Running the Gauntlet No More - Using Title IX to End Student-to-Student Sexual Harassment

Reports on the decision of the United States Supreme Court in Davis v. Monroe Board of Education which dealt with student-on-student sexual harassment

Reading, Writing, and Reparations: Systematic Reform of Public Schools as a Matter of Justice

This Article examines reparations as a means of supporting systemic reform of public education, focusing on a recent enactment of the Virginia General Assembly, the Brown v. Board of Education Scholarship Program and Fund (Brown Fund Act). This provision seeks to remedy the state\u27s refusal to integrate schools after the Supreme Court\u27s decision in Brown v. Board of Education by providing scholarships to persons denied an education between 1954 and 1964, a period known as massive resistance. Under this regime, the state\u27s executive and legislative branches colluded to develop laws that defied Brown\u27s mandate, including authorizing the governor to close public schools. One locality, Prince Edward County, went so far as to keep its schools closed for five years, but provided state-funded scholarships to enable white children to continue their learning. Black students, however, went without an education, or had to leave the area to get what state officials denied them. T The article examines the Brown Fund Act within several contexts to assess its efficacy as a remedy and as a form of reparations. Specifically, the paper examines key aspects of Virginia\u27s history and finds that state imposed limits on educational opportunities were part of larger systemic subordination of African Americans. Thus, for example, laws proscribing literacy for slaves, limiting the franchise for Blacks, denying integration in schooling, and enabling Black taxpayer dollars to be diverted to white schools combined to maintain a caste system in which Blacks perpetually would occupy the lower rungs. Viewed in this light, the Brown Fund Act is only a partial remedy and not truly reparative. The article thus concludes by building upon the work of Professor Eric Yamamoto, and others, who have posited that reparations should emphasize material change by, inter alia, repairing institutions that have been tainted by state-sanctioned, state-enforced subjugation. The institution in need of repair in this instance is public education. In this regard, the paper explores a variety of legislative measures the state should pursue to effectuate such change and provide justice that it so long denied its Black citizens

When a Kiss Isn\u27t Just a Kiss: Title IX and Student-to-Student Harassment

This article discusses peer hostile environment sexual harassment. It examines the circuit court caselaw on the issue and the legislative history of Title IX, provides an overview of the Supreme Court precedent interpreting Title IX, outlines the Department of Education’s interpretation of Title IX’s requirements concerning peer hostile environment sexual harassment, and discusses analogous legal principles underlying the analysis of student-to-student hostile environment sexual harassment

Guns, Sex, and Race: The Second Amendment through a Feminist Lens

This article uses a recent move on the part of feminist legal advocates-social justice feminism ( SJF\u27)--to explore the contours of the Second Amendment. Feminist legal theory, specifically SJF, reveals that the Second Amendment and attendant societal understandings ofthe right to keep and bear arms played a role in establishing and reproducing white male dominance. Understood in this way, the Court\u27s decisions in Heller and McDonald reinforce structural oppression under the guise of promoting individual rights. To make that case, this article proceeds in four parts. Part I briefly addresses the question of why a feminist lens is useful in this context, with a focus on SJF to set the stage for the analysis that follows. Part II reviews the Ratification Era, while Part III explores Reconstruction, broadly speaking. Part IV then concludes by suggesting the implications for this expanded understanding of the Second Amendment, looking specifically at Stand Your Ground laws

The Heart of the Game: Putting Race and Educational Equity at the Center of Title IX

This article examines how race and educational equity issues shape women\u27s sports experiences

Reform or Retrenchment: Single Sex Education and the Construction of Race and Gender

As parents, policymakers, and educators search for solutions to the crisis in the nation\u27s public schools, single sex education emerges time and again as a promising strategy, particularly for African American students. This article argues that, in order to comprehend fully the implications of single sex schooling in inner city schools, examining the history of sex-based and race-based segregation in education is essential. History demonstrates that sex and racial segregation in education has supported gender and hierarchies and the attendant subordination of African Americans and white women. For example, when public education became available for Blacks, its primary purpose was to prepare males and females alike to work. To the extent that gender-based educational opportunities were available, they were to train Black women for the social roles relegated to them - as domestics, for example - and to compensate for their perceived moral shortcomings. For white students, sex segregated education was key to perpetuating the cult of true womanhood, which, in turn defined and privileged white masculinity and white femininity. Thus, state-established schools for white girls prepared their charges to take their rightful places as keeper of home and hearth. The lasting nature of the sex- and race-based stereotypes underlying these forms of education were particularly apparent during the effort to racially desegregate schools in the wake of the Supreme Court\u27s decision in Brown v. Board of Education. In this context, recalcitrant southern school districts resorted to sex segregation as a way to dull the edge of integration. With this history, the article examines current efforts to segregate students based on sex, which reveals the intransigence of the racial and gender stereotypes, and the limitations they impose on students\u27 educational opportunities. The article thus argues that critical examination of single sex schooling, considering the intersection of race and gender, at a minimum, is necessary to ensure that current efforts do not perpetuate subordination of already under-served students

The Patriarchy Prescription: Cure or Containment Strategy?

Professor Williams discusses the 1965 Moynihan Report, The Negro Family: The Case for National Action, its effect on societal and legal views of blacks in the ensuing half-century, and offers an alternative paradigm, social justice feminism, for examining challenges confronting African American families

Reform or Retrenchment: Single Sex Education and the Construction of Race and Gender

As parents, policymakers, and educators search for solutions to the crisis in the nation\u27s public schools, single sex education emerges time and again as a promising strategy, particularly for African American students. This article argues that, in order to comprehend fully the implications of single sex schooling in inner city schools, examining the history of sex-based and race-based segregation in education is essential. History demonstrates that sex and racial segregation in education has supported gender and hierarchies and the attendant subordination of African Americans and white women. For example, when public education became available for Blacks, its primary purpose was to prepare males and females alike to work. To the extent that gender-based educational opportunities were available, they were to train Black women for the social roles relegated to them - as domestics, for example - and to compensate for their perceived moral shortcomings. For white students, sex segregated education was key to perpetuating the cult of true womanhood, which, in turn defined and privileged white masculinity and white femininity. Thus, state-established schools for white girls prepared their charges to take their rightful places as keeper of home and hearth. The lasting nature of the sex- and race-based stereotypes underlying these forms of education were particularly apparent during the effort to racially desegregate schools in the wake of the Supreme Court\u27s decision in Brown v. Board of Education. In this context, recalcitrant southern school districts resorted to sex segregation as a way to dull the edge of integration. With this history, the article examines current efforts to segregate students based on sex, which reveals the intransigence of the racial and gender stereotypes, and the limitations they impose on students\u27 educational opportunities. The article thus argues that critical examination of single sex schooling, considering the intersection of race and gender, at a minimum, is necessary to ensure that current efforts do not perpetuate subordination of already under-served students

Relationships Among Teacher and Pupil Self-Concept and Pupil Reading Achievement at the First Grade Level

Problem: The purpose of this study was to examine relationships among teacher and pupil self-concept and pupil reading achievement at the first grade level. To accomplish this purpose pupil self-concept and pupil reading achievement were measured on a pre and post basis. Teacher data comprised of scores of teacher self-concept, teacher\u27s views of the teaching profession, and teacher\u27s views of children as students were also obtained. Attention was given to determining whether changes in the pupils\u27 levels of self-concept had taken place during the school year, whether any exhibited changes in pupil self- concept correlated to changes in pupil reading achievement, and whether a relationship existed between changes in either pupil self-concept or pupil reading achievement and the obtained teacher data. Procedure: The research was conducted in Minnesota Independent School District #318, with administrative offices based in Grand Rapids, Minnesota. The research population for this study was comprised of 239 first grade pupils of this school district and the 17 teachers assigned to them. The following four hypotheses were proposed and tested: 1. No significant relationship will exist between change in pupil self-concept and change in pupil reading achievement. 2. No significant relationship will exist between teacher j self-concept and: (a) change in pupil self-concept, (b) change in pupil reading achievement. 3. No significant relationship will exist between teacher\u27s views of the teaching profession and: (a) change in pupil self-concept, (b) change in pupil reading achievement. 4. No significant relationship will exist between teacher\u27s views of children as students and: (a) change in pupil self-concept, (b) change in pupil reading achievement. Pupil self-concept was measured on a pre and post basis by administration of Self Observation Scales (SOS), Primary Level, Form A. Pupil reading achievement was measured on a pre and post basis through the administration of the following segments of Metropolitan Achievement Test (MAT), Primary I, Forms F and G, respectively: Word Knowledge; Reading, Section A—Sentences, Section B—Stories, items //14 through 21. Pretests were administered during the time period between September 25 and October 2, 1974. Posttests were administered during the time period between May 12 and May 16, 1975. The Index of Adjustment and Values (IAV) served as a measure of teacher self-concept. In addition, four semantic differential instruments probed teacher views on the following topics: Myself, Myself as a Teacher, The Teaching Profession, and Children as Students. Teacher data were gathered during the spring of 1975. The statistical procedures used in this study include the related t test, correlational analyses, and residual gain analyses. The .05 and .01 significance levels were used in the interpretation and evaluation of the findings. The .10 level of significance was also reported. Conclusions: The major conclusions emerging from this study were the following : 1. At the first grade level a positive relationship exists among changes in certain elements of pupil self-concept (SOS Self Acceptance, Social Maturity, and Self Security) and changes in pupil reading achievement. 2. Factors of teacher self-concept are related to changes in elements of self-concept of first grade pupils. 3. Elements of pupil self-concept related to reading achievement at the first grade level may not be the same as those elements of pupil self-concept related to teacher self-concept. 4. Teacher self-concept, teacher\u27s views of the teaching profession, and teacher\u27s views of children as students are positively related to change in pupil reading achievement