scholarly journals Title IX and Official Policy Liability: Maximizing the Law’s Potential to Hold Education Institutions Accountable for Their Responses to Sexual Misconduct

2020 ◽  
Author(s):  
Erin E. Buzuvis

Published: Erin E. Buzuvis, Title IX and Official Policy Liability: Maximizing the Law’s Potential to Hold Education Institutions Accountable for Their Responses to Sexual Misconduct, 73 OKLA. L. REV. 35 (2020).Title IX, the federal statute that prohibits sex discrimination in education, plays a key role in institutional accountability for sexual misconduct that is perpetrated by a school’s students, faculty, and staff. The Supreme Court has confirmed that Title IX includes an implied right of action for money damages when the institution had actual notice that sexual harassment had occurred, or was likely to occur, and responded to that threat with deliberate indifference. But the deliberate indifference standard has proven to be a high and unpredictable bar for plaintiffs. For this reason, many institutions required the threat of government enforcement—issued in the form of the Department of Education’s 2011 “Dear Colleague Letter”—to begin to address and improve their policies and practices for preventing and responding to sexual misconduct. Recently the Department of Education has incorporated the judicial deliberate indifference standard into its own regulations for enforcing Title IX. As a result, both judicial and administrative enforcement of Title IX may soon converge into the same generous standard that puts very little pressure on institutions to proactively or reactively respond to sexual misconduct on their campuses and in their communities. By responding only minimally to sexual misconduct, an institution can easily avoid committing deliberate indifference, while at the same time steering clear of the ever-present threat of litigation by respondents and individuals disciplined for sexual misconduct.In light of this concern about unidirectional litigation pressure, this Article seeks to highlight a lesser-known Title IX theory of liability with the potential to promote institutional accountability for sexual misconduct official policy liability. Simpson v. University of Colorado was the first case to recognize that educational institutions are liable under Title IX not only for indifferent response to the sexual misconduct of those under their control but also for sexual misconduct caused by their official policies. But this alternative theory of liability has not been widely utilized by plaintiffs’ lawyers, and the majority of judicial decisions that have considered it have found it not to apply. Two lower courts recently countered this trend by denying motions to dismiss claims of official policy liability against both Baylor University and the University of Tennessee. In both cases, plaintiffs sought damages for sexual assault experienced at the hands of other students and claimed that their universities’ official policies of indifference to sexual misconduct caused the assault. After analyzing the decisions in those cases, this Article explores the potential of official policy liability as a tool for maximizing Title IX’s potential to promote institutional accountability, even in an era characterized by lax regulatory enforcement and litigious respondents.

Author(s):  
Erin E. Buzuvis

This chapter highlights the role of Title IX of the Education Amendments Act of 1972 and the U.S. Constitution’s Equal Protection Clause of the Fourteenth Amendment in transforming the gendered landscape of U.S. education. After first providing an overview of these two sources of law, the chapter examines the role they have played in challenging sex-based designations in admissions and in the classroom, in promoting equal opportunity and access to school-sponsored athletics, in challenging sexual harassment and other sexual misconduct, in reducing barriers to LGBT students, and in promoting equal opportunity for students who are pregnant. Sections addressing each one of these topics will also note limitations and shortcomings of the law’s approach to these issues, as there is still more work to do to fully realize sex equality in education. While the law has not cured all the problems of sex discrimination education, owing to limitations in its scope, as well as enforceability, it has proven to be a powerful source of societal norms and expectations, which themselves operate to motivate compliance and beyond.


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.


2021 ◽  
pp. 155708512110626
Author(s):  
Shauntey James ◽  
Melanie D. Hetzel-Riggin

Institutions of Higher Education (IHEs) have used restorative justice (RJ) to address sexual misconduct on college campuses under Title IX. In 2020, Title IX guidance was codified. The application of RJ under the new policy may create procedural and distributive justice issues. This article (1) defines the new policy; (2) explores suitability of RJ to sexual misconduct and specifically yellow zone behavior under the new policy; (3) discusses justice for the various stakeholders under the guise of advantages and disadvantages; and (4) makes recommendations to strengthen the choice of either implementing or not implementing restorative justice.


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.


2016 ◽  
Vol 40 (2) ◽  
pp. 133-151
Author(s):  
Jacqueline McDowell ◽  
Robyn Deterding ◽  
Terrence Elmore ◽  
Edward Morford ◽  
Erin Morris

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


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