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AUTfloR Winkle, MargaretTITLE competitive Athletic8: ih liciateh Of Equal

Opportunity.INMIUTION National foundation for the Improvement of Education,

Washington, D.C. Resource Center on Sex bolel inEducation.

NPON:; AGENCY Office of Education (DREW), Wanhingtoti, b.C. Momonontrogram

VOL LATE :Jou 76CoNTRACI i00-7!1-0NCIE a3p.

fThs PBICE Mf-$4.83 HC-$11.37 Plus Postage.DESCft1I-TtThS Affirmative Action; Athletic coaches; *Athletic

Programs; Civil Rights; Educational Administration;Equal Education; Equal Opportunities (Jobb);federal toeiolation; Scholatship Funds; 'SexDiscrimination; Womens Athloticn; Vomen6EducationEducation Amendments 1972 Title IX

ADSIPACTThis manual provides institutions wit,h a guide for

gathering ahd evaluilting information to assess equal opportunity intheir athletic programs and for developing etrategies to attain equalopportunity. It woe prepared prisarily for athletic directors,administratore, coachet, and others concerned vith providing equalathleti: opportunity in schools. The following topics are discussed:(1) general plan for evaluating and achieving equal opportunity forwomen and men in athletic programs; (2) Aft exasination of the equalopportunity act (litle IX); (3) key ologents of the Equal opportunityrequirements; (4) employmentassignment and compensation ofadeinistratore, coaches, officials, and other athletic personnel; (5)

financial aid to athletesathletic scholarships; (6) other equalopportunity insue; (7) organi2ationa2 and structural issues; and (0)

the funding of intetcollogiate athletic programe. 5olected resOurceeate listed. (a)

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* via the ERIC Document Reproduction Service (EDRS). EDRS in notresponsible for the quality of the original document. Reproductionssupplied by MS arc the hest that can be made from the original.

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COMPETITIVE ATHLETICS:

IN SEARCH OF EQUAL OPPORTUNITY

Matgatr 1 DI !ale

Resource Center on Sex Roles in LdueationNational Foundation for the Inytoentent tif Education

Washington. D.C.

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DISCRIMINATION PROIIIBITED Nu person in the United States, shall on the groundor race, color, or national origin, be excluded from participation in, be denied the benefitsor, or be subjected to discrimination und any program or activity receiving Federalfinandal assistance. or be so treated on the basis or sex under most education programs oractivities receiving Federal usktance:

J

Preface

This manual was developed under contract 300-75-0256 between the Resource Center on SexRoles in Education and the Women's Program Staff, Office of Education, U.S. Department ofHealth, Education. and Welfare. It is one in a series of technical assistance materials developed toassist education agencies and institutions in ensuring compliance with Title IX or the EducationAmendnients cif 1972,

The elimination of sex discrimiNtion in the athletic programs, policies, and practices orsecondary and postsecondary institutkms is one or the requirements or the Title IX regulation, Thismanual provides institutions with a guide for gathering and evaluating information to assess equalopportunity in their athletics programs and for developing strategies to attain equal opportunity.The manual was prepared primarily for athletic directors, administrators, coaches, and others con-cerned with providing equal athletic opportunity in colleges and universities, but persons working atthe secondary level should find it useful,

The Resource Center is grateful to Margaret Dunk le or the Association or American Colleges'Project on the Status and Education of Women for her aothorship or the manual, The author wouldlike to thank Margot Polisy and Bernice Sandkr for their helpful comments on segments or theManuscript,

The Resource Center also wishes to acknowledge the advice and assistance provided Uirough-out the project by Joan Duval, Women's Program Staff of the U.S. Office or Education; BeckySchergens, Office of the Assistant Secretary for Education; Reginald Pearman, Office of Education;Sarita Sehotta, National Institute of Education; Gwendolyn Gregory, Office for Civil Rights; andRosa Wiener, Office. for Rights. Marguerite Follett, Women's Program Staff, provkled guidancein the preparation of the manuscript for final production,

Resource Center staff who contributed to the preparation or the final manuscript includeJudy Cusick. Martha Matthews, and Shirley McCune.

September, 1976

hi

TABLE OF CONTENTS

Page

I, INTIMIMC HON

II A GENERAL PLAN FOR EVALUATING AND MillEVING EQUAL OPPORTUNITYrut( wowN AND lI.N IN ATIILvnt pRomoms

The General Plan for Equal OpportunitySolaces ot Information Regarding Athletics , 9

Stnne Technical Points to Keep in Mind I

III ITAJAL ATIILETR7 OPPORTUNITY UNDER TITLE IX 13

The Three Year "Adjustment Period" 14

Determining Student Interest and Ability 15

The Standards for Separate Teams , 19

The Selection of Sports :nid the Levels of Competition. 21

IV. KEY ELEMENTS OF THE EQUAL OPPORTUNITY "LAUNDRY HST" 29

Equipment, Supplies, and thliforins 29

Scheduling of Games and Practice Times, Season Length, and Number of Games, . . 35

Travel and Per Diem Allowances 39Opportunity of Students to Receive Coac.hing 41

Academic Tutoring and Other Academic Services 43

Facilities: Locker Rooms. Practice and Competitive Facilities 46Medical. Health. and Training Facilities and Services 54

flousing and Dining Facilities and Services 59

Publicity and Public Relations Services 65

EMPLOYMNT: ASSIGNMENT AM) COMPENSATION OF ADMINISTRATORS,COACIIES, OFFICIALS. AND OTIIER ATIILETIC PERSONNEL 69

VI: FINANCIAL AID .1.0 ATI1L1JES: ATIILETIC SCIIOLARSHIPS 77

V IL OTIIER EQUA L OPPORTUNI l'Y ISSUES 89

Recruiting Student Athletes 89

Awards and Recognition 93

Other Benefits and Services to Student Athletes 96

Other Support Services for the Women's and Men's Programs 100

VIII. ORGANIZATIONAL AND STRUCTURAL ISSUES 105

The Administrative Structures of %Vomen's and Men's Athletic Programs 105

Athletic Associations and Sports Governing Organizations I IIThe Development of Athletic Policy 118

IX. TUE FUNDING OE IN rERCOLLEGIATE ATIILETIC PROGRAMS 121

X. SELECTED RESOURCES 139

; )

TABLE OF MODEL ASSESSMENT TOOLS

Page

The Selection of Sports and 1.,evels of Coni pet itkm 23

Equipment. Supplies. and (Miro( Ms

Scheduling of f;anie and Practke Times, Season Length, and Number of Games , , 30

Travel and Per Diem AllowatOcs 40

Opportunity of Students to Receive Coaching 42

Academic Tutoring and Other Academic Services 44

Facilities: Locker Rooms and Practice and Competitive Facilities 48

Medical, licalth, and Training Facilities and Services 55

Housing and Dining Facilities and Services 61

Publicity and Public Relations Service% 66

Employment: Assignment and Compensation of Administrators. Coaches, Officials,and Other Athletic Personnel 71

Financial Aid to Athletes: Athletic Scholarships 81

Recruiting Student Athletes

Awards and Recognition (35

Other Benefits and Services to Stodent Athletes

Other Support Services for the Women's and Men's Programs 102

The Administrative Structures of Women's and Men's Athletic Programs 108

Athletic Associations and Sports Governing Orpnizations 11 A

The Development of Athletic Policy 119

The Funding of Intercollegiate Athlet;c Programs 126

vi

I. INTRODUCTION

Equal opportunity in athletic programs hag been the most closely scrutinked and controversialissue raised by Title IX of the Education Amendments of 1972, the landmark law guaranteeingwomen and men equal educational opportunity. A number of factors are working together toincrease concern about, and interest in, intercollegiate athletic competition for women: new sportsopportunities for girls at the elementary and secondary level, increased spectator interest in women'sathletics In general, the rise of professional athletic opportunities for women, media coverage ofwomen's competitive and professional sports, and the desire or education institutions to complywith Title 1,C4 mandate for equal educational opportunity.

The key section of Title IX reads:

No person in the United States shall, on the basis of sex, be excluded from par-ticipation In, be denied the benefits of, or be sublected to discrimination underany education program or activity receiving Federal financial assistance.

Institutions receiving Federal assistance must bring their athletic programs into line with TitleIX's standards for nondiscriminatory athletics, even if the athletics department itself does notreceive direct Federal aid. The "Title IX Questions and Answers," which accompanied the publica-tion of the final regulation, stated that:

the Education Amendments of 1974 specifically 1state 1 that: "The Secretarylof HEW shall prepare and publish, , .proposed regulations Impkmenting theprovisions of Title IX of the Education Amendments of 1972 relating to theprohibition of sex discrimination in Federally-assisted education programswhich shall include with respect to intercollegiate athletic activities reasonableprovisions considering the nature of particular sports.''

In addition. athletics constitutes an integral part of the educational proc-esses of schools and colleges and, thus, are fully subject to the requiremen0 ofTitk IX, even in absence of Federal funds going directly :o the athletic pro-gra,ns,

The courts have consistently considered athletics sponsored by an educa-tional institution to be an integral part of the institution's education programand, therefore, have required institutions to provide equal opportunity.

While complying with the Title IX requirement for equal athletic opportunity will undoubtedlyinvolve many specific segments of the academic community, the ultimate responsibility for provid-ing equal athletic opportunity lies with the institution and its chief executive officer.

In the area of athletics, Title IX posts many complex questions, but mandates few absoluteactions by institutions. Indeed, the law grants institutions considerable flexibility in developing non-discriminatory athletic programs tailored to meet the needs of their students. It does not requirecolleges to duplicate their men's program for women or to offer exactly the same sports in exactlythe same fashion for both women and men. Nor does it equate equal opportunity with equal penny-for-penny expense. Rather, it requires overall equal athletic opportunity, with specific athletic offer-ings being determined primarily by the interests and abilities of female and male students.

Interpretations and clarification of this general Title IX mandate for equal athletic opportunit9are contained primarily in two documents, both of which are vital to institutions in evaluating theirintercollegiate athletic programs for compliance with Title IX:

The final Title IX regulation, which became effective on July 21, 1975, sped.fies general criteria and standards which Institutions must Wie In assessingtheir programs (including a(hletic programs) for sex bias,

The "Sports Memorandum," issued by IIEW's Office for Civil Rights in Sep-tember 1975 and formally titled "Memorandum to Chief State School Offi-cers, Superintendents o. Local Educational Agencies and College and Univer,sity Presidents re Elhnination or Sex Discrimination In Athletic Programs,"provides institutkms with additional guidance regarding how they might pro.ceed with their efforts to provide equal athletic opportunity under Title IX,

This manual provides institutions with a framework for gathering information about theirwomen's and men's athletic programs, assessing equal opport mity, and modifying their atnietiprogram to provide equal athletic opportunity. Although it focuses on the most complex area, inter-collegiate athletics, the process, principles, and tools described apply to interscholastic sports at thesecondary school level as well as to intramural and club sports at the college and secondary level.

This manual is organized into 10 major sections. Following the introduction is an outline of ageneral plan which institutions may use in evaluating (and achieving) equal athletic opportunity(Section II),

Section III discusses some of the general equal opportunity issues under Title IX.

Section IV takes a detailed look at some or the specific elements of the equal athletic oppor-tunity "laundry list" included in the regulation.

Section V discusses employment discrimination in athletic programs separately, since theadjustment period and other factors unique to athletic programs for students do not apply toemployment discrimination.

Section VI treats financial aid to athletes, an issue which is addressed individually in the regu-lation and which is of special concern to institutions which have extensive athletic scholarship pro-grams,

Section VII identifies 'and discusses important equal opportunity issues which are included insections of the regulation other than the athletics section.

Section VIII explores some of the organizational and structural issues which face institutions,

Section IX looks at some of the issues surrounding athletic funding which institutions mightwish to explore in evaluating their overall athletic program. Although Title IX does not requireequal aggregate expenditures, an analysis of how athletic resources are used can provide institutionswith insight and information which can assist them in developing a nondiscriminatory athletic pro-gram.

Section X provides an extensive listing of related resources which institutions may draw uponduring their assessment of their athletic programs,

8

Additionally, each major section of this manual is organized hito several subsections:

First, a summary of the specific provisions of the Title IX regulation and any additionalguidance provided by the "Sports Memorandum" which IIFW's Office for Civil Rightsissued in September 1975,

Second, a discussion of some or the questions and Issues raised by these provisions,

Mini, where appropriate, a listing of some suggested alternatives which institutions mightconsider if they find sex-based inequities,

Fourth, where appropriate, model assessment tools to assist institutions in gathering relevantdata regarding athletic opportunities for women and men at their institution, Because of thediversity of athletic programs from campus to campus, sonic institutions will find it neces-sary to revise these tools, tailoring them to address the specific sitnation at their institution,

A GENERAL PLAN FOR EVALUATING AND ACHIEVINGEQUAL OPPORTUNITY FOR WOMEN AND MEN

IN ATHLETIC PROGRAMS

The Title IX regulation (in section 86.3(c)) requires institutions to undertake a self-evaluationof their programs and activities, iocluding athletic activities, The regulation requires each educa-tional institution to:

(0 Evaluate, In terms of the requirements of I the Title IX regulation I, its currentpolicies and practices and the effrets thereof concerning admission of students, treatmentof students, and employment of both academie and non-academic personnel working Inconnection with the recipient's education program or activity;

(II) Modify any of these policies and practices which do not or may not meet therequirements of I the regulation/ ; and

(Iil) Take appropriate remedial steps to eliminate the effects of any discriminationwhich resulted or may have resulted frwn adherence to these policies and practices.

Tlie regulation (in seet1011 86,3(d)) requires institutions to maintain "a description of anymodifications made. .and. , ,any remedial actions taken" on file "for at least three years" followingthe completion of the required Title IX self-evaluation, and to make these materials available to theDirector of IIEW's Office for Civil Rights "upon request."

Also, Oie regulation (in section 86,3(b)) permits institutions to undertake affirmative action toiwercome the effects of past discrimination against, or limited participation by, women:

Affirmative action. In the absence of a finding of discrimination on the basis of sexin an education program or activity, a recipient may take affirmathe action to overcomethe effects of conditions which resulted In limited participation therein by persons of aparticular sex. Nothing herein shall be interpreted to alter any affirmative action obliga-tions wideh a recipient may have unckr Executive Order 11246,

Additionally. the "Sports Memorandum" states that:

An institution's evaluation of its athletic program must include every arca of tlu'progrwn covered by the regulation. All sports are to be included in this overall assess-ment, whether they are contact or non-contact sports.

The "Sports Memorandum" also gives the following general guidance regarding institutionalevaluation of athletic opportunities, pointing out that, in determining student interests and abilities,educational institutions "should draw (upon] the broadest possible base of information" and thatan "effort should be made to obtain the participation of all segments of the educational communityaffected by the athletics program":

In order to comply wills the various requirements of the regulation addressed tonondiscrimination in athktic programs, educational institutions operating athletic pro-grams above the ekmentarr level should:

1 (1

5

( I ) Compare the requirements of the regulation addressed to nondiscrimination in ath-letic programs and equal opportunity in the provision of athletic scholarships withcurrent policies and practices;

(2) Determim' the interests of both seXeS ii, Mc sports to be offered by the institutionand, where the sport is a onitact sport or where part icionits are selected on the basisof earn/WU/ion, also determine the relative abilities of members of each ex fOr eachsuch sport offered, hi order to decide whether have single-sex teams or ItVIIIAcmnposed of both sexes .

(3) Develop a plan to accommodate effectively the interests and abilities of both sexes,whieh plan must be fully implenwnted as expeditiously as possible and in no eventlater than July 21, 1978, Although the plan need not be submitted to the Offke forColl RION, institutions ,lhould consider publicizing such plans so as to gain dieoNtclunre of students, faculty, etc. in complying with them,

Discussion

Elw complex tak of evaluating equal opportunity in athletic programs is closely related to thedegree to which other segments of the institution provide women with equal Opportunity.

Under the Title IX regulation. institutions should have completed a self-evaluation of their pro-grams and activities by July 21. 1976. but secondary and postsecondary schools may have an "ad-justment Nriod" until July I. 1978 to bring their athletic programs fully into line with the regula-tion. It does riot, however, mandate a specific process for evaluating or modifying athletic programsto assure equal opportunity for women and men.

The following plan for evaluation arid change Is adapted for athletics from the "General Planfor Self-Evaluation" which Emily Taylor and Donna Shavlik proposed in the American Council onEducation's working paper on histillItlonld Self-El'ablaINII.' The Thle IX Requirement,* Althoughsome of the steps of the following plan are required by the Title IX regulation (e.g., submitting anassurance or compliance to 11EW and appointing a Title IX coordinator), others are simply sugges-tions of ways institutions might approach the process of evaluating and achieving equal opportunityfor women in athletic programs."

This suggested plan emphasiles the importance of both strong commitment to equal opportu-nity by the chief executive officer of the institution and substantial involvement or those personswho manage athletic programs in the process of evaluating and modifying the programs in order toprovide equal opportunity, As Taylor and Shavlik said in their working paper:

The direct invofrement of the higluut ranking official is essential to the success of theinstitutitmal self-evaluation , Ins or her commitment to equality of opportunity andfidl access to all benefits and service.s offered by the college establishes climate withinwhich the self-e$'aluation will proc('ed.

THE GENERAL PLAN FOR EQUAL OPPORTUNITY

The following 14 steps describe a process which institutions might use in evaluating their ath-letic programs for sex bias and implementing modifications aimed at ploviding their female andmale students with equal athletic opportunity.

Emily Taylor and Donna Shavlik, Invitational SellEvaluationv rlw rale IS Requitement (Washington, D.C.:

Commission on Women in Iligher Education, American Council on Education, I975):Similarly, a number of general requirements in the 'title IX regulation-such as the requirement to adopt and

publish a grievance procedure -are not included in this general plan. For additional information about these gen.

eta] requirements, refer to the Title IX regulation and to the self.evaluation guides listed in the last section of

thisinanuat.

Step I , Affirm the institution's nondiscriminatory athletic policy and inform the conunmiltythat the institution does not discriminate on the basis or sex in provkling athletic opportunities, Asa starting point, the chief executive officer of the institution should affirm the institution's nondis-crimhuitory policy in all areas (including athletic programs and activities) The Title IX regulationrequires that each institution submit to I IEW an assurance (IIEW form (9) that it is complyingwith the provisions of Title IX, Also, the institution must inform students, eniployees, applicantsfor admission and employment, sources of referral for such applicants, bargaining Units, and otltersthat the institution does not discriminate on the basis or sex in activities or programs (includingathletic programs) and that Title IX prohibits such discrimination,

Step 2. Appoint a Title IX coordinator, The Title IX regulation requires that this person haveresponsibility for coordinating the institution's overall elTorts to comply with Title IX regulationand investigating any Title IX complaint that is communicated to the institution. The Title IXcoordinator should be knowledgeable about sex discrindnation and sex role stereotyping, and becommitted to aiNtaing that the institution meets both its moral and legal obligation to provide equalopportunity (*haling athletic opporhinity) for women anal men. Additionally. the institution maywish to appoint an overall Title IX advisory group,

Step 3, Appoint a°1 Equal Athletic Opportunity Committee (EAOC), This committee wouldspecifically address the issue of inequities in athletics. A key criterion for appointment to this com-mittee shouki be a strong commitment to equal opportunity regardless of sex. This working com-mittee should be widely representative of both women and men from those groups which ai.e in-volved with, or concerned about. discrimination and athletics, such as: students (including studentathletes), coaches of both female and male teams, administrator(s) with responsibility for intercol-legiate athletics, physical education instructors, financial ald officers, and representatives of campusand/or community women's groups. In addition to notiressing specific issues regarding equal oppor-tunity and Title IX compliar ;:e, the EAOC can use this opportunity to evaluate differences in philos-ophy or practice between women's and men's athletics in light or the overall educational purposesand goals of the institution.

Step 4. Inform the campus community of progress and efforts regarding equal opportunity inathletics. The Title IX coordinator and the EAOC should work together to issue reports and other-wise inform groups concerned with athletic opportunitiesvon campus of their progress and efforts.(Relevant groups include student and faculty governing bodies, alumnae and alumni councils, admin-istrative units, commissions on the status of women, women's centers, trustees, and unions.) Addi-tionally, open meetings should be held to give individuals and groups an opportunity to have inputinto the factfinding stage and to be informed of findings and proposed changes. Periodic progressreports in campus newspapers can also be a useful mechanism for soliciting input from the campuscommunity and disseminating results and recommendations.

Step S. Identify responsible lwrsons and offices, and other sources of information. Identifythe offices and persons directly responsible for the various aspects or athletic programs and publi-cize this information. Also, identify additional sources of information, using the sources or informa-tion regarding athletics listed on page 9 as a starting point.

Step 6. Develop a factfinaig tool or evaluation model. U-ing the model assessment tools in-chided in this manual as a starting point, construct a comprehensive factfinding tool which will pro-vide information on all aspects of women's and men's athletics, including the degree to which theathletie opportunities at the institution acccnnmodate the interests and abilities of women and men.Assistance from knowledgeable social scientists and other trained observers on campus, as well asfrom persons in fields related to athletics (e.g., physiology, heal h and recreation), can be especiallyhelpful in assuring that the final evaluation covers all areas wnere there might be either overt orsubtle discrimination.

Step 7. Get the facts. Using the evaluation tools developed in the previous step, undertake afactfinding inventory to determine the current status of athletic opportunities for women and men

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*Conttithial ativettietth Of plainteet made 'loath other trittitution%

*Contractual Of other kgreement* which are made *Oh ttudent Athlete§ who Aff teCflaitil topatticipate inletcollegiate Ath letk§

*Dt*efiption* any aosard*, tuogn.nion, tpt4:123 aerviaa, elt. which art airallabkAttlkiti

De*tiptiomi oircoutt4 ng. totovina,, tr4ning, torilit4 out talmol lert kir§ piovitled to tittakniontetvr 4 the *-liverit for eligitility

Dekdiptive niatetiah Coloternirig Othktit f iIiti d tioiliontrit, irithiding tilislidtt fortot, itortitoties, and poticies trgattiihi tfudetit ittett

il'immikt %Om mord*, pathos widen, etc, of bootie', dohe, telttexl *O&M comer.!MOM, iftlitutional tOoNthtiCA*4

*Pift ind hoilpet mortis, putehot orAlett, etc of "ItOriathletit" pith of the mitituttooiwhkh mowidt itity tn Mod waitron to athlefit§ at ifixient Athlete' (e_t, the phyal Woc .tido liftpultmeofi, bath *mi te. mAintehme fund, pliblicity end public Maim§ &pat.irotioN koifiittit Ana dim,* sid offIcE, etc): (Now thet4 in public itittiw .tiotfi, moth of tht§ ftfolotol tofottottion fi pohlithed ami inAilAhlt WI iome (o(m)

el'iriargithl and inmlot wad*, ruttlowe mien, tiC of the larotnerigil sod mete§ ithletkgrafi, (Note that, in pot& intutotionk much of Om fineroil int'oemetion itroblithed sod

woe low)

lfeAlth w imouitior t4t e 44404 tie §144etti Athlete*

$4,01094,0441 iiIIttrt, Artinn thig. itowopmfok, fikeivtkift0041,4401*-44#101 1W WM% 4Jl 41414ftWII** o ff*(41*4 01110114: Icom

foutrolvi 0,hkh

OA .414-m4041k titak M*4 04,04,04 Of ro-twtit§ tioployott in the SAftttfet fowl mm4'4 Oh=few isitooloo

Lonto 404 dthooptivr ehotouth tcohlitte dub vort§ ind totrirroir4 sovraerii, tociodlnetelegram cliih 44100041101% s4i, menthentop t14 participial inforpt4tion, room of

144otko NoOkiwi Wolo, 441*bike, fr"pitow oito tk* It $0440,0441#04 $w tit044044004

(1044611#0444., ti t ,04044,1004 tot 04 tAlft****.44. 17.0.44 own*, 144)

1 i

ikting5 aiht itewtipuve inert-WIN, tcgattting tittett-ollegitdr, ut.hirtie mtvg***,5 tt ottet.tilo, lit=vittditt$ ottAtop pot-iitioni*ot- thc. depittittItttl!f,ttitklit It Attilb4.1440, tts:,

01V1410 sttircAit-Mt Mt *,tiprito: widow**, Wkia Wm*, pfuti4v otrhi votitiNct,,taiAtitio., twosAris aml *10044 (aoldio, 1141 ItAinittit 4114,!4. WaitANv

Wootteh'i. ark, Mer6 teaftiot 10 female atij MAC 0441Ctit okittct

thprp,toior14.1 4.1ti1t* LA Itikg rim% Adilotc rusTi 4r41.

*POW/. tti/Icti/Ik ItiAlitig 190 f p 1&th jf bi It1I f. the

gram

InAtert41§, cep-Wing lealie, Afiti OttiCf i7citAitkint trilphirlitlit whiaiftets.otis ettitiloyed in the *eti h&I Athiette ptogfoip

matetials telating to the oretatioh ot adminiquatic- &tic ptogiams ot offetifigs

Mown) pion tegmAine the cl-trtent opetahon ot. athlet1e proomm,chiding plnk 6-4 ot remoilthiig 1-acgities

ruhlkalk)ti Ain41 tiffrothutr* tit4-11ibotell tiy the women' amf tcn thktit rtogigttoiattitetic Cl/uncial 4. etc,

PutiiiAtiot*4 ot (iti*.ft-jAil 011:44v tt-p 4tng oppotttowirk. rtpr.a)11*01T4ilorsi144 loft Ahiglic 611401

* iSiMkit* ilkt/1(11 dotit4 th;:: r?st gat onkEttiittE Arvin CO(10.*Eti.

diwtoiNied 1-,y the athletic ilepattii)eht. ck.

Rerotil. of tttracot riAllifiN1ioY1 in athletic:4, (tom 197:,' k the ructiunt

RugioriAl of hatiOhal data frolditig the Oxrdetilt is 1111cIio

117 Ole /ktii4ttetirt arta Ittcriat 140.0a01/ It/ the fttit.4/a1 411.0t14.

ottonitto ofpfitt4tiecInt W *WI 'Ivry Mono, (thoo irptsh at kelv etrvoallvhelpful tm tOtotin41411$ 1/1/141141C-0/111111$ T*444/1`.1illi tkrt.

*Ito-4mA rit- 010,*.t* tIn int( h.olleote athletk t(Atlik

sitvAr+ *Old repoloion%11111,0 on,tintv-tifrhip intooniito*n, philopophicA watkontni,,fre 0110,04 WW1 tivoto4k-aititolk d1 stv.*./JA*I /1114 1.41/0191 Ahlrl/C :104(4414/11/., Olf/ItitAliattk, *04

con tirrs4:-;ek,

4.4ohowek o.4 (kW, istifoi'41r41 (h-rh #114ow0014.4 otoAtc1.1 41-44.4t,,*(-4 49004 Ike of WOI /t:'/# 14401 fhtfillit 4440* ricoelo, K4i-k ii*

19' 7 kf t-.4x-au.Nr)

40:10101IA341 11.010NiKE fIL ir414415//10If4 Ati#Awc, Itit LLZ *it'6 1430

011/0 1,41-1104e 1410 Oiivkte 1111041*-41 ifitottr4.410;41 thwA1601

Irocivi4,Es,k, JIwt II4 I4 owl top toth coul4:tort, lultriet4t1C/ICICk imt,cn-tiroffte"1,Ofti

Iforopoic*A, *i110 kaitote 444 onic (4ttiVroH ircluoiNfilol tip),

4-1141,1i#510 04020+INC,ft.,, if 04 4,446401401-410701, 010*4106414:411k4" pc110,14141: lirkiffiliPi441/0#40v,

rviwrOft,. 4i4,1qo.i4iikft # io'fli4i014/1 1;4';oielt, t/toillg !),`i,c4/1t,. 4fint

dining personnel, public telation4 hod publieation5 %tall', and othei5 involvril with, ot knowl-edgeable about, athletio t the iti4titut1on

*Interview*, ilti4u44ion4, and mertinp with fenvak and mak *.tudentl, tineludins iitu4ent4 trar-ticipatirt# in itat hJtk. Itutiem4 parpating in intramural and duh +pont,and .4tu4ent4 nor participating in any athletk pnwatn+), academic MOM and other stu.de'nt* invoh-cd with, ot knowledgeable about..Ithletio at tht inhiøfl

SOME TECHNICAL POINTS TO It EFT IN MIND

The fonowi%g: tilf,WtiOnN Aft Mkt-WM tu tn gathering tneanintiOn when wing the model awwwwment locitt in thiw InanuA

*Atway§ ht pott§ in altrhabetkal titder in order to facilitate obtaining An overview of arw§pott, aW wdl teW diffetehte§ in the :WM, Wfiott tot women And Mtn:

Choc/we either tht Last of eurtent academie year av:1*- -vicit% the informatiOn teqUested on anof the model Aswismc toot% for the C74 r-

u An inolc,soti prois4 XtLfl44 iT mit...'ic0llegiote athletic opportunitioteartiW on whkh both women .41n1 niefi coMpete), kid miditiottoI r4tegotio to thr modelak4e§,ttnrot tool to pthet trItvoit inforoutkm ttgatding thor rattgortet

If mroso foothAII And nittio hukrth,sII ;or not waled differently from other men' attdrooin any manner, con4i4ler dekiing thew categone4 from the model A6LtPCUt 1041:

It wottt mho thAn elEo's Wthall and men'ii ba4ketball trcrito dittettnt ReAliiiefit odd cat .egoric-4 Ic, tadhtatc gathering information On the* 4trott4.

',In providing information regarding the "wource ol food;* fot the variotiw Ham 10 tonwidttitt evaloating equal opportunity, refer ro the mode, A.Orktnitilt took th horl IX of insthomot (of o tomprchtnote hitting 0( ttv poothle -worm of lomh. The tikti#1111et firoviol'oOn the §irealig model ilk.WWiletit th31110001 thi§ manual arp not intenled to by114',10.01..

WIWI 4 wok 4sra, 414.h 44 V4iiiirnOt o ttl irci inil nton smolt/ Ihilt Ofie *OWbOitifit* khOidd bi limed oturri the "44.vinct or I1IW :4110.4cify:

plitiwiWitin Of Afroutif tif lima§ fholi Wykitte 4ityok1 hr indo4to6 t thr ettott

*S(.vrral of the Model awomeot It4101, ,14.k tot Intotlmtioh trottiott the coil pet ilukitotottileol-cosdi tdto, etC, Refet bi IIi third ltju untln *Ibe Selection of Sport* and th(I t4 tt oltiroliton" 1* ;he Othrnoton reptding the numhet oudent+ patticipaliN.M ca414 Tort hih nerdol to, thew

I I

III, EQUAL ATHLETIC OPPORTUNITY UNDER TITLE IX

T.,-g1;111,111 ..11.3111, .4 1'1 0..40 11141101,a -Ot 1:411.1,0 41111t:

Nti 4If 4)1111141'

opportunity, 11 rowtally

trrtcfl halt i10$ OW ti) f ; t' Cluthq Moon Prthr tic riclit% 011, hr fowled ifilferrnav ;film armther su' cu tythrMilr

ilodrfmffwed qam.tr f1 Jfn infer:(07446117fr, ilif(fCedfqiarr, dish Of ifflitar/77/'r-il drhfriiCt Offeled 10' fcipioit.- 4nti ree wolf I thAtitutiotti provifirtint t1i tithIctits Arpdfdtefr t P Ndi

Although the titk tX regulition kick's permit 5epatate teams rot contad stiorts AM when teamhawil on t4irlieCtiliVe III, 11 %lint AM% ovmuling "cqual opportunity" dailw

0410 th4t;

tcolirlit whIdi (rt AloonS-(ai intefichold1)11e, Payroll-irratr, rb.01 !It MTh/mut-A itth/rIi? gtvitiPtritittr irgia.rf gthirlie up/wort/nay 114/1'17(1/thri (of high ,artri bt delrfnlining ivhclhtt rqtwi opporlortitie4 Jte.4tifr ihr MN-clot bif 111:14"t ()Mc fiq eivit POW *i ill contidrt. fl7n orherf44

it'17(P70 Ibi t4f Ii ±,f cl*iyfr ott1711cl1tit1 q.1.01h01epcott.itilool*lic !he int# #t s db;:::- to- -hrta ,11 ..4Aft,

fill 17;r prloi .,c..

(iii? Si hobrliyzg, 101 v,zinr4 warlacpt-c.

f t-r,11,1 417,i ,!t.# o7bout4o.,..4't

ri I iit,otholit Opp)(1,18v I1 r1ca(t,),1, !WOW 'kg,

f I z:.nI IfIffite rl.k.41 I (of of tlig.4.1` '!404.A.

es-Jor(v4i1r1I 1,** .4c1 tpr****14. 1111411c4 rti

FIVIIir

r../ 01) i'r.ir1f 414 p/P4//tj ics fr%I) Lrf

( AiH;4;:te

-Mt"4, 4Wi"'14:71' *t4I'f t*1(0 '-!%$4111/11 (.4 P! 011141? 410 OIL4k Ip4mt ijkti !iitt doei;ootoii-roloiio,-, tom 1 itv 1 Ult I J1114*, 6'4 r IVO k.

ti4let 1.vililur rtoo4z- tv<titA,Av 11110,14 0 ii If! 011C 42,V% HI Art.:\ikkitu oix10:4

nitif 14.1 rt. 01401 44.%

%troi4iu'Ap4iolt puolv;11,e-A I

011; uglothlOio 41i. Os:: 41r 1/451*4)ii 091ikri1, ;6111**111...4*:,,,

100 4Mtr iSl'i t. 1.4 vuo=40AS yoltriOftt .111 Ittl!!'j.; NI MO 117:,',.latkiPe' ,i!rili[poT Qtg 4ttPrrit

0,1441 Imo! Aim viimi$441k1 If 4111 AMP .1,1; 41,1 0,1 ft VrIttb 4,..-9,:f!, l 11441r X I .10 I

MOO 14 IN itittSiittiV.> tivjA, Milt gitt

toopitie ote tit .if000ttltkiiitt 1tit19 mftmqii '1,01.vk r 4.k tt+,11-1 wk.i '410t a4t0 .)11,Yrille's,110A0 lit5t t,Oit4tok*, ;OW

" 0'410" 4-Mlit4 l'Ut 14414610° P* U4t4i*Mk$ "I ;48ig 400,40,1

WOO-% A..M/41414 I*110; ',40101110413$3*It-hfr) ile$0"4$0,1/411Aij V.4111001 k400100± We :II

.40,4811 1i ilidiltOtP0-Iti, /-i*c.,1e1W/ioi g;41!i!tiP 490I! ki/V4t) "OW tiPOUtt' 114* PI10 140Q1 0.10 10) .iit.f)() °AVM 1*"1101 .'41"13 .404dit *04110 tialsr-.00404Li c,,u0151)004$ .$1111 wetit covtovo too o tiot Alystori 4011 Oil ktt011!

ifiiiir1UMUA4to if to mom 111,1-ni plotAtt ttootitttioto oto ;01 ,I.Itt+/$0,144*.1 *loll ids letTl*nd i(11

wAs."00 mrit11,4 w 114.1imi Mt! l'!I AlrOottl A148444410 \ I I 1ss ilik3,,kitilAili.51,3 Al.wl J41 mollA

tom$ Auv us utpl$0,ve. hsJ ,timu5t44110 j±Wpile P-31.ke k4S!tio tog 1, 4,101ns

411 ;041*,41p tooitotokitqw ot I IJL 0.0.5 wt tilt,04441IV

iii tOttitt.% tOf kt4,41

,VINVVIV '011111/AAti$ %I/0th 04,11,3014 $41014/1144 aiiiiNs to ti.mo 5&U i/. 101 *114/44 1411 4

-13?114110 10 *011410 tlItIV4%lq,301AHrlIkaI 15.1NkIle \ Nig, %)11IN ,)'Aik15,350W kl± 0/1 k1011111W4i4

ill' PO) iNkl!**/}d '41 11.010414 ,t0411 .$1, .ski k 4 4'W MINilie*,UMII0A4 0310101100 b-lop Xi mit ir iviii paioti pi0 'aktm moo ,:)/11

.,01-1r/IJOthIO Irtitv 0040J4 k.). ttoutl!viu ile33A.o f,a4 op .04,1 II -cife ±4e itopno ALI iddEb A5Liettm4 .tt ttlyaotd ii tottiticilap

uaiiio oto tva 1:+c4.1m Apotow. 1,4e04}4L! .??0315

51* WPM 441015041 t .;oj Ithilitoilaim! ale ,11,041.4:300....).1 ,54141ipokko

00111 *0-"*IY \;,1+,,i137/11*. tIO *),ttid iti0111011,41 q.,11 Avq41N1410i 511 4114)1411u! Ai44'1 XI 0101 Pi iiii1lItfikc314 ,Of..41/10414fIc tvtori

twouvsAto

JIPNIP 0111 win/ p fj,./ ,Inotiud/b/d polio idfrioo juIiii

Joust pi yjmotio putt VfJOitil Ivo JIP Ptusi .11111%10 ' '141Vat4la pitg .,1111 14, piJuolop,ur ito

witor pirme ato pile tt1e0131J -)51311151, JO 1311N10-, t(loq 4;180) 14011110m \ NKI W0110.14001 All S.Ju4Jlo IvItW 041 2I51 1F.i otti :fi;i1u0s)wilv

v.4,,zoir, Ail 1" q.t.., if; roirpl ItrI.1 J,ij 114,

/4rto .inwildtpi14111 rilt,)14$ rto llgto w 4-4410'xi5t4 ,1111

tof ION fio tiolvie0000,) J51r5 te4i pmg-ap li4iffi 'to 14; 1141110 :NI I 11m400 ./i,1

I/Wadi/I 4,4J1i/ 400 mInplfir ill pAdpaiij Iruoie uip

P-11)ilti J.IIM.J4 gira urj Imir4 /Jo/mm/0 )40 1O ttirajc,id ):ppor toco4pre xo US 4-4-mi4Iuo,f1)15/154/1u I(rao) I it/ u

MrSUPirdiii v.ptoplift Ui 4.1,1140,r .w)hilaiiiihtir mat) tile tom) 4 tatiOrUltilOIN, P phr 54-.154554.4 pop 11)541 Jol" hiww6;, livor

ity ,mquir),v,1 ppleop,' ort_qoup,mq le4PgPf4y,4,140 Pio), 'NON mil Jo 1#0,1,),n vV,TInt ml) illbq N.455r3444 solo or romow.14)

In3)11):10 amh.t, 1))/(ip-.)1/11, 1,K 01 mu 5 tiontiptS.14 .)1(1.lo 11 ,Ihtt

ft.cipicnt fIHN ithitton1 operaws ot spotoors intencholustic, intettot.tqadte, dub inthitiairal athicho at CH tt Ittt r pONIAT441Sdary

1041 %kill 4 PPfdrfr Ittth 11 oh 1116 ihfl u CVY41itiAt1qy tm#!$,Sibk Ina tit to

ri.ent later than Hti iv :1, iv

Srotis NIkl-iimmtkium" th.it ths rettH :4F-41 VOW% It) MIAOW

liii aiitc (of f,larkaolliip iii Mr p104 sit. failing r$1 atisleli4"rfolitlw? filathtg to the opyratioth proglim6,

thv adoohnott /wroth for both JIT the

i110141..

lilt iRtI414.14440i1 p411041 414)0 Stpst. lowoever, Apriv 141 eiiiptiophi,if ,,b,..,ritnifot 'ti5ftn .01111011:

VrOgfaris (odutling thc ctivitlitient of- oulaiht the Title IX pi t1sn 4int oilipkiymenttlic1440114,111014 11110101,0111 4'0Vetcd insbuitions ote now lolly in eficct, ate a iitstolvfrettetal, Stab:, and toimi prohibitions against so diskiiiiiination in employnient:

"Spin I., Mvnint,inihnn" t t

[he thIi VirHI irriod 6 wit. a waiime perit4 hewnrOilv hi hike oiiidfaCt clqki J,e neti'iir)' tlittll't Pin complidtht 41.1qhicAly

dirlio all .:,7,ph,veh NI' Whirling MB compliatirr Ng=iired thot ,1411 I itoitnnanee.fi% thlweler, 111e required Mk 144P41421//d.

diArti i4 iftltv)I;'1)ffi trep For (Teri' ItflhiIUfl' h aiture tiortplianteIhr l't/f11C rt A. i,-4;hiatiogi,i, 41k 0'i-it oji, the priirtaom

1)0itossion

IitIf bCC3T11C 51 .11iJ, n I 1,itgh tiw a *A5 4101

Jill 110"1"5. A1114.11,- rtogiony; 4v) 41=4,A iccorkiiiry Rid rott-s.conitary0.47141 41r llnulue tmoIt tole ;IN 1.-4.'clmr thc reg$114ium nof imovtliAte ermiritame:

R.4.16(1, OtlitittSk 410 0:1Vttilif'-:, .1,1C 1:10$ tip ft. 111141 yvat, 41i111ii July t 197A) 10 k:titriply luSty

oh the ,;110*.oicit- tit :;7 lepoi40:14111 11114 vi:441 oiliti!4113R-;4 (ot TIviticimatv ofided

, 1976_1

If itio11104/111 i4404141 ImilLi.741i:Sti5 *lb OW ill! prst/nIJt1t olt rifle ix. t1t,550

0.1'0 Atik 1. it% 154::, th 5rislultf by tivinf 5 ctonionktrilk th.,It tittle Are rtigi

tionriepi (51:1,u10 10 iik1410441v 4141444,411,114 N.1155 101 iudei tl tItst the motto.114)41 P. 1441,0lig +soh qvt flit tit4lAhlr4 lot Oleo titopletwiltation, 111 toef4AVIC thew bAttiet%:

V1/4101111 (4)a101 161 *i1144,1VP,c I5e to..1ka Worn 101 u nri Ailwileilh 11411 011 rahirite

1,4y)rt who, iittti14'-% wleby Appsiine dittioo the L0110101011 rvrtitl snotht frodude 114111-

44qt c1411, trv15,111 0;hlitirk 1404:141t1%, 1,,,,AbrAtolloo Isflli$ 15ti ,-11ft5rmA1 mt41-4ottolvoclitin Ut te5f5totl-

It N t II1t tl SI %NO

1 1,.c 1 Ole 1\ 14'04,4140n lin 1,-, I Iola !Ire 4 14, tt:,44: 11iA1 4441,, 144,,I1r44 whit, It iht. Orr,: toi

III sk`% (1514s-47 104 ..014o,Igr- 414114 (tic, 0 flit S A41. 041001104$

-04111t0 14-,40414:' -0i41 (11450 41111i,14'4 t ,icf,411 441,,ififik44i41' 14 "4%1147111,r4 i4t'r cielC4.560/1 "iPtirti411ii tkt4VIN A Pt i lit iovi 4,1 5r 1I44,1, ell.% mut sevilifii- 05 iHI1MIt 01 1410.

v. rt,

,1,-41,,,,,01,1i4w I5i31 1(114144 fI t t.!4ilt,

Petcrnanc the itac.i of both ,c\TS in the worts to be offered by the institu,not and, where the Nola iN a 4 ,Prtact !q,iitt 4 ir Where IviticipatoN are selectedon the hoo uj competivon, atv) drteinane Ir refahl'oe aiaialex of members ofeach ,set for each 'inch $;-'oft or,W7etl, itt Prtrler lo irelik whether to have singlelev team!, HP teantl von:mord of both ,i,e-Ve.k. Mhattto might be determinedthwugh tre.out5 0$r urfon the kfiftwitolge of athictic fradsolg gaff,adhuhlgratool and athlefi( t:Rit e and fracue Pr(Theicntativfl.)

Rcgoalral %corr mht ratrthoo thv 3.kNottylvnt of infertqs anti ;31.51110v.

"Sr4iftt SIVItml.$101,1$11" prOvitIc't thv tolbm.itig p.1141.411e;

trs determining .student intetexts and abilities ,cducatIonal inctitathahrPart of the lelf-etalution pftweil lhou1i-1 drov the brivdca posstble bast ofMformation, t,t Wort AhOsild be toad(' to obtain the partielpolort of all srg-°news of the educational conmomifr affected by the athicties, program, ast,1any rrirsofrwbk Method ddaptal h ah thstitutiOrt to rbtatit Sad: tlartielpanot4

.able

foilovIng ino otitis) obi-111W:

nelvtot a thin to aetoottnoiate (lftelircly the ttt( ii,1 abt1itie3 of bothc-_trs, which lslal ?taw he tol4, orq-do,fimied eXpedi1Io4th 614 pokiihk an41 in

no (writ later Mar JI,A, r. xthough the plan net4'. mit he submitted tothe 0^1. lee for Cir:! )(Wilk tn_staittpre,t Ahoula congier HamAo ro P-;'$5 the a tiWgiftt'e I I tii0e,14, ftielikl'. rf e. in i.pI4,sp with own

th crotimkt en 4i, ontn hethei or riot to Pro'*ide leritate ti cus t t svotncl ara Tiwr, ti pots McmotatWuth.

/ t 1 leafa 1e, /,(:)Pt rei in a rottlart Ipt"-1` eihic4tio15121

not riligetircfr (4cri,altard4te the )7" PPtelrtherA of hiithvt.pafale traft8 lyl 1i/41 Aptal *al pt required P fryt friCit and votnen

cspre itwren of the Apoti intetegt of ?soh arr not otherwbe4I4'eott1r,i4i4tell. tot eft:ioSirtf, an iratinitims would nor be 'tfi-clicrly growl .ntodatikit s:rte tutrrs'f ess1 Jblbrul 119 wottwo IV ii atolistra all Itt 101,4anrie%

1411HA oft! ppritrd Sop tft teirM118 wi;nstm, hut crav few 00SflettaMe ooaltiv "Hp the Haln tvant

0314 Cli.17:41r1f froaciA 40, "Stott% Skinotoklata !4tatcs that,:

in the decelo,ovnt of the tfwl ohltne PrHOPP. .tflticattottaf inirstaxIhOns, J ofiirt to 41%colilftwiLne trwrolti 410 abilitiet of both44, f(04 vow fp:turf llbl eodlop1.44,(4o1ri' et WI PI ball I1It tot4s#f if athleticpo,oraoo, 4,'He the !,1'4015111:' brat/4,4/4

flu" 4th, WfliHrt 54 rir th4s4P7 oJ Por'44$40.Thir".

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with the "equal athletic opportunity" provisiOnS or Title IX, !tenet, both In determining what atk .letie opportunities to offer women and men, and in being able to Justify dlerence% between thewomen's and men's programs as nondiscriminatory, institutions Must llaVe SUMO Measure of Whatthe athletic "interests and abes of stUtlents" are.

The ilegree of student Mterest (or lack of interest) in athletk activitks has long been used byinstitutions to determine what sports they would offer and to facilitate their longs and shorbrangeplanning. Por example, in his 1970 stud) or the financing of men's intercollegiate athletim MitchellH. Rai lborn repined that the most frequently cited reason for planned additions to the men'ssports progrant wilt "to satisfy student interest and requests for particular sports." Simi OVer

half of the institutions he surveyed whkh were difmnituning one or chow --4)rts cited "lack oistudent interest" aS a reason rot the discontinuatiem.

intel of fern3le athlete§ have often been accoriiled irtN wet& than thee;11$ and tl of tuAle athletes in determining what sports And what kvels of conpetition

an institution will offer. idle IX tequireS thit the interests and abilities of both sexes be 4mrno,dated, u that the ovemq athletic program provides equal opportunity tor WOttithiiind men.

What may iturikly appear to be a lack ,A interest by women may c1ty Ise the retiU4 of lack,of athletic opporttonty in the past. For example, in many instances women luve not hao,the MITIOopportunity as thr- male wunterparts to drvelop and explore athletic skills aid interest4i The ah .settee of expreuee: 1.1tete§1 by women can alien be viewed at a sign nut the institution needs tonerease the awaress of women of athletu opportunities and to develop club, hitt-at-rural, ahdfzuereational prOgraL, a* well a* iiitereOlkginte athletics. for women,

While tbe Memorialitini" Stal4's thAt inttittitiOns "slioul0 draw (upon, the broniestpos§ille base of in, rtriatitili" drtermMin; student interests and abilities neither thi§ atemoran-dam 11Of the tego:Aton mandates a specific method of plocess tot +conducting the e§aluotion.Although the shouhl tic eciliptelientive. institutions should keep in mind that they aef Outroprited by Title k to satisfy all of the real or imagined athletic interests or abilities or iill stustegnh:Nor are they requred to make the sports err opportunitio availabio to women and men identicalRither, they are rimired N..insi), the interests and abilities of women to the Atm( &wet as they014,0 the interoiti And abilities a men, by roviding Competitive oppottunito; addrept theinvrests and ahilibes or eAdi Nt equally,

In gathoting arid evaluating atm dial, u thokild he kept in mittl that modem inteivct and Ail .sty are hot static_ Tic§i is especially true tOr It'ertiale Athlete* who in the past have not nild an equalomehoirre to emikre their mblene noerect or doclop then athletic abitlti The interests andabititiet or women ail likely to incletoe matkedly in the future for a variety trissonv increasedcommunity and tecteitional sports aeliSitlet for W011ien and OW*. ittereitted warts opportunitsrs atthe ektnentaty and srcondarv level, and ichanguit: soeisl attitudes about women in athletics,Intst tisutuikis 4.!ar, elmeet to soo the atliktic interests and abilities of (elutes increate moteroyally in the war (num Man the ihtetests and ohilitio ormAte*.

Althmigh luta tittist the inteleSt§ and abilities or female and nt4le athWes wdl need to betepilatly updatril Mit tevised, IIIC -4Sallibility of these data and the pioctss of toning them willenthle, institution§ to develop osherent trinptanfe plans tor noilitklitiliratort athletic programs$iii4 prosily hotline 0,_1ta apino whAi rectors, can be fileasule4:

While athle-lik' iitetett it not tmsp to nanufy, &OM tialle to pathrr M Holt h0. inifintnomin ;is "WW1*, Queokiits which Might kr e*plisfril

401 latisfs't lbw irlOcita :111.1 e or Serrate at maltstuiterW;} diffc'reht 111N-

A $ ,

What is the telative skill level of the leinale and male students, and in which sports?

What skill kwd or intensity of competition would female and male students like?

Di) students prefer single.sex or mixed teams? prefert:rwe vary by the tyt,petihve intensity of thr sport?

Why did high school athletes either continm, ticipate in sr.,lege? What specific fators led to this decision? Wcrc ia different for fif-Ina:ce andmale students? What ssimhl have increased their likelihood of participating?

What role does the avaitahdity of athletic financial aid play in interest in intercollegiate com-petition hy women and men?

What are the rierCephons of student athletes- and students generallytowards the campusenvironment for women athletes?

Much of the information ycardIng student interests is likely to be relatively "soft:" However,thew md.1 data, coupled with the Process of gathering and evaluating them, can be essential to devel-oping meaningful lonvange athletic plans and to informing the campus community of the institu-tion's increased colieetti with athletic opportunities for W011ieti,

The .4Sporis Memorandum" suggests several methods for obtaining information about the abil-ities or female and male athletes. specifically. holding try-outs and drawing upon the knowledge offemale and male athletic teaching staff, aihninistrators. and athktsc conference and league represen-tatives,

No one methqd i likelY to provide adequate intormtdfmt Therefore, the follow* additionalmethods lot detetniining the illtetests and abilities or students shookt aly.0 be consklered:

Interviews. discussions, and meetings with female and male students not currently partki-paling in the athletic programs of the insumtkin fo determine specifically why they are notparticipating too few team opportunities, lack of scholarships, "their" sport isn't

level of competition Isn't compatible with their skills, lack of intetest in sports genet-ally), it they would partitdpate if there were other tithktk opportunities available, ir theyNeter single.se or mixed teams, etc. In evaluating this information for Title IX purposes.

AltilllOOS should po special attention to differences in responses given by female andmale students regarding athletic opportimitks, The answers or students who are relativelyhighly skilled, tiut not currently participating in intercollegiate athletio, should be givenespecially cateful ionsidetation in evaluating this information,

Intetvicws. thi.cuokns. and meetings with tem* and male student athletes to ileteftiline"len. ""eld flieicnI1 and ahddim newly emerlting inkiest*, and their sxrceptions of theinterests and ahilitivi of other sitidents, 44 Well 4% their perceptions Of the degree to whichUse institlition is prodiding athielk opportunities for female and male stodehts to atxrininio,04le Wte intetots aid

IL.vahiation ts,1411Ve p-attivipation ::oul itaaleah to nirk mr41 olo, antirecteatiOnal tit ti,q. §,

llitenteWs, iliccusoinis, and meetings with irmale and mat t. physical eilm4tioo wavlicfss'oachrs to &lenitive hell petc,eptiosis firm Intettlils and abilities of stsWins, thrO pet.*-,cptions of aiaftges in 111CrrAls and hlit. their plans lot increasing physical Education orother sports oppothinittes tor women, and othet itriAma totosting the intetrtt44col atidtrs

biwlesol

oo 414'

I is

Interviews, discussions and meetings with female and male physical education teachers,coaches, administrators, and students in relevant "feeder" high schools to determine theirperceptions of the interests and abilities of students, their observations of changes in inter-ests und abilities. their plans for inereasing athletic opportunities for girls and women, andotlwr issues rertrding the interests and abilities of students.

Questionnabes to, or surveys of, the above groups to determine their perceptions or knowl-edge of the interests and abilities of female and male students. Student surveys during regis-tration or orientition or in physical education classes have the advantage of avoiding "ballotstuffing" and of reaching a number of students who might not otherwise complete snch aquestionnaire.

Onsite observation of ,;kmpetitive events, as well as physical education ClaseS, club sportsand intramural sports. Iffered by the institution.

Similar onsite observ.oion at relevant "feeder" high schools to the institution. if there areany.

In line with the open ek'altiation process suggested earlier in this manual. the results of anydetermination of student intoest and ability, the plans for changes based on these results, and therationale for these changes should be widely available for review and comment.

THE STANDARDS FOR SEPARATE TEAMS

Title IX allows institutiom 10 operate separate teams for women and men for contact sports orwhen selection for teams is bated on competitive skill. Specifically, the regulation fin section 86,41NI provides:

Notwithstanding the requirrtHents of / the regulation's general prohibitionagainst dfscpi,nft:aiio in allsktics/, a recipient /institution/ ntay operate or.sponsor separate karts for members of ad: sex where selection for such teamsis based upon competitive skill or the activity invoked is a contact sport. How-ever, where a retipkist /institution/ (WNW or sponsors (1 faun lit a particularsport for ntentbm of one sex hut operates or sponsors MO SUCh team for mem-hers of the other .w,v, and athktk opportunities for ntembers of that sex harepreviously been Ihntwa, memtwrs of the exclutMl sex nmst be allowed to tryout for the team ()teml unless the W14f1 involved is a contact sport, For thepurposes of this part mntact sports include boxing, wrestling, rugby, ke hock.ey, Potball, luttketbal and other spsirts the purpose or malor activity of whichinvolves bodily eontaa,

The "Sports Memorandum," in describing the evaluatkm process for determMing whether ornot an institution is providing nom! opportunity, *peciric* that institutions should comider studentinterrsts and abilities, whether moil is a contact sport, and whether participants for each sport areselected on the basis of 4:ompttoion "in order to decide whether to have singlmex team% or MOMomposed or both *otos," floc rifoniorandum sNlls out that

Contact sports mil sports for which teams are chosen by CO/Veit/01f WYbe offered either sepaatek or tot a mato

Contact Jimmt tor defined 4Afeuttball. basketball, boxing, wrestling, rugby,ice hockey and ans' ,o,Mer sport the purpose or moor ileoutly of which ao,obeshOdaV contact Steil ,itorts MSS' be offered sepanately

if by opening: a uom o Nob leses in a contact ipatr au es/omit-ma ins,*tutnal iloes not cOt'll1"11' o'sommo.tate the abilities of members of both sesrs

separate teams In that sport will be required if both men am! women expressinterest in the Sport and the bitereSIS Of both Sexes are not otherwhe accommo .dated. l''or example, an institution would not be effectively accommodating theinterests and abilities of women 4.1 it abolished all its women's teams andopened up its men's trams to wmnen, but only a few women were able to qualm

lft' for the men's team.

Di5ansion

Historically, intercolkgiate athletic opportuMties for women have been separate and unequal.

That is, women have competed with only women (and men have competed with only men), andwomen have had far fewer competitive opportunities than mon. Although the athletic standardsunder Title IX permit separate competition by women and men, thc regulation requires that suchcompetition provide "equal opportunity" to women and men. Even when an institution offers scp-mate teams, it must not discriminate on the basis of sex in provkling oquipment or supplies, or inany other manner.

The decision of whether to offer single-sex teams or one team open to both sexes should focus

on the concept of equal opportunity. That is, what mix of female, male, and coeducational teamswill best provide equal opportunity to both women and men? lf, for example, an institution offersbasketball for men and the only way it can accommodate the Interests and abilities of women is tooffer a separate basketball team for women, then the institution must offer the separate team forwomen.

The standards for separate teams are somewhat different for contact sports and noneontactsports, The Title IX standards for noneontact sports vary, depending on whether or not overallathletic opportunities for women or men at the institution have been limited in the past. If an insti-tution has only one 1CM it a noneotitaet sport (tither for women or for men, but not both), itmust allow the other sex to eompete for 4 sport On this team only if overall athletit opportunitiesat the institution for the "excluded sex" have been "limited" in the past. In making this &terming-tion. it is important for institutions to examine athletic opportunities overall, rather than on asport-by-sport basis, Institutions might assos past femakonak intercollegiate participation ratios,the past budgets of female and male teams, and the MOON( or sports offered in the past to deter-mine if there have been limited opportunities for one sex.

If, for example, an institution has only a "men's" team in a nonerottact sport (such as traek),it MAI allow women to compete ror a spot on this teafit if overahlathletic opportunities for women41 that institution have been limited in the past. This same standard applies to men: that is, theymust he allowed to try out for women's teams if anti only lit:whin athletic opportunities for men41 the institution had been limited in the past. In practice theft AN few Institutions where the OVer.411 athletic opportunities for men have been less than those for women. Hence, even if there were nomen's tennis team, an institution would not have to allow a man to try out for the woman's tennisteam unless he could show that the overall athletic opportunities (not Just tennis opportunities) formen at that institution had been limited in the past Similarly, !ben must be allowed to try out (or

the women's volleyball team rink if overall athletic opportunities for men had been limited in thepast (even tr there were no m(011)110101 Wm at the niStitilitort);

FOr purposes of deciding whether 4 %WINO 1110A1 he allowed to cOMpete (Or 4 spot on a"nien's" team in a notWOritiO *port, intereollegiate atliktics shoula be considered separately fromclub and intramural attitelia. )or example, ir an inIthultion offered 4 noneontilet §1tort, suds 414gYninAsilieS or swimming, to men (but not women) at the intekolleglate level and to women only 41the dub or intrarntital level, women must he allowed to try mit for the "men's" intrreollegiate tramif the overall athletic opportunities for women at the institntion had been limited in the past, Also,

even ii An institution has in the past provided the same ntuntser of ituratmoul actiVitiel (or women

as it has interfolkOate aCtnithe* t'Ot Men, for porpows of Title IX, atliktic opportunities for women

haw been "limited,"

2,

If tin institution has Only a "men's team" in a nOlICOntav I port, it can preclude svotiwn fronttrying out for it only it' U eau demonsttate that overall athletie opportunities for women have notbeen limited io the past,

Also, in a speMic mincontaet sport. if an institution has separate teams for women and men, itcan limit women to tryine out for the "woolen's teams" and men to trying out for thr "men'steams." For example, an institution colik/ prohibit (but is not required to prohibit) a female switfl .mer from trying out for thc nicn's swimming team if the institution had a woman's swimming team.If an imtitution wished to, it could institute a policy or standard analogous to that used when thereis only onr We' team in a noneontact sport. That is, the institution could allow the sexwhich had previously been offered limited athletic opportunities to compete kir spots on reamsoperated for the other sex (but not vice versa). Although institutions have the option of adoptingthis policy. the decision of whether o: not to do so should be made in hght of thr overall equalopportunity requircments of Title IX.

For contact sports (sueh ;IS football) an institution may ptohibit ft woman from trying out forthe "men's" team, even it' overall athletic opportunities for women at the institution have beenited in the past, Similarly, a man could be prohibited from trying out for the women's basketballteam (since the regulation defines basketball as a contact sport), even if he could show that theoverall athletic opportunities for men at that institution had been limited in the past.

The Title IX regulation defines contact sports as boxing, wrestling. rugby. ice hockey, football.basketball, and "other sports the purpose or mAjor activity or which involves bodily contact."Sports such as softball and baseball are not contact sports under Title IX. However, beyond this.IIEW has not elearly defined whieh. if any. sports, in addition to those specifically mentioned in theregulation. it consider?: he contact sports." Ilan institution believes that designating a sport oscontaet sport ("the purpose or major aetivity of which involves bodily contact") will best forwardequal athletic opportunity, it should ask IIFW's Offiee for Civil Rights to make a determinatirm asto whether ot not that sport is a "eontact sport" under Title IX. In the absence of -well a determina.lion by !I'M institutions should assume that the sport in question is not a contact sport. (And,hence. if an institution offers only one single-sex ream in this spOrr, persons Of the opposite Sex cantry out rot the team if their previous metall athletic opportunities at the institution have been Inn.ited

It shimild be noted that, whi!e Title IX allows separate teams for women and men in contiwtWorts. tt doo not require them, Institutions will wish to make such determinations based on theoverall equal a thktie oppoolinity ptovisions of 'title IX,

'11IE SELI CIION OE SPORTS AND TIM LEVELS OF COMPETITION

The Title IX regulation (in section Sb.41(c)) staleS that one or the faetors which the Directorof IWW's Office lor Civil Rights eonsider" in determining whether or not an institution is providing riumle and milk athletes with overall equal opportunity is "'whether the selection of sportsand level% of competition effectively aecommodate the interest% and abilities of members of bothsexes:"

kegarstinkt. athttic k.C11013000, the "Sports Memormilum" also provides the followinle

botitirtrons ,shoold 4'010% 44-h (Or, mak aml kindle uthiktrA In -Moth' at4 thf,45)441hie ++1 ribmvetirtmt vire attonkil approximately the %ame oppor=ttOtitteA to obtatil st-holar.thtpi. Where the worts tiffered or the kerb of evinpe.fluor: differ for mak and female Atsidemi, Ike intlitution Ahrouhl asint its nth.ktis- Irholarstrip revenant to determine whether envoi! opporinnittet to receiveathletic leholarthim are roughly iyopottionsite is+ the number of %Hokum f4r

h ler /swims-mile JO ititerrolkerate oibletiee

4

'tktitkufly. the "Sports Memorandum" states thlt "educational instituta ns are not requiredto duplisate then men's program for women:

lbseussion

A prima) concern ot the equal opportunity provhi.00s, of the 'I'ffic IX regotation is that thet,pes of srotts ottert7d and Ow colnpetit e irnossity or tryst! programs be equally compatible withthe interests and abilities ot female and male tiiterii 1 he regulation does not require that thesports offered or the levels of competition be exas:tly the s:inie for both women and men,

Traditionally, there have been fewer teams (and team iipenongs) for women than for men,Also, those teams that have been pros kkd for women have often not afforded the sanie relativelevel of competition available to men.

ror Title IN porposes, klub !Tints and intrawrral athletic events may be sMgle sex if they arceither eontad sports or if the selection for these teams is based on competitive skill, ('liib sports andintramural athletic* events that are not cont- et sports or for which participation is based On some*thing other thai. eompetitive skill (such as interest), may not be single sex.

If an inoinition has an extensive "competitive" and/or "contact" club or intramural program(of, if completton of the brief model assessment tools on club and intramural programs indicate thatthere may be s.,x bias), the Mstitution may find the More extensive assessment tools and criteria inthis manual useful starting tuiints in asse,F;sing equa/ opportunity in these areas. as well as in intercol-legiate athletics. The equal opportunity provisions and requirements for "competitive" and/or duband intramural s,:sorts ate identical to those for intercollegiate worts.

While all intramural or luti program is not .1 sJithstituzif tor intereollegiate comiletition if thewis sufficient thfoNt Ana Akio, hy sinsknts to wailant it, 4 strong intramural and club program canbe the spawning pound for lottite inteteollegiate ckin petition.

Strategies for liqual Oppornotity

It an instilotion Innis OW it is not providing women and men equally with a seketlon of sportsand levels iii stniipelitu0i which ak'ioniffnUlate theaf toterests and abilities.. It might eonsider takingthe following steps'.

Increase the inimber ssi athletic opportumties tor wonmen at the intereollegiate levet,

Inctease the number 01 "eonlact," "comrietit e and other athletic oppottunities forwomen at the :lob and 'or intramuLd levd,

140s ide the resoiirces necessary 10 ifislease the M-el (11 rriMpentitin (it woffief1'% W1111S1e4.,

ploside 411000114 needed equipment, stipplies, inefeaW of imp)laile the schedule of theteam, hire additionA coal.hing ist training 41Aff, 4": 1GIW}91 current *tan),

PrOsule ffmtiiiy iii inq %h. al ethic-atom e ii s.s iii npgrade rthletic skilk

Work with ne0iboriai in similar lust ro ini to de4clov,onipclitiveNi thd the insidmstion'% neWly elnerVn,i; wonACIL' W0111A-0 adequate intercob

tegiate simpoition:

1-1

1 he Selection of Spoils and Levek of Competition

Model Ay,escinent loot

fiftolent 4,.ottfllittetit iftovtdc the tollokkint! olocoitio ice.,outitn.f. Oft noothet f Iciwile molmAle ,doduntk cioolkd :11 thc

'oolco Mtlf

11,!tf.4.':ft dt:loshmt;

ktfl t .11404

too, .-todcoc,

114,11

2, Student uortielpatton in othieties. Provide the following intortnation regarding student partleipa .lion in competitive athletic program4 at the institution,

0 rook 01.AnIt 01 4,111,it M.1.911 it1/1? pi 1.11(4ifite trOt

Pafrk ipant in grofof mote dot- trott4r`Lompetitt t *NVof "%onion 1" tr4,s14)

t. ?folk ipanft in oneof moot t III4 sport%f"firnxtiffirelitiwe,""tronconlaf")

Participant% in oneor more intramuralwrior.1% evorririll-thrt ontifol1441" Klin It)

t. Patticipant% in oneof Mote inttlentatai

ar/a I' ttipnu Tompowibe.- 'Its.otuMvfatel

WOMeil

Peicent OtNumber female Number

students

Percent ofn1;iI I Number

students

Percent of'all

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5, Clio, worts, I.I ;IL ., -;tm' 31r3betical order and the follo$diN information 1e6ardinp, hqn,

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I's KEY ELEMENTS OF THE EO(-IsPORTUNITY "LAUNDRY LIT=

bQUIPNWslI, SUPPLII'S, AND UNWORN'',

Flic title IX iegularan sk,. i011 41(e) lists "the prov jor C ,Jipinent and supplies"(Id I -pro\ ision It eddies and crvice0 I5 factors wkeli 1;1,-.7:tor of HEWN Office

IN4 ill dintsider- itt ituiertniffing wlttlier or not an :1st i-wpir providirg feir1,7 idrrllC dtlit!tes will over ill qual importunity

I

it5i t F 11 ;fcat (tor, 1,,os n OR'. c,oronwnt, - ,11-4(Ittil,,AVW;0,7 rotCAM; lentivt' 0",%II UM the same ,,Itit! Instances thc uk of

.1 chd dig on th JclormCffl or sport., upptiriwrties for Women: hi otherLick or ' Ua1c eimipinc inci-ased the eltinto.! of turiry or harm ro frniIe ath-

k-

11:tittAlons ;nay not dkcritauldte "-he kuis (it sex :,ecessary equivalent. suponl :totorrits. Id. Title l logutuion tiws not, howevr7. reonw that an ilitrioutiou buy

tit Ihe Name i.quipraent for Winliett O Mon, or that it rcriaec ciipment foru,onen's andto, 'I'S I Oat t it the sattIC III tic Wdely different stanuards i or replacing edarpment Icyv,-,fuenIs ant men's iyants voold, however, nol ou in line with title There are A: f7.74.",at nialP

hy wit I Ii iondrerimitiation UI CfitUrnient, supplies and 1,oitornis Call t rheasuree.,iuding the amouri or number of pieces of' equipment, suip. , or unItrrms vailable The:tr

the tittles hiring which they are available, For exanre, does ti.he institution rewkk theWorneti's basket hal'. k.un with the same anmunt, quality, ;Am.:: ::i:irattaH:::-Ty of yquipinclo surplie,.1n rsi lortm as it mpplics to tlw male basket toll t irv Ou, he women's team have &quip-lift:4 equipment sohich is "handed (ft )V/ H1 k!GR1 L'IIeI1t Ciit h riot ,Th readily avialtilsk til; the

ii equipment the equipment wow is ,1,1 :dir liable Ni 111i-T1 or the same iasis a) V) men)?

Sitmegics for E.:quo Opplittunity

It 4 InAlintr,o N.C\ Inas in tinci:lsider tat lite the following steps:

-.1-111.A.)11

ir'iinsdinfot it, 71 [iry , 5:upplics, and uniformsior both w and tnen's tetil 111', xntral iintitutionalhind. tat,' 'h";ild he taken to ir*.tre 111.3k 1'1116 thew items to women and menv. j majoi itcholl in making pi:t inat sfoltn20, w, well as men, partici-pate in in r these decisions. Note tat !styli put,Jiastic ;:dukl both reduce costs byenabling -lc tnstifution to purliasc ii buk , and provici.. a checking mechanism to assurethat dif ,ttt standards or criteria at t. mit tir,A1 for putclusing ite7ns for women and men.

Pool existmf equipment. supplies, mil iwhr-re poscillo uniform% for lx)th Women men,roil teJSNI;tt thele items to teams F titi rindisc7tfmnatmry enterui.

a V, is'iJletkl Oft liNe of ,-'quipttLalt, ''uptiLt: untlyrtiv, :Jim:fitly used 'IN tznitt. tttint tlivy mc p.sooded wome-C.: youtti...t,ilintitoty

Purchase new equipment, supplies, and/or uniforms to remcdy disparities kixvd on sex.

Schedule women's and men's games and practices in tandem or concurrently wivre possible.so that equipment rooms, the staff dispensing supplies, etc. will be both equallylvailable toboth sexes and used most effectively, Note that care should he taken to ;mare that, in work,ing towards this goal, the practice times and pla:,,s r0, women's Wiling :lit 101 lictatod bythe men's games and practices; such on iilTect conkt lisoriminate ortollo .,vorlen's teams,

Reschedule or reassign personnel involved with dispetnilz.g equivalent, surr,11-- on:forms,etc. so that these services and items are not more readily itvaalable to one sey.

30

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etc, hut mluding umkuis for tuns, (Note: For tabulation purposes "equMment" includes items which fdst for more than one seasoit)

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SCIIEDULING OF GAME AND .ricisertcy IMES,SEASON LENGTH, AND !WNW-tit LW GAMES

The Title IX iegulation (in section 8n,*1 1()) lkts the "scheduling of gams and practice times"itS a factor which the Directot oF lIEW's Office fot Civil Rights "will considet" in determining-whether or not an instution s prosiding feoule "att3 malt athktes with overall equal oppottunity,

Discussion

Lick of opportunity tc,r women% icaill5 to prActiCr AtItl Csittpeic can, perhaps mote thanother faefOrS, dry up butrconin; interest in mhletic competition by women. Often, women's MIMShave been "allowed" to 04 pirc, and practice facihties only when thc men's teams 4i41 not want touse them: Fur esanipk, women's teams have often been scheduled to practice or compete at Mon-venient times or off-hours in ordet to kave the most desirabk facihties and times free foc competi-tion by Inett Motemer. Male teams haw sometimes ban permitted to have longet practice &essionsor seasons al the epense of practice or competitive opportunities for the women's WM: Addi-tionally, the process for scheduling games, as well as the degree of lead time in scheduling games,ha§ often been quite diffetetit for women's and ttiett'5 teams:

Ifecause practice and competitive opportunities often differ so markedly for women and men,it is necessary to mho( sport.by-spott information on scheduling, season length, etc: to determine ifthe overall opportunities for women and men are nondiscriminatory,

Strategies for Equal Opportunity

In determining how to provide ential oppottunity regarding kheduhng, season kngth, etc, aninstitution might consider taking the following stepc

Croft-4We Cie function of scheduling mortice and competitive events and keilitio in oneinstitution-A committee Of Oirkt, taking .4f-t tü akStire that this tofflitlittet tS hat diKfifilitta .toty tO its ctmiposition ot ttiefttattOh, and that nondiscrimination in sebedirEing I dearmandate of the committee. Such a committee might eithet be composed of teptesentativesfrom the women's and men's athielk plograms. ricottal third pattie s. or both,

Resclieduk events And facilities, so that women's teams and men't tams hoe equal oppor-mow fot both the most "desitable" And "undesirable" times, etc: Note that "desirability"tan depend CM such l'adots as the day or the week, time of day, number of gimes, sequenceof games, scheduling of "home" Viltsils "Away" gams, conflicts with other institutionalMOON. VlasS Whethillnf, and the effects of the arTantplient4 and timing on spectator interest:

Scheduk women's and Meh'S fame§ anti pfactices in tandem Or concurrently whew possible:Note that sfate ShOilld he taken to assure that the practice tiftiei and places or *own%teams Ate not dictated by the turri's games eomi practices; mai ith &et could discriminateAgAino the women's teams,

itc"4hie4ule the of4ihholity ot Nuipment. supplies. umforms, equipment and traWni rooms,fia0141es, pewnriel, support sets-ices, etc: to 4444tv nor

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4. Guarantees, Describe the infhwnce of "guarantees" (i.e,, guaranteed payment for playing a par .ticular school in it particular spor( in a partieuk miawn) on the sclwduling of plows for the fol.lowing types of tvtoos, foeustng on different treatment of wonten's and nwn's kams (e,g., leadt(me for sclwduling, difficulty in altering schedules),

a. Women's teams (Indicate any differences arrvm; tt

b. MenN football

C. MC114s basketball

Othee men's team (indicate any diffemices among I m )

!I

TRAVEL AND PER MEM 114OViANW;

The title IX ti,Tulation tin section 86,4 1(c. ) lists "travel aml prr diem allowant-!--- IS OltV

the factors which the Director of IIENtrs Office for ('ivil Rights "wdl consiciz!r" leterminnigwhether or not an institution k providing fentak and mak atHeteN with ovot-am equal cpportututy,

Discussion

Often the amount of travel. the mode of tras-el. the muount of money allocated for food andlodging, and the source of these funds have been strikingly different for *Wilt n't; and men's teams.For example, women's basketbaH trams have sometimes had to provide tlwir own tr.importationand pay for their own meals when traveling, while their male counterparts has): traveled firA-dassacroVi the country at the institution's expense,

In deterrnMMg whether or not it is providing equal opportunity in this area, In institutionmust first examine the per diem funds being allocated for meals and lodging to various ferflale andmak wartW Then, it is necessary to examine the travel patterns of different IOW% (Le., the dis-tances traveled and the number of trips) to determine if differential scheduling decisions ate result-ing in the provision or-unequal opportunity on the basis or 5ex_

Strategks for Equal Opportunity

In determining how best to provide equal opportunity in this area, an institution might coneskier the following options:

Provide all athletes (both female and male) with identical prr diem allowances, including theamounts allowed for lodging. meals, and other expenses,

Schedule women's and men's games with the same inOitt-t4t.06,,,i :tandem lc rat :41011 po.:!Able, so that travel costs ate simultaneously srikkre:q arie akirlrfivsq Note thgx c,4t, AlOtild betaken to 3i:taut thAt the contrIv3itive seliedtale* of the w011101's team ate MY diclarvd by meMCA'S schedule; quch an effect could disehminate Jgainst the wortun's warm,

Institute procedures and specify a clear institutional policy u inNore that coaer hisCA, cars.and other vehicles ate equally aalIable to women's and mei!

To the extent possible, toebedule gaMeS iii thtne teams whicfl account for the traiority oftravel with schools which ale 61Vt,

19

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OPPORTUNITY OF STUDENTS TO RECEIVE COACRING

the 1 soetion 86,d I te 11 lists tho "opportunity to reeoivo voauhitig" tIS 011Vot tilt* faCtOts lik OileVtol' of UM\ Office for Civil Rights "will uotiskla" in determiningwhether or not ail illstitiltioti t ptovidine fe wale ;old ural0 athIet0,, with o\vrall equal vportutiity.

DiNertstini

Wr.ile Title IX does riot ve,puie that ;ill idi tiiI nutniwi o troAdies 1w 0,,lovtl to women's

anti rth ut Ow 'Immo of tlw sports or Ow number of participants. it does require-equal opportunity," "I bat is. decisions ;111out such iteins the number of etuches per team mustbe determined by objective standards. such as the nature of tlw sports or tlw ntimberof participants.irther than by 1110 kes, of the pAtlikipAtits III 4 N1'11041.11' 01111Vlik"

1%'ouieri athletes have histomallv had Iewer eoaches, coaelies with less tramIfl g. and fewer"coac!ting hours" than their courit.ipatts ou mak- tnn Wiltnyll*. te,Mh 11,3W powrally not!wen afforded the sante level or ".issistant L.00e11" support as the niett's

Since piograins for female stukknts are managed primarily by women (and programs tor Mulestiktolts V managed primarily by thav is often a close ielatiouship between thv opportunityof female .siudents to rVkl.°11.' eoachinyt and the opportunities AMOCO W011101 420,1411cS, ItOsivevvr.

siA A petsillt ht" tii.tl is A ilislitiCAtion to deny students the opportunity to reevivecoadimr:

Sirategin 1tr lAtiAl Opthowlity

,A11 IniAt consider the bII ovoly Opt unr. iii; lends that the oppoi Utilitii s. of femaleathletes receie c4lachiny Ar k. kss th,in 1110st tit 11141V iibni

Itt,t04,0 thv ot kOtiklik's <ind:ot "moot otA, he, Av411,11,10 to 1110 woutert'., teains by10010 Ailditiotiot hill- parrtinw coachimi

hicreic4.- the willow,. 01 hnur, during winch coaching u. available to women's teams by re-scheduling women's arid men's coches, by ptol Omit opportunities for wittliOn'N and 11101sk,ciadlo to eoa..ii both 4 s , by providinfi coaelies 01 iktillivit's lcalits with AthillintiAl rdeasc(1

(Mil:, VIC.

NOVI& oppottlitlities lot parallel women's 411i1 tvatos li,34,011.111) It, shAte b;0411,

.,ustd titIt (VT. , iuuI tltIlI, 14,101A'', WOlti,NItop%, nwelinpst:

SI501/41 1/10 al 10111411(A' ul l'oadieks ot SS oineii'% teams at wo1Ishops of clinics aimed atHullos inv the lciel or 4.-4hliet OE

PlfOnle otitioltiMilii's I,ui ',A4 011411 sto4lerits to A/411011k 10 clilikg teniAlc in mak k2044110,.

OM% ,IliMihnit them equal opp,ittundy to develop coa, boor skills. Note k.mv NI11,010

hkoll to ,o.''1 414'10filorig moile othloih to III,IL 01..10w,

Opprolioni y Sindenti In iteceiwCorichIng

Model Imesinient Tool

Provide the following infrnmAion regmling the oppormily tr1 woinen'5 and t»Cn's lens lo receive coaching,

,ffr ior !pi

ACADINIC TUTORING AND OTIIVII ACAIHNIC SIAIVICES

The Title IX regulation (in section 86.41(c)) lists the "opportunity to receive. , .aultkmictutoring" and the "assignment and compensatkm of.. ains" as factors which the Director ofIIEW's Office for Civil Rights "will consider" in determining whether or not an institlition is pi o-vkling female and nude athletes with overall equal iwortunity.

1)14(11%01)1i

Sonic instittitions provide academic hitming and other serVices to assist the stildent athleteacademically. In some institutions these services have traditionally been available to male athletes(generally football and/or basketball players), but not to female athletes, In some instances therehas been sex discrimination against the tutors or persons providing these services.

If an institution finds that it i4 providing academie tutoring or other tiCiltkinte Services Vicki,entially to male athletes tit Wallis. It flilist s4S thew differences in light of the overall "equal ails.letic opportunity" provisions of Title IX

Strategies for 1al Opportunity

In determining how to provide equal opportunity in thk area, an institution might consider thefollowing options:

Make t b.:!se services available to all students, not just student athletes, on an equal basis andfor the same fee kir athletes arid non-athletes alike,

Make the availability of sudi Netlike% (kpendent on academic standing and ability, withfemale and Male athletes eligible tor these setvhes on the same basis.

instittitC procedures and specify a clear institutional policy to avaire that female and maleathletes have equal access to these services.

Cease providing special academic tutoring or other acmkmic services differentially to Ali-letes

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FACILITIES: LOCKER ROOMS, PR Amu. AND COMPETITIVE VACUITIES

The Title IX regulation (in section 86,41(c)) lists the "provision or locker rooms, practice andcompetitive facilities" us one of the factors which the Director of HEW's Office fot Civil Rights"will consider" in determining whether or not an institution is providing female and male athleteswith overall equal opportunity.

Additionally, the regulatioa (in section 86,33) provides the followiag regarding "comparablefacilities" for women and men:

A tecipient itistitution I may provide ,sepatate tullet, lbeket WW1, and3:tower facilities on the basis of sex, but such facilities provided for students ofole sex shall be comparable to such facilities provided for students of the other

VGA,: si

have often been treated as second.class citizens in terms of the facilities whichthe ittsilt61--, otosikkd to them. In the past it has been conanonplace for the old gymnasium tobe "retire tile women when a new one became available to men and for women's teams to havefewer aim di;. imble competitive, practice, locker, and shower facilities. In some instances thelack of on: shower, or Watt faciPtics (or the lack of supervision in these facilities) has beenused as a jtuta'ication for denying women equal opportunity in athletics or in other areas. Althoughsingle-sex List ui such facilities is permissible, it is not similarly permissible to use this lack of facili-ties as a ittitification ror discrimination.

Unde 1 itk IX all facilities must generally be available without discrimination on the basis ofsex. Locker vionts, toilets, showers, and other facilities available to women and men must be com-parable, A c10,2 inspection of the facilities which women's and men's teams use, as well as a carefulanalysis of the access of each female and male team to various facilities and any related services, isnecessary in order to assess whether or not there is dir.rimination in this area.

Strategies for Equal Opportunity

If an institution rinds sex bias in the provision of, or access to, sports facilities, it might con-skier the following alternatives:

Develop a uniform institutional policy regarding the use of all sports facilities, making cer-tain that both sexes have equal access to these facilities and are equally involved in makingdecisions regarding the use and scheduling of these facilities.

Implement specific procedures to carry out this policy. For example, form an institutionalsports facilities policy committee, with equal representation from the women's and men'sathletic programs, to coordinate the use and scheduling of these facilities, Alternatively,this sports facilities policy committee might be composed of, or include, persons who arenot directly connected with the conduct of athletics. Whatever the composition of thiscommittee, care should be taken to assure that it does not permit sex discriminatory accessto facilities.

Remodel facilities, and/or extend partitions, curtains, dividers, etc., so that facilities can beused by either or both sexes.

Reschedule the use of facilities so that both women and men use facilities at prime (andnon-prime) times.

46

Arrange locker room and other supervisory schedules so that students are not tionled equalathletic opportunity because or less supervision or the unavailability or supervision. lmpkmeth alternative supervisory methods (e.g., using other employees or graduate or other stu-dents as supervisors) in the interim if there is the possibility that supervisory difficultieswould limit athletic opportunities on the basis of sex,

47

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I Lotker room foellltles, LW the moullootion of locker room fgiJffl1 ond describe thew fullItles In term of the followiog:

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ht44

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ly 1

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iktta

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tt ,I,

si tr

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er N

.116

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wai

ler*

rtA

netv

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rgi 4

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f It

" , e

-si,

:1

reet

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-lhe

pine

lane

telle

t op

41.,%

141,

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&Itt

lust

ittk

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mer

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ree.

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m d

igoi

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itfl

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t, W

oad

rehl

heun

ril w

him

*11

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t121

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, le1

4 ),

ims.

6, Spectator or other facilities. Are there Any other differences hi facilities (including spectatortraining rooms and equipment rooms) provided to female and male teams?

YoLi No

tf "yel." identify theiv 146,lities and docritv the niturv nU vitent of any differences, indicAl.in* difftremes between teaim oul the si_ir o. of fonds,

MENICAL, IfEALTIL AND 1 RMNING FACILITIFS AND SERVICFS

The Title IX regulation (in seetion 1() II\ t\ "pwvision of niedkal and training facilitiesand serviees" as ti fadOt WItiell the Director of IWIN's Office for Civil Righ( s "will eonskkr"determining whether or not an institution is providing female and wale athletes with overall equaloppor tunity,

Addnally. the regulation toi \cdion 1i1c thr billowing ern tequirementsregarding the prOVUOM1 Of health and insurame benefit\ and serNik:e\:

In pnaiding, a medical. hospital, accident, or hfc insurance benefit, scrs.-ice, twilicy, or Plan 10 On), of tts students, a rtripient shall nofOffni°41e WI the ba.t4 of Att. or porn* Auflf policy, or illan inej ntintHrt *Chid? w ultI Vi(Ifine /the requirrments of' the tegulation regardingnondiArrimmatil,a os cinployrnent I Pus section Own not prohihit a frapientI Ingtnutton I front prtwiding any henclit or unite whieh may he used by ii direferent propottion of studentg of one Aet than of Me orher, ineludin,R family,ervitck However, any retipirm Provnit'S full ((At/4W/lath Wrier Skill prmide gynceologleal par(

1)herpo.ion

Infititution\ sointlimes ptovide \pecial medical andinr training fwttiIsc ttn1 WiVice410410flektOften. (hew \ervii:e\ have been preferentially available f0 Certain Mak teams: FM example the inoktution'\ strident health servige may ptovide ftee mediol ears* to the male (M OM thci, female) bas-ketball team or the mak 'but not the remAtc) team may be provided with \peeial health insurance:

It i* ne--cewry to look tod a 4I medical jod health imtliath:e. the 4vailability sid,;ird wrv.ies provided by, trainer*, \ervi!* ef(*Otleil lo.alhleteti by the olkge ciIth wrvkc, 4n4ItklOutfilelit§ 4nd Pf4wboon* W Mewing \ providing equal opportunity.

Strategic\ tot tqual Oppottunity

In detetnnning bow to provide quid opportunity in tbi rej, insf0o1 'on might cOnt, act theWowing optinIA:

Provide equal aithi ontipteherklve iwutatlic rfogtauO. 10 All tnkIct1I 4thicto,regantlo.%04

Dollop A 4tiliOle Iklaff4A141 (Of both (emote Oa Mak AnikicA tcgnlutg 1k (*iv, white., MOFAtc111 of health. athil Itaining wtvhes Mut i ditto whidt the iticliltitiOn efovitle.a.Moe teptvelttativeA Itottl the wohtehNi anti hietta% thiette pfogtatits. Of hellttalpatty. tormulate oidt tandards and Jointly mitche tiervic11. ek., taking catr tO4+.1.ote thAt ihete Iattaw, 4lo not have the rtte:t ist J f tan the Lj kit

ro,-.1 J ir ict whefr fif bolk sAonsonea 404.1 uit fc'Afti

4

Mical, IkiIth, nd Tmining Favilitim and Servico

As!'itssoom

Mrdiol 411(1 hOith tilvdkjt md killIt polioo or covaiv provid lot ti ghlyto deo homy ivoy

Imo 114x 0411A 10 poc Yvs n ir rob Ii followlog iItvIt

a. Spot4 tot

th Metaypovirksi

(.° si Pi iiti

Niferfif ih 1614

foffitO iffdiff IA;

OIL

4 too ofikssoi

410144 tq

f he4((t ftil004 W Pol4iti

f SMOi Al NO4 f,i,f

Ofialeft If ,

ithitif: Imigtl,

Ofm. ft! ilogi-nent,htthil rekIttt, 01401 A.

Init ifigr WO 1

i WI a4 olliof

ffiffiffr* prio

otsi,of#44ttiottoomvotliiitv,4410ilt f , {mit

#0 iff ioit ON,

401.94001(off:

opt( 1,.... - , - "'"4-:;:.4405zatver".." Izzr.vzIp.mtg-too: " t':4-,;1-:',-7,,,VgnaiokItig.:.,-"",.....a AVI:V:;:e4.t.t.7r.4.Z.=..a,;:.....Z, -""-- lt VAArattnat

;14

r

TrAilleffi, Art Ow y if t1 iot Mier the km* or 010 11111110 tti11110 r.1 No If "yt8," provido th followlog infortution:

,

-

Ie

I0

'q

....,

;I;

14..a

i

p

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forkit

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f. ,14N1(t et litot6

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........,.....,.....,,.....,___,"-

J. College lirdth service, Poo ilio col* health service provide any extP or diffmt servien for female or !rule student Itliercs?

n Yes n No If provide the following inforrinilioni

,

Ntr;o1411rooll

nafint Col010

Medial ttealment

tot Ithlelk It Otitl

c, MAW prowl01111W pc,

1101

(1, Health st4

wpplin 01 equip,

mem

0. Ilt1 otitt flHh

'or ddititni 41kIM

lot ghltiol.

S(suto oi forgh

01, miNtitokilby litilth Wftia,

tint ift ftt0'5

410

Ir"^rtIMNK4X7042

lb

trartr,rt-reu...v.sWtr,14.,c.3MOMILTAernstr,

1, Medical minirenienk and oilier provisions, AN Oleic any oiliff diffmni [Baal quirenivins or provkions for womon I ifien?

11 Yo I No It "yes," provido tI fulIov inforrnalion,

ItIfil flu! fuv. A

ph)tk:140

L.td; artifice('

114kcal

flccilc;1 l ftettoti

AH1146110 01 0111(1

ftldd iklitf4006,1 00tillafk duftng ram

pulite

o144 0141 J11

Iriedit tilok oi

fq11101(44 +if

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TZ' 41 1 , .*

IlOUstNi; AND DINING VACIlittr.s AND silt victs

*I he ink IN regulation (in sec tkm f(e)) lists the "ptovkion of Iffnng find dining facilitiesand ,ervii.cs" as if lin tot Minh Ilw 1111rf:101 Of Office lot it Whig "wilt coilskla" Indetermining whelhet or mot an institution is ptoviding female and male athletes with ovetall equaloppot tunity.

The reg ai tin witionc 86.11tat and OM alRo snakes the following general requirementstegatiling hoolour:

Genehtlly, it teeiment rust. On the bath se,s, apply ,Ilffetettltides ot reRulations: impose different fees or tegtdrementi, of offer different.wrvicey of benefits, related to housing. except al provided in Mit Neetion( biding housing provided Only to married students),

llomIng provided Ay recipient.

( I 1 d tecirirlIf thur pfAide frpollifr brINICIfIg hoHit 'Of let.

lbmong provided 1!I a recipient t.0 ttlEI5'h5f, of frnr VS, %Own40/1rutted to that 00%440 to qu,kriti of ihe Whit WA', be

as a IA hole'

lir Proportionate In quantity to the number of students of thatWA" applving forsurh housing; and

Oimparable in quality and col' lo the Aludoll.

.AdditiorlAly, the 'collation (in set:tom hibiNch) spdk out standards for nondisctimination in"othet housing" and tin ikeCtiOri 8(01) 1)4:.q.11kally ptqvides ;hat, while certain facilities (toileh,locket showets) must he "coniNtAle" for hoth sexes, they Lan he Inovided separately by4ex.

Dist ovvann

Some instilistOiss has e provided male alob les with ("Alai housing and/ot dining %mikes andfacilitiev In s.intie instances living in "athletic doff/Ott:flies" is a condition of receiving Adak lcbol-arshin alli.4.1"-:e in c:fmain ip!ots and n.aiionally athletic &orttment% actually operate or MOMbonsmg or dining t.,-Lcillities ir,ecificall%. for athlete;

Ii ccial Athie144... 1101P,Wi; and doling tA,itillcs are genet ally on Iire to kettain male *pot tv.On mott 4,:amp1it,o. female aihietc-i, no7 the same hon%Mg and dining I acilitics available toathlete 1(.111;41e students.

incritonion 10 Ck,31110X a number 1 apevit, ccl hmilOng ;mil dining tetvi"4 .40faailors to dcktrnuir if drove ...vailaNe female athlete% arc comparable to thme available to male

in otdet to &let mine this, an 41011141nm Would need to deletmine first if any athlete%receive any sp'c ial, dif f emit. ot rrefetential treatment rekAding homing or dining MiNiceslies. if 5oirre or all athletes are Waled diffetently in thi% reeatd, it i% then necessaty to evaluate andcompare in .,;eme detail the %mice% and facilitiei avadahle to female and male athlete% to determineflow hi: in provide equal opportunity.

54)

Strategies lot bloat Opportunity

;In uttnlinn irkh ilIt tilllitiatiOn 01 In ming and/ot dining service ot ladlitws: it tnightconsidet the tollowing optiotw

.ke these facihties and setvices available tout/ students, not just student athletes, on a feebasis.

integrate these fin Mlles ndo the pool of housing ;Ind diffinv holities available itetwrally atthe institution.

Resdiedide Ut atttInJtC the use of midi facihties so that Mae is hot disaitititiation vt-i thebasis of stx,

Develop a uniform policy tegarding the use of all such housing and dining facilities tot bothwomen and 'nen, making certain that both st!r4es have equal access to these facilities and ateequally involved in making deosions tegatding their use, implement ptmedtites to cattyout this policy.

!looking and Dining rieilillek Ind Sett kek

...1.;

h ;.7.;

Model Msemirol tool

Homing generally. Are Joy housing Whiles dvinilories, houses or pals of dorniiiories (ir houses) uscd c$clugNiy orpricirily

by siodaii athletes andfor do lioy Aides tuck any diffetenl/prefeelidi tremenl tegading housing? t1 Yes I) No

II ifs," NM* Ilie WOWing idol fl1JlOfl regmhng these housing

V

0.1

"

2. !lousing costs. is there a cost diffetence either to the instituthm or to the student in housingwhich is available to female and male student athletes?

II YesLI No

If "yes," provide the following information.

a. Descrihe the mitilic and extent of the cost diffetences, indicating any dill..:otences among spe.c.We teams,

h. Indicate (by team) the source 01 hinds for "picking up the tab" for these differences te,g.,additional costs absorbed by student room and boatd Ices. additional costs included asline itelT1 in men's football budget, or additional costs paid by student athletes,)

Siw

eill

dining

11311s

"mlning

131)1es"

8euerilly,

Aro

(Hi;

speciid

r diffetenl

dining

servIce4

u 1ititic

providcd

lotstohnt

Yo

11N

o

II ty''

och

opleti

of incoos

mill

limitidc.

follomog

1111(44101w

4. Dining costs, Is there a cost differen-e to either the institulkni or to the student for any specialdining services rivailable to female and male athletes?

1.1 Yes

1'1 No

If "yes," provide the following information.

a. Describe the nature and extent of these cost differences, indicating any differences amongspecific teams,

Indicate (by (eam) the source of funds for "picking up the tab" for these differences,

5, Pre-Ciatne Meals, Are any sroci:d pre-rame meals provide(l to any student athletes'?Ll YesEl No

If "Yes." attach copies of menus and provide the following information,

a. Describe the pre-game meals which each of the following teams receive: women's teams,nien's football teams, men's teams, other men's teams.

11, Indicate (by team) the source of funds for "picking up the tab" for these meals,

Other housing and dining services. Ai t: there aoy other special housing and/or dining services pro-vided to vnite or All te.ims (e.g., reserved looms in dormitories, refreshments during or aftergames)?

(1 YesU No

If "yes," describe the nature and extent of these services, indicating differences between women'sand men's teams and the source of funds,

PUBLICITY AND q JIJIJU RELATIONS SERVKI:

The title IN legulation tin section 8(,,4 I (e)) lists "publicity" as one of the factors which the

Ithcc(t), 4,I ili.%V. nticc lig Civil !tights "svill consider" io detvonining svliether in not an instini-non is ploviding female and male athletes with oveiall itjtiil wpouttmity,

The "Sports Memorandum" 5tate5 that institutkins "must not discriminate On the basis of sexin the provision of Ill'Cv!,,1/4ary equipment, snpplies. facilities. and publicity for sports programs,"

Some institutions provkle tniblieity and/or public relations seivices lot athletic teams, Althouphthese efforts and smkes have traditionally been available to inale teams, hut not to rUIILAC !CUM',a number of institutions have begun to powide these services to female teams in the last few years.

Student publicatiork should be reviowed during the evaluation process to determine if theyprovide nondiscriminatory (.ovsn:dge, keepinp in mind relevant Irccdom of speech considetations.Sonic stinlent newspapers operate under a code of ethics (which includes the obligation not to disctimMdte on the bdsis oh so, in their overall publications), with a review and dismissal process forviokitions ot the code.

Strategies tor Lqual Opportunitv

In determining how to provide equal opportunity in this area, an institution !nigh: consider:Aing the following steps:

Hold joint public relations events for women's and men's teams, rather than separate such

events for WOrnell and men,

Centrali/c or closely coordinate the publicity and/or ptihlie relations services for bothwomen and men, taking care to assure that these services ate provided in a nondiscrimina-tory mantrr and that women's and tuents teams have equal access to these scrvices,

Iticreihe publicity and/or public relations services to women's teams if they do not currentlyhave the same acs-css to these services as men's teams.

Ihre a sports information director for women. if currently only a sports informatiimtor for men is employe] by the institution. Alternatively, the institution could redefine thejoh of the current sports information director to assure that he in she provides servicesequally to WOIlleil'N 411(1 inen's teams.

Piovide additional mechanisms teutii Iiicetrti, 101111 konimuttec.) to las:dilate thedevelopment and unplementation of publicity and public relations services which provideequal opportunity to female and male teams.

tiC

1101111(0y ;0011'011c 4116(10, SeIvkes

h100b1 A,so,10011'1'0111

I, ;IN public fV131.1011 SctVitiN I 10C(111l! iu lletc01 plflicily Of wpiiCeS WhiCll the ins610600 inoi(les to

letffis 01 Ihe lob*:

IV. lundomi

book; ind flIt1II hrodhres

Loon,

1,01011 Neil relcvo )11,16 collitc)

ttltiltriup

oviLts

iViVphilliv lotc9 41,1 Nrws

Iti{lolin lot 0...m",,

W1141 ,111,,V1)1 philloalpflCf 0.11111k

2. Sporb ioloriNtion director, Does the insrdution irdve d sports ioloroRitioo direelor (or directoq n No

It "ye)," docrk podoo (thoe posilims) ;old 111e servicos ill lerills ol the foiloolk:

NInho of I lit

peOplc etnphp'd

VP!! tIlIi

S't I 111r,v

th(",.'

Sqwe thi1,ity

IIIIIL}t 111 kern'

filo 00* tirr

pfso luncheon; J1111

hunks HI?

92

3. Press box. Do female and male reporters have equal access to the press box for all athleticevent0

( I

ri No

If "no," describe diCrerences and indicate the rationale for these differences.

4. Coverage of athletics in the student newspaper. Describe the nature and extent of coverage ofathletic events by the student paper for the following teams. (Attach copies of coverage of ath.letics,)

a, Women'f teams (Indicate whi:h teams are covered.)

b. Men's football

C. Men's basketball

d. Other men's teams (Indicate which learns are covered.)

()8

4,-

V. EMPLOYMENT: ASSIGNMENT AND COMPENSATIONOF ADMINISTRATORS, COACHES, OFFICIALS,

AND OTHER ATHLETIC PERSONNEL

The Title IX regulation (in section 8(,.41(c)) lists "assignment and compensation of coaches"as one of the factors which tlw Doectot of I ILW's Office for Civil Hight% "will consider" in deter-tinning whether rn not an infoitotion is powiding female and male athletes with overall equal oppor-(ointy.

Sloteover, 1 itle IX (as w:di 4 S MOOCt Of Oti rOci,11 and State provisions) prohibits oneettiployment disonoination on the basis of s in covered institwions. tettol:009$ra...I8 arid Sn..51 hoosigh 8(1,10 ) desfailTs in some detail the specific prohibitions against sex dis-crimination in student employment, employment critaia, recruitnwnt, compensation. job classifi-cation and structure, fringe benefits, marital and parental status, the effect of State or likal law; orrequirements, advertising, and pre-employment inquiries. (Additionally, the regulation allows sex asa bona fide occoparionA qualification (or a togi occupations.) The 3.year "adjustment period" thatapplies to athletie programs affecting shulents does not apply to emir/opting discrirninatiim inthese programs;

Additionally, 1.1wcofive Order I 12,Io prohibits employment disciiminat oo the basis of sex.tace, color, religion, or national origin hy Vedeial collo-mots. Title VII of the 19(14 Civil flights Actptoliihits all employers, inebiding those which do not have Vedetal nimnes, froni employment ilk-elimination oti the basis of sex, race, color, religion, or national origin. 1 he Lqual Pay Act of Prh.1prohibits all employers from discriminating on the basis of sex in salaiies and other compensation.

Ihseussion

fatilpici of discriminatory ttealincill of i4oitien in empwymeto ace commcm aro comples;different salaries for women nd men coaches and of ficiak. different contractual agreements. differ.ent opportunities. for advancement. And, although the often different structures of woolen's aridmen's athletics 1113ke compatisons difficult, the existence of diffetent storebires does not diminishthe institution's obligation not to disetinunate,

It has not been uncommon tor women coaches, administrators, officials, and other pervmnelemployed by the svomen's alliktie department to receive less pay or fewer benefits than their malecoutifertiath, Althimeh tuch de.ciiminatory mactice: have dearly violated Federal (and ilicnState) LOW, they have not been vigorously challenged until recently. The main Ctiirtia rot evaliutingwhethet there is equal pay fot equal work ate the ainOtini of skill. effort, and tesponsibility inVoisedin the Job. Thete have been decision; under the 1qual Pay Aet in which the courts have, for equalpay purposes, compared the salaries of female Ind male coaches in similar, as wdi as identical, jobs(e,g., the salary of a female softball coach has been compared to that or a male baseball coach).MorvoNcr, ir male coaches as a itroup are consistently paid at a higher rate than female coaches as agroup, the question of a pattern of disc tiMination Anws.

Oftentimes the conditions of employment have been quite different for persons (genetallyworhen) hired to Orkach women and Petstni* tgenetally men) toted us toach men, rut exampk, thecoach of the women's basketball team might also be requited to 1,nch terrnit and (or teach in thephysical ethitAtiOn dOfialgitlent, while the coach of the men's basketball team 4kvotes full time tocoaching basketball. Or, coaches of men's teams might be able to negotiate longer, better. ot other,wise different eontraCts than 'coaches of women's team+. Or, the opportunities of women And mento gain seniority or tenure, or to be promoted to administrative positions, might dam. Io part thesedifferences reflect the diffetent 4Itmtinef, under which women's and men's ptograms often operate.

Discrimination against (Men athletic admittistrators and coaches has, perhaps more strikinglythan atty other fortn of employment discrimination, a dual impact: in addition to discriminatingagainst the women employee, the woman student suffers as well because college athletics are oftensegregated by sex, Vor oomph!, if the coach of the women's basketball team also has to coach fieldhockey WO teach two classes, She. 4...annut tit! eXnCeted to NOVit10 the tome quality of coaching toher 'telltale Sttnklits and teato members that the coach of the inen's basketball tem (who Coachesbaske(ball roll time and has three assistant coaches) is able to provide to his funk team members:

In the past many athletic programs have followed a policy of hiring only women to coachwomen and only men to coach melt llowever, it is becoming increasingly clear that such a distinc-tion is not permissible under the legislation prohibiting employment dhcritnination, including Titlelx

Although 'title VII or the 1%4 Civil Riglth Act pennih employers to limit a job to one sex irthey kan ,,ntns7 wsi is a "innin Ink occupational qualification" (100, the courts have inteopteted this exemption vety uattowly, lor example, acceptabk bfoq's have incloded "lingerie fitter"and "testroom attendant" provided the attendant is in the restmom while it is in use. It is doubtfulthat sex could ever be justified as an acceptable "hfoq" for coaching or training jobs, since studentor other assistance can be secured for locker room supervisicm. While the rights of privacy .of bothemployees and students would be protected (i.e., women and men ate not required to use the samebathroom or locket room at the same time), the lack of facilities cannot be used as a justificationfor excluding one sex or the other,

A word of eautiOn is in order- regardiiii: the criteria which an institution UseS for hiring coaches.Because or past dkointinatkm and limited oppottunities, women often terve not had the sameopporiunities as tnen to amass the experience or credentials whkh institutions often use to evaluatecoaching proficiency, rot example, a 'norther of seemingly neutral criteria (such as playing on achampionship intercollegiate team or being recommended by a prominent football coach), whichmay he predictive of coaching success for men, are not likewise predictive or coaching success forwomen (since there have been fewer championship events for women and since football coaches areunlikely to know the women athletes on campus). Similarly, hiring "overqualified" candklates (e.g.,candidatea who have 20 years of coaching experience) may lead the inatitution to hire only malecoaches, since Mete have been few coadOng paha for women ontil recently. Indeed. if such criteriawere used to make tonne decisions, they would undoubtedly exclude most women, including manysuperb sslitinen icts:Utim from coasideration for the joh. tising criteria which have a disproportion-ate impact on women which ,annot tie nistined by business necessity might well be ruled discrim-Otiosity under the vations laws prohibiting sex discriminatiim in employment.

In order to avoid using criteria which disproportionately exclude women, institutions shouldlook for alternative measures whiLlt are predictive of coaching ability for women, as well as men.

In order to Wilily and ternedy such disertmination, InstitUtiOn0 11111St thoroughly review theathletic employment situation on their campus for women and men and, where necessary, nakeadjustments to assure nondiscrimination. Many institutions will undoubtedly have already medesuch comparisons in developing an affirmative action plan under Executive Order 11246, or inbringing (heir institution into compliance with the nondiscrimination provisions of the Equal PtyAct of 1963 and Title VII of the 1964 Civil Rights Act.

An institution must remedy any past patterns of employment discrimination it identifies.Appropriak remedies could include raiaing the salaries of women to the level of men in compatrnlejobs, equating fringe benefits or altering job ladders so that women 141V not diodvantaged, (Notethat lowering, rather than raising, minks to remedy discrimination is not acceptable under the law.)Even it the institution can demonstrate overall "equal athletic opportunity" for studeatts, it cannotkgally continue employment discrimination. The 3-year "adjustment period" that applies to ath-ktic programs affecting student* dots noi apply to employment discrimination in these programs.

ti

byloyont: Assir cu I rid Coropcootion of Athololitotors, Coaches, Officiak, uod Other Athletic Personnel

Avieriimeol Tool

, UIRIbUIUIII aiid coliipoNliori of ildnihottmors atol coAchn, NOV itk IIIc Awily diffloiqttolofg mid macho

riodud ing Atiou i;oadiefl hird to tipport ih condkt of intercollegiaN athletro,

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2, Employment stontlords ;Ind procem for athninistratoN nod enaelies, Are there NV differences in the hiring dnd employment i)rocesses

stiottlinds lOr ;Ind (oldies for the women's iii iiieti hhiIilh programs? 11 Yes 1..1 No 11"yes," describe tiny dlf,

lemmas Iii loins ot thi tollowl*

Women's (varii I en's kiothill

3. AilvcilioomLioutood oottli

tO

Coltactual agjtc

mewl tallach mplci

contlx

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pppuintincoti

g. ()pputluullIct lot

job tuobilify ut pity

motion

it Opputtutiflici for

onote ot octiloitify

I. Sdnry tovt

j, 5a(tiluit otnan

locall %aloept1)

1J 1,1 k, 1,11 tItmlbc

uther iIitit

cocci

Men's liaskelliall Other meo's team

Describe nit lure and

extent of differem

list teams, etc,

Dkoihution anti compoisation of other personnel, Provide the following information regardiq all other persons (including trairiers,

('Ierkal staff and other support stafo hired to support the conduct of intercollegiate athletics,

Employment sinndords sod proem for oilier personnel, Are there any differences ill the hiring ad employment processes or standards

for other persons (Including trainers, clerical and other support staff) hired to sopprt the condo of intercolbgiate athletics?

I:I Yes I I No If "yes,' deserilic any differences In Mins of the following:

a, Advertising or re-

atilt:lel MIMI

Or liandatda

h, Contractual ageee.

merits (attach cures

of ronlincla)

C, Ponn of compost

lion tor coaching

Nitric! time,

Wary)

d, hinge benefila

e, fflthr riteria

f, Length or term of

appoinlmenli

g. Opporiunitki for

lob mobility or

promotion

, Opportunitica for

tenure or at okulty

Salary tinge

Sewing proem

(Viho tereenal What

lops?)

Un and doubt

any other differ,

fflft

Woolen's teams Wm's football

__.., .._

Men's baskelball

...:. ._.... ._.

Oilier inen's tuns

.,...,,,_._ ..__..._

Describe nature and

extent of differences;

lisl tans, de,

.... .__ .,...

. ,

L ,

5, Offieds, Provide Ike following information regarding offkials at games for women's teams and for men's toms,

Offki3Ir

Anti Iro'i

lolos

A*.

0,Ii r

'416

0 to Id

+Jo

tri'Jd

ulti,4,0 0

.

04u00tiod

u.r

Vi5't"4",01;'/Voirf

°gVietily+v2viu

0

1 06

t. S I 1.1dCit t1111th4 illy lit, elthet the Wkwil%V4Il tlitt6 tl elk ptogmm employ sInkntt4.,NA4ith, ItAmet*, tolot,k, V. U "yo," dAty tillteretwel tet-tivt.of

th,e tolloviot$

!

i

I

ill. NIP-WHO ofI &hale Owat-ntA

1k4,4ttltq.

r Z.t

,!.q 44001

;1'.i

1;74k 4't%f 1V.)-I

1.444.11.

4410itit.A1

44.1t*ti

,-404,014t=3

4..4toitiptier&k,-111,

341.-t43440[133 34

VICI.,(k 14 trN

newts! ansi tior.tvi4artrturt,',4.1tt.eta: t

VI, FINANCIAL AID TO ATHLETES: ATHLETIC SCHOLARSHIPS

Mc Tillie IX triNtmon fin t-rclx!r3 FA)..3"(01 14% thr faelloump tilo-431:43% 1os jaaritv Ink IXco.721pIiArKr with mor41 411-0efic

(11 ro IIt tAirrit tow 4 trilpirtlt iffigtiPfliott/ 4$414A 41Mctie liholAt=trhtiti ot rot t .44ry-tlid, it *114A t port ar t-,,41ionat..4r ovls)thenitici rot .futh 4-4v4tJAfor mem/set:4 Of r4411 AEI in proportion to the )741.041 of .t Wolk- Of oeh fir*poliorativ in inftr.4444.iti i PI fritoltr-04te ittlik fit 4:

(:.$1 Septafate athletic 1.01(40011N of 01,ln-in-did io ortnbcts,Oreacti scxmay be ptutijet.1 /Wft )- xrptiNtr 4thklfe tratti; hit torothcr-s t)frady Arv

rtIrri1 iltfattrefa %or?, Mt+ p.munlph and IA( ilthiette ArvIkol nf thr takIX soutotonl,

The "SpotiN Metticitaiithitii" toi4attO Wattling !lie a*at41 or titiarKi41 iJatMettc

AA poi fIhr f7pt Is au-dij riffreihrtio$00.4 1f1A11110Vitlt 4.14, ftr 1h.41 1'404 1iproffutti14' ett41,t ittrtf,, toom 144-wen,

1;e4.tom Pio #10-4-Nich froftottiov..opAihifr te4M4, /the tato IA7 trAlt./anon pttrnits the ot-0411 antregttioti fiJth7itii 41701atglipA 1011 the 1,a414 Arr.Al'et nth irpoot tfratmefil I. pro-word for olonlaihktit

Thr !limo of tht 4thlette .c.thoptAhtp 4100714 the toneept of refloorkiblp;Ito, ON Witt ptotwth),Notio. 1f the itnOt1411441 of AthotoOlg&. the olegfrt of1411001 444 patftititt4tittft t mak ii foluk AtItikviti ttiottiktit* 14 the 4'414fro1Who of oktornioring ittAtttot Mr id/044W., 0- 49144kshr- 1,;(4044-1,4spA v0;044404t41 the revortirrritrryth Of Otti fcesortno;41.

Neithet ittwow *Of itUt pili*t W14 $4,411.fi *of rroirtii wart Ott.4.0.44141001, kathit, aftalhotti,ft t4 41-404toi to 44' 4 it,404014ttit 4ptift,4i4 (0#o 4wEhl nJ 40114.14t 4,eholfolikpA., tior)41./019 10 the potiatuttliM 4,4 04441(1freIrtItte414 Atlitifsse *my oftt* molotti* 'Of Nth AtAtil,

iPolitut4ovi telpoitf 4s-'01.4 whefilw mote 404 'mule 4aillfatt sr; powstoohle iftt14 of twfmtetit049? oife 01,1451461 4/pfltf04410fr ik Mrni flipot,

0;mos4 t 414441 4444064104 C1444te Iht 1,000 iion'tf4 i*f Ott ktft4 tolko;Wank,* 10# mtak 404 Pt/1E4k thde.t/t, fitir iblifitttOott 0104441 4440 Ot4,41t1P4' 1440401100,1 pfivrom vtiloitActOt Orttkot ettyr4n tirp4414#141** byWOO 4,4410-pe NAtt4411A4p* 4tv*. f',00411' 190-1,0141144441r ftt fOef ittSciftS(t 4 ow,som kit oifi 4* 5iiiif5 *'441414$ 44tiftfiff444.0tiot 4104t1it4

API v44(415;004 ititiffttillots 41.4.4411 frig tir frul*f 4,0 ot1f*n prisirriotc,ro441047,0044N Aof oktriv At/44044N 0, tatt NAVA tti*ft, 404 IA*4,, (4,hy*itt-

ift'af4 1450i ti(4-11*t44*ir1 44r totPot 44w,44t4 Argre4 44 400 ote pe*(44I got4r44WAStlit of hoik 14,3. troiiiiiiri).14 iskitiott 40(0110*he *40414, OW' 004441

4114 4,..4 490004 ki464lAit94 444itif4tt, 644441 telftf0,4 olkinotf 4:to41s,40i4t1 41444,140t4fo' 41/0:Ptt0',04 4t1 ifitik4# t 11141fr. t 0004. ii-of

gitrtL which might bo tived inctuding/inunciat nerd, utliktleprottekoey orcombioation ot both. For example, um instituthoi may wish to award it$ ugh=

lettv sets4Asish4' s al/ amIleatoo on the lusts of need after udetermination

4 eettato hill of athktk toJkknr. Pits wouid he peentinthk eitvn If ittesults tri 4 potent ofavard whIA diffon from Me Motif loth Interesta tfpattietpatton of two and viionsto indents aro kV At the WW1 detcomkstainof tatMetic pro/Writer itbated OM httlod standards. lowest?, Vila), standardsare not 4rutro./ m sulystarsce or to applieation then differrnt standards wouldhoe to he doeloped athi the use of the dik-rttnittatory standard &confirmed.ror movie, when "ability" A wed t0 4 Niti 40101411h4i itward and the

rave of Ji1it ri i p4thnikit Apt0t, at the tOne. differs widetr &Osten the

Ae.teA, srpatate 110010 Mutt b, deseloped for each set,

Additionally. regarding the tithe frame for -ointilying with the Title IX ritovi§ion§.aunktie teholarthip. the "Sports Mettiotatitiutii" ttate§:

Ateaute of the l'Aft$141 tektialtAhip of the provisionoholarthipt and the pttoision relating to the opoatianthe petioilf both are the woe lte,, fowl Ally

IThietiadon

orlyFfliC

Many itntitutinsto moods, tinaticiA1 ,vithiAtStV of one kind or another 10 0101011 lithlekii,virtually catty inoionce where ugh financial aid he* been eviinlable, men have had i row *ppm,tunity than women to receive it: Although the number of ini111011004 Wet* athletic 4chohinhipi:

10 1401110 ha* inctea.ied markedly OM the 1972 pamate Titk IX, (mak iithletri OM do nothavt 10 11Aii fond ot I Ott tuoit eanirtukt*;

litzte has gertetaity been+ a double standard lot awarding athletic financial aid. Pot eaampie,

*hilt athletic schotatthips hate often been ptaised fat ptowiding "d'icadvantatted" mak athidesWith the opportunity to risilikipAit in the college raperienet, "diudvAnikee4" female athkteahilit* OM haJ 41111110 oppotrunitiet: Midi itt unne itittatte*a there tiaa been a "triple atandattl";male foOthall atiJ badiethall Hayti* were waled by 000 41*friteil, 0111tt male 4111k10 by anotherMAMMAL, 41%1 totilili a11401Cli by yet anothet stantlatd,

The Title IX tegulation *Iota 1101 4411010 111411111110114 10 duplicate their wit% athletic finan.

wl aid prOttifil (of *001#11, NW Joel 0 deny individual iniditutiona tbe Iltaihibty to dreelop theirwr*.ei *WW1% and men% athletie ettittAtit44 *i Ik4 OA 11w ift4111tili01144 10111 1410V1011 4114411V4 both

women and Ilith an equal 0144,111014 10 iampete ut athletira in a meaningful way. Title IX corn.

Pliithee tan1Ht athk04 Comicial aid la &minified by the Ovt1411 ',wtin.hlene t tht NW.cial aid to alOable Ii, panikipanfi in the women44 and men% attiktic plOgiarna, rathet than by the

tfircifie mowided to roil whailent tat in itrufs volt

the tegulation doek hut Itsf kiWsiti.41 difietent 64011.4 of 411100/114 111141/C1441 414

414-4014 10 10411441041 (t1441t 4041 10.014 4161e1e4, 44 long a* the totahty of' thi4 aid peovidei "reotinal4eottioalototirt to mettiNoi ol taih sitii in p4014,4111011 10 the toviitihcf or Ouillet114 titeithilt4 pattititpiling" in intotcollegiate athictio, The i'ntena tot the 44kah1 016404011, 41(h0t41.4104 may leeittmattly vaty (or women% quid Pico% athletic*. *4 itof *tom in which ogtiotankipi are warded,silci WI. *4 Me otietin ofityt i. titit **Eliminatory: The regtilatona may *No NMI ati 001044011 to

ottet actuirate athletg *Nilo-Aim for wpatate (mak and male team', aa Itift. *4 the miditution

*mon overall 4,40al 01110110101-y l'eq both lino lie. "orabonst4r opiwwfuntOtti fof ouch awahli foe

metntion ol oat VI 411 ettopqattoft ihr monlvi of tuitdot.h of rat h owa puticipstine lit Wool,IOW; 40141441

i")

The regulation does not Addros the desitability cif providing financial aid t athktes per se.However, many institutions will undoubtedly find that their efforts to reconcile the often widelydifferent inactive* and philosophies of their woinetes And men's atloktic deparunenh will kod themtO trillatikS the OVrtAll to of athktic scholarships in their institution. M a moult of this type ofeasement, some institutions ate substituting scholarships hoed on 'lute for traditional 'athleticability" scholarships. point* out that basin* (nunciot aid on need is one *ay to assure nondiscrirn.Mahost bleedbased mhedartlUps for both *omen and men have Alik) been advotated as A way toreduce the coo of extensive intercotiltrate a:nletic programs,

The pros and COM of providing finaneial aid to Akio generally hoe been and promise tocontinue to be A hotly debated ue This discussion con be expected to intensify as the economicAitifalian puts additiOrtat strains on the financial resources or itotitutions, as tuition and other sta.dem coos rive, and o efforts aimed at a4vanci1g "athletes' rights" iricrea se. Mthough the Title IXregulation does nut address these sNcific adrrliniStrative Of philosophical issues, the law ftlitlifathat institutions take care tO Mkt decisions which do not differentially affect women and men:

The adminioltion ot noancial ul lo whident othkto varies ello,r-,Int:Ty (tem institution toinstitution rot example, AI litrae 1114t1tutign% the men's athir,' may have total cometover the awarding of Athletk P;iuneial aid to men. OW nen athletics is handledthrough the college financial i office,

the sources of hinds for athletic financial old vary enormously. in some colleges thisAid is a pan of the general institutionol *doctorship fund and does not Immo' in the athletic budotAI Alt in some colleges it is a line item in the athletic department budot: in others all or part of thisaid comes from a "booster club" or radiated "athletic corporation"; and in still other institutionsthis aid comes from sevetal souttes sinoultatieously, While diffireoces in the soorce of funds for attbWit scholarships moy toa'tv the AtiAly*io of moat opportunity complex in wie instanCes, the#ilAiittt of nhanting i hot idevaht ift detettniffing aft coverage by. Of compliance with,Title IX.

In evaluating whether it is providing "frowmaNe opportunities" kor athktic scholarships "inproportion to IN number of students of each sex" particioaring in Inteteollettate Athletic*, (WWI.tions will generally find that the complexity of the niwessiwovaluation will reflect tht comptealwof Et othletk *Warship AWAfid 11tOgfilfnt. That ii tiutain with A tomperloosive .artoletie whet.Arthip Nevem vitt find it necessary to conduct a mo.:11 Atste extensive imitrtis 'duo institutiosswith small progrann,

Minty institio InJtos AtivAhl the maionly of All othlene iitiAt aid to tv,i/ fOOM4 mile footballand male baskethill: these institution's will thettfore p:Istatoly find it benefichit to pay specialattention to the ettoct of these awash on scholarship oppotoWiNts moldy, However, it should berioted that, in mato* tittle IX compliance in this area, (roilo) basketball and football scholarshipsAR not Veiled digetently loam linaneisl aid to other molt Athletes. Similarity. for financial aid pus .poota, contact and noricoMot sports (441141 ho ttNItti leparately, nor can athletic aid In the so,called "memo psittacine' sports be eVattl410 separatity from ethic* aid in "nowt-row pfotineJ

sports In evaluating whether or not it is Novidingespist Athletic scholarship oppottunity utiltMU. IX, an imminiori must conifkire s# itkh 4s4 to lorptAlc,i., with okh *id to men

In detominina Of OVAloaritio Oa basis on which t nd. aid to tooditt,Ao, institintaottishould Mao Ivey special alttotion hi I-WW's caul teO oloA "ieportioNiffnotontufn" tA4, it MAIWArChfor the ovoid of thot *id ate ttOr '"nnitfAl" in bom -stint:moo" and "Apphuitity,' me InslittithAmug uie d Mac rat tOnd ossodisottittnatoryi sl#ndut ftv Ole isvsl of aid, tit m caw init "'able tkWire or -atilktio, tiasildeocy uksioutions tiit i414 Ott- ammo re titt,Alarelb hat Ak0Attnand men if the arookatim of * kink standaal *wig "tocitisorntage women,

1

Strategies for Equal Opportimity

If an institution Ands Ow it is not proviiling "trAsonablg oppoitunities" for women and mento teceive athletic financial aid "hi proportion to the number of students of each *rA pati41,4408#"

111retwIlettime athletics, it might .onsider taking the following ArepC

Award 411 firsantist ai41. including rinanthl J or trudern athlete . øn the bath of financialneed,

ROC. 4110c41c,, of appropriate additional tom s in order to inctease the number of financialaki awards available to female athletes.

EVAliffite the erttetis for the ii*M%1 Or financial 4,Vb-i4t4nee to (mato and male athlete's and, ifoverall discriminathni is found, mho the criteria to eliminate this discriminatiom Note thAt,if applying a tingle measure of "athkik ability" or "athletk proficiency" wouhi "ditadvan .tage" women, separate norms or ineassites tor women and Mai MOO be developed,

Mter Of revise the form or amount of financial assistance movided to women and men toensure that women and men both have reasonable opportunities in piovortion to their num-bers participating on intercollegiate teams,

Hoe the ivottteri'i and men's athler ic. progonsiointly admffilmer the award of Miancial aidto oil student athletes, 04,0411 nondiscrimination hi these awards should be a dear mandateof this committee and care should be Wien to APSUre that women and men participateequally in making decisions regarding the award of thi

aittge the institution's fitiancial a,d offwt with tht tbr adttlinktorilV theaW4h1 Or financial Aid tat both female arid frith' sn4tiit 401(401 in _IVAWkligttititiftliOty

lf athktw ability ig 4 ;t:tif etia rot the sWa rfkall, i nondisinitittIatdty sygrettl-;:or evaluating this ability show be deve1ope6 in 1t1t ;rWltb the witteen.s and mew*-a.mletie departments,

Reduce thr fltiffibet of WO of icholattliipt in tsoso Iriat!c. whieh4t,viStibr 1Of the mai&*t .ay tit the A ta to mot alirelOk.

-,:0440se NO*41i1.44 greciAl aid to atlilites,

Monad Aid to Athletes AthkIk SdioIt

-Model Akkontent Tool-

I Athletel meiking aid, Provide the followhig infottitation tegarding the nolither of idudenii lotiving financial doioance the MO

Jag VAlue of th4 Aigance, and the foto of the aid, (Now Thew total§ Ooold include all typo of in,lond aid, including tuition

Waniers, '11.4140 Alit 10 student 3Inktes, even if the aid not 1)48vd On 4 thtetic ability.)

4, Female Atilleto rotiking

iti

tO,i4

44 Nifil 40a rod

AV Ooo4 iktof foximoi4410( 0001if.,040

mil 4 t4 tomvii, lk,tottii

?Ho I

Ail hod pf.is',0 OM 10

ollot oit VP

94g0t M ilkkiit iNiq li ,

4)100 AKOM g iitl'fiNoft Of ii,4

Oilil

,A0 NA oo/10fi ORO0404thifliiil

_ ._,..

w

43

.it'il

i!u1 r,

re

it

11

5 g Ato 0

Ilti

liA

11;4, ..

Iv2t 4st t1

$

se ;o1Orav',..,

Fkt 1fro

t

cV0

!#i$

41

ti.z.liryit.al

entiiiii2 $ '

lilillill

...., ,,. .,....... ..,, ... , ...._

,

,

......_,...................,.._ ,.. . , .... , .. .n. ...... . ,,. ....... N,. ..,...,,,,

............ .

...

toi 14400, lin itoi 0011,0 11J,,) 41 §Aiff of !JOAO Oth* pont Mit#0111 0404 folii otiiimlipo t iff. Iht Wok OffsgtoottitAitiiml000mItoviptaylloiiko

WWI 040 1411019.41410111.001 1,4111 11 I VAII POI SAM Pas tit,

L !do itttivitig old, No* the rellowtott laktoittion regollag the nainber of students tociving Nomad assistoom th tiverage

dolld v4lin of this eistAe, ;Ind the torta of the 31(1, (Note: Dm totals should include all typo or itAltal Ineludiolf tuition

Nom lochitioultifwgth to 9tolcat ttItMeN, even it the tad not hlwd f)o tithlelk bthly,)

h, Mde toothlll plJyth tectivioft oat

It, g

04r14t41444it it

i404

444,

hit4 *,)'4civ

04f*

MI ht6t1t1):

ttkif t.111,4ti Affi'

;ofAtiiotooi

IHI f'141.4

Weil4440.'01,101

01444i itlei0 414! 0)0; ff..1 14g 01t1

1'4 l# 0011 ONO poN0140404.4114111441, WI II&I 1000 0 off* Om 0 Of iftoloolfrt Weir:, 0044

41001000;1 64 of tiosoli*, #4 WAWA! NI ppiff Itt #4111 Nofi $0;

04400404

1, Athktes receiving old, PrtMde the following ifil'onnation tegoRling the number of students receiving financial the average

dolbr die of this 8SiS141)04 iind the form of ti ith (Note These totals shook! include all types of in,kind aid, including tuition

waivers, Wink all OViirth to student 4thkto1 evtn ir tiv Al 1$ not kised on athIetit: 3hilito

e, tk itii plAyers teething aid

Asi twJ 146on

1102E1 YAtly

rifftifg, Oft

ofilet 004lit Off lopeOM of of Wird

ofi Wokfli4o)

Aid hteil

luH hI 691

x4fly

Inklify)

kfit Atlify fitOK

rot of MI 6.*11

Il

oti

Alf thItfii0004

# !formic'? 14 OA* IN iiittiktri am pia #40(11,0

1 I I* ild*por$ WNW Om* NO, Ottif vistio44 II* Om IAN 49111ottroleff Wolf Wool ovitiftv0 totsNo

A V INISPONtithiatOOMOKM01140180144N10400111/060110M"

I, Athletes receiving aid. Provide the following Information reprding the number of students receiving financial azistance, the wage

dullar value of this 3S:ifgailee, Jliti the form of the aid, (Noir: These totals should indutk all types of in.kind thI including tuition

waivers, Include all awarth to student athktes, MA if the aid is not bud on 4thletic ahility,)

Other mak athletes fcCtiving 4id

:,;*5;

iI,

.$,

al

AO Iiiwil iokly

tio Atiii

Aid baied iii1/1)+

otpfirnifilv 04

1thkot itillop

fit, ion 10 pi,coof of AI NO

04 tittliffi

ittifilii

Ad hid pu .

ugly kW ofviltrr Of

Miiill OR Off,

kik ibiliq. fiirthis JO po

oni of aid Pottl

om Mktlifito

Aid hod oo

Aft tiito iii

illsoitittiloiii

i.,,

12.,..; 1

) 44

-A

, 3

;1; ii

11

isg.tA61 i; 2 4i 1

.1 1-.1

_..............

64

:,5;ilvo

:ell

.

.!

# i4, 4

3

l',

s,, 44 kt

44,c1

1 4fitali s

,

Ita.

t'i

414V g141'1 wPtt;tii1,:iv

iiiiiii......

I t

If SOfig ff fitivitfloo,figfid AIN VOI NO Of Offihitt

(Pk M Mit a INfifilklial Mil ISM II** iftN14101kilift rvoitlinidyi WI No

2. Ptomain of Alert; reoiving finAnclol ald. Provide the following Informant reotding the nunthet grid percent of student gthletes

reviving froancid id

1111,044101

twitf,01rt.1

t514

"lc

r.614

Illortilm of metAttligtohittProtit;i4

129121

3, Proms nod criteria for the award of aid, Provide the following ioforination regarding Olt process aid criteria for the award of filo

dal aid,

1 ,

;

1lk

ID

, .

:1

.........

:1

4

1

- ...

;

Z'It

viigPii

4At5.4

.

5

1 I, .1 ;

1

a, Whit (Wm dettrotiot iht arlitiq nt

of lid?

b, Whit (moil determine the form of

tkl?

c, Who mitt the derision *hoe of

oof Or alvdolt rttellys NOVO I 1

(ti,onNtfilit ild office, athfetic

dirktot)

d, Who matt the decition Itetrding

the among att form 0 Iniitiots

I, Voted" ii r fglot In Aiermiala,slifl (WINN* mud II totnputtd

Ind indkile pew percent of need

cowed by aid;

1. 11'11900k ebility" it i hoot in

delteittinial tidi deictibe hot it ii

italagod.

4. If icadttfik thility II i twat la

dattlailaiht off, lift the tiredel tett

store (vita poott Cad Ittiliatt

1010 *NI tiitinatittgo "trap-toot" itt mode. If ithlitti eel

mom 'Wily Of ptlfittait um

"aortitihiit" ni4 , dexike the

tottiptet spi ttitot of thii pig,lki,

I. Give deggintt fat ;Om inlay tppli

WO for lidinotIbution of It rod,

i 2J )

Proce51 and crilria forlie award of (of re"

). W1)41 101ffit hitt !41111.10

lat giO

tUt tet1jI the titite rOt iJ ta1f

gotiet)

I( thew forms fle evaluaiel dew

toffy, dornbe tiow,

I, II lid toevo f9r I yea Deitilbe

dilrefencet,

beei itudent mot aattlINA dut411011, COA.

dil1001, Itons of ale )11, Math

tL

010

Voclef *hi condiflons I sid vont,

ficid of cut bid/ gfichs

chop, playit levet leant, pfo

o. Win orisNInfs of nontitileist

OM ate itivItts1 of ripstItil 01

vu thiplents? (4, IN in km,

00010 fond oisfog)

p, tb1rJf tole doe Hitt 'we ol Out

fetidfoy play!

4 Litt aint thIctibe *Ay ofhst*tit in

whi(h the t ailtfli lot

ArliiNt iuJ ditto t by ot tom

I 2

VII. OTHER EQUA or'ORUJNITY ISSI.

; S . tflYENT ATHLETES

r,

Title IN hulot the icauitment proces?, to adinFzsc-ton math, Hence, *OW ins:,itions whvAt ntt:exempt frov. the Title IX requirement not to distry4oarc to admissions tmeh :,tivate11.4Public, ontiergroduate collegeo are !,.Inailarty exeuv: tror- Title IX'a nrmitalon tkvirtlinp

The 'f'v, IN regulation ,loes not spreiticall. ,aittr,;-. either tecrtutIti studonts for ..;t1tIrticteams or gmitMr, pteferential admission to ntudeu, ;Ittlictrs, Regarding the n!croyttnent of adoffiin general, 11.-oivver, the regulation (in section statt, the following:

(a) Nondiscriminatory recruitment A recipient !instituting to -.Michthis subpart applies shall not discriminatt on the basis of sex in the recruitmentand admission of students. A recipient instituting may be required to under-take additional recruitment efforts for one sex as remedial action .and maychoose to undertake such efforts aS affirMatiVe action. .

ib I Recruitment at certain institutions. A recipient /Institution/ to whichtins subpart applies shall not recruit primarily or exausively mu educationalinstitations, schools or entities which aeNtit as students oydy or predominantlyMeMbers of one sex, If sucki actions have the effrct of dik.riminating on thehaA;of sex in YlolatIon of tie Title IX trolation)

regarding admission, ne Title IX mulation (in section 86.2100) generally Rohibitssex discrimilmiion in admission to nose institutims covered by the admissions provisions of Title

General. No person stall, on the basis of sex, be denied admission, or besWficetcd to discrimination in admission by any recipient / instituting towitch I rille Ix/ applies, except lin the case of Mose Irstitut4nts which areclempt from Title TVs admission provisi-otal.

Specifically, the regulation (in section 86.2C(b)(1))!itatez, that, in dermining "whether 3 per-son salisfie9 any policy or criterion for admiss4m, or in making any offer or admission," a metedinstitution cannot:

(0 Give preference to one person 9ver titutther on the nsIs Of TM byranking applicants separately on such l"asit. or otherwise:

(V Apply numerical limitations mem the rumber or 1,tporekyrt of per-sons of either .sex 1,ho may be admitted; or

Otherwise treat one individual Jiffof sex,

.ritly from anotker wi 1m-1)4SO

Also, the regulation (in nection 86.21(b)) adiareswt the issue of admissursN tents or ematriawhich have a disproportionately adverse effect on OM seX:

1 2

89

Ar(fIoii for aw

Aons on the bi,v;4act^n1f11'e feStV,ffeet are ,thol, Il

Institatfro or operate any rAkitvhic -:LY '''f',)oor7,71' irately adverse t.rfe,t or per-

SCX war- lie UV' .1` ,Y1',Vt or criterion A SOW1lz opre-.\,c in the ea;L J:tion R-7w-a°,1 urtivity in!feria Whi,- effo not a disproportion.: ety

be 1111(1111:r1JUdr-

regulation (,i!; ,4t:-..-ort 86.7..-;'!;iritfli ;r pirental statt:.

iko ,f1,40-ininiation li linis,,imoss hecaL,d: UI

1 1.- -Sports ik...emorooAOM'sdurOw:11.,7 their filen' prcznima for w,mco,"

)1SCIVatniR

stojealtsportL Indeed, the tot.,Assc,riation tor In tercc

'oractice) which are permi-hletics,

.'"ttn haN,issociotirm

qt-..ite Athletic', forby the n',,,:iciatiot-

-Nlucational instituome. ac not required

:qtt.lion1C11011 OS CV11t1111 nide intereollegi-J.,1.-iitio of women's oitercOlttgiate athletics,

!rtently prohibits !Ilan oecific rectuiting'Arling the conduct interr.olkrate

The Title TX regulation dlows institutions (in.Jatizsr.:. ITIOR f-!overned hy th Amissions previ-sions of Title IX) some flexibility sNcifie ivertutintsnt trtycess and prodeires they use. solong as the overall effect of recruitment efforts or..' the a itii if women and mon is not diserim-Aatory, If however, the recruitment prOCe lea& !.:) diserrotnatory admissions or ir any admkskmseriteria (including athletic ability) has a ,ashrormrtionavo adverse effect" on the basis of sex,then covered institutions w.nild need to revise thv NJ:run-lent nrocess and/or the admissions eri-ieria,

Strategies for Equal Opportunity

If an institution finds that it s recraitiny tiab irhk r,s rtio thaT, female athletes, itmight consider taking the following steps:

Coordinate the recruitment or feinam:id male ..1thlete qi that trw.l expenses and otherresources might he npre eduitahly

Increase the recruitment efl'ort Cot Nsynt.t.t1

Decte,me the rezfuif merit error! r rr:ik,

geonithr iludeor Athle

M nieI Amessown( Toot_

1, RN:0110111, the phrilorion tottro oodelos Ir my 7ert..' No It ''yet-i," provide the following inforinillion

TrgiirdIlv the It iC old olti.ni of the rivol1 ifien1 ekor

pa*

4, Number f,,f 111: rttoltert on

MiDA. pivot!

b, Number ot tript it'ruliert Inge ft)

110 or Otero tflt stilletet hio

leltr

c, 4m11,11nippyrofileti

Lo year,

INimber ol trim to Ariptit

dent athltiet endloe Olen ptnl

11121 intIllutrn nitinItuti io loll of

pail ha ygt

n, Libt gnd doom iny enrertainmem

for 'ohm oting mottled

Ingdglinfi toldri

l Arellhnt tr videotape, leifn

etn4ente bong roruited!

t Lot and drktlber Iry Veda' op.

PO it rficf for revolting tvbgh the

Intintihon elroldes It .g., telephones,

pho*opylig, traynI1

iny Oho WO

toiunmffil which ate not ideml.

cal for all totti,

o.,

Pj;tr. ri;

4.1

241P1

6,

129

2, Admission, Are the applications army athletes for adotissioH to the Institution ever ranked separately, evaluated differently, or other..

vthe treated differently Mao the applications for admission of non.athlete students? El Yes 0 No If "yes," provide the following

information regarding the admissions process,

n.A...i.,,,

1. Mil Nom mot bc submitted to

tt//ity for admission? (M lath opts

I

1!

.11

11

41

Do

]t

h.111

i1.......A.Rew.......-....

g

1

11

t

g

1

Mr141,,t0 0

g

rliZ;

i

, ii,

b,

tb

IP

I they lie not the %vie fo; ,Ilcat.

gOrici)

bi If these fortot are evaluatedd lifer,

ently, dekribe how,

c. What ;re tile gr3detev tor iilloi'

polls fur A(1111101'

(1, OlVt deadlines for sulri INN tippi.

catbill Old tut Milk:Ilion of

acceptancelrejectioo,

e, Who hilkti the na drispowhether or not the sum it allow,

tee lel,,legulo Ritingcni worm.

ter, Jthletic ditectorl

I. Ifothers are consulted 41 !mond

while admiksloo is peothio, indi.

rate who sod dm ttbe tfor tole/

powers.

g. Specify and desctibe any other

deems In the IdtIllitions process,

I 3 1

AWARDS AND RECOGNITION

The regulation (in section 86.41(c)) specifies that, in addition to those items listed in the equalopportunity "laundry list," the Director of HEW's Office for Civil Rights will consider "other fac-

tors" in determining whether or not an institution is providing female and male athletes with overallequal opportunity. One of those factors might be whether athletic awards and institutional recogni-tion for athletic participation are equally available to women and men.

The Title IX regulation generally prohibits sex discrimination in programs or activities whichthe institution provides or significantly assists. Specifically, the regulation (in section 86.31(a)) pro-vides that:

Except as provided elsewhere in / the Title IX regulation! , no person shall, onthe basis of sex, be excluded from participation In, be denied the benefits of, orbe subjected to discrimination under any academic, extracurricular, research,occupational training, or other education program or activity operated by arecipient I institution! which receives or benefits fmm Federal financial assist-ance.

Additionally, the regulation (in section 86.31(b)) lists some specific prohibitions, stating that:

Except as provided in this subpart /of the regulation/ , in providing any aid,benefit, or service to a student, a recipient /institution! shall not, on the basisof sex:

( Treat one person differently from another in determining whethersuch person satisfies any requirement or condition for the provision of suchald, benefit, or service;

(2) Provide different ald, benefits, or services or provide ald, benefits, orservices in a.different manner;

(3) Deny any person any such ald, benefit, or service;

(7) A Id or perpetuate discrimination against any person by providing sig-nificant assistance to any agency, organization, or person which discriminateson the basis of sex in providing any ald, benefit or service to students or em-ployees;

(8) Otherwise limit any person in the enjoyment of any right, privilege,advantage, or opportunity.

Discussion

It is not uncommon for an institution, as a benefit of participating in intercollegiate athletics,to provide student athletes with awards or other recognition. When such awards are provided, theyare often provided to male teams or male athletes only. In other instances, the awards or forms ofrecognition available to the men's teams arc more valuable, more desirable or more prestigious thanthose available to women's teams.

While such awards are often a very small part of the athletic budget, they may be Importantsigns to the campus community of the value which the institution places on athletic participationby women and/or men. Hence, if an institution finds that it is not providing equal awards and

93

132

recognition to female and nude athletes, publicly equalizing these awards can be an important signto WORM and men on clunpus that the institution is attempting to rectify past inequities.

Strategies for Equal Opportunity

if an institution finds that It k not providing mud opportunit 0 women regarding athleticawards and recognition, it might con;ider taking (he followlairrgvps;

Provide additional mechimisms tes. , regular meetings,. joint colimittees) for persons makingdecisions regarding awards and rf .,..ignition to ferrule and male athletes to work together toarrive at common standards for a detic awards ancrecolnition.

Require that all awards and recognition to both t.!,..a iltk and milt: athletes be cleared througha central committee oi office within the instaulion. Thti.$ committee/office should beequally representative of women and men and Ix, chatod with identifying sex based inequi-ties and reconnnending (and implementing) cfmniAcs tt.-.:medy these inequities.

Otherwise coordinate the process of deciding whiUtt itlakites should get what awards/recog-nition, with women and men participating equally 1ne admimstration of such awards andrecognition, making clear that all such recognition am .-.varch are institutional.

increase the number of awards and recognition to worrin's teams.

1 3

9,4

AwitriN god Reef Inilion

-Mudd Aot wont 1ool-

1 Alimh Kroptitiot kik 4,tly 001 tiat IN imtittflin 4tt 40:411:mvit, imAto 40, wirotiJoi

imoollogo Attiglk 01014; 4t ii itO 61610 tithgt Mly # pArfoily whi444,)

I ihriA,tilit(04

Viiii4V4Y1

1404,100,14M,fY

.44440 i444f4004

t 001! 014ti*ct

PIO ikti4+00%0Ottk tilk*S4ft

I444 404 00001

131

OTHER BENEFITS AND SERVICES TO STUDENT ATHLETES

he rePlIttlioti eetion WO I (e)l yeeitie.§ (hitt, in Addition to thow (tom: li§ttd t Ow tquillopisoritmity "laundry list," ow pluector or IltiNY's Mee tor Civil tElU will conNkkr "other ftst .hm." itt determining, whether or not 'Eiti iihtitution h providing, female 41d nude athletes with overall

oprvortunity. One or th se factors inight he whether other Athictiv hettrtill and svotices. 41tNu* 0444ble to womn 4nd nun,

The Title IX trolation generally prohibit sot disoiniination in programs or activities whichthe institution either rovides ot i,nhfaniiy ast.ists. Specifically. the It rulation (in ieciion &pi!

provido that :

t,reeiti a prov4kd thrwhor in Ithe tole IX replationl, fl4I rer,gin fihall, onthe baAil oriel. he (Ai-hided from partitimkot in, he dented the heriefits of, or

othietted i docroninaikm under any academk, ettraturrkular, tetrarch,orrionional frdintriR, Of Whet ethiraniin prOttilni or activity operated hyrecipient linnituti(n *NM re(eivet Of benefit( fiton Federal financial agitdtite

Additionally, the regolaton lEn secsikiri lb)) lists *Wile specific prohibitions, stating that;

Everri a piorided in thia Aubpart lof the regulation/, in providing any aid,benefit, or hervice d Atudent, a recipient linilitutionl Mall not, on the hasiAof k.t,'

(1) Pea one po.sron dotettntly from anothrt in determining tn,hether.nolt Noon iatiAtir requifreneni or condition for the prorttion of me*aid, henefit. Of lenke,'

t:71,) Fntai difterefit di$1, NOtelifr Aeftieti prok-ide aid, benefit*,fifMtvicel itt d dtffornt tnannek

(11 neny Orly perfOn any Awl; old, lumffit of Arerift^;

a

(7) Aid op plpetibate thartintifilth#01 af,ot einjr &non by istoridiPtitaslittaortr it; env 6241110, twolnihtton, or prowl which doxtiminates

*in Ow hagA ovi I,t p4101.4/Ift$ *FM 44 &Or/ft 10 *Mkt, 10 Aildettil or MI.pioi-etk;

t$A0 Othr-ftiAr timit 4n, vtkvol trt Mr irnr,t of vioty HOC pfirfiettl,,Ihtftfate, Of it*IppothOtiO'

TN !OW a who wiwo 0441 341V 130114ottoilly provi4#4 to *MO Of All fiEwdent othIttt* 11 elatt411-g, It wholes trre or Wood admitiorm to othlow coat*. pitotity tor of

mfrAtionAl ot hands aniVot thottradrn (or gAmt.t *ftd "Aimpodarrifia) n llErrirro oniptqwnt oppottonsom offmtowittto to pultIt.tw lity" km* cogh,0 )044 to tif ipwoe,ttv t 4,01414 tor ownitlittAip sootty hih, Wow* or niOil *eiviee, 01,.

Micir wdi %groom+ and Isr601114 Att ottcre#1, itio or mitt* *visitable to toile vilIktrie Int**tral4ity thin i (c-nuie AthIcirt thIwn dor:mining whetho it is pravidino, athk1.4 opporto.nity. 4ftn institution tbotoki rwAhtAte Ihrse `lfrover" thtrvaillt 1/W Athletic rutventrn, *Moon to014110.4"114tefinis of Ihr *4010,00i 4ful ntcret Notion,

i

A speciAl note is in order regarding several of these "other services Anil benefits," Althoughprekrenthil employment opportunities for ell student athletes fife ROI Prohibited by Title IX, tininstitution wouhl not be in complietwe with either the entploytnent proviglons or TItle IX or otherFederal laws if it provided employment opportunities differentially to fentale and mak athletesbecause of their sex. Additionally equal opportunity for such aim as bands and cheetleadttsthouhi be evatuorti in two respeety. fine, the availability or these *tykes or allied actisitits forboth women% and men% athletic events And, wand, the opportunities whkh students or bothtexts have to participate in thew allied activities, (For Title IX parmsto, prticOoloot in thewisetivitite is covered by the regsdation requirements wording extflentriettlat activitks not by theathletio section of the reeulation.)

Strateekt for Equil Oppormnilies

If an institution finds that it b providing mak athktes +Aith matte wets to these other bent-fits and *mkt*, it might consider taking the following stem (Note that, (or some arm, such atemployment, institutions are required by other sections of the rept-WWII not tO tliWritritititte ottthe basts of sex.)

Provide additional mechanisms (e.g., joint committees, revise meetings) so that personsresponeible for providing such additional benefits or services to female And male athletescan work together to atrive At common standards for the provision of these servkvs andbenefits,

Require thet all such other benefits erid servkes for both fitniele end nude ethletee be cleatedthreogh a central committee or office within the institution. This committee/date shouldhe equally re.preientative of women and men and he chaired with klentifying see bawdinequities and recommending (and iniplementine) changes to remedy these intquitiee,

Otherwise centrahre the function of providing other benefits gliti senekes for both femaleAnd nit& athletes, with women and men participating equally in the administration of thesetervicts anti benefits,

Increase the numbo of Mho. bynctitt And sicevicci to temak attactet:

Reduce the number of other foerwites of benefit§ to male edhlete§4 in Wet tO eliminate Ortnnmlte thftetyntes htvett on

4 'I

07

(Ma StiViCti W %Rim Athkso

liidd boom

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P. No, oif oktfo i Wilti 100 fq OPI1 4i. iiiii OK

4 tiOiiiii irwl POOR ot liti.

rffef OW I

f *1044 SIN 4, tittitiAmifikt,i$01411,0f, il

A! (4 m 4ht,p) OIF 41 id

041'14Pb" if IN OaMO 1,,,OeiWi Of *PO,

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4 f Ii0.700 !,0 :0+4104 i0'Witty of othet dobi litl

(Vi AA tileiitt oilnit )

f 44(0 imitoloi4 woo!

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OTHER SUPPORT SERVICES FOR THU WOMEN'S AND MEN'S PROGRAMS

'I'lw reltulation (in section 86,41(01 sileeilies that, hi addition to those Items listed in the t1/411110oppottutlity "laundry Ikt" the Director of IIEW's Office (Or Civil Rights will eonvder "other hie,tors" in dCterittining whether or not An institiition tit1in fenute :Ant male lthictes with ovvraliequal opportunity. One ot thou" Cictors mit,tht be relitive HlIw of iLinott!,ick:vkos to fenizile ;ifitinate teArTIS and Athktic programs,

I'!se Title IX regulation genet:lilyprohibit!, ::07%: dezxtunitLokfm ;7.-rogrArti5 o activiti!!; WhichiwziluhOn either provides or 7ii,.,gnificanfly SpechicJ4, 04, rtgubrion gin h6,3

(at) prIvikkft that

Except as priAitice et:it-what ha /iih, htle IX rtuIatitp*l, no persons .00. onthe bask of srt, he excluded from partkipatirm in. he dodo' the benefits of,or he %objected to fiserimination under any academic, r tra:urricular, mcareh,occupational trailing, or other education program or actioity operaml by arecipient /institutor,/ whkh rCectill Or benefits from Petictui Plane& (MAPairecs.

dditionally, the retitilltion (th seclion 801(b)) Ikts mime veciliv prohilintons. stating Ow:

1crp1 al provided in thA auhpart lot the regulationI, I,, providiro any aid,benefit, or AetTier 10 a atudent, ti recipkrit linatitutionl shill not, on the halt

ae.v:

neat one penfm differently irron another irv iletermining whetluTnob peraon ,Laitifiex any requiremtlft or ofintlifjOtt for lip%. topEttion of RichWitt &milt. or AtIvice.:

rmilde diffornt aid, botefitA, of icf*lcc ot p0oi4e aId, beneflia, orservicri hi a different manner:

(3) Deny any /wpm ant' Atirh alit benefit, of* tenter,

r: 4id t%r ve,rpei$44:*!' elOr'n ItiatOfor againg aoiv /4114)01 1w proWidif1);41,Ntaano' /to (mi arencp, fopitii:Nifort. ir prtArM which diseriiiiinateA

e OW ih4li8 01 441 Os frfoljillr telt' ON, benefit op %mice Ito $11KkHtt or ow0,41ierA,

011'ornair nriy 4hr rutoythrnr of ,any, right, prkilrge,ibironoce of Oprothstitly,

Di000r,ion

The "mippott septik'rs" asrAilAble to An aniktiti program e411 hAV i Oihet411641 impAct on theeAtent 4m1 ot the 4thkiic offering* tor wornen,,ind men, 11w ooch of' women'*4040114:1C4111 tioinot he troioutily cApecteil to moich the performoce a bet shale counterpart if Alie amihe hoe 4.4V.Viii 10 widely klactent 'kuppors wrok-ec tromple, the energy or lime *heond be condevote to cooching ti ivffainly not eiltiol if ir moo type ond tile ha own Iota* (while he hostolEtime wervtorl), if tw mot *A three Nock% Woke 4 photocopying machine (while he ha* onein hi% office), ,%he hat to wAlt two weel . to hoe het le4111' wheihile 111111W:ilea throulth the u*witty% roblicmion depAriment oihik ho, teMM have top priority), if the moo keep the AfioleticprotttAm% fin3nool worth (while 14,0 to 410 thi), 0141 if *he moo u'oiot oppo,M#

I 1ItX)

teams (while he has paki full- or part-lime scout). While t# dikonritiw- mavy iostittitiom Aor

this great, these examples SOW to Ill ligtfate hew the wiener of abSOitt o 4Ippoitaffect thr overall scope and adequavy of atidetic Opporturntics tor womew

Strategies. for Equal Opportunity

gn institution rinds that it is not providing -qui opportunity for womtn's rnt men's pro-grams to receive and benefit from various other support services, it might consider taking the fol-lowing stem:

Increase the support services available to the women's program.

Consolidate the provision of support services for both women's and trien's programs, withboth women and men participating equally in the administration of these services. The cen-tralized provision of these support services might be jointly administered through the 'worn-en's tinti men's athletic departments, by the portion of the university which provide+ thekfflOts Of by some neutral third party. The Office Of committee which provrdes these sowices should have a clear mandate not to discriminate on the basis of sex and to week toremedy the lingering effects of past inequities.

Reschedule wit wrvicci k0 that women's and men's programs taw equal access to them.

Provide opportunities for the winien's and men's programs to share such services wheneverpossible.

Other Support &tykes for the Wooten's lid Meit's Provos

-Model Assessment Tool-

1, Support servi4s, Describe 3ny support services which the institution provides to eithcr ferule 3nd rude teams or tk women's and

nien's hletk 'lovas in terms of tk following:

.

2

clit4 2

...... . ..

et

i2

it

4

al

.0

0

2

11

$ ior b

0 ia

"1

1 '

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]il

I 1

a, It match lo"icoul" oltot

ttiffil lIAdiall annual bud!,

ail

It tiophcon wpot, moto,(oPIIN,Itc, iindott annual

NON

.1', Ttkpliolif, 00 itimcillmid MOO

11. StOtunilJhdditkil wrir.kel (Indigtit foal Ndittl

t; Supphlt tit.11141Kair annual

Nitiatt

t. Aott.1 RI anit ot ot atitto,

111411 aoptnint tot Oil,Of, NAN, tlt,. It 1,, twito,

loo, NO thtiltitta anNal

thttltatt

Support krvIcts, (contiou.d)

g Act000tiog t)t 11140114

114'

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k. roothatiog x milt DI

OM

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topotI ortim, 0141014

inttotitivigthwhott

iptloolill

14

VIII. ORGANIZATIONAL AND STRUCTURAL ISSUES

THE A DMINISTRAlivi: STRUCTURES 01 WOMEN'S AND MIA'S AIIIIET1r PROGRAMS

'I be 1 vile IX teodathm wecilkAlly a1%tIte the kmie of the adminishative sltuctioesused by educational institutions for athletic piotoissos. 'the "Spotts Mensotatidum,' however, doesaddress Moe. statilig that:

I The Title IX tegulatiim o!,s' not address the administrative troeture(s)which are used hy educational leTtivififiwt for athletic progtams, 11 icordingly,

are not preebided from employing Air/wale administrative struc,,noes lor and WfitileIrl 30f1.1 (if sepiolite teams exist/ or a unitary since-tare, However; when rdusational HIM/WOO cialuale w:iethrr MO' ale hi "WI'yliatIce with the provisions of the rsgoialion telannO 1ftrmpfoymcnt, they wl corriolly .asscss the effoll ,flt eThrloyers N.-4h 3CACS

(littfrnt and any proposed adininhitatfte structw-e 411,1 related coachingassigrmients, Changes in (intent administrative structurits) or coaching assign-ments which hare a disproportionately adverse effect on the employmentopportuaille§ cmployecs of one An. ate prohibited by the regulation.

Additkmally, the "Sports Mcmotandiun" sass that "educational inoitutions ate riot loolifedto duplicate their men's program for woolen."

DiNahlit)11

Al present the majority of colleges operate their women's and men's athletic programs sepa-rately, Often these departments Ate quite different io philosophy, emphasis, sttuctute, and histoti-cal development, Many women's athletic programs grew out of; am+ 3te still closely lied to. physi,cal _educatkin mop-anis. with the troth that their maim emphasis is on instruction:, student partitppation, and lifetime spoils. Its contrast, many irdercollegiate athletics programs for men have devaoped fairly independently of the nien's physical education program and have hxused heavily onhigh level cotopetitirm and !Mut sports,

While these two hasittioos :ate oot ocs.essards oolutraaidory, they base often lest to the doll,opment O prooams tot women and men in the same institution which atr sthlsiitgly different. IlseTitle IN regulation does not dehne these differences as inherently discriminatory: The overall provision of equal oppostunity is what determines whether Or not an institution's athletic: program is incompliance with Title 1X. Title IX permits institutions to maintain multiple administrative sttue-litteli V) lung as thew strucilliC; 4111 MO Icad rlis.41111111141.0ty prOgtattiS 01 dilpctitMllatPrY VMplgy,merit opporiondir,.

In order to assess metafl equality of opportunity. however, it is necessati to esamine theorganization and scope of women's and men's athletic programs closely. Widely divergent Wm.-tures, responsibilities, and opportunities may requite that an institution realign the administrativestructures a women's and men's programs.

Many iA ntnen In athktivs ate vowelised that a merger tuf the administrative sloietutes forwouretels and men's, athletics would mean a subonetm, They (CO ifrat women would toth he de-raottri to "assistants 19 OW Jthlelik dItces01" OW /OW 4hatclier (00110111ry now have over wont.tn's IsprutS, They p.49nt to ifernifucrittr whidi b MOW, W.-Wing OW the progtanis a44Olio of worieo's athletics have 4Pttl hoSi gtoufld as a result of the tnergm They also thaw analogies

between their Laurent situation and the demothm or termimition of many black educators whenblack and white SCIMol SystCIII% were desegtegated alter the passage of the NM Civil flights Act,

If; however, an institution is exploring merging the administration of the wornen's and men'sathletic programs, the "Sports Memorandum" notes that it tnust undertake a comprehensive studyto "assess the effects on employees" of the proposed change. Additionally, the institution shouldthoroughly explote the possible "iiilverse effects" or merger on the athletic opportunities for wont .en students and the programmatic values and philosophy of the women's and tnen'a programs>

117 k2unducting this assessment, an institution should solicit the views and advice or remale andmale administrators and athletes, as well as other institutions which have faced similar questions,Then it should develop a comprehensive written and public implementation plan and scheduleperiodic review?* of the plan to IISUre that the rights of women (or men) are not compromised. Ifany change in administrative structure has a "disproportion4tely adverse effect" on members of onewx, it would violate 1 ttk IN;

s ;minks of changes which would have a "dispropottionatdy adverse effect" On WOItICIImight inclumle time followinir II metaing the admmistration of the women's and men's program%resulted in the automatic denmtion of time current WOmtlen'. s athletic director to "assistant director";if women as a grouts were fired, de:noted, Or otherwise placed in a less fivOrable employment posbflan as a result of the merger; if merger resulted in fewer jobs in coaching or athletic administrationfor women; or if the practical effect of merger were to require women to accept the "male model"of athletics.

If aft institution retains separate administrative structures for women's and men's athletics, itshould evaluate thew structures to determine if they provide equal employment opportunitiestegardiess of sex and if their roles, resources, 0.- I, access to top administratUm are relatively equal.In a nuntflor nt insfitUtions, the administrators the women's program do not have the same sup .port services, av,-.-,qc. to the president, etch as the administrators of the men's program.

It should elhO be noted that, while it is permissible under Title IX to have separate structuresfor the ,:,onduct of single-sex competitive athletic opportunities for students, these structures cannot

on the bask of sex in hiring or employment.

Strategies for Uqual Opp-ortunity

If an in:motion finds diccrimipAtion agairitt women or other inequities in the admimstratriecivil:114V; of the women's and mot') pri"-Oalns, it might cow,idet taking the following steps

vpgi,A, 11,p rovket, staffing, and Mho tcsoutccs of the women's program

Nov of alternative u ..t>ss of the administrators of the women's program to topadminr,trator, perhap sdirduinif ifinotat meeings with tfie president or the vice proi .dent to whom they terf:irt.

Provide an additional mechanism (cI., a joint committee or regular meetings) to facilitatecommLnication between the women's and men's programs.

Centraliie, integrate, or merge some functions, short of merging the women's and men'sdepartmvuir. Aspects of athletic programl which lend themselves to this type of mergerindude the use of equipment, facilites, and supplies; !Oieduling or game and practice times;travel arrangements; medical, health, and tr ;info% facilities and *mkt% and publicity,

study the posaility nf merging the -Amin :stratum of the women's and men's athletic pio .grams. paying nwial attention to whether 4-.14 MA Midi a merger would haVO a "dispropor.tionatcly adverse effect" on women.

Should the institution decide to merge the women's and 11101145 departments, develop a writ-ten mid public merger plan Outlining the proposed changes, reorganization,ihe rationale forthe changes, the anticipated merger timetable, etc. Prior to the implementation of any mer-ger, female and male employees and students, as well as concerned campus and communityorganizations, should have the opportunity to comment on the proposal,

101

the AdminIstrative Structures of Women's and Mon's Athletic Programs

-Model Assetsment Tool

, Develop two iletalled organitotoual charts one for the admInistratiste structure which has responsibtlity for women's athlet les and on

(of 1110 oduilnhirative structure which has responsibIlity for men's athletics, Matte each diart spedfle as possible, India lug the

1131110, lltles, and s0X of the various posting; lines of authority; et(4 Include all staff within the structures (Including clerical and other

support staff),

161

2, Staffing of :Welk ticpartments, Indicate the number of ITI women and men Involved In theconduct of Women's athletics and In the conduct of inens9 athletks,

Women's athletics I Men's athletics

Number oWomen

Number of Number ofWomen

O. Met odmInittlatot, (kW.PO, OW

Ot het adttlintotatott

c. htotball toathe, RIOattittant wattle;

d. Batketball coactiet Andstlffant costhrt

t. Mho Lt lathe% And atAiAt.ant coaches

r. ft swell. itettiono tetputt-tittle fur handling equip-ment. supplies, etc.

Recruiteti

ft Clerical old towitt.,tt ttort

I. Othet.. Spettfy:

Number ofmen

To is.1 Nuttain 1 I

109

1 53

3, Aeeess to top administrators, Do the directors of the women's and men's athleIle programs have

identical, or nearly kientical, ileces5 (IIC (Op administration of (Ile institution?o Yes

No

If "no," discuss their relative access in terms of frequency of meetings with the presklent, vice

presidelit(s) or kali(s); the topics of these meetings, etc.

4, Lines of authority. Do the directors or the women's and men's athletic rograms report to the

same person?El YesEl No

If "yes," identify this person.

if "nu," identify the name and title or the person to whom each reports,

110

ASSOCIATION AND SPORTS GO'VER NINIG ORGANIZATIONS

Although Title IX does not address the role of athletic associations and sports governing organ-izations in detail, the regulation (in section 86,6(c)) does state that:

Tht, obligation to comp& with I the nondkcrimination requirements ofTitle /X/ Is not obviated or alleviated by any rule or regulation of any organI-2,athm, club, athletic or other league, or association which would rouler anyapPlicant or stmknt ineligible to participate or limit the eligibility or participa-tion of any applicant or student, mi the basis of sex, in any e(lucation programor activity operated by a recipient and which receives or benefits from Federalfinancial assistance,

Title IX also forbkls institutions front providing "significant assistance" to organizations orassodatk)m which dkcrimina iv against students on the basis of sex in violaliOn of the standards setforth in the regulation, Specifically, the regulation (in section 86,31(b)(7)) forbkls institutions

MO or perpetual( ingl I sex discrunination against any person by provid-ing significant assistance to any agency, organization, or person which discrimi-nates on the basis of sex in providing any aid, benefit or service to students oremployees.

Additionally, the "Sports Memorandum" slates that "educational institutions are not requiredto duplicate their men's programs for women,"

Discussion

Currently there are different national associations governing intercollegiate competition forwomen's and men's athletics, In 2- and 4-year colleges and universities the Association for Intercol-legiate Athletics for Women (MAW) governs competition for women, while the National Asso-ciation of Intercollegiate Athletics (NAIA) and the National Collegiate Athletic Association(NCAA) are the primary national governing bodies for men, The MAW and the National JuniorCollege Athletic Association (NJCAA) govern competition for women at the junior and conmiunitycollege level; the NJCAA governs competition for men at this level.

The same reasoning that HEW outlined in the "Sports Memorandum" regarding administrativestructures for the conduct of women's and men's athletics can also he applied to separate athleticassociations governing women's and men's athleties, That is, "institutions are not precluded" fromparticipating in such separate associations if any separate womas and men's athletic teams exist,and proposed changes in these affiliations should be carefully assessed to determine the effects onstudents and employees. The interests and abilities of female and male students, as well :Is the levelsof competition and selection or sports, should be considered in evaluating any proposed changes inassociation membership or affiliation. Changes whicli have a "disproportionately adverse effect" onwomen should be avoided,

The Title IX regulation does not deny individual institutions the flexibility to develop theirown women's and men's athletic programs, as long as the institution's total program ensures bothwomen and men an equal opportunity to compete in athletics in a meaningful way. However,membership in sports governing assothtions does not change the institution's obligation to provideboth overall equal athletic opportunity to students and equal employment opportunity regardless ofsex.

I l I

Strategivi for Equal Opportunity

r an institution wishes to evaluate the effect or athletic associations and sports governing Wisu-clations on equal opportunity for students or employees, it might consider taking the followingsteps;

Carefully assess or evaluate the effects or both current and proposed affiliations on equalopportunity for students and employees, considering suclt factors as the interests and abili-ties of both sexes, the levels or competition, the selection or sports, and the length or season.

Develop a written and public plan outlining any proposed changes and the rationale forthese changes, providing female and male employees and students, the commission on thestatus of women, student and faculty governing organizations, as well as others concernedabout equal athletic opportunity, the opportunity to comment on this plan prior to itsimplementation,

112

Athletic Associations and Sports Governing Organizations

Model Assessment Tool

1, National Collegiate Sports Governing Associations. Provide the following information regardingthy national athletic associations to which the institution belongs,

Nat ional association forwornen's athletics

National association fornien's athletics

_

4. NAM(' of the nattooAI awilationt 0 towhit h the imtitii .two beloty%

b. Annual fro

c. Other fee% or um%

ii Veat in whkh inti-tution joined theawmtation

c. Competitive divkionOf clatification ofthe inttitution with-in the am.ociation

,

--113

157

2, Reg tool amociallous/courerences, Provide the following inforinat km regarding the regionalassociations and/or conferences to which the institution belongs,

a. Name or the region-al atisoelatiOn(%) Ondconrereneelradikh the Inft Ittynon helotrat%

h. Annual dues

Other (co or coota

d. Year in vihkh theinfritutiOn it) inetithe avkociallon

e- Competitive draonor clatfification ofthe inttitration with-In the ameiation ilfonfetenct

Regional association forwomen's athletics

Regional association formen's ithle tics

,J, InAlnal membership orgnizolko and other sports organitadons, Provide the following inforinkii toording all lodividual

nrgiiniliiiions tot kMi the instilo(ion (or ;iny part of die imitation, including the athletic depalmenl, physictil cdocinion

depinnnoin, inid booster club), pys Ilic minbership or affiliation fees awl other mtional 411(1 regional sports associations/main.

has to which the institution bdongs,

won..

159 160

pooltif ri d foRliffio ddlogimo yom .goerid4 oiIIoft Pfk 101441110 P001[10

ji10.110.0 liNhad nd, k likh u 140011 NIP iiid n olpidotho whidi ovofi Ito

koidtKi iofwomel6

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'440,,140

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TIM 1/141M1 OPMENT OF ATIII-ETIC POLICY

tho hittilot ion does not directly address the or ox tilm in rhe development ofat hletio policy, it implicitly acknowledges the importatiee or notidiscrintinatoty policy development

o'ciall oltlA AllilinstratiVe NttnOtitt5 Kit and

t4,. -Sporp, XlviiloyAndoin "olo Inn la J0001411011* ale nOt fti paired 10 iltiplWatIf Ulf roffain 101- kvionven."

Diulassion

$*4464ps one of the t41gible And yet imsti imporLaof npc.h Of rituality *Who wOnicti'vimid MEW§ athletiC progtams is the RI:list, po*er arid devisionMalong authotity or the *omen's andmete§ ,ith kik< privtAtivo Ili many M tvaft tv4:aitw of the different administrArite mruc.toms whth hoc grown op Asos wpoare por4Ams, there Ntriking difkrences in how Athleticfvolwv i tgvehiped ni3 tinplemented Antl (Of Wit Feir eXAtriple, ill §Ciffie irolinition§4

arid NOM deomolts tegiutfing then's 40110110 tc itviewed only bY the proldent, whileriOlky and budget decisions regarding wornen's athletics in that smile institution most be approvedby deans ot ottet

lThke thr Akinien's Atiktoc program is often dwarfed by the Ma* progtAnt sn s4:0pe. pnwer .

and decisioniniking authority, Write woliVil in Athletic§ rear that immediate merger or the immedi .ate thiVelOpiiieni or A tinifify policy for all A§petl§ of athkties would require them to AWN the"male model" of atliletkti, a model whkh some find int onsistt with heir athktie ptactices and/orspottS philooJThy

Stotegks for Lqual °pool mit),

The I itle IX frgvilAtiOn ct rtitiore that mstitinions deVehip othlcik policy th 111Vi.47A'6Mt tot woo$01 ahd she_h_ lloweviet, if an intittifitni thid inavled disparitk's in the desel-

opment tl athktic fel-W(47)0i and Men; it Wight cOnsidet faking the follawing steps:

Upgra.ite thr tick' tiofinakirq aathorili' of the aarninitlfative unit ondiv,,long alto

l'Aplote invIlioth u4 do eloping a Unified fftitftlitiovm/ policy in .cotile of all afeac. lot.iionwn'Ar avid Inevi` atti lk. taL,uit 4afie fo A1/4111'0 Mat the Witt:Alm ;risk' priofiliec d v,001:en*s .m),1 men's inorfams are AVOnie*10411131 tkV1011 Sit artising at thew polivies.

centotire, itilegrate. Of 174-ffe tttIt tkifictit ti§ of the winnen. Alta filcit'ci fvfolukuutiifti iltMit111011411 pyliq. *Mt tO 0400te thAt nh unuhed iirolicio, do ootditoot-oftiOnal44 a4It cow cffet On cilti t

iilet a4Vi." A

iIi DevrtoporoI of Alkktie Policy

rIARmineiii Tool-

l'olicy Vt!j'fltltt th following infottoMion volky womol's aid ONO 311110i0, (Nolo 11141 Olt

VtrIllit4litql Of IIU 'h (1100WS It i tiliS t11:4110JU

tklpilht ofMOO

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f 4100100! ef

IA

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oorit of 4ny

diffotnecs; hit toms

difftrynces amongFor women's l'or run% For woun's For mm*1 For women For rien's

ItaMi eXiSI, elc,3thktic içtjc 1111dici isthictici mhIctics 401164

IL Nwial NOtti

itivaNWino in4§oloi

1. Mikity ekiMIk tetekts*Kt

troriomintipirootolmilikook

ott-

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(1141 to Itht

1101010

MA) 0411110f

IX. TIIE FUNDING OF INTERCOLLEGIA EATHLETIC PROGRAMS

lie 'title IX teg,irlalion scdism 84.4 WO stinc.i the following reg.udnig the tunding ofintercollegiate i thkt ic prugoms:

Unequal aggregate expenditures for members of each sex or unequal expendi-tures for male and femak teams if a recipient operates or sponsors separateteams wIll not constitute noncompliance with this section, but the Director lofIIEW"s Office for Civil Rights/ may consider the failure to provide twcessaryfunds for terms for one sex in assessing equality of opportunity for members ofeach sex,

The "Sports Memorandum" plovides additional information regarding Title IX's treatment ofintercollegiate athletic finances. In discussing Title IX coverage of those athletic funds providedneither directly by the government nor directly by the institution, thc "Sports Memorandum"states:

These sections apply to each segment of the athletic program of a fed-erally twisted educational instituthm whether or not that segment is the sub=ket of direct financial support thmugh the fkpartment Thus, the fact that aparticular sepnent of an athletic program is supported by funds received fmmvarious other sources (such as student fees, general revenues, gate receipts,alumni donations, booster clubs, and mot-profit foundations) does not removeit from the reiteh of the statute and lime of the regulatory requirements

Me "Sports Memorandum" further darifio, Title X's impact on this area. stating that:

While the impart of expenditures for sex identifiabk sports programsshould be carefully considered in determining whether equal opportunity inathletics exists for both sexes, equal aggregate expenditures for male and fe-male teams are not required. Rather, the pattern )fs expendittites should notresult In a disparate effect on opportunity. Recipients must not dherffitinate tntthe basis of sex in the provision of necessary equipment, supplies, *dines, andpublicity for sports program The fact that differences ftt expenditures mayoceiti because of varying costs. attribuotbk to differences in equipment require-ments and levels of spectator intettll does not obviate in anv way the respombbility of educational institutions to pimde equal oppommity

Discumitan

(Note: Wide the Title IX regulation requires that the funding levels of women's and ments andetioihe sufficient to provide equal athletic opportunities to both sows, it nuil4cs no more speeilic require-Menti tritatlilifitt the level or l'undinfi. Foliner. t dot* not teiluir" that th flmJtn proicok*Or (Undting sources for women's and men** programs be identical, Ikcanse othktic mcqultic often *tonfrom differmr* in funding iork and/or diifetoW0 in the funding procto or SOisticei; of funds, thissection is Mulled to assist education institutions in esploring thew issues, Althoiigh twany of theissues raised ate titit directly derived (loin spetik equifellietth III the title IN regulation, esplora,non of these questions should assist institutions in evaluating whether tit WA they are proitohng the

overAl 'equality of thleti oppoitunities reltured by title IX1

There are few areas which arc as widely discussed and little understood as the funding of inter-collegiate athletics, Indeed, entirely apart from the issue of equal opportunity for women, manyinstitutions ow now taking a closer look at their athletic budgets because of inflation, rising costs,declining student ot spectator interest, and/or declining student enrollments, III his I ieport tothe Ainerican Council on klueation, (korge !Lanford reported that a mimber of key segments ofthe acadcmie 0.)1111111111ity WM! keenly concerned about athletic., finances.* Ile found the folkiwingattitudes, some confirming and some eontradiding conventional wisdom:

.,1310 tegislators, governing boards, gosernopc Alt nolo "all sceMs; 64 the moment to herelatively quiet on the state-level front. lone eannot discountl the hkehhood that Actionmay soon break out in response to financial problems or to the demands of students. par-tieularly in the interests of minorities and women." Contrary to popular opinion, there is

only "a small anti statistically insignificant positive relatiomhip" between the institution'swets% in athletics and its suCCOSS in securing appropriations from the MAW, "Mho impactof winning teams on the fituncial disposition of legislators is virtually imperceptible," We

can expect "new and greater state attention to budgets, by legislators who decry thc declineor local rekvance. and by statewide governing boards whose 'preoccupation with costreduction' will inevitably lead them to college sports."

College presidents: "Recent generations of eollege presidents have continued generally toignore the responsibility for the ethical conduct of college sports whkh an earlier generationabdieated. Illowever.l a new configuration of problems lineludiag severe financial prob-lems! has redirected presidential attention towards intercollegiate atnkties,"

Faculty: "Most faculty members, unless forced to do m). do riot think about intereollegi-ate athletics at all," Although "foeulty disinterest i tiothing new." we ean expect increasedfaculty attention to athletic programs when the rts enterprise comes "into direct compe-tition with academic departments for the dollars ai3d4hic."

Alumni: "Alumni support for intereolleeiate athletics may not tle 0 widespread or asstrong 0 A voeal minority would have it appear Or 0 college presidents seem to feaflit appears that private colleges that have deemphasited Of abandoned football have notseriously suffered from loss of alumni financial support"

Board% of tmstees: "While it i% true that there are a few riverlealool trustees who put theinterests of the men's athletie department above all others, it is generally true that whateverattitudes the members of any given board collectively hold about the thk of college sports,they are most likely the ones that evolved under earlier boards MI ate being supported bythe entrent administration. In this and similar regards, trustees tend not to be agents orchange,'

Athletic directors and eoaehes: these ptofessionals in the hda are "generally favoikktoward but differentiaDy optimistic: about intereollegote "Athktic directors atevariably eoncerned ithout rinancts And ate beeommg :ely 'A'are of the added espensesthat will be necesArvi to deal with the demands of weliien foi- more eqintallly tteatment,"

AtintiOntn: Anti financial Aid offieem At institutions whati low prolile athleticA-ItnIkstotb= and inaisetal aid officer: 40 "tiOt particalgly otiCt'Ineol thEl,

Whet than the athletic' deparownt make the decoint a to fsihs athletes will gei in aridget aid," At inslitotions with his! Wise ',wry's lohlette ph,wyi, however, the Athleti, depart,:merits often handle i-Ist11111.4.1011% Amid f11111t0.11 aid a l'at4 +-V, h directors ol ;Omissions andlinmial mil finkl "ilvosori

eieotp 110160, dr, In..boity into the Nr6t /or Oa I r.ththti 1 a N4tior741A0olo Pltrt, dkRi4h. 411;:tri

Prot,oit to the 4 Portwan du.4.41h,n 1Watlangion. lit 5wrli,:.411 C011.1,411 I 41171. AI nji 11,0,15,

l:mphtiAtjtiorli 1

Although whether or not a sport makes a profit is clearly not the standard for determiningequal opportunity, a great deal of speculation about the "profitability" of the so-called revenueproducing sports has twconipanieil discussions of Title IX and athletics, During 1975 Congressionalhearings on Title IN, the difficulty of tracing the dollars which support athletic progrants becameapparent, 1:or example,'a substantial amount of the NSources and staff which an athletic programuses may be entirely provided by another part of the university and, as such, may never appear inthe athletic budget. In testifying before the Senate Subcommittee on Education, Donna Loplano(director of intercollegiate athletics for women at the University of Texas at Austinr provided thefollowing insight into the economics of big (ime college athletics:

Let's take a closer look at the University of Texas') $2.4 million men'sathletic program which is often considered a prime example of an athletic pro-gram supported through income derived from big-time football. Believe it ornot a wuni case can be made that football at the University of Texas at Austinunder one of the finest football coaches in the country is not even profit mak-ing, Is'hen the cost of administrative and support personnel salaries, coaches'salaries, wages, operating expenses, scholarships, utilities, public relations,office supplies, telephone, salary benefits, insurance, maintenance, programs,cheerleaders, band, astroturf and allocation for budget adjustment costs aretaken into consideration the $1,6 million In revenoes solely produced by UTfootball are also solely spent on that same football program which costsapprox-imately $1.6 million to ron. If you go one step further in the assessment ofcosts to the University and consider the amortl:ation of a 75,000 seat stadium,football is costing the University of Texas a great deal more money than therevenue ft purportedly generates. We may then comlude that the total athktiepnnteam is hot dependent on revenues derived from football gate receipts but iseither dependent on 5450.000 in Income whkh is derived from an optional $20student fee which provkles free admission to all athletic events or from themoney the University provides for capital expenditures which in turn freesother mottles for operating expenses unit:orlon, What on the surface gives theillusimt of profit or net itteeme, is nothing more than cash flow being used foroperating expenses it dl depends on how you wish to intermet the data. Weknow that we ran use Mathes to support almost any proposition. What 1 antsuggelling is that the Tower Amendment Iregarding Title IX coverage of"revenue producing" sports/ has found it convenient to maintain the myththat biptitne football and basketball are not only revenue producing. but profitmaking enkrprises which support all other Mims in the athletic program, 746areept this aktumptitm as valid wont., u wave eoltit we ape Aimply not used

to perceiving linn-ersitv Irippott sia capital it prndituro as a cosi Airtor in Merti.Vdtts

The Tide IX teguiatt n's coverage of athletics is based on the assumption that tot institutioncan provide muality ot oppornmity without esact equality of expenditure. The regulation makesOrar that institutional compliance with the Title IX standards in athletics does not demand dolhir.for-dollar matching expenditures for each sex. (Nor, (or that Mailer, tinea the reantation forbid aninstitution litsrls unPlementing a dollapior-dollar standard on its own.) Koller, the oppommittesprovided for *Innen and tilers are the major criteria for determining whether or /Mt MI institution isproviding citoal Atiskiie oppornmity under the gandarati ;et forth In the Title IX regulation, Whilethe regulmion esplicitly at:Sett Ma rearlife eltrivaknt expenditure* for each 40%, ill*paritfr* in ex-penditures as theS" relate to incquahlies in opportunities (Or males and females may he one factorin deteinuning whether or not pportimitio are eqiial,

Nshibtifisft of Sr nefore the Nuhoonmittet oft ti:000,10,01 of Ow (offolliffm, on

I.4Nor f7,74 e)4I l'onprst. Iitsl Se441410 ( 75 ). PP, 12112::

7 2

In evaluating inequities in opportunity whieli result from inequities in funding, institutionsshould keep in mind that they must compare the total women's program to the total men's pro-grain, That is, all male sports (including basketball, football and otlur mecalled revenue pro(lucingsports) must be compared with ull Emile sports to determine if, overall, the institution IS providingequal opportunity. le assessing whether an institution is complying with the athletic provisions ofTitle IX. the so-called revenue producing sports and funds derived from private sources are consid-ered in the same manner as other sports and funds. Also, contact and noneontuct sports are evalu-ated together, not separately, in all equal opportunity comparisons under Title IX.

While funding is not the government's primary measure of equality in assessing Title IXcoin-pliarce, those persons evaluating equal opportunity must have a full understanding of their institu-tion's'funding mechanisms and priorities, as well as of the differential amounts of resources avail-able to wOlnen's and men's programs, if they arc to ask meaningful questions and arrive at mean-ingful answers,

The process of undertaking and completing such an analysis is not likely to be simple. Atmany institutions the funding or athletics is intricately interwoven with the funding of other aspectsof the institution and on many campuses the sources of funds for the women's athletic programs aredramatically different from those for the men's program. Vor example, funds for athletic activities(for women and/or men) may come from student activity fees, a line item in the institution's budg-et, a special appropriation from the state legislature, revenues from television or radio contracts,athletic booster clubs, institutional athletic foundations, earmarked contributions, assessments ofstudents for "capital improvements" (e.g., an athletic stadium), ticket sales, or the instititution'sphysical education budget. The different funding patterns are practically limitless. In some institu-tions. for example. outside bootter clubs are the primary vehicle for distributing athletic scholar-ship money to male athletes. While differences In the source of funds for women's and men's pro-grams make analysis of equal opportunity difficult in some instances, the source of financing is notrelevant in determining an institution's coverage by, or compliance with. Title IX.

Similarly, the level and pattern of expenses for women's and men's sports often differ greatly,even within the mme institution or for the same sport. In George Hanford's 1974 -study for theAmerican COUtiell on Education, he estimated that the average budget of women's departments wasequal to only 2 percent or the men's budgets. Although the budgets for women's athletice have gen-erally increased somewhat since then, they still clearly lag far behind the budgets tor men's athkticson most campuses.

In addition. the financial enntrol and budgeting authority or the women's and men's athleticdepartments have often been quite different. It should be noted that Title IX does not address theinternal budgetary process ot institutions unless that pfoeeSs Is lIscrlmninatory on the basis or scxrind does not afford equal opportunity on the bask or seX.

Strategies for Equal Opportunity

After evaluating the funding process for both women's and men's intercollegiate athletics, aninstitution nnght wish to consider taking the following steps if it finds sex-based inequities whichresult from the Wiling process itself or the levels or amounts of funding provided for women's andmen's programs=

Rake, alkleate. tif apprninfialll Aditional fund% In order to provide equal opportunities:Among other options, State-supported institotions migio consider exploring speeial appro-priations from the state legislature to remedy mequities,

Channel any new Wink whieh become available to the teambeen affOtded equal opportunity.

i 3

prOgrain with h

Schedule joint fundraising activities for women's and men's teams.

Consolidate or centralize the funding process for women's and man's athletics, taking careto IMMO that women and men have equal representation and decision making authority.This could be done, for example., through joint action by the women's and men's depart-ments or the office of the university official responsible for athletics. The office or com-mittee which coordinates this centralized funding process should have a clear mandate notto discriminate on the basis of sex and to implement funding patterns which eliminate bothdiscriminatory funding patterns and the effect of past discriminatory funding of athleticprograms.

Reallocate funds so that the inequities arc elimMated.

Institute cost saving methods or systems for both women and men. For example, Joint pur-chase of equipment, supplies, uniforms, etc. might enable the institution to save money byordering in bulk, in addition to saving administrative and clericaltime. This freed timecould, in turn, be used to advance efforts to provide equal opportunities.

Revise the flinding process so that it does not have the effect of providing discriminatoryopportunities.

Survey the athletic program to identify any possible -frills" which might be eliminated.

If a significant amount of tile funds for the athletic program comes from outside sources(such as a ltooster club, an educational foundation, earmarked donations, etc.), undertake athorough study of these funding sources to determine such things as; what services they pro-vide to (and receive from) the institution; if their financial contributions benefit male overfemale teams; and how they operate within the institution's structure. Although such fundsdo not exempt all or part of the institution's athletic program from Title IX, a thoroughunderstanding of these organizations can assist the institution in providing overall equal ath-letic opportunity.

1 he 1usidht of hitetcollegiate Athletic Programs

Model Assessment 'fool

I Note that :iport-hy-spio t budgets Ito intercollegiate, chili, ;ttid inttarmwil spoils are termested inthe tbitd, fontth, atid lif th model assessment toois under "the Selection of Sports arid the Levels of

I. Ilmlwet 1mce55_ Olt tho pfIR-ev: hy which deciriiniv. OW made tottothilc .mrt male mttletb. :emits hi tti of hi)w wiqifio4 Wkit hildiNi 4011110oikt, who devcior tho IltieHml 1)1000, who viev fite hmleot kind tit total dculsiotonakingauthority, eft.

1. Wffitieffs aihic tics (Specify afly dif let e114,:t?c, ;imong team0

b. Men's football

c. Men's IraAriball

(ithrt two% IIitt' r in r fc.ii I

I :11)

Soto of (omit Ptovkk tht foilowinr, inforimtion teggrditig.fil oorce of 1ood5 for various speck of thc infoollcgide otidetic ro

gio), If iiioe it mote Om foOnp, ,;9ottc co iidI ik 441 Ihk d1111 qmotraiirl infounatifm whidt oo Mdivklod cIirt

Mworloni I 001 mood..

4. 1111d 1r11 ttt

4 AA4offri,. wool 104

I

4, -,tclEq. !r.i!J'i!1

ftVir,f tEit'/r101

'1 11 01111.1

NO

2, Source of (mull, (conliroicil)

j I irmtill all to alhlom hitlk

v.h.lhohlpt

Pt( lfl Oki? Ihk lei

I. Avaudl ttoviihon

01, Oihfl hrfilt 19(1 vPoi(tt lo

IN10111

ru. thhtt r4ri.11 t7h0$ tht

Iforif.04 *rid m11'11,11101,

,

Direct hinting sonteof, l'onofle the following inf ottn.,ition regarding I ItiIIiiU ol inteKolkpiite thietio for women find men,

tAl.lioneli 1 l len 1101.41dt lo ItAch iinI wIth iiI precedon, ',hook! hi' 10,010 litovnle much ol the Following inhg

111,01141,1s eAlnidling anionic when

Solit hinds

III'd1hil',111/ 111'1' 00111

"1,104 144,1r,;:14'; 141,14.414;

1,4,01)

14 1:0094v11,4 Id4.,,21 I

fot Men ; 411,14,1',

111,111111! 4,1 14 :1 1 1114' 1:1

hit A4144014 it::411,

1/11111./!1.11'11 '11:"! 1111`1.1''''

III 144

1- 4144 41: ,r44 h ;iv}1,.4,;` 4.444 7,A1 .1 ri Itnt411,4, 4:41 1 .:41

nital hind0 worcec,

S01110' 01

10)1119001111,14,,..1 10

' I tI1111111 1 Hi. I !

I k II!

1101.'11010 I

Ii'n Agri 111:11t. II

11)0)f 11.011i

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siwpol , 111W 11011111 OAR'

1,1111..41, 111,111..InitoP11.11,1t.1111

rlIIItl Atl%' fl:iltkIl'111% lit T6

Irk kAlniI1111414 lit

1110 I

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184.i

j, Direct funding soutco, («ffitinued)

Source, 01 l'utlds

I. 1,oni.Ilitiorktell

let chilli, j(liku oirIttivo

1:00111 font tiktrt ulo

ittkon( tvroh .ote tecot

WilihnOkko;pidtortudeiiI leo)

I. kidc from ticket Orl to

cn Ahlelic 0'01115 Nte r

locluilmii tickets pird hot

imlont te.ot

'Oft% jtii

v unhiit,tlr,ns or (.1.11R ei

lot ithleti5. roth orN11

l'f orput4llorr I

w, Oki 'fired to(111,C1

liource Intl iirrioU

I/

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;hi .:,.

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)

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Ji. ,40

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.4

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1.4

4. Indirect institutional support. Provide the following information regarding indirect support for intercollegiate athletics provided by

other patt of the institution. (Estimate values if more precise figures are not available.)

Source of Support

a. Released time for coaches recruit .

ers, trainers, physical education

teachers, etc, whose salaries are

raid for out of'nonathletic"

funds (Include institutional faun.

dation employees who spend over

10 percent of their time recruiting

athlete0

b. Administrative salaries, personnel

c, Secretarial assistance

d. F acilities, tr aining equipment,

other equipment, supplies which

do ROI appear in athletic budget

e. Medical and health services and

facilities

189

4. Indirect institutional support. (continued)

no,

Source of Support

;*.

3,71

0

0 0w

t

f. Housing and dining facilities or

services which do not appear in

athletic budget

ig. Grounds and building mainte .

nance services which do not

appearin athletic budget (for

stadiums, gymnasiums, game and

practice fields, etc.)

h. Public relations, promotion pub .

licity, publication services pro

vided by other portions of the

institution

L Financial aid to athletes which

do not appear in athletic budget

1 9 IJ

4, Indirect

institutional

support,

(continued)

Source

of Support

IC .0 0E '.Z

0>

...n VA yQ

.D

. 00 t.,

,.., 00 ,,,, :7: 0

k a4 3 .

.6 0

,.

o0

" 0c , c,= C

O 0

., o.4:i

,tnw

3 r':0

-1

0

04

1,

cd ."'

u;eJ Q U

,..

in U Z. t...

r. 2 rj ..

;..I. tE 3

Q

j. Rectuiting

costs

(e.g.,

telephoneand

travel)

which

do not

appearin athletic

budget.

k.A

dministrative

services,

overhead

costs,

accounting

and

bookkeep-ing,

telephone,

rentfree

space,office

supplies,

utilities,

etc,

,,

I Printing,

photocopying,duplication

rn.

Other

indirect

institutional

sup

port

(Indicate

nature

of supportand

value.)

'

5. Auxiliary enterprises. Provide the following information regarding the financial status of auxiliary enterprises which are operated by

(or in conjunction with) the athletic program:

.g.$i

a 0,

9.it).5; u

0

04.

i

VrA

)4 n4 :asCg,

0'1E0

0

E

Q

ZZ

Ti

C

u, ei 0

,:: j4 f4,Ilt ut, v.,,a .

1.i 25gzu0..,0410)

... C4 el CJ lo

C/AA

0

...4

Pci'07., 0

01:T1.0 4) ot

......................,

......o.-..."....N..........s

. a. Operation of concessions, sale of

programs, parking fees, etc. at alh

letic events

b, Athletic diliing halls or residence

halls, including charges to guests

c. Rental of stadiums, other athletic

facilities, etc.

d, Other auxiliary enterprises (Describe

the enterprise,)-...-.....................

.. ,......

.,

.

............*

._. .

4

,

.

6.4

6. Guarantees. Does the institution either give or receive "guarantees" (i.e guaranteed payment for playing a particular school in a par .

ticular sport in a particular seaion) for any sport? 0 Yes 0 No If "yes," describe the role of these guarantees for the following

types of teams in terms of the following:

0

2

u

al

..9,

0

i*t;

..5i

.0

. LI

''''

00owtn't;"400'00uu

t2 ti

--,,'E

0

.2 0

6 tsvz: 0 >

a. How fax in advance ate such guaran-

_

tees agreed upon? (in months)

----,.-

b, Who is responsible for arranOg and.

negotiating such guarantees?

c. What is the dollar amount per season

of guarantees promised to other

teamslinstitu lions?

d. What 'is the dolbr amount per season

of guarantees promised to this insti.

tution? .

,

,,

e. What is the annual total of guaran-

tees paid out?

f. What is the annual total of guaran..

tees received?

r-

7. Fundraising, Does the institution, athletic booster club, etc, undertake any fundraising efforts which primarily or exclusively benefit

the women's and/or the Men's athletic program? 0 Yes 0 No If "yes," provide the following information regarding these efforts:

.':

.gu

E

0,

q' 2

0

,..

.c

0

a4ZA0

a.o

0

0

i,e'.

.0g

E

0

.Eo..I0

0 Ce)

I

0

gV

E

. 0. c

a0 '

0 m

'0ga 4,u 0 0L.,;":...F.,.......

- 0

it . 6xc

a, What fundraising methods are used?

(e.g., letters on university stationery,

fundraising events, special appeals,

earrnarking on alumnaeli contran.

tions, etc.)

b. Who coordinates these efforts?

c. What staff and resources arc pro.

vided for these efforts?

d, Who provides staff and resources?

,

,

.

,

,

.

.19

X. SELECTED RESOURCES

CONGRESSIONAL HEARINGS ON TITLE IX

Hearing on House Concurrent Resolution 330 (Title IX Regulation): Hearing Before the Subcom-mittee on Equal Opportunities of the Subcommittee on Education and Labor, House of Repre-sentatives. 94th Congress, First Session (1975) ["Hawkins hearings"( .

Prohibition of Sex Discrimination, 1975: Hearings Before the Subcommittee PrInca '1.n of theCommittee on Labor and Public Welfare, United States Senate. 94t1 , Session(1975) ("Tower hearings"( .

Sex Discrimination Regulations: Hearings Before the Subcommittee on j coary Educationof the Committee on Education and Labor, House of Representatives. 94th Congress, FirstSession (1975) ("O'Hara hearings"( .

DISCUSSIONS OF SPORT IN COLLEGE AND SOCIETY

Appenzeller, Herb. Athletics and the Law. Charlottesville, Virginia: The Mitchie Company, 1975.

Cobb, Robert A. and Lepley, Paul M. Contemporary Philosophies of Physical Education and Ath-letics. Columbus, Ohio: Charles E. Merrill Publishing Company, 1973.

Denlinger, Kenneth and Shapiro, Leonard. Athletes for Sales. New York:Company, 1975.

Durso, Joseph. The Sports Factory: An Investigation into College Sports. New York: Quadrangle/The New York Times Book Company, 1975.

Franks, Ray, ed. The 1975-76 National Directory of [Men's] College Athletics. Amarillo, Texas:Ray Franks Publishing Ranch, 1975.

Franks, Ray, ed. The 1975-76 National Directory of Women's Athletics. Amarillo, Texas: RayFranks Publishing Ranch, 1975.

Thomas Y. Crowell

Hanford, George. An Inquiry into the Need for and Feasibility of a National Study of Intercollegi-age Athletics: A Report to the American Council on Education. Washington, D.C.: AmericanCouncil on Education, 1974.

Meggysy, Dave. Out of Their League. New York: Warner Paperback Library, 1971.

Michener, James A. Sports in America. New York: Random House, 1976.

President's Commission on Olympic Sports. First Report to the President. Wasliliv D.C.:President's Commission on Olympic Sports, 1976.

Proceedings of the 2nd Special Convention of the National Collegiate Athletic Association. ["TheNCAA Economic Conference"( . Chicago: Palmer House, 1975.

Railborn, Mitchell H. Financial Analysis of Intercollegiate Athletics. Kansas City, Missouri: Na-tional Collegiate Athletic Association, 1970.

Sage; George H. Sport and American Society. Reading, Massachusetts: Addison Wesley PublishingCompany, 1970.

200139

Scott, Jack. The Athletic Revolution. New York: The Free Press, 1971.

Shaw, Gary. Meat on the Hoof New York: Dell Publishing Company, 1972.

DISCUSSIONS OF WOMEN IN SPORT

Boslooper, Thomas and Hayes, Marcia. The Femininity Game. New York: Stein and Day, 1973.

Durkee, Cutler and Miller, Anne. "womenSports Annual Scholarship Guide." womenSports. Sep-tember 1976, 33-40.

Eastern Association of Physical Education of College Womer Proceedings of the Annual Fall Con-ference: The Changing Scene. Chicopee, Massachusetts, 1974.

Gander, Mary J. Feminine & Masculine Role Stereotyping in Physical Education & Compe e

Sports. Madison, Wisconsin: University of Wisconsin-Extension, 1974.

Gerber, Ellen W., et al. The American Woman in Sports. Reading, Massachusetts: Addison WesleyPublishing Company, 1974.

Harris, Dorothy V., ed. DGWS Researeh Reports: Women in Sports. 2 vols. Washington, D.C.:American Alliance for Health, Physical Education and Recreation, 1971 and 1973.

--Harris, Dorothy V., ed. Women and Sport: A National Research Conference. State College, Penn-

sylvania: Pennsylvania State University, 1972.

Hoepner, Barbara J., ed. Women's Athletics: Coping With Controversy. Washington, D.C.: Ameri-can Alliance for Health, Physical Education and Recreation, 1974.

Hogan, Candace Lyle. "Shedding Light on Title IX." womenSports. February 1976, 44-48.

Hogan, Candace Lyle. "Title IX Progress Report: Fair Shake or Shakedown?" womenSports, Sep-tember 1976, 50-54.

Huey, Lynda. A Running Start: An Athlete, A Woman. New York: Quadrangle/The New York'Times Book Company, 1976.

Klafs,L Carl E. and Lyon, M. Joan. The Female Athlete: Conditioning, Competition and Culture.Saint Louis: The C.V. Mosby Company, 1973.

Peterson, Kathleen, et al., eds. Women and Sports: Conference Proceedings. Macomb, Illinois:Western Illinois University, 1973.

Project on the Status and Education of Women. What Constitutes Equality for Women in Sport?Federal Law Puts Women in the Running. Washington, D.C.: Project on the Status and Edu-cation of Women, Association of American Colleges, 1974.

"Revolution in Women's Sports." womenSports. September 1974, 33-56.

Sobel, Lionel S., ed. Conference on Women, Sports and the Law. Los Angeles, California: Univer-sity of Southern California, 1976.

Spirduso, Waneen Wyrick. Bibliography of Research Involving Female Subjects. Washington, D. .:

American Alliance for Health, Physical Education, and Recreation, 1974.

HEW DOCUMENTS ON TITLE IX

U.S. Department of Health, Education, and Welfare, Office for Civil Rights. Assurance of Compli-ance with Title IX of the Education Amendments of 1972 and the Regulation Issued by theDepartment of Health, Education, and Welfare in Implementation Thereof (HEW Form 639).Washington, D.C.: U.S. Department of Health, Education, and Welfare, Office for Civil Rights,July 1976.

U.S. Department of Health, Education, and Welfare, Office for Civil Rights. Final Title IX Regula-tion Implementing Education Amendments of 1972 Prohibiting Sex Discrimination in Educa-tion. Washington, D.C.: U.S. Department of Health, Education, and Welfare, Office for CivilRights, June 1975.

U.S. Department of Health, Education, and Welfare, Office for Civil Rights. Memorandum to ChiefState School Officers, Superintendents of Local Education A rrencies and College and Univer-sity Presidents Ire! Elimination of Sex Discrimination f' 'Ileac Programs. Washington,D.C.: U.S. DepartmW of Health, Education, and Weir e, Civil Rights, September1975.

LAW REVIEW ARTICLES FOCUSING ON WOMEN'S ATHLETICS

Fabri, Candace J. and Fox, Elaine S. "The Female High S-hool Athlete and Interscholastic Sports,"4 Journal-of Law and Education 285 (1975).

Rubin, Richard Alan. "Sex Discrimination in Interscholastic High School Athletics," 25 SyracuseLaw Review 535 (1974).

Rusch, Carolyn. "Equality in Athletics: The Cheerleader v. the Athlete," 19 South Dakota LawReview 428 (1974).

"Sex Discrimination and Intercollegiate Athletics," 61 Iowa Law Review 420 (1975).

"Sex Discrimination in High School Athletics," 57 Minnesota Law Review 339 (1972).

Stroud, Kenneth M. "Sex Discrimination in High School Athletics," 6 Indiana Law Review 661(1973).

Wein, Sandra. "The Case for Equality in Athletics," 22 Cleveland State Law Review 570 (1973).

MAGAZINES FOCUSING ON WOMEN IN SPORT

Sportywoman, published 10 times a year, is available for $6.50 a year from Fine Frock Publishers,Inc., 3732 Mount Diablo Blvd., Lafayette, California 94549.

womenSports, published monthly, is available for $8.95 a year from P.O. Box 4964, Des Moines,Iowa 50340.

MAJOR COLLEGIATE SPORTS GOVERNING ORGANIZATIONS

Association for Intercollegiate Athletics for Women, 1201 16th Street NW, Washington, Dr. 20036.'-

National Association of Intercollegiate Athletics, 1205 Baltimore, Kansas City, Missouri 64105.

202

National Collegiate Athletic Association, U.S. Highway 50 and Nall Avenue, P.O. Box 1906, Shaw-nee Mission, Kansas 66222.

National Junior College Athletic Association, Box 1586, Hutchinson, Kansas 67501.

SELF-EVALUATION GUIDES

McCune, Shirley and Matthews, Martha. Complying with Title IX: The First Twelve Months. Wash-ington, D.C.: Resource Center on Sex Roles in Education, National Foundation for Improve-ment of Education, 1976.

Matthews, Martha and McCune, Shirley. Complying with Title IX: Implementing InstitutionalSelf-Evaluation. Washington, D.C.: Resource Center on Sex Roles in Education, NationalFoundation for Improvement of Education, 1976.

Taylor, Emily and Shavlik, Donna. Institutional Self-Eval ',flow The Title IX Requirement, Wash-ington, D,C.: Commission on Women r Fil-f.ation, American Council on Edikcation,

1975.