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Gender equity as the evaluating tool for middle/junior high school physical education curriculums, facilities & equipment

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Author(s)
Etnier, Lynn L.
Date
May 07, 2004
Subject(s)
Sex discrimination in sports--United States.; Middle school students--United States.; Educational equalization--United States.; Physical education and training--Study and teaching (Middle school)--United States--Evaluation.; Physical education for children--Study and teaching (Middle school)--United States--Evaluation.
Abstract
Title IX has had an impact in the sports arena but how has it affected the physical education setting? The purpose of this study was to investigate selected middle/junior high schools across the state of Illinois to determine if they are in compliance with Title IX in the areas of curriculums, facilities, and equipment. A survey was developed using research literature and the expertise of an advisor and then sent to a sample of 70 middle/junior high schools from 16 of 912 school districts in the state of Illinois that had populations of 500 or more students. Thirty-six percent of the surveys were returned and analyzed using descriptive statistics for objective questions and a theme analysis for open-ended questions. The results showed facilities were equal across gender except one school was not in compliance with Title IX because the boys’ locker room and the male physical education offices were larger and newly built. Equipment should be provided to allow the success of both genders and the research indicated that the schools have made this accommodation within their curriculum. Gender separation, as described in Title IX, may only occur when a contact sport is being taught and the data revealed most schools were co-ed with the exception of a few instances. A sound curriculum needs to have a wide variety of activities, but survey results showed this to be untrue because there was a heavy emphasis on games and fitness activities. Literature stated that language like “sportsmanship” or “you guys” is discriminating towards the female gender and the findings showed this language often occurs in the classroom. The study shows that separation occurs outside the context of what Title IX demands and schools need to address this and make the appropriate changes. Also, language needs to be focused upon in order to eliminate discrimination against women and girls. In addition, facilities need to be compliant with the law in order to be equal for both genders. Future studies should focus on what specifically is included in present day middle/junior high physical education curriculums especially in the wilderness/cooperative adventure component, types of assessments used to grade students, how language is used in the classroom and what types of discipline plans are used and if they are equitable for both genders.
Description
Thesis Chair: Dr. Penelope Portman. This file was last viewed in Adobe Reader 7.0
Permanent link
http://library.uww.edu/ethesis/Etnier2004.pdf 
Permanent link
http://digital.library.wisc.edu/1793/341 
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