The Title IX Movement Against Campus Sexual Harassment: How a Civil Rights Law and a Feminist Movement Inspired Each Other

2021 ◽  
Author(s):  
Nancy Chi Cantalupo
Keyword(s):  
Civil Rights ◽  
Sexual Harassment ◽  
Title Ix ◽  
Feminist Movement

Sexual Harassment and Internships: How Do We Protect Our Students and Program?

2017 ◽  
Vol 6 (4) ◽  
pp. 391-393 ◽  
Author(s):  
Anne C. Russ ◽  
Dani M. Moffit ◽  
Jamie L. Mansell
Keyword(s):  
Higher Education ◽  
United States ◽  
Civil Rights ◽  
Sexual Harassment ◽  
Title Ix ◽  
Department Of Education ◽  
Responsibility To Protect ◽  
United States Department ◽  
Education Programs ◽  
States Department

Sexual harassment is a sensitive and pervasive topic in higher education. Programs and institutions have the responsibility to protect the students from sexual harassment under Title IX of the Education Amendments of 1972 (United States Department of Education Office of Civil Rights, 2011). While much attention has been focused toward on-campus interactions (i.e., professor/student, student/student), many students participate in off-campus fieldwork and internships associated with coursework, where the students are still protected under Title IX. The purpose of this discussion is to define sexual harassment, summarize research regarding sexual harassment in a fieldwork setting, consider how sexual harassment affects students, and identify resources to help programs identify and respond to sexual harassment.

Unraveling the Ivory Fabric: Institutional Obstacles to the Handling of Sexual Harassment Complaints

2000 ◽  
Vol 25 (01) ◽  
pp. 69-90 ◽  
Author(s):  
Jennie Kihnley
Keyword(s):  
Civil Rights ◽  
Sexual Harassment ◽  
Title Ix ◽  
Title Vii ◽  
Exploratory Research ◽  
University System ◽  
Resource Center ◽  
User Friendly ◽  
Depth Interviews ◽  
Shed Light

Title VII of the Civil Rights Act of 1964 and Title IX of the Educational Amendments of 1972 make universities liable for sexual harassment that occurs within both the employment and academic contexts. This article examines how universities implement and enforce the mandates of both Title VII and Title IX through exploratory research about sexual harassment complaint procedures at a public university system on the West Coast. In-depth interviews with personnel at each campus shed light on problems with inserting a complaint resolution process into an institution that simultaneously strives to eliminate sexual harassment, while wanting to protect itself from liability. This inherent conflict of goals is reflected in the differing roles of the Title IX office and the Women's Resource Center, in creation of a user friendly policy, and in the two branches of dispute resolution.

The Title IX Movement Against Campus Sexual Harassment

2021 ◽  
Author(s):  
Nancy Chi Cantalupo
Keyword(s):  
Sexual Assault ◽  
Civil Rights ◽  
Sexual Harassment ◽  
Gender Equality ◽  
Title Ix ◽  
Direct Action ◽  
Campus Sexual Assault ◽  
Feminist Organizing ◽  
Feminist Movements ◽  
Remarkable Progress

Beginning in 2009, hundreds of thousands of students and their allies began to mobilize against campus sexual assault, organizing around the groundbreaking civil rights statute, Title IX of the Education Amendments of 1972, and achieving remarkable progress in advancing gender equality in only about a decade. Moving from the Title IX movement’s genesis during the Obama administration to the movement’s direct-action protests and litigation challenging regulations issued in May 2020 by then-Secretary of Education Betsy DeVos, this chapter tells the story of how Title IX and the student movement interacted from 2009 to 2020. During these years, the movement not only weathered backlash but also influenced later feminist movements such as #MeToo and nonfeminists’ understanding of sexual harassment, demonstrating the continued power and promise of both feminist law and feminist organizing.

Sexual Harassment in School: The Public Performance of Gendered Violence

1995 ◽  
Vol 65 (2) ◽  
pp. 145-163 ◽  
Author(s):  
Nan Stein
Keyword(s):  
Civil Rights ◽  
Sexual Harassment ◽  
Public Awareness ◽  
Peer To Peer ◽  
Peer Sexual Harassment ◽  
Public Performance ◽  
Gendered Violence ◽  
Court Records ◽  
The Public ◽  
Mixed Messages

In this article, Nan Stein argues that sexual harassment in schools is a form of gendered violence that often happens in the public arena. She presents the narratives of girls and boys about their experience of sexual harassment in schools and finds parallels with cases documented in court records and depositions. While highly publicized lawsuits and civil rights cases may have increased public awareness of the issue, inconsistent findings have sent educators mixed messages about ways of dealing with peer-to-peer sexual harassment. The antecedents of harassment, she suggests, are found in teasing and bullying, behaviors tacitly accepted by parents and teachers. Stein makes a case for deliberate adult intervention and the inclusion of a curriculum in schools that builds awareness of these issues.

“I Have a Vision, Charlie Brown”

2021 ◽  
pp. 149-183
Author(s):  
Blake Scott Ball
Keyword(s):  
Cold War ◽  
Social Interactions ◽  
Title Ix ◽  
Women's Athletics ◽  
Feminist Movement ◽  
Direct Role ◽  
Queer Women ◽  
Women’S Liberation ◽  
National Debate ◽  
Unique Relationship

From the very beginning, Schulz was an advocate for strong, independent females. Characters like Lucy and Peppermint Patty refused to be defined or dominated by the boys, whether in social interactions, school, or sports. Lucy became a vocal supporter of women’s liberation. These characters became important popular symbols for the burgeoning feminist movement in Cold War America. Peppermint Patty and Marcie, because of their unique relationship, became powerful symbols for lesbian, bisexual, and queer women in a culture where they often felt unrepresented. Schulz took a direct role in endorsing and championing Title IX reforms for women’s athletics, lending his artwork to the national debate.

After the march, what? Rethinking how we teach the feminist movement

2018 ◽  
Vol 13 (3) ◽  
pp. 402-411 ◽  
Author(s):  
Amanda Elizabeth Vickery
Keyword(s):  
Black Women ◽  
Civil Rights ◽  
Teacher Educators ◽  
Feminist Movement ◽  
Content Type ◽  
Intersecting Identities ◽  
Civil Rights Movements ◽  
History Of ◽  
The Many ◽  
Feminist Movements

Purpose The purpose of this paper is to explore the history of Black women as critical civic agents fighting for the recognition of their intersecting identities in multiple iterations of the feminist movement. Design/methodology/approach Utilizing Black feminism and intersectionality I explore the many ways in which Black women have fought against multiple forms of oppression in the first, second and fourth wave feminist movement and organizations in order to fight for their rights as Black women citizens. Findings Black women in the past and present have exhibited agency by working within such multiple civil rights movements to change the conditions and carve out inclusive spaces by working across differences and forging multiracial coalitions. Originality/value This paper serves as a call to action for social studies classroom teachers and teacher educators to rethink how we remember and teach feminist movements. I also explore how we can use this past to understand and advance the conversation in this present iteration of the women’s movement to work across differences in solidarity toward equal justice for all.

scholarly journals What Constitutes Sexual Harassment and How Should Administrators Handle It?

2017 ◽  
Vol 20 (3) ◽  
pp. 37-55 ◽  
Author(s):  
Katherine Cumings Mansfield ◽  
Amy Gray Beck ◽  
Kakim Fung ◽  
Marta Montiel ◽  
Madeline Goldman
Keyword(s):  
Civil Rights ◽  
Sexual Harassment ◽  
Gender Discrimination ◽  
Leadership Skills ◽  
Real Life ◽  
The United States ◽  
Preparation Programs ◽  
Office For Civil Rights ◽  
Sexually Explicit ◽  
And Gender

Gender discrimination and sexual harassment persist on college campuses across the United States. This seems especially obvious at the beginning of the academic year when many freshman women and their parents are welcomed to campus with sexually explicit signs displayed on all-male residences. But, sometimes, sexual harassment and gender discrimination takes a subtler form, creating unique challenges for administrators. This article presents the true case of a professional fraternity party gone awry, testing the leadership skills of several college administrators. The case provides a platform for educational leadership students to apply the theories they are learning in their preparation programs to real-life situations. This case is important and timely as educational leaders across the p-20 pipeline struggle to navigate the U.S. Department of Education Office for Civil Rights’ 2011 directives concerning defining and responding to allegations of sexual assault and harassment.

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