Coeducational Mandatory Classes: Vera Nazarian And Title Ix

1177 words - 5 pages

“A woman is human. She is not better, wiser, stronger, more intelligent, more creative, or more responsible than a man. Likewise, she is never less. Equality is a given. A woman is human.” (Vera Nazarian). In 1972 Title IX was passed by Congress and it gave women equal access to sport, fitness, and physical education. Before the passing of Title IX, males had preferential treatment. They had better equipment and facilities, while females used second-hand equipment and scheduled facility use around the males’ schedules. “The assumption of Title IX was that sex-integrated classes would lead to more sex-equitable classes” (Siedentop, 2009, p.286). One of the motivations behind Title IX is that coed classes provide the same opportunities for participation, therefore providing a better learning environment for students. So if equality is a given as said by Vera Nazarian and Title IX made coeducational classes mandatory, then why are there issues in coed participation in secondary-school physical education?
According to several studies and the textbook, both males and females preferred and benefited same-sex classes. “The idea that single-gender physical education settings may result in a higher number of interactions with teachers and participation opportunities for female students has gained a considerable amount of attention in recent years” (Hannon & Ratliffe, 2007). As a result researchers looked into the experiences of girls and their preference in physical education classes. “Cockburn (2001) conducted a survey of 75 ninth-grade girls' feelings towards coeducational physical education. Almost one-third of the respondents said they were discouraged by being in class with boys. Similarly, almost one-fourth of the respondents said they would be encouraged by being in a class with just girls” (Hannon & Ratliffe, 2007). With there already being an issue with female participation in physical education, same-sex classes allow females to feel more comfortable participating in a sport without the male dominance. Same gender classes would allow both girls and boys to participate in activities that are better suited for them and enjoyable for them. “Most physical education teachers have found that coed classes are fine for sports such as archery, bowling, and skiing. Where most problems develop are in invasion games such as touch football, basketball, and soccer” (Siedentop, 2009, p.286). The study conducted by Hannon and Ratliffe examined the opportunities to play during flag football, ultimate Frisbee, and soccer. “The coeducational game play setting allowed males to dominate possession of the ball or Frisbee on both fields of play, limiting the opportunities of females to participate. When separated into playing fields by gender, the number of touches during 10 minutes of game play became more equally distributed between male and female students” (Hannon & Ratliffe, 2007). This finding shows that females tend to be excluded in a male dominant sport...

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