Administrators need to think of creative solutions for Title IX compliance
Issue date: 4/8/05 Section: Editorial/Opinion
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04/08/05 - To the Cigar,
After reading the recent article and editorial in the Cigar dealing with cuts in athletics at University of Rhode Island (March 25), I felt the need to respond.
First off, we all need to understand that Title IX was not, and is not, a bad law, but the way how many college administrations have their schools comply with it has not been good, this administration included.
When I earned my Master's degree in education, my thesis dealt with the history of Title IX, a very large undertaking. Having two daughters of my own, I am very happy they weren't born 40 years ago when the despicable practices and unfair opportunities occurred.
The original language of Title IX read, "No person in the U.S. shall on the basis of sex, be excluded from participating in, be denied the benefits of, or subjected to discrimination under any education program or activity receiving Federal financial assistance."
Understanding this, it means ANY education program, and not just athletics.
Have all the programs, clubs and activities been checked for percentages? The fact that the university accepts more females than males could be questioned.
Certainly not by me though, because essentially, a quota system has been put in place which is also not essential for an institution to be compliant with Title IX. Someone may argue that they are not administrating a quota system, but no matter how you slice it or dice it, that is what it is.
My speculation is that it is the easiest (laziest) way that an institution can comply. It is obvious that the people who are making these decisions are not experienced enough or knowledgeable enough on the subject because there is this "thing" called the three part test.
The first part is the percentages of opportunities should be equal to that of the sexual make-up of your own student body. The second part states, does the school have a history for increasing opportunities for the underrepresented sex and third, does the school fully and effectively accommodate the interests and abilities of the underrepresented sex.
After reading the recent article and editorial in the Cigar dealing with cuts in athletics at University of Rhode Island (March 25), I felt the need to respond.
First off, we all need to understand that Title IX was not, and is not, a bad law, but the way how many college administrations have their schools comply with it has not been good, this administration included.
When I earned my Master's degree in education, my thesis dealt with the history of Title IX, a very large undertaking. Having two daughters of my own, I am very happy they weren't born 40 years ago when the despicable practices and unfair opportunities occurred.
The original language of Title IX read, "No person in the U.S. shall on the basis of sex, be excluded from participating in, be denied the benefits of, or subjected to discrimination under any education program or activity receiving Federal financial assistance."
Understanding this, it means ANY education program, and not just athletics.
Have all the programs, clubs and activities been checked for percentages? The fact that the university accepts more females than males could be questioned.
Certainly not by me though, because essentially, a quota system has been put in place which is also not essential for an institution to be compliant with Title IX. Someone may argue that they are not administrating a quota system, but no matter how you slice it or dice it, that is what it is.
My speculation is that it is the easiest (laziest) way that an institution can comply. It is obvious that the people who are making these decisions are not experienced enough or knowledgeable enough on the subject because there is this "thing" called the three part test.
The first part is the percentages of opportunities should be equal to that of the sexual make-up of your own student body. The second part states, does the school have a history for increasing opportunities for the underrepresented sex and third, does the school fully and effectively accommodate the interests and abilities of the underrepresented sex.
