Title IX Coordinators as Street-Level Bureaucrats in U.S. Schools: Challenges Addressing Sex Discrimination in the #MeToo Era

Autor/inn/en	Meyer, Elizabeth J.; Somoza-Norton, Andrea; Lovgren, Natalie; Rubin, Andrea; Quantz, Mary
Titel	Title IX Coordinators as Street-Level Bureaucrats in U.S. Schools: Challenges Addressing Sex Discrimination in the #MeToo Era
Quelle	In: Education Policy Analysis Archives, 26 (2018) 68, (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1068-2341
Schlagwörter	Educational Legislation; Federal Legislation; Higher Education; Gender Discrimination; Sex Fairness; Coordinators; Alignment (Education); State Legislation; Semi Structured Interviews; Elementary Secondary Education; School Districts; Professional Autonomy; Administrator Responsibility; Administrator Role; Administrator Attitudes; Role Perception; Qualitative Research; Occupational Information; Educational Policy; California; Colorado + Suchen Sie Ihr Suchwort? Bildungsrecht; Schulgesetz; Bundesrecht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sexualaufklärung; Koordinator; Landesrecht; School district; Schulbezirk; Berufsfreiheit; Role conception; Rollenverständnis; Qualitative Forschung; Berufsinformation; Politics of education; Bildungspolitik; Kalifornien
Abstract	Sex discrimination in educational contexts is an ongoing problem despite the passage of Title IX in 1972. Many schools have not aligned their policies with new laws protecting students from bullying and harassment, and many professionals are unaware of their new obligations in regards to new state regulations. This article presents the findings from semi-structured interviews with 10 participants reporting on the roles and responsibilities of Title IX coordinators in their K-12 school districts. Title IX coordinators were difficult to locate and recruitment was a challenge in this study. However, our findings indicate a strong alignment with Lipsky's concept of "street-level bureaucrats" (1971, 2010). We found that these school administrators had autonomy and discretion in interpreting and enacting their duties, however they lacked time, information, and other resources necessary to respond properly to the stated duties in their position. They reported spending very little time on Title IX-related duties, many felt undersupported and under-prepared, and few had comprehensive understanding of their responsibilities. We conclude with recommendations for policy and practice regarding the training and supports of Title IX coordinators and related gender equity efforts in K-12 schools. (As Provided).
Anmerkungen	Colleges of Education at Arizona State University and the University of South Florida. c/o Editor, USF EDU162, 4202 East Fowler Avenue, Tampa, FL 33620-5650. Tel: 813-974-3400; Fax: 813-974-3826; Web site: http://epaa.asu.edu
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01