Orientation to AGELE Orientation to AGELE and the Gender Equity and the Gender Equity

ProfessionProfession

Barbara BittersBarbara BittersWisconsin Department of Public InstructionWisconsin Department of Public Instruction

9-11 AM9-11 AM

July 24, 2005July 24, 2005

IntroductionsIntroductions

What is one question you What is one question you hope will be answered during hope will be answered during this session.this session.

OverviewOverview

DefinitionsDefinitions Important lawsImportant laws Overview of Title IXOverview of Title IX Government Infra-Structure (rise and fall)Government Infra-Structure (rise and fall) Gender Equity Issues Over TimeGender Equity Issues Over Time Relationships to parallel equity concernsRelationships to parallel equity concerns AGELE and our partnersAGELE and our partners Helpful “tools”Helpful “tools” ConnectionsConnections

Gender equity is a set of actions, attitudes, and assumptions that provide opportunities and create expectations about individuals, regardless of gender. It is integral to and supports race, ethnic, economic, disabilities, and other equity concerns.

In education, gender equity is specific action undertaken to create conditions that provide high-quality educational experiences for female and male students and enable outcomes of educational achievement with no differences based on gender.

Gender equity is:an equal chance for learning for females and males

equitable options to learn subjects and prepare for future education, jobs, & careers

no limits on expectations due to gender

equal encouragement for both females and males to develop, achieve, and learn

equitable treatment of male and female students

(WEEA Publishing Center-Katherine Hanson-Spring 1996)

Educational Equity DefinedEducational Equity Defined

The educational policies, practices, and programs The educational policies, practices, and programs necessary to:necessary to:

eliminate educational barriers based on eliminate educational barriers based on gender, race/ethnicity, national origin, gender, race/ethnicity, national origin, color, disability, age, or other protected color, disability, age, or other protected group status; andgroup status; and

provide equal educational opportunities provide equal educational opportunities and ensure that historically underserved and ensure that historically underserved or underrepresented populations meet the or underrepresented populations meet the same rigorous standards for academic same rigorous standards for academic performance expected of all children and performance expected of all children and youth.youth.

B.BittersB.Bitters

Educational Equity Defined 2Educational Equity Defined 2 Educational equity knowledge and Educational equity knowledge and

practices in public schools have evolved practices in public schools have evolved over time and require a comprehensive over time and require a comprehensive approach.approach.

Equity strategies are planned, systemic Equity strategies are planned, systemic and focus on the core of the teaching and and focus on the core of the teaching and learning process (curriculum, instruction learning process (curriculum, instruction and school environment/culture).and school environment/culture).

Educational equity activities promote the Educational equity activities promote the real possibility of equality of educational real possibility of equality of educational resultsresults for each student and between for each student and between diverse groups of students.diverse groups of students.

B.BittersB.Bitters

An “equity lens” meansAn “equity lens” means

making equity, diversity, inclusion and making equity, diversity, inclusion and fairness visible and audible within the fairness visible and audible within the learning, teaching and assessment learning, teaching and assessment process by asking whether, how, process by asking whether, how, why, and to what degree, the distribution why, and to what degree, the distribution of learning opportunities, conditions, of learning opportunities, conditions, practices, and achievement practices, and achievement outcomes for certain groups are outcomes for certain groups are persistently and systematically different persistently and systematically different from other groups.from other groups.

Equity LensEquity Lens

Such a “lens” also means learning Such a “lens” also means learning about and recognizing when one about and recognizing when one form of difference or inequality is form of difference or inequality is inextricably braided with other inextricably braided with other systems of inequality.systems of inequality.

Equity LensEquity Lens

Further an “equity lens” motivates us Further an “equity lens” motivates us to keep learning and developing as to keep learning and developing as individuals/organizations and to individuals/organizations and to create educational and social change create educational and social change directed to eradicating these directed to eradicating these inequalities and supporting resilience inequalities and supporting resilience in the experience of inequality.in the experience of inequality.

Period of Period of Original Original AppearanceAppearance

Evolution of Educational Evolution of Educational Equity GoalsEquity Goals

Bitters and Keyes, 1996Bitters and Keyes, 1996

Rationale Rationale for for Educational Educational EquityEquity

Mid-1960’s and Mid-1960’s and onon

Equal opportunity, access, Equal opportunity, access, and treatment. Eliminate and treatment. Eliminate discrimination. discrimination.

FairnessFairness

Mid-1970’s and Mid-1970’s and onon

Move beyond equal access. Move beyond equal access. Eliminate stereotyping, bias Eliminate stereotyping, bias and harassment. Need for and harassment. Need for intervention, affirmative intervention, affirmative steps, and infusion of equity. steps, and infusion of equity.

Changing Changing social and social and economic economic conditionsconditions

Social costs Social costs

of inequityof inequity

Period of Period of Original Original AppearanAppearancece

Evolution of Educational Equity Evolution of Educational Equity GoalsGoalsBitters and Keyes, 1996Bitters and Keyes, 1996

Rationale for Rationale for Educational Educational

EquityEquity

Mid-1980’s Mid-1980’s and onand on

Equal outcomes of educational Equal outcomes of educational programs. Need to restructure schools programs. Need to restructure schools and the curriculum, instructional and the curriculum, instructional methods and supports services that methods and supports services that students need to succeed.students need to succeed.

Educational Educational Excellence Excellence

Mid-1990’s Mid-1990’s and onand on

Investigation of: Investigation of:

1. power relationships; 1. power relationships;

2. intersections of gender, race, culture, 2. intersections of gender, race, culture, disability, class, and sexual orientation disability, class, and sexual orientation which collide to influence teaching and which collide to influence teaching and learning; learning;

3. ways particular versions of knowledge 3. ways particular versions of knowledge may distort, ignore or silence individuals may distort, ignore or silence individuals and groups. and groups.

4, Ongoing recognition that individual’s 4, Ongoing recognition that individual’s culture and experience affect learning and culture and experience affect learning and educational outcomes. educational outcomes.

Student Student Engagement and Engagement and Success. Success.

Re-Visioning Re-Visioning society to society to equalize power equalize power relationships and relationships and realize social realize social justicejustice

Important LawsImportant Laws Title IX of the Education Amendments of Title IX of the Education Amendments of

1972 and the regulation of 1975 (20 U.S.C. 1972 and the regulation of 1975 (20 U.S.C. 1681 et seq.; P.L. 92-318) The `Patsy T. 1681 et seq.; P.L. 92-318) The `Patsy T. Mink Equal Opportunity in Education Act‘ Mink Equal Opportunity in Education Act‘ as as of October 2002of October 2002

Women’s Educational Equity Act (WEEA)Women’s Educational Equity Act (WEEA) Career and Technical Education Acts from Career and Technical Education Acts from

1976-2003 (Perkins)1976-2003 (Perkins) OCR Guidelines in Vocational EducationOCR Guidelines in Vocational Education Elementary and Secondary Education Act Elementary and Secondary Education Act

(ESEA) (IASA) (NCLB)(ESEA) (IASA) (NCLB)

JOINT RESOLUTION 113JOINT RESOLUTION 113 Recognizing the contributions of Patsy T. Mink. Recognizing the contributions of Patsy T. Mink.

Whereas Patsy Takemoto Mink was one of the country's leading voices for women's Whereas Patsy Takemoto Mink was one of the country's leading voices for women's rights, civil rights, and working families and was devoted to raising living standards and rights, civil rights, and working families and was devoted to raising living standards and providing economic and educational opportunity to all Americans;providing economic and educational opportunity to all Americans;

Whereas Patsy T. Mink was a passionate and persistent fighter against economic and Whereas Patsy T. Mink was a passionate and persistent fighter against economic and social injustices in Hawaii and across America;social injustices in Hawaii and across America;

Whereas Patsy T. Mink was one of the first women of color to win national office in 1964 Whereas Patsy T. Mink was one of the first women of color to win national office in 1964 and opened doors of opportunity to millions of women and people of color across and opened doors of opportunity to millions of women and people of color across America;America;

Whereas Pasty Mink won unprecedented legislative accomplishments on issues Whereas Pasty Mink won unprecedented legislative accomplishments on issues affecting women's health, children, students, and working families; andaffecting women's health, children, students, and working families; and

Whereas Patsy T. Mink's heroic, visionary, and tireless leadership to win the landmark Whereas Patsy T. Mink's heroic, visionary, and tireless leadership to win the landmark passage of title IX of the Education Amendments of 1972 opened doors to women's passage of title IX of the Education Amendments of 1972 opened doors to women's academic and athletic achievements and redefined what is possible for a generation of academic and athletic achievements and redefined what is possible for a generation of women and for future generations our Nation's daughters: women and for future generations our Nation's daughters:

Now, therefore, be itNow, therefore, be itResolved by the Senate and House of Representatives of the United States of America Resolved by the Senate and House of Representatives of the United States of America in Congress assembledin Congress assembled, That title IX of the Education Amendments of 1972 (20 U.S.C. , That title IX of the Education Amendments of 1972 (20 U.S.C. 1681 et seq.; P.L. 92-318) may be cited as the `Patsy T. Mink Equal Opportunity in 1681 et seq.; P.L. 92-318) may be cited as the `Patsy T. Mink Equal Opportunity in Education ActEducation Act'.'.

1954

1964

1955-1960

1960-1963

1965-1970

1978

1971 1972 1973 1974 1975

1976 19791977

1980-83

1984

1985-96 1997-2004

What Does Title IX Cover?What Does Title IX Cover?

AdmissionsAdmissions Access to Courses or ProgramsAccess to Courses or Programs

– Includes Physical Education, career and Includes Physical Education, career and technical education, etc.technical education, etc.

CounselingCounseling Student Rules and PoliciesStudent Rules and Policies Treatment of StudentsTreatment of Students

– Pregnant or Parenting StudentsPregnant or Parenting Students

Title IX Covers contTitle IX Covers cont

Financial AssistanceFinancial Assistance Student HousingStudent Housing AthleticsAthletics Co-Curricular and Extra-Curricular Co-Curricular and Extra-Curricular

ActivitiesActivities Employment PracticesEmployment Practices Sexual Harassment of Students and Sexual Harassment of Students and

EmployeesEmployees

Key DatesKey Dates

Title IX signed by Richard Nixon, Title IX signed by Richard Nixon, July 1972July 1972

Regulations Issued June 4, 1975 Regulations Issued June 4, 1975 and became effective on July 21, and became effective on July 21, 1975.1975. (Renumbered and re-issued May 9, 1980)(Renumbered and re-issued May 9, 1980)

Self Evaluation by July 21, 1976Self Evaluation by July 21, 1976Procedural RequirementsProcedural Requirements

Athletics Key DatesAthletics Key Dates

September 1975 Letter to Recipients September 1975 Letter to Recipients with guidance re: athleticswith guidance re: athletics

Three Year Transition Period for Three Year Transition Period for Athletics expired on July 21, 1978.Athletics expired on July 21, 1978.

Intercollegiate Athletics: Sex Intercollegiate Athletics: Sex Discrimination “Policy Interpretation” Discrimination “Policy Interpretation” December 11, 1979December 11, 1979

January 1996-3 part test clarificationJanuary 1996-3 part test clarification July 11, 2003-Further ClarificationJuly 11, 2003-Further Clarification

Title IX PROCEDURAL Title IX PROCEDURAL Requirements:Requirements:

Notification of Policy and AssuranceNotification of Policy and Assurance Self-EvaluationSelf-Evaluation Appointment of a Responsible PersonAppointment of a Responsible Person

– Title IX CoordinatorTitle IX Coordinator– Record KeepingRecord Keeping

Development and Dissemination of PolicyDevelopment and Dissemination of Policy

-Operational Guidelines-Operational Guidelines Grievance ProcedureGrievance Procedure

Government Infrastructure for Government Infrastructure for Gender EquityGender Equity

U.S Department of EducationU.S Department of Education Advisory BodiesAdvisory Bodies Resource ContractsResource Contracts InstitutesInstitutes DACS to EACSDACS to EACS State Education AgenciesState Education Agencies Intermediate Education AgenciesIntermediate Education Agencies Local Education AgenciesLocal Education Agencies

Early Gender Equity IssuesEarly Gender Equity Issues Gender-role stereotypes in school settings Gender-role stereotypes in school settings

and materials.. and materials.. The use of biased text or test materials The use of biased text or test materials

resulting in detrimental effects on self-resulting in detrimental effects on self-image, opinions toward other groups, and image, opinions toward other groups, and social problems and philosophies of life.social problems and philosophies of life.

Inappropriate counseling into sex-Inappropriate counseling into sex-stereotyped or low wage occupations.stereotyped or low wage occupations.

Guidance into sex-stereotyped courses or Guidance into sex-stereotyped courses or activitiesactivities

Inadequate or uninformed board policies re: Inadequate or uninformed board policies re: pregnant girls.pregnant girls.

Title IX of the Education Amendments of Title IX of the Education Amendments of 1972 compliance.1972 compliance.

Early Gender Equity IssuesEarly Gender Equity Issues Sex-related student assignment to Sex-related student assignment to

classroom/school and within the classroom/school and within the classroom.classroom.

Exclusion of women and girls or boys and Exclusion of women and girls or boys and men from nontraditional careers.men from nontraditional careers.

Different teacher pay, employment rules Different teacher pay, employment rules or benefits based on sex.or benefits based on sex.

Sexual harassment awareness and policy Sexual harassment awareness and policy development and implementation.development and implementation.

Lack of athletic opportunities for girls Lack of athletic opportunities for girls and women.and women.

Contemporary Gender Equity Contemporary Gender Equity IssuesIssues

Gender-role stereotypes in school Gender-role stereotypes in school settings and materials.settings and materials.

Developing and sustaining positive self-Developing and sustaining positive self-esteem among diverse girls or boys.esteem among diverse girls or boys.

Title IX of the Education Amendments of Title IX of the Education Amendments of 1972 compliance.1972 compliance.

Inequitable student/teacher interactions Inequitable student/teacher interactions and expectations.and expectations.

Sex differentiated support for extra-Sex differentiated support for extra-curricular activities, particularly athletics.curricular activities, particularly athletics.

Contemporary Gender Equity Contemporary Gender Equity IssuesIssues

Under-representation or lower Under-representation or lower achievement of girls and students of achievement of girls and students of color involved in math and science or color involved in math and science or boys and students of color in reading and boys and students of color in reading and language arts and school organizations.language arts and school organizations.

Sexual harassment awareness and policy Sexual harassment awareness and policy development, prevention and development, prevention and intervention.intervention.

Violence and aggression and gender.Violence and aggression and gender. Making AYPMaking AYP

Educational Equity StrategiesEducational Equity Strategies Collecting, analyzing and using Collecting, analyzing and using

disaggregated assessment data to make disaggregated assessment data to make educational decisions and establish school educational decisions and establish school improvement efforts. improvement efforts.

Analyzing the intersections of gender, Analyzing the intersections of gender, race, culture, disability, class, and sexual race, culture, disability, class, and sexual orientation that collide to influence orientation that collide to influence teaching and learning. teaching and learning.

Involving parents and citizens, Involving parents and citizens, representative of all the diversity in the representative of all the diversity in the community, thereby affirming the growing community, thereby affirming the growing pluralism that exists. pluralism that exists.

Educational Equity StrategiesEducational Equity Strategies

Developing and delivering equitable and Developing and delivering equitable and inclusive curriculum, extracurricular inclusive curriculum, extracurricular activities and pupil services. activities and pupil services.

Practicing equitable and inclusive Practicing equitable and inclusive instruction, including detracking, instruction, including detracking, degrouping and reducing differential degrouping and reducing differential expectations or treatment of students. expectations or treatment of students.

Ensuring equitable classroom and school Ensuring equitable classroom and school environments in which every student sees environments in which every student sees their culture authentically and positively their culture authentically and positively portrayed. portrayed.

Educational Equity StrategiesEducational Equity Strategies Providing meaningful professional development Providing meaningful professional development

opportunities to build capacity for addressing opportunities to build capacity for addressing equity and diversity (awareness level to equity and diversity (awareness level to advanced skill building). advanced skill building).

Improving leadership and administrative Improving leadership and administrative practice that enhances equity and diversity. practice that enhances equity and diversity.

Delivering equitable counseling and guidance, Delivering equitable counseling and guidance, other pupil services, and citizenship other pupil services, and citizenship experiences which support diversity, expand experiences which support diversity, expand educational planning and career options, educational planning and career options, promote resiliency, reduce prejudice and promote resiliency, reduce prejudice and increase self-understanding and positive increase self-understanding and positive identity development for all youth. identity development for all youth.

Educational Equity StrategiesEducational Equity Strategies Restructuring school organizations to achieve Restructuring school organizations to achieve

greater educational equity by changing the greater educational equity by changing the roles, rules, and relationships that influence roles, rules, and relationships that influence how people work, learn and interact. how people work, learn and interact.

Creating collaborations between school, Creating collaborations between school, employers and communities around which employers and communities around which opportunities for prejudice reduction respect for opportunities for prejudice reduction respect for diversity and citizenship can occur. diversity and citizenship can occur.

Promoting equity and nurturing diversity Promoting equity and nurturing diversity through public information and school through public information and school organizations and activities.organizations and activities.

Relationships to Parallel Equity Relationships to Parallel Equity ConcernsConcerns

age age disabilitydisability ethnicity, race ethnicity, race national origin national origin religion religion sexual orientation sexual orientation socio-economic statussocio-economic status

The mission of the Association for Gender Equity Leadership in Education is

to provide leadership in the identification and infusion of gender equity in all educational programs and processes and within parallel equity concerns including, but not limited to age, disability, ethnicity, national origin, race, religion, sexual orientation and socio-economic status.

The organization’s strategic goals are:The organization’s strategic goals are:

Leadership and Advocacy...to ensure Leadership and Advocacy...to ensure the infusion of equity principles into the infusion of equity principles into educational programs and services educational programs and services from early childhood through post-from early childhood through post-secondary and adult educational secondary and adult educational programs.programs.

The organization’s strategic goals are:The organization’s strategic goals are: Professional Development...to connect Professional Development...to connect

educational equity research and practice, educational equity research and practice, broaden the knowledge base for educators broaden the knowledge base for educators and provide a support system for our and provide a support system for our members as well as non-members.members as well as non-members.

Collaboration, Networking, and Collaboration, Networking, and Outreach...to build broader constituencies Outreach...to build broader constituencies with civil rights, equity and diversity with civil rights, equity and diversity organizations and influence their program organizations and influence their program of work to promote and extend leadership of work to promote and extend leadership for gender equity.for gender equity.

AGELE Organizational StructureAGELE Organizational Structure

Elected Steering Committee of NineElected Steering Committee of Nine SC Elects a Chair and other officersSC Elects a Chair and other officers BylawsBylaws Annual ConferenceAnnual Conference Newsletter/Web siteNewsletter/Web site DirectoryDirectory Projects, Reflections, Diversity Goals, Projects, Reflections, Diversity Goals,

Task Forces, Job-a-Likes.Task Forces, Job-a-Likes.

Our PartnersOur Partners

National Alliance for Partnerships in National Alliance for Partnerships in Equity (NAPE)Equity (NAPE)

National Association for Multicultural National Association for Multicultural Education (NAME)Education (NAME)

Important ToolsImportant Tools

AGELE HistoryAGELE History Gender Equity TimelineGender Equity Timeline GlossaryGlossary Philosophy and Frameworks for Philosophy and Frameworks for

EquityEquity

ConnectionsConnections

Key Benchmarks and Standards for Key Benchmarks and Standards for EquityEquity

Key web-sitesKey web-sites

Questions Questions

AnswersAnswers

AppreciationsAppreciations