Gender Equality in Sports

Gender Equality in Sports

Title IX

Introduction

In the past ten years there has been a quantum leap in the participation of young women in sports in America. Television contracts, college athletic scholarships and the success of two professional women’s basketball leagues have provided females with positive role models in the administration and participation of women in sports. Nancy Lieberman Klein, Cheryl Swoopes and Cynthia Cooper are some of the women that have paved the way for the partial success of women in sports in the United States. There is still a need for full equity for women in the administrative and participatory aspects of sports.

Task

1. Students will use computers to specifically define Title IX and its origins.

2. Students will research title nine to find out if it has been successful in gaining opportunities for women.

3. Members of the Jane Addams girls basketball team will research how Title IX is used regarding their team.

4. Students will study how women in college sports have benefited from Title IX.

Process

1. One person in each group is to define and gather evidence on the effects of Title IX on sports.

http://maxwell.syr.edu.plegal/Tips/select.html

http://maxwell.syr.edu/plegal/Tips/gather.htm

2. One person is to research the causes of past discrimination against women.

http://maxwell.syr.edu/plegal/Tips/identify.html

3. Each group will research and specify the role of the Women’s Sports Foundation in the promotion of Title IX. Students will attempt to interview a female professional or collegiate athlete to find out the effect of Title IX on their lives.

http://maxwell.syr.edu/plegal/Tips/existing.html

http://maxwell.syr.edu/plegal/Tips/bestsol.html

Resources

http://search.yahoo.com/bin/search?p=woman+sports+foundation

http://www.ilaborders.com/

http://www.wcu.edu/athletics/wbbhome.html

http://www.photosport.com/arcootc/wis01.htm

http://www.feminist.org/research/sport3.html

http://www.physsportsmed.com/groups.htm

http://www.mchd.com/

http://www.casciac.org/

Conclusion

Our research indicates that most Title IX high school athletes, coaches and parents don’t know the full positive implications of Title IX as it relates to female athletes. Students were stunned to learn that there is a lack of parity regarding females in sports and in employment. Do you know how Title IX can help any girls’ athletic program? Did Cynthia Cooper benefit from Title IX?

New York State Learning Standards For English

Standard 1: Students will read, write, listen, and speak for information and understanding.

Standard 3: Students will read, write, and speak for critical analysis and evaluation.

Standard 4: Students will read, write, listen, and speak for social interaction.

New York State Learning Standards For Social Studies

Standard 1: History of the United States and New York

Standard 5: Civics, Citizenship, and Government.

Student Evaluation

New York State Testing Program

Grade 8 English Language Arts Program

Listening/Writing (Numbers 26, 27, 28, 29)

Reading/Writing (Numbers 30, 31, 32, 33)

Quality	6 Responses at this level	5 Responses at this level	4 Responses at this level	3 Responses at this level	2 Responses at this level	1 Responses at this level
Meaning: The extent to which the response exhibits understanding and interpretation of the task and text(s)	Taken as a whole: Fulfill the requirements of the tasks address the theme or key elements of the text show an insightful interpretation of the text make connections beyond the text	Taken as a whole: demonstrate most of the characteristics of a response at the 6-point level but thy may show slightly less understanding, provide less elaboration or lack	Taken as a whole: Fulfill some of the requirements of the tasks address some key elements of the text show a predominantly literal interpretation of the text make some connections beyond the text	Taken as a whole: are similar to there responses at the 4-point level, but they may be weakly organized or sketchy, wit ideas that are not supported by examples from the	Taken as a whole: fulfil some of the requirements of the tasks address basic elements of the text show little evidence that the student understood more than parts of the text make few connections	Taken as a whole: are more difficult to read and understand than responses at the 2-point level. The responses show evidence of comprehension of only parts of the text,
Development: The extent to which ideas are elaborated, using specific and relevant evidence from the text(s)	Taken as a whole: develop ideas fully with thorough elaboration make effective use of relevant and accurate examples from the text	the consistent quality of responses at the 6-point level	Taken as a whole: may be brief, with little elaboration, but are sufficiently developed to answer the questions provide some examples and details from the text may contain minor inaccuracies	text. There may be a few minor inaccuracies, and the responses provide fewer details. The responses indicate the student has read or listened to the entire text but experiences gaps in understanding the whole.	Taken as a whole: may provide some text-based examples and details may contain some irrelevant or inaccurate details along with correct information	and may be repetitive, focusing on minor details.
Organization: The extent to which the response exhibits direction, shape and coherence	The extended response exhibits direction, shape, and coherence		The extended response is generally focused, though may contain some irrelevant details shows a clear attempt at organization		The extended response may show an attempt to establish a focus shows little attempt at organization
Language Use: The extent to which the response reveals an awareness of audience and purpose through effective use of words, sentence structure and sentence variety	The extended response is fluent and easy to read with vivid language and a sense of engagement or voice is stylistically sophisticated, using varied sentence structure and challenging vocabulary.		The extended response is readable with some sense of engagement or voice primarily uses simple sentences and basic vocabulary		The extended response is readable with little sense of engagement or voice uses minimal vocabulary may indicate fragmented thoughts

SCORE POINT 0 = The responses are completely incorrect, irrelevant, or incoherent.

Presentation Rubric – Evaluating Student Presentations

	1	2	3	4	Total
Organization	Audience cannot understand presentation because there is no sequence of information.	Audience has difficulty following presentation because student jumps around..	Student presents information in logical sequence which audience can follow.	Student presents information in logical, interesting sequence which audience can follow.
Subject Knowledge	Student does not have grasp of information; student cannot answer questions about subject.	Student is uncomfortable with information and is able to answer only rudimentary questions.	Student is at ease, with expected answers to all questions, but fails to elaborate.	Student demonstrates full knowledge (more than required) by answering all questions with explanations and elaboration.
Graphics	Student uses superfluous graphics or no graphics.	Student occasionally uses graphics that rarely support text and presentation.	Student’s graphics relate to text and presentation.	Student’s graphics explain and reinforce screen text and presentation.
Mechanics	Students presentation has four or more spelling errors and/or grammatical errors.	Presentation has three misspellings and/or grammatical errors.	Presentation has no more than two misspellings and/or grammatical errors.	Presentation has no misspellings and/or grammatical errors.
Eye Contact	Student reads all of report with no eye contact.	Student occasionally uses eye contact, but still reads most of report.	Student maintains eye contact most of the time but frequently returns to notes.	Student maintains eye contact with audience, seldom returning to notes.
Elocution	Student mumbles, incorrectly pronounces terms, and speaks too quietly for student in the back of class to hear.	Students voice is low. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation.	Student’s voice is clear. Student pronounces most words correctly. Most audience members can hear presentation.	Student uses a clear voice and correct precise pronunciation of terms so that all audience can hear presentation.
				Total Points

Developed by Information Technology Evaluation Services, NC Department of Public Instruction

Jacqueline Herbsman’s Rubric for Student Projects

Excellent -- Grade A

more than 12 slides
more than 5 graphics (sketches, graphs and pictures) included
3 or more interesting facts
Written news article which answers all five questions

Advanced -- Grade B

10 to 11 slides
4 graphics.
I or 2 interesting facts on pollution and its causes
written news article with 4 questions answered

Acceptable -- Grade C

8 to 9 slides

3 graphics
basic information
written news article with three questions partially answered

Novice -- Grade D

less than 7 slides
2 graphics
basic description of problem
written news article that has less than 3 questions answered

Group members

Gloria Thompson

Cecil Sievers

Luis A. Cartagena