Title IX and U.S. College Sports

Author(s):  
Erin E. Buzuvis

This chapter will address several aspects of gender inequality in college athletics, including inequitable allocation of resources and opportunities, inadequate institutional response to allegations of sexual violence against college athletes, and employment discrimination against female coaches and administrators. These challenges exist notwithstanding federal law, Title IX, which prohibits sex discrimination in education. Reasons for the recalcitrance of gender inequality in college sports include limitations of the law to adequately motivate compliance, as well as the patriarchy’s reliance on sport as a means of constructing and sustaining the relationship between masculinity and power. For these reasons, it is important to consider both legal and extra-legal solutions to the problem of gender inequality in sport that involve lawmakers and individual and associated educational institutions, as well as the general public.

2021 ◽  
Vol 123 (2) ◽  
pp. 1-42
Author(s):  
Elizabeth J. Meyer ◽  
Mary Quantz

Background/Context This is the first published systematic literature review with an exclusive focus on Title IX scholarship. This article aims to offer a holistic view of the existing knowledge base in this field presented in peer-reviewed scholarly publications. Purpose This review of the literature identifies key trends in this body of research and highlights strengths, as well as gaps and oversights, that future research should address. Research Design This descriptive literature review systematically collected 169 peer-reviewed articles to identify the conceptual boundaries of the field and the current gaps. Data Collection and Analysis Authors applied Booth, Sutton, and Papaioannou's SALSA approach (Search, AppraisaL, Synthesis, and Analysis) to this systematic review to identify and analyze the 169 articles included in the study. We applied an intersectional feminist lens and Queer of Color critique to the analysis of the included articles. Findings/Results Peer-reviewed scholarly publications on Title IX (169) have generally focused on analyses of legal decisions (93) and studies of athletics (75), with little attention to other aspects of the law. Most studies lacked intersectional analyses of how “sex discrimination” has been understood in K–12 and higher education contexts, which leaves experiences of students of color, transgender students, and LGBQ students missing from most of the scholarship in this field. Conclusions/Recommendations This review of the literature is intended to help scholars interested in issues of sex discrimination and gender equity in educational institutions in the United States have a clear overview of scholarship that already exists related to Title IX in order to ask more focused and critical questions about its impacts and implementation. More research is needed to understand the ways in which educational institutions interpret and apply their responsibilities under this law—particularly through the lenses of intersectional feminism and Queer of Color critique. Contemporary issues, including campus sexual assault, and the negative experiences documented about gay, lesbian, bisexual, and transgender students in schools underline the importance of staying current with Title IX, and the current body of literature indicates scant attention to collecting and analyzing data about this law's application in practice and implications for diverse groups of people.


2018 ◽  
Vol 71 (3) ◽  
pp. 642-653 ◽  
Author(s):  
James N. Druckman ◽  
Jacob E. Rothschild ◽  
Elizabeth A. Sharrow

Public policies invariably confer or deny benefits to particular citizens. How citizens respond to relevant policies has fundamental implications for democratic responsiveness. We study the beliefs of a core constituency of one of the most celebrated sex non-discrimination policies in U.S. history: Title IX of the Education Amendments of 1972. Using a novel survey of college student-athletes, we find strong support for the spirit of the policy, with the vast majority of respondents reporting the opinion that there “should” be equity. Concurrently, student-athletes also perceive mal-distribution among status quo resources and opportunities and believe that redistribution is needed. Furthermore, they are willing to take political action to improve equality. Consistent with our expectations, these beliefs are particularly salient for women and those who perceive persistent sex discrimination in society. Our results reveal “positive policy feedback” among policy beneficiaries of Title IX who mobilize to seek equity in athletics. The dissatisfaction among policy beneficiaries raises questions about democratic responsiveness (e.g., to whom are policymakers and leaders in college athletics responding?) and highlights the political nature of college athletics.


2021 ◽  
Vol 74 (1) ◽  
pp. 92

College sports have always been somewhat marred by controversy—whether it be point shaving, paying off players, or academic fraud—as the money to be made from college sports and the overwhelming desire to win has always seemed to generate impropriety among schools, players, and coaches. However, in recent years, scandals within college athletics programs have escalated beyond mere efforts to “win at all costs,” with the spotlight now on instances of sexual violence committed by players against other students and the cover-ups of these assaults. Following the massive cover-up and mishandling of sexual assaults by Baylor University’s athletic department and officials, and the arrest and conviction of a sexually abusive physician at Michigan State University (MSU), it has become apparent that these instances of intra-university collusion are not “isolated incidents.” Instead, these events are evidence of a pattern of behavior employed by institutions of higher education—institutions that prioritize their image over the safety of their students. Further, these cover-ups undoubtedly involve more actors than are held accountable, with scandals leading to the removal of university “faces,” while lower-level employees, staff, and coaches are retained despite their obvious involvement. This Comment will address the goings-on within college athletic programs and will argue that such catastrophic failures on the part of schools like Baylor and MSU are likely evidence of a conspiracy within those institutions to defraud their students or interfere with their civil rights, thereby jeopardizing the safety of every student enrolled. It will be a fact-intensive analysis of the tragic events at Baylor and MSU and of the lawsuits filed against both schools by victims. This analysis will show that a much greater evil is at play at these, and likely many other institutions. Not only did these universities fail to adhere to policy, protect their students, or act with any common sense or decency—they actively attempted to inhibit investigations and intentionally tried to cover up sexual harassment, sexual assault, and even gang rapes in order to protect their athletic programs, their employees’ jobs, and their schools’ reputations. Next, this Comment will discuss the shortcomings of Title IX, focusing on how the statute does little to provide an adequate remedy for the victims at Baylor and MSU. Additionally, the impotency of National Collegiate Athletic Association (NCAA) sanctions will be analyzed, illustrating how those sanctions do little to encourage athletic officials to adhere to proper Title IX or university policy. Finally, this Comment argues that the pursuit of civil conspiracy claims against athletic programs and universities would: (1) deter schools from protecting alleged rapists in order to promote their athletic programs, and (2) root out and punish individuals responsible for willfully protecting students unequally or discouraging reporting of sexual assaults. Additionally, this Comment advocates for neutral government or academic agencies to handle these cases, thereby removing these kinds of investigations entirely from the hands of ill-equipped athletic programs and coaches.


2021 ◽  
Vol 6 (1) ◽  
Author(s):  
Tamar Kricheli-Katz ◽  
Tali Regev

AbstractResearch suggests that gendered languages are associated with gender inequality. However, as languages are embedded in cultures, evidence for causal effects are harder to provide. We contribute to this ongoing debate by exploring the relationship between gendered languages and the gender gap in mathematics achievements. We provide evidence for causality by exploiting the prominent (but not exclusive) practice in gendered languages of using masculine generics to address women. In an experiment on a large representative sample of the Hebrew-speaking adult population in Israel, we show that addressing women in the feminine, compared to addressing them in the masculine, reduces the gender gap in mathematics achievements by a third. These effects are stronger among participants who acquired the Hebrew language early in childhood rather than later in life, suggesting that it is the extent of language proficiency that generates one’s sensitivity to being addressed in the masculine or in the feminine. Moreover, when women are addressed in the masculine, their efforts (in terms of time spent on the maths test) decrease and they report feeling that “science is for men” more than when addressed in the feminine. We supplement the analysis with two experiments that explore the roles of general and task-specific stereotypes in generating these effects.


2018 ◽  
Vol 7 (3) ◽  
pp. 1124 ◽  
Author(s):  
Andino Maseleno ◽  
Noraisikin Sabani ◽  
Miftachul Huda ◽  
Roslee Ahmad ◽  
Kamarul Azmi Jasmi ◽  
...  

This paper presents learning analytics as a mean to improve students’ learning. Most learning analytics tools are developed by in-house individual educational institutions to meet the specific needs of their students. Learning analytics is defined as a way to measure, collect, analyse and report data about learners and their context, for the purpose of understanding and optimizing learning. The paper concludes by highlighting framework of learning analytics in order to improve personalised learning. In addition, it is an endeavour to define the characterising features that represents the relationship between learning analytics and personalised learning environment. The paper proposes that learning analytics is dependent on personalised approach for both educators and students. From a learning perspective, students can be supported with specific learning process and reflection visualisation that compares their respective performances to the overall performance of a course. Furthermore, the learners may be provided with personalised recommendations for suitable learning resources, learning paths, or peer students through recommending system. The paper’s contribution to knowledge is in considering personalised learning within the context framework of learning analytics. 


2021 ◽  
Author(s):  
Todorka Terzieva

This article presents the results of a study on the possibilities of computer educational games for the development of various cognitive skills for learners. The advantages they offer in the learning process are highlighted. Special emphasis is placed on the relationship between game-based learning and mental development of learners. Examples of game-based learning from leading educational institutions at different stages of the educational process are given. A prototype of an educational game with several interactive puzzles is presented. They are designed to teach students in mathematics and philology (learning a foreign language). The developed prototypes can be used to acquire new knowledge or to assess the acquisition of knowledge and skills in various subject areas.


Author(s):  
V. V. Soloviev, ◽  
S. V. Yushkin ◽  
S. V. Maksimov*

The article examines the etymology and prehistory of the introduction of the institution of antimonopoly compliance in Russian business practice, the relationship of this institution with the institution of general compliance. The article considers the definition of the concept of antimonopoly compliance, enshrined in the new article 91 of the Federal Law "On Protection of Competition".The authors propose their own definition of the concept of antimonopoly compliance as an activity of an economic entity aimed at ensuring compliance with antimonopoly legislation by employees of an economic entity and an economic entity as a whole by preventing and suppressing violations of the requirements of such legislation and regulatory legal and law enforcement acts based on it.The authors also substantiate the advisability of developing a special national standard GOST R "System of internal compliance with the requirements of antimonopoly legislation (antimonopoly compliance system) of an economic entity".It is noted that the effectiveness of the antimonopoly compliance system will depend not only on the ability of an economic entity to form an antimonopoly compliance system on the basis of an appropriate national standard, but also on the state's ability to determine and guarantee effective incentives to comply with antimonopoly legislation.The authors substantiate the advisability of supplementing the Code of Administrative Offenses of the Russian Federation with provisions that provide for the obligation and limits to reduce the amount of punishment or replace the punishment with a softer one in the event of an anticompetitive administrative offense by a person who has implemented an effective system of antimonopoly compliance.


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