Literaturnachweis - Detailanzeige
| Institution | NETWORK, Inc., Andover, MA.; Mid-Atlantic Equity Consortium, Inc., Chevy Chase, MD. |
|---|---|
| Titel | Beyond Title IX: Gender Equity Issues in Schools. |
| Quelle | (1993), (36 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Educational Discrimination; Elementary Secondary Education; Equal Education; Equal Facilities; Equal Opportunities (Jobs); Federal Legislation; Females; Higher Education; Law Related Education; Sex; Sex Discrimination; Sex Fairness; Sexual Abuse |
| Abstract | This document is one of a two-part set of publications. Both deal with equal education and provide a concise overview of Title IX and gender equity issues in education and steps to take to ensure nondiscrimination and equal education opportunity for all. Title IX of the Education Amendments of 1972 mandates that schools not deny any student participation in any educational program or activity on the basis of sex. The reality is that while many schools adhere to the legal requirements of Title IX, they do not necessarily grant girls a full measure of equal educational opportunities. At one level, schools have made much progress in eliminating sex discrimination from their policies, programs, and practices. However, vestiges of sex discrimination, sex bias, and sex stereotyping remain. For example, although a policy prohibiting females from enrolling in vocational education courses historically nontraditional to their sex would be rare, girls and young women are not enrolling in large numbers in carpentry, auto mechanics, heating and air conditioning installation, or other such courses. Designed to accompany an updated, annotated summary of the Title IX regulatory requirements, this companion publication focuses on the key gender equity issues facing schools. Some key quetions schools should ask in the realm of student retention are: (1) Does the school's dropout prevention program take into account the needs of both boys and girls as well as minority and non-minority students? (2) What alternative programs are available to girls who are at-risk of dropping out? and (3) What is the underlying set of expectations that the faculty has for girls versus boys? Possible next steps for schools include: to the extent possible, keep accurate data regarding who drops out, why they drop out, what happens to them, and make sure the data are maintained according to sex, race, and ethnicity. (AA/DK) |
| Anmerkungen | Publication Department, Mid-Atlantic Equity Consortium, Inc., 5454 Wisconsin Avenue, Suite 1500, Chevy Chase, MD 20815 or Intake Department, NOW Legal Defense and Education Fund, 99 Hudson Street, 12th Floor, New York, NY 10013 (25 copies or less, $3 each; over 25 copies, $2 each). |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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