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24

Miller, Elizabeth M. "Balancing Compassion Satisfaction and Compassion Fatigue| The Professional Quality of Life of Title IX Coordinators." Thesis, California State University, Long Beach, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10825128.

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Title IX Coordinators are educational administrators who play a critical role in providing campus environments free of sex discrimination, harassment, and violence. Their work is demanding, highly regulated, and set in an increasingly volatile political context. There is little research on the experiences of these administrators. Utilizing the Professional Quality of Life framework, this qualitative study explored the experiences of 20 Title IX Coordinators to understand their professional quality of life and organizational factors that influence their experiences. Findings revealed participants’ satisfaction was drawn from passion for “the work” and making a positive impact in their communities, and fatigue and burnout were tied to an intense and overwhelming workload. While fatigue can lead to a breaking point, moderating influences, e.g., coping strategies and balancing compassion with neutrality, mitigated negative factors. Institutional resistance and lack of understanding across stakeholders contributed to compassion fatigue, while institutional commitment and supportive interpersonal relationships affirmed the Title IX Coordinator’s experience. Implications include expanding the Title IX Coordinator’s passion for gender equity across the institution, and building institutional capacity to adequately respond to complaints, to benefit both the experience of the Title IX Coordinator and campus communities at large. Recommendations for policy and practice include creating Title IX teams, institutionalizing campus climate surveys, and supervision committed to building supportive working environments. Future research is recommended on how intersecting identities influence the Title IX Coordinator experience, and understanding campus attitudes toward Title IX and other civil-rights based responsibilities among constituent groups.

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25

Schneider, Scarlett K. "Title IX in college athletics with an historical Virginia Tech althletics case study (1972-1992)." Diss., Virginia Tech, 1996. http://hdl.handle.net/10919/39544.

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26

Maddox, Sandra Davis. "Title IX of the Educational Amendments of 1972: Level of Implementation in Texas Public Schools." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278329/.

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Using a survey and case study formats, this study focused on the level of understanding and implementation of Title IX relating to Texas public school students. The survey focused on the degrees of principal understanding and the compliance with the statute. Additional areas of study analyzed the impact of such factors as principal gender and school level on understanding and implementation. The case study examined the degrees of implementation for a district that had experienced civil rights action and one that had not.
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Pazdral, Rebecca K. "The post Title IX generation : perceptions and experiences of gender equity among new university faculty /." view abstract or download file of text, 2004. http://wwwlib.umi.com/cr/uoregon/fullcit?p3136438.

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Thesis (Ph. D.)--University of Oregon, 2004.
Typescript. Includes vita and abstract. Includes bibliographical references (leaves 144-154). Also available for download via the World Wide Web; free to University of Oregon users.
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28

Noftz, Brenda Born. "AN EXPLORATORY STUDY OF SUCCESSFUL UNIVERSITY FOOTBALL PROGRAMS AND THE LEVEL OF COMPLIANCE WITH TITLE IX." Ohio University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1178649099.

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29

Russell, Robert Scott. "What if they were right? Title IX and the AIAW's philosophy of coaching and athletic administration." Thesis, Purdue University, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10076054.

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When Title IX was first signed into law in the United States in 1972, its intended purpose was to guarantee equal opportunity for women in educational settings. In collegiate athletics Title IX quickly became a battle ground. It became a battle ground over how to increase the number of female collegiate athletes without impacting men’s programs, and also a battle ground over who would have primary responsibility for the administration of women’s sports. When the male-dominated NCAA took over the administration of women’s varsity teams after a 10-year battle with the female-led AIAW, female athletic administrators were forced to relinquish their authority over long-held ideals which governed women’s sports. The AIAW and other leaders in women’s collegiate athletics didn’t go down without a fight, and many expressed grave concern for the direction of women’s athletics under the leadership of men. Now, more than 40 years after the implementation of Title IX, after dramatic increases have been realized in the number of women competing on collegiate sports teams across the US, what if those fears have been realized? Are women’s sports and female athletes better now that they have been forced to adopt the male model of collegiate competition, or would the increases in participation and the opportunities for female athletes, female coaches, and female administrators have been even more dramatic if the AIAW had survived? The principles of education, participation, and character that governed women’s athletics for nearly 100 years have been lost in a system that only sees one way of administering athletics. Women have been forced to adopt a male approach to athletics for the sake of equality, but is equal really better? Is there a path that leads to a future where women once again lead women’s athletics? I think there is, and this dissertation points the way.

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Curry, David. "Capital Fundraising Plan to Establish Varsity Wrestling and Women's Equestrian." Miami University Honors Theses / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=muhonors1177603988.

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Jackson, Cryshanna A. "MEASURING THE IMPACT OF TITLE IX FOR WOMEN OF COLOR: THE CASE OF THE UNIVERSITY OF AKRON." University of Akron / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=akron1164649359.

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32

Fleischman, Robert Paul. "Perceptions of Title IX and gender equity the influence of life histories, sports experiences, and campus initiatives /." Diss., Online access via UMI:, 2006.

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33

Johnson, Laura S. "GENDER DISCRIMINATION AND TITLE IX IMPLEMENTATION: LESSONS FROM THE OFFICE FOR CIVIL RIGHTS RESOLUTION LETTERS 1997-2011." UKnowledge, 2015. http://uknowledge.uky.edu/epe_etds/32.

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Gender discrimination, such as sexual harassment, sexual assault and inequitable treatment has long been considered a prominent issue on higher education campuses and is regulated under the Patsy Takemoto Mink Equal Opportunity in Education Act, commonly known as Title IX. Title IX is enforced by the Department of Education’s Office for Civil Rights (OCR) who responds to gender discrimination complaints on campus through investigations resulting in what are called OCR Resolution Letters. These letters define numerous policies and procedures Institutions of Higher Education (IHE) must put in place pertaining to the prevention of gender discrimination. This qualitative study looks specifically at the ways that gender discrimination on campuses of higher education was defined by the OCR from 1997-2011. The study explores the research questions (1) How have the types of conduct determined to be gender discrimination changed over time? (2) How have expectations of IHE responsibilities for gender discrimination issues changed over time? and (3) What gender discrimination issues have surfaced as priorities in the implementation of Title IX, as reflected in OCR resolution letters? Analysis of the letters using a social construction framework demonstrates that while the definitions of specific types of gender discrimination remained constant, the context in which they occur and the types of behaviors determined to be gender discrimination have both expanded in response to societal attitudes. The OCR tends to take the stance of being an ally vs. a punishing body when aiding IHEs in implementing Title IX; however IHE’s required investment in addressing the problem in both response and preventive measures has grown. Finally, OCR Resolution letters demonstrate that student on student interactions have been less common than faculty on student interactions. Implications for IHE practices and future research are discussed.
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Miller, Nathan P. "Dear Colleagues| Examining the Impact of Title IX Regulation, Investigation, and Public Scrutiny on Higher Education Administrators." Thesis, University of Pennsylvania, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10829152.

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Recently, the issue of campus sexual violence and the term Title IX have become commonplace with the majority of college-aged individuals within the United States. This time of increased regulation began as a crescendo with the U.S. Department of Education and the Office for Civil Rights (OCR) Dear Colleague letter of April 2011, which was enhanced by the reform of the Campus SaVE and VAWA Acts and the 2014 Question and Answers guidance documents. This guidance resulted in a significant increase in the number of institutions under federal investigation of alleged violations of Title IX by the OCR, with an increasing number of students also engaging in formal litigation with their institutions.

This qualitative study set out to better understand the impact of addressing campus sexual violence and sexual harassment, public scrutiny, and a U.S. Department of Education and OCR investigation of an alleged violation of Title IX on 19 student conduct administrators or Title IX coordinators who were responsible for administering, enforcing, and reporting incidents associated with Title IX at 11 Association of American Universities (AAU) institutions. Additionally, this study sought to give a voice to a U.S. higher education professional staff population that is often silent, either because of federal regulations or due to the social stigma associated with their work. Eight main impacts were identified: (a) lack of clear guidance, (b) shifts in institutional organization structure and staffing, (c) legalization of the student conduct processes, (d) staff feeling on trial, (e) greater public scrutiny, (f) changes in relationships with students, (g) personal impacts, and (h) shifts in career ambitions. Overall, the process of addressing and responding to campus sexual violence and sexual harassment of student conduct administrators and Title IX coordinators has fundamentally changed.

Ultimately, this study demonstrated how the practitioners who deal most directly with campus sexual violence and sexual harassment experienced both positive and negative impacts in regard to addressing and responding to campus sexual violence and sexual harassment in this ongoing period of heightened U.S. federal regulation, guidance, and public scrutiny.

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35

Javorka, McKenzie. "College Students' Perceptions of Sexual Assault Reporting and Proceedings." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/cmc_theses/848.

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Sexual assault among college students in the US has prompted debate about how to prevent and punish such crimes. Under Title IX and the 2011 Dear Colleague Letter from the Office for Civil Rights, universities are required to undertake the prevention, investigation, and punishment of sexually violent offenses on college campuses. However, the vast majority of victims do not report their assaults, whether on campus or to the police. The current study investigated the effect of victim reporting on perceptions of sexual assault. Two undergraduate samples, one from a small liberal arts college (n = 197) and another recruited using Amazon Mechanical Turk (n = 56), were randomly assigned to read a vignette of an alleged sexual assault including one of four reporting conditions: no reporting, reporting to on-campus administrators, reporting to law enforcement, or reporting both on campus and to law enforcement. Outcome measures included whether the participant believed an assault had taken place, measures of victim and perpetrator culpability, and scales measuring the extent to which the participant accepts rape myths (RMA) and believes in a just world (JWB). Results failed to demonstrate an effect of victim reporting type, but did find a significant effect of gender such that males blamed the victim more and were less likely to believe an assault had taken place than females. RMA also mediated this relationship, such that the effect of gender on perceptions was accounted for by differences in RMA. Implications and directions for future research are discussed.
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36

Hodges, Kara. "Equal Play, Equal Pay: Title IX Effects on Salary Gap at Division I Football Bowl Series and Football Championship Series Universities." TopSCHOLAR®, 2019. https://digitalcommons.wku.edu/theses/3131.

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This thesis examines the impacts of Title IX compliance on salary gap of Division I Football Bowl Series and Football Championship Series universities male and female associate professors. Title IX athletic proportionality requirements have been established since the 1980’s and require that each university have an equal percentage of female student athletes as they do female undergraduates. This study uses the National Center for Education Statistics database, Integrated Postsecondary Education Data System to calculate salary gap between male and female associate professors and uses the Office of Civil Rights Equity in Athletics Database to calculate Title IX compliance. In this study paired t-tests and OLS regression are used to find the relationship between the salary gap and compliance of Title IX. This study found an inverse relationship between salary gap and Title IX compliance, refuting the hypothesis. Because Title IX compliance requires an equal proportion of student to athletes, the universities with significantly more female undergraduates were less likely to be Title IX compliant.
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37

Hull, Rebecca A. "A comparison of the perceptions of NCAA Division III athletic administrators, coaches, and athletes regarding compliance with Title IX." Virtual Press, 1993. http://liblink.bsu.edu/uhtbin/catkey/861385.

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The purpose of this study was to compare NCAA Division III male and female athletic administrators, coaches of men's and women's basketball, coaches of men's and women's tennis, coaches of men's baseball and women's softball, and athletes in those same sport regarding perceptions of gender equity in athletics at their own institution. Data on individual perceptions of equity attainment were obtained through a mail-out survey sent to 1895 individuals at a random sampling of 100 NCAA Division III schools.The results of the survey indicated that at least 70% of the respondents perceived there to be gender equity in 13 of the 20 items tested, while over 50% of the respondents perceived there to be gender equity in 18 of 20 items. Five null hypothesis were posited for the independent variables of gender, group affiliation, sport coached, and sport played. Each of the null hypotheses failed to be accepted (alpha = .05) in a multivariate analysis of variance(MANOVA).Further, when a series of analyses of variances (ANOVAs) were performed, significant differences at the .05 level were found in 4 of the 5 dependent variables tested: program support, financial support, sports offerings, scheduling, and changes in the past 2-3 years. For the interaction of gender and group affiliation, a significant difference was found in program support only.Females perceived there to be less equity than males in all factors. Athletes perceived there to be less equity than athletic directors in program support, financial support and changes; and less equity than coaches in program support and scheduling.Coaches of women's softball and women's basketball perceived there to be less equity in program support than coaches of men's sports. Coaches of women's sports indicated less equity than coaches of men's sports in financial support. Women's team captains perceived less equity than men's team captains in financial support. Women's softball players perceived less equity than other team captains in program support, while women's tennis perceived less equity than men's team captains in program support.For changes in the past two years, each gender indicated the opposite was favored. For other dependent variables, when an advantage was registered, the advantagefavored the men.
Department of Educational Leadership
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38

Robinson, Shannon. "Neither Clear nor Convincing: How New Title IX Guidelines Undermine Equity, Security, Efficiency, Liberty and Welfare Goals for American Colleges." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1586970200919108.

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39

Hankins, Chelsey Lynn. "Limitations of a law: the disparity between urban and suburban schools' athletic programs in the wake of Title IX, 1975-1990." The Ohio State University, 2005. http://rave.ohiolink.edu/etdc/view?acc_num=osu1413298837.

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40

Schmit, Emily. "For Her Own Good: Legal Justifications Used to Exclude Women and Girls from Sports." Thesis, The University of Arizona, 2008. http://hdl.handle.net/10150/193278.

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Using Title IX of the Educational Amendments of 1972 and a review of the history of sport in the United States, this thesis provides a critical feminist analysis of how the legal system perpetuates and justifies sport as a male domain. The gender hierarchy in sport continues to be supported through the interpretation of the law meant to rectify gender disparities. The analysis of legal records in this thesis demonstrates that cultural and social beliefs regarding women and sport are evident in the construction of the law and impacts court rulings. Title IX and its subsequent interpretations and regulations, specifically, the Contact Sports Exemption, are manipulated in an unconstitutional manner reinforcing the traditionally male dominated institution of sport. This thesis argues that despite the nondiscrimination intent and purpose of Title IX, false assumptions about gender are perpetuated within the law and make gender equality in sport difficult, if not impossible.
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41

Sullivan, Shannon Clabo. "Perceptions of seventh- and eighth-grade girls toward coeducational physical education classes in five middle schools in East Tennessee." [Johnson City, Tenn. : East Tennessee State University], 2003. http://etd-submit.etsu.edu/etd/theses/available/etd-0226103-111100/unrestricted/SullivanS030603f.pdf.

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42

Mullins, Alyssa. "Moving Beyond Title IX: An Evaluation of the Comprehensiveness and Accessibility of Policies and Procedures for Preventing and Responding to Gender Based Violence." Master's thesis, University of Central Florida, 2013. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5821.

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The current study examines the gender based violence policies and programs of large, public universities in Florida. Current literature argues that preventing and responding to gender based violence in institutions of higher education requires comprehensive and ecological techniques at the individual, interpersonal, community, and societal level. In recent years, various institutions and agencies have showed increasing administrative commitment to addressing these issues. Futures Without Violence, formerly named Family Violence Prevention Fund, is a private organization that has established a set of guidelines and recommendations to aid IHEs in their response and prevention of gender based violence, intended to exceed federal regulations, such as Title IX and the Jeanne Clery Act. The current study used the guidelines and recommendations established by Futures Without Violence to perform a content analysis of ten large Florida universities' websites to determine the comprehensiveness and accessibility of each university's gender based violence policies and procedures. Findings indicate various levels of compliance within and among the universities. Thus, the current study outlines the generalized findings among all universities, describes the strengths and weaknesses of each university's policies, and provides recommendations for these institutions as well as future exploration of the feasibility of these guidelines and recommendations in practice.
M.A.
Masters
Sociology
Sciences
Applied Sociology; Domestic Violence
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43

Hollingsworth, Jerry Don. "An Analysis of the Perception of the Degree of Compliance of Selected Texas Public High Schools with Title IX of the Education Amendments of 1972." Thesis, University of North Texas, 2005. https://digital.library.unt.edu/ark:/67531/metadc4960/.

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In recent years, few laws have had greater impact on public education than Title IX of the Education Amendments of 1972. As a result of this legislation, participation levels of female athletes have risen dramatically. Conducted in the Texas Education Agency's Region XI, this study sought to ascertain the perceptions of high school principals, the lead coaches of male athletes, and the lead coaches of female athletes with regard to their schools' compliance with the components of Title IX. The study centered on the results of a survey instrument that included twenty Likert-scale questions as well as several demographic questions. The research questions sought to determine: (1) respondents' overall perception of compliance; (2) any differences in perceptions of compliance based upon the role of the individual; (3) any differences in perceptions based upon the percentage of students qualifying for free and reduced lunch; (4) any differences based upon the state classification of the schools; (5) any differences based upon the gender of respondents; (6) whether complaints filed via OCR result in a perception of increased compliance; and (7) the program component areas in which respondents view their schools to be most compliant. Descriptive and causal-comparative methods were used to analyze the data. The results revealed that school leaders in north central Texas public high schools perceived a high degree of compliance of their schools with the requirements of Title IX regardless of their role. A descriptive analysis of the responses based upon respondent role yielded slight differences between coaches of males and females. An ANOVA of responses considering the variables of free and reduced lunch as well as state classification did not yield a statistical significance in terms of perceptions of compliance. Although the mean scores of female respondents were slightly lower than males, the research did not yield statistically significant differences based upon gender. The study was inconclusive in terms of whether districts that have experienced formal Title IX complaints are more compliant with Title IX. Finally, the study indicated that school leaders should focus more attention on the areas of coaching assignment and compensation as well as publicity as they seek to comply with Title IX.
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44

White, Michelle Ann. "An Investigation of Gender, Prior Access to Athletics, and Interest Levels in Intercollegiate Sports of First-Time-in-College Freshmen." Doctoral diss., University of Central Florida, 2012. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/5570.

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The focus of this research was to investigate the effects of gender and level of prior access to athletic programs sponsored by school, community, church, student or civic groups, and informal programs on level of first-time-in-college (FTIC) freshmen's interest in participating in intercollegiate athletics. To this end, 1,196 respondents (682 females and 514 males) who were admitted to the University of Central Florida and attended freshman orientation sessions in May and June of 2007 at the UCF-Orlando campus completed the face-to-face survey. Participants ranged in age from 18 years of age to 25 years of age, representing varied racial/ethnic backgrounds, with a majority being registered as full-time students at time of the survey. The FTIC freshmen anonymously and voluntarily completed a modified version of The Student Interests in Athletics, Sports, and Fitness Survey (National Collegiate Athletic Association, 1995). Quantitative data gathered through analysis of closed-response questions provided information on their demographics, general interest in athletics, prior access to school and non-school sponsored sports, and interest in participating in college athletics. Survey responses suggested that a gender difference exists in FTIC freshmen when taking into account prior access to school and non-school sponsored athletics in predicting level of interest in participating in intercollegiate sports. FTIC freshmen males reported having more access to athletics than did FTIC freshmen females prior to attending freshmen orientation sessions in May and June of 2007. In addition, more FTIC freshmen males than females reported being interested in participating in intercollegiate athletics. Lower interest and participation rates by females in intercollegiate sports may, therefore, be an artifact of less access to opportunities to participate in sports during high school. Although almost four decades have passed with the expectation of gender equity within school settings in effect, most educational institutions are not in compliance with Title IX legislation. Females have not been afforded the same opportunities to participate in sports as males, and this appears to have influenced their interest in participating in sports. The findings of this study demonstrate the need for increased enforcement of Title IX legislation at all levels of education for true gender equity and athletic interest to be realized.
ID: 031001407; System requirements: World Wide Web browser and PDF reader.; Mode of access: World Wide Web.; Adviser: Rosemarye Taylor.; Title from PDF title page (viewed June 12, 2013).; Thesis (Ed.D.)--University of Central Florida, 2012.; Includes bibliographical references (p. 170-193).
Ed.D.
Doctorate
Educational and Human Sciences
Education and Human Performance
Educational Leadership
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45

Lebeau, Laura Ann. "USF's Coverage of Women's Athletics: A Census of the USF Athletics Home Web Page." Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3200.

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This study examines the coverage of women's athletics at USF provided through photographic representations on the university's Athletics Internet home web page during the 2009-2010 academic year. Findings revealed that, consistent with recent research on coverage of female athletes and women's athletics on university web pages, women, compared to men, were underrepresented in the majority of the five areas of the home page analyzed. Studies such as this can be beneficial because, if gender coverage inequities are brought to the attention of university administrators and Athletics personnel, actions could be take to reduce the inequities, thereby setting the tone for how we see and think about female athletes.
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46

Amin, Dhara Minesh. "Students’ Awareness, Knowledge, and Perceptions of Mandatory Reporting of Sexual Victimization on College Campuses." VCU Scholars Compass, 2019. https://scholarscompass.vcu.edu/etd/5725.

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The purpose of this study is to identify students’ awareness, knowledge, and perceptions of the mandatory reporting policy related to Title IX of the Education Amendments of 1972 (Title IX). Mandatory reporting requirements are being implemented in higher educational institutions; however, existing literature does not examine students’ perceptions or their knowledge of the specific requirements that apply exclusively to them. This exploratory study examines the perceptions of college students at Virginia Commonwealth University (VCU) in Richmond, Virginia. Drawing on survey data (N = 501) from a large, public research university, the study explores two outcome variables: students’ awareness of the mandatory reporting policy and students’ knowledge of the university’s Title IX and mandatory reporting policy. It is hypothesized that variation across such views may be predicted by several factors, such as rape myth acceptance, knowing a victim of sexual misconduct, knowing an individual falsely accused of sexual misconduct, and demographic characteristics. Most of the students were aware of the university’s mandatory reporting policy, but they were not especially knowledgeable about the specifics. An overwhelming number of students support the use of mandatory reporting on college campuses for sexual misconduct, but fewer individuals stated they are more likely to disclose personal sexual victimization with an enacted mandatory reporting policy. Being knowledgeable about the university’s mandatory reporting policy was positively associated with higher general support of mandatory reporting. In addition, being aware of the enacted mandatory reporting policy also emerged as statistically significant and positively associated with perceptions of disadvantages and advantages of the mandatory reporting policy. Other findings and implications are discussed.
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47

McKay, Brian J. "An attitudinal study of gender equity perceptions from athletic administrators and coaches in the Mid-American Conference." Virtual Press, 2004. http://liblink.bsu.edu/uhtbin/catkey/1304659.

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Within the past three years, men's track and field teams were being eliminated in the Mid-American Conference (MAC). Gender equity legislation, namely Title IX, was being blamed for those cuts. By probing the beliefs and opinions of coaches and administrators, a more accurate representation of gender equity could be drawn. The focus of this study was to gain a greater understanding of how gender equity is perceived by Mid-American Conference (MAC) athletic administrators and coaches.Q-methodology was chosen as the most relevant method to achieve the desired outcome. This method would take the subjective opinions and beliefs of the subjects and transform them into numbers that could be analyzed. The resulting information would create factors, or groups,which would help draw some conclusions on the true impact of gender equity legislation in the MAC.The subjects of this study provided two distinct factors labeled: "Title IX Defenders" and "Title IX Amenders." Title IX Defenders felt adamant that Title IX should not be altered. They primarily wanted to protect the integrity of the legislation. Title IX Amenders felt that Title IX should be altered to prevent further damage to men's non-revenue athletes, while continuing to protect female athletes.
Department of Journalism
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48

Pickett, Moneque Walker. "The Invisible Black Woman In The Title IX Shuffle: An Empirical Analysis And Critical Examination Of Gender Equity Policy In Assessing Access And Participation Of Black And White High School Girls In Interscholastic Sports." Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/288.

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There has been considerable progress in women's sport participation opportunities since the enactment of Title IX of the Education Amendments Act of 1972. These opportunities have allowed women and girls to participate in sports at the primary and secondary school level, as well as at the collegiate level in considerable numbers. Institutions have been adding new, emerging, or growth sports to their sports lineup. Despite this progress, much remains to be done to achieve true equity in women's access to sports. Indeed, recent evidence suggests that women of color may not have benefited from the array of new sports and athletic opportunities as much as white women. To examine this issue, we compare Post-Title IX trends in black and white females' sports participation and directly examine the effect of race on participation opportunities. Quantitative analysis based on multiple national data sets, including the National Longitudinal Study (NLS), the High School and Beyond Survey (HSB), the National Educational Longitudinal Survey (NELS), and the Educational Longitudinal Survey (ELS), reveal that compared to white females, black females have indeed lost ground since Title IX, and that public schools attended by black females offer fewer sport participation opportunities to girls. Qualitative analysis is presented through a detailed, critical examination of the history of white and black women and sports, followed by an assessment of the legal challenges to gender inequality involving Title IX. Although Title IX is supposed to provide greater sports participation and athletic opportunities for women, oftentimes, women of color are disproportionately excluded from participation. As a policy, Title IX is designed to promote gender equity and equality in education, including sports. However, interscholastic athletic access and participation opportunities for females are unevenly distributed along racial lines. Implications for policy and future research are discussed.
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49

Bacha, Gabrielle Marie Bacha. "Individual and Community Rights Within University Conduct Systems." Ohio University Art and Sciences Honors Theses / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ouashonors1461675735.

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50

Turner, Bekki. "Preparation and Support of Female Head Athletic Trainers in Collegiate Sport." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1611.

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Title IX of the U.S. Education Amendments of 1972 has significantly improved women's access to previously male-dominated areas of education in the United States, but few of these studies have focused on the experiences of women currently in the higher education field. This study explored female head athletic trainers' perceptions of the role of U.S. higher education institutions in preparing and supporting their achievement of leadership positions in U.S. collegiate sports: it also explored their views on potential changes in current higher education curricula and certification processes. This phenomenological study used Ridgeway's status construction theory as its theoretical lens for examining the role of higher education in participants' career progressions. Data were collected from a purposeful sample of 9 female head athletic trainers from various intercollegiate schools in the United States. The trustworthiness of findings was increased through use of the constant comparison data analysis method and sharing transcripts and excerpts of findings with participants. The study findings showed that the participants perceived higher education program preparation and support as limited in both helping women achieve collegiate leadership positions and overcome barriers to professional advancement. Suggestions for improving athletic training educational programs included adding mentorship and role models, experiential learning and interactions with sport personnel, networking opportunities, leadership training, and courses in gender roles and biases. This study promotes positive social change by identifying underlying gender biases inhibiting women's promotions into sport leadership roles and by providing policy and curricular suggestions for addressing these, thereby promoting greater social equality.
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