NCAA Gender Equity Issues • Teaching Title IX and NCAA Gender • Equity Concepts • Part III – NCAA Gender Equity Principles NCAA Gender Equity • The NCAA as an Association is not subject to Title IX regulations, though it receives dues from the member institutions, which receive federal funds and are subject to Title IX. National Collegiate Athletic Association v. R.M. Smith, 525 U.S. 459 (1999) • Title IX Compliance and Enforcement remains at the institutional level in cooperation with the Dept. of Education Office for Civil Rights (OCR) NCAA Mandates regarding Gender Equity • NCAA Mission and Strategic Plan • NCAA Constitution/Bylaws: – Cultural Diversity and Gender Equity – Free from Gender Bias – The Principle of Nondiscrimination – Compliance With Federal and State Legislation • Certification and Self-Study Planning Requirements • Designation of a senior woman administrator • Committees – Committee on Women’s Athletics and the Executive Committee’s Subcommittee on Gender & Diversity Issues 2.6 The Principle of Nondiscrimination • The Association shall promote an atmosphere of respect for and sensitivity to the dignity of every person. • It is the policy of the Association to refrain from discrimination with respect to its governance policies, educational programs, activities and employment policies including on the basis of age, color, disability, gender, national origin, race, religion, creed or sexual orientation. • It is the responsibility of each member institution to determine independently its own policy regarding nondiscrimination, including on the basis of age, color, disability, gender, national origin, race, religion, creed or sexual orientation. Division I – Athletics Certification • Purpose: – Opening the affairs of Athletics to the university community and the public; – Setting standards; and – Putting sanctions in place for failure to conduct a comprehensive self- study or to correct problems. • Broad-based campus participation in the report • Once every ten years schools undergo peer review and national committee approval • 5-year Gender Equity Plan requirement – 17 Program review areas – Written, stand-alone document – Covers Title IX areas for participation, financial aid and treatment + retention, recruiting and gender equity programming issues for student- athletes and athletics staff Current Divisions II and III Self-Study Requirements • No Plans are required to be submitted for review. Schools answer yes/no questions about expectations in the study. • Conduct a comprehensive self-study and evaluation of their athletics programs at least once every five years using the Institutional Self- Study Guide (ISSG). • Written Statement of Philosophy for Athletics – should support “equitable opportunity (as defined under Title IX and the Office for Civil Rights Guidelines” for all student-athletes and staff – “explicit reference to the physical, emotional and social welfare of student- athletes, including gender issues, ethnic diversity and sexual orientation related issues.” • Complied with/Reviewed its Gender Equity Plan in the last year? • Inclusion of the SWA on the athletics management team? Senior Woman Administrator • An institutional senior woman administrator is the highest ranking female involved with the management of a member institution’s intercollegiate athletics program. Bylaw 4.02.4.1 • An institution with a female director of athletics may designate a different female administrator involved with the management of the member's program as a fifth representative to the NCAA governance system. • The senior woman administrator is a designation not a stand-alone job title or an employment description. This is not the “senior women’s administrator” whose day-to-day job is supervising women’s sports. The SWA might have daily responsibilities that have nothing to do with sport supervision. NCAA Senior Woman Administrator Web page can be found through www.ncaa.org/gender_equity NCAA Gender Equity Issues • Teaching Title IX and NCAA Gender • Equity Concepts • Part IV – EADA and Gender Equity Planning Federal EADA Form • Based on the federal Student Right-to-Know Act • Data is collected via a website and due each October [http://surveys.ope.ed.gov/athletics] • Revenues and expenses must equate • No aggregate reporting • Individual institution’s report can be viewed at http://ope.ed.gov/athletics/ NCAA EADA/Financial Reporting • Reporting of both federal EADA requirements and revenues/expenses of athletic departments • Data collected via the web: http://www.ncaa.org/wps/portal/home?WCM_GLOBAL_CONTEXT=/wps/wcm/connect/NCAA/About+The +NCAA/Diversity+and+Inclusion/Gender+Equity+and+Title+IX/EADA/index.html • No individual institution's data are released, but aggregate reporting is included in the NCAA’s Gender Equity Report EADA Data Submission - Past and Present • Past – Formerly an EXCEL document. Institutions completed, printed out and mailed in. – Data entered by outside company. – No “sign-off” or review of figures by campus CEO or business office. – No audit or tie-in to financial statements. • Present – New form with expanded definitions. – Data completed on-line by institutions. – Data improved as we are able to restrict inputs and avoid obvious miscodings. – Numbers and figures verified and “approved” by CEO. – Report tied to agreed-upon procedures and reviewed by an independent third- party. Differences – Federal reporting and NCAA Reporting • No third-party information • No indirect revenues/expenses • No capital/debt service reporting • Revenues/expenses by sport rather than in summary form • Audit requirement for Divisions I and II NCAA Resource: Maria DeJulio firstname.lastname@example.org Twenty Tips for Developing a Gender Equity Action Plan • Establish a standing committee. Consider establishing a campus- wide committee to work with the athletics department in addressing gender equity. Potential members could include: – Campus Title IX Coordinator – Personnel from student affairs and central administration – Faculty athletics representative or senate member – Budget officer – Admissions personnel – Athletics advisory committee representatives – Athletics department administrators – Coaches – Student-athlete Advisory Committee – Financial aid officer – Legal counsel • Evaluate your existing situation • Confer with experts, on and off-campus resources • Identify campus & community resources Twenty Tips Continued • Establish training sessions for staff & student-athletes on these topics • Find champions for equity • Attend seminars or conferences to develop better understanding of the law and its implementation. • Find common solutions with local schools and secondary schools • Review goals and priorities on a regular basis • Identify ways of meeting goals • Write an action plan • Develop change strategies • Be creative in seeking solutions Twenty Tips Con’t • Keep appropriate campus groups (trustees, budget committees, athletics advisory committee) informed of progress. Submit reports regularly • Develop public relations strategies • Establish a reasonable time-line for change • Develop consensus based on facts, logic, and the spirit of fairness. • Educate regarding consequences for lack of compliance • Do the right thing for student-athletes of both genders Action Plan Development • Write an action plan, for both short and long term. • The action plan could include the following: – Increase participation opportunities for the underrepresented gender. – Add sports for underrepresented gender. – Develop a process for recognizing interest levels to initiate new programs and upgrade club sports. Action Plan Considerations • Explore funding options (internal, external, student fees, state funds where possible). • Consider zero-based budgeting. • Generate new revenue. • Reallocate existing resources. • Determine ways to reduce expenses. Do more with less. • Enhance marketing efforts. • Work with conference members in identifying common strategies. • If consistent with your philosophy, consider varying levels of support for different sports, while ensuring equitable distribution in this approach for men and women. • Keep evaluation process active and responsive.
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