Who is (Not) Protected by Title IX? A Critical Review of 45 Years of Research

2021 ◽  
Vol 123 (2) ◽  
pp. 1-42
Author(s):  
Elizabeth J. Meyer ◽  
Mary Quantz
Keyword(s):  
Literature Review ◽  
Title Ix ◽  
Sex Discrimination ◽  
Educational Institutions ◽  
Review Of The Literature ◽  
Queer Of Color Critique ◽  
Scholarly Publications ◽  
Queer Of Color ◽  
Transgender Students ◽  
K 12

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.

Title IX and U.S. College Sports

2017 ◽  
Author(s):  
Erin E. Buzuvis
Keyword(s):  
Gender Inequality ◽  
Title Ix ◽  
College Athletics ◽  
Sex Discrimination ◽  
Educational Institutions ◽  
College Sports ◽  
Allocation Of Resources ◽  
Federal Law ◽  
Institutional Response ◽  
The Relationship

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.

scholarly journals Title IX coordinators as street-level bureaucrats in U.S. schools: Challenges addressing sex discrimination in the #MeToo era

2018 ◽  
Vol 26 ◽  
pp. 68
Author(s):  
Elizabeth J. Meyer ◽  
Andrea Somoza-Norton ◽  
Natalie Lovgren ◽  
Andrea Rubin ◽  
Mary Quantz
Keyword(s):  
Gender Equity ◽  
Title Ix ◽  
School Administrators ◽  
Sex Discrimination ◽  
Structured Interviews ◽  
Policy And Practice ◽  
State Regulations ◽  
Street Level ◽  
Street Level Bureaucrats ◽  
K 12

Sex discrimination in educational contexts is an ongoing problem despite the passage of Title IX in 1972. Many schools have not aligned their policies with new laws protecting students from bullying and harassment, and many professionals are unaware of their new obligations in regards to new state regulations. This article presents the findings from semi-structured interviews with 10 participants reporting on the roles and responsibilities of Title IX coordinators in their K-12 school districts. Title IX coordinators were difficult to locate and recruitment was a challenge in this study. However, our findings indicate a strong alignment with Lipsky’s concept of “street-level bureaucrats” (1971, 2010). We found that these school administrators had autonomy and discretion in interpreting and enacting their duties, however they lacked time, information, and other resources necessary to respond properly to the stated duties in their position. They reported spending very little time on Title IX-related duties, many felt under-supported and under-prepared, and few had comprehensive understanding of their responsibilities. We conclude with recommendations for policy and practice regarding the training and supports of Title IX coordinators and related gender equity efforts in K-12 schools.

Addressing sex discrimination with Title IX coordinators in the #MeToo era

2018 ◽  
Vol 100 (2) ◽  
pp. 8-11
Author(s):  
Elizabeth J. Meyer ◽  
Andrea Somoza-Norton
Keyword(s):  
Civil Rights ◽  
Title Ix ◽  
Essential Role ◽  
Sex Discrimination ◽  
Recent Survey ◽  
Job Descriptions ◽  
District Leaders ◽  
Contact Information ◽  
Transgender Students ◽  
Gender Based

Title IX coordinators play an essential role in ensuring that schools are free of gender-based harassment and discrimination; however, a recent survey of coordinators in California and Colorado shows that many of them are poorly equipped to do this work. In their study, Elizabeth J. Meyer and Andrea Somoza-Norton found that contact information for Title IX coordinators is often difficult to find, that their job descriptions are too broad and complex, that they receive insufficient training, and that many are unaware of their role in assisting students, especially transgender students. The authors recommend that the Office of Civil Rights, district leaders, school boards, and Title IX coordinators themselves take action to bring clarity to this work.

Questioning a Single Narrative: Multiple Identities Shaping Black Queer and Transgender Student Retention

2020 ◽  
Vol 21 (4) ◽  
pp. 455-475 ◽  
Author(s):  
Raphael D. Coleman ◽  
Jason K. Wallace ◽  
Darris R. Means
Keyword(s):  
College Student ◽  
Student Retention ◽  
Policy Implications ◽  
College Student Retention ◽  
Sexual Identities ◽  
Queer Of Color Critique ◽  
Black Racial Identity ◽  
Queer Of Color ◽  
Transgender Students ◽  
Black Queer

Researchers explore factors that influence retention and persistence of queer and transgender students and examine retention and persistence among Black students. However, there is a dearth of retention and persistence scholarship centering the nuanced experiences of Black queer and transgender college students at the intersections of their gender, racial, and sexual identities. Using the queer of color critique conceptual framework and an anti-Black racism lens, the authors present a systematic literature review to illuminate opportunities for scholars to (a) disrupt singular narratives that erase queer and transgender experiences from Black student retention discourses and (b) address the ways scholars erase Black racial identity from broader queer and transgender student retention research. Centering the case of Joshua, a Black queer cisgender male-identified college student, the authors highlight research, practice, and policy implications that consider social class, institutional type, multilevel intervention strategies, and intersectionality in Black queer and transgender college student retention discourse.

scholarly journals Trends in engineering education for additive manufacturing in the industry 4.0 era: a systematic literature review

2020 ◽  
Author(s):  
Barbara Motyl ◽  
Stefano Filippi
Keyword(s):  
Systematic Review ◽  
Additive Manufacturing ◽  
Literature Review ◽  
Industry 4.0 ◽  
Educational Institutions ◽  
Teaching Staff ◽  
Government Agencies ◽  
Review Of The Literature ◽  
Current State ◽  
The Moment

Abstract Additive manufacturing represents one of the most promising and innovative technologies of the moment. In fact, it is considered among the nine technological pillars on which Industry 4.0 is based. In particular, it has received a lot of interest from industries, educational institutions and government agencies. For these reasons, it is necessary to develop and train a specialised workforce and to prepare it for these new opportunities. This work aims to investigate, through the completion of a survey based on a systematic review of the literature, the current state of education and dissemination of educational practices related to the training of young engineers at university on the issues of additive manufacturing and related to Industry 4.0. The results show that the introduction of additive manufacturing education represents an important leverage in the preparation of young engineers who benefit from it both in terms of personal preparation and in terms of learning and refining different skills. However, certain aspects, linked to the need to have adequate equipment and a properly trained teaching staff, should not be overlooked.

Pneumomediastinum: A Rare Presentation of Inflicted Injuries in Infants

2020 ◽  
Author(s):  
Adam Lee ◽  
Adam Bajinting ◽  
Abby Lunneen ◽  
Colleen M. Fitzpatrick ◽  
Gustavo A. Villalona
Keyword(s):  
Literature Review ◽  
Retrospective Review ◽  
Review Of The Literature ◽  
Rare Presentation ◽  
Spontaneous Pneumomediastinum ◽  
Nonaccidental Trauma ◽  
Comprehensive Literature Review ◽  
Healthy Infants ◽  
History Of

AbstractReports of incidental pneumomediastinum in infants secondary to inflicted trauma are limited. A retrospective review of infants with pneumomediastinum and history of inflicted trauma was performed. A comprehensive literature review was performed. Three infants presented with pneumomediastinum associated with inflicted trauma. Mean age was 4.6 weeks. All patients underwent diagnostic studies, as well as a standardized evaluation for nonaccidental trauma. All patients with pneumomediastinum were resolved at follow-up. Review of the literature identified other cases with similar presentations with related oropharyngeal injuries. Spontaneous pneumomediastinum in previously healthy infants may be associated with inflicted injuries. Clinicians should be aware of the possibility of an oropharyngeal perforation related to this presentation.

Stages of the formation of temporary and permanent occlusion and the impact of early tooth extraction on the dentition state. Literature review

2019 ◽  
pp. 22-24
Author(s):  
G.A. Murachueva ◽  
I.M. Rasulov ◽  
S.G. Gusenov
Keyword(s):  
Literature Review ◽  
Temporomandibular Joint ◽  
Tooth Extraction ◽  
Physiological State ◽  
Review Of The Literature ◽  
Full Development ◽  
Permanent Occlusion ◽  
The Impact

A review of the literature on the stages of the formation of temporary and permanent occlusion has been performed. This stages play an important role not only for the full development of the maxillofacial apparatus, temporomandibular joint, but also the whole organism. The role of early tooth extraction in the formation of the physiological state of the dentoalveolar system is considered. The conclusion is drawn about the need for a deeper study of this problem in the structure of general dental morbidity.

Critical Review of K-12 Filipina/o American Curriculum

2009 ◽  
Vol 7 (1) ◽  
pp. 1-24 ◽  
Author(s):  
Patricia Halagao ◽  
Allyson Tintiangco-Cubales ◽  
Joan Cordova
Keyword(s):  
Literature Review ◽  
Critical Pedagogy ◽  
Historical Development ◽  
Research Study ◽  
Application Development ◽  
Theoretical Frameworks ◽  
Curricular Content ◽  
K 12 ◽  
Pedagogical Approaches ◽  
Critical Literature

This research study provides the first comprehensive and critical literature review of K–12 Filipina/o American curricula found in formal and informal educational settings. Thirty-three Filipina/o American curricula representing a diverse array of authors, audiences, content, and pedagogical approaches were reviewed. The authors of this study developed a “Critical Framework of Review” rooted in critical pedagogy in order to analyze the historical development of Filipina/o American curricula along with an analysis of major topics, concepts, guiding theoretical frameworks, pedagogical approaches, and outcomes. The review concludes with a discussion and summary of the overarching themes of Filipina/o curricular content, instruction, and impact gained from this study and recommendations for the application, development, distribution, and research of more Filipina/o American K–12 curriculum resources.

Sign in / Sign up

Export Citation Format

Share Document