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Title IX Policy Analysis: Mandated Education PolicyTarleton State University Title IX Policy Analysis: Mandated EducationIntroduction In a study done at the departments of psychology and women’s studies at the university of Michigan, research data identified reasons sexual assault survivors did not use campus support (Holland & Cortina, 2017). Female students who participated in the survey asserted inadequate knowledge base on supports affected the student use of the support (p. 54). The creation of a state mandated program that will educate students on Title IX would allow students to establish a knowledge base on supports for sexual assault survivors. Currently, educational programs for students are universities and colleges are suggested, but not required. Without a campus wide education of students, there will be a knowledge base on resources deficiency. Historical Background of the Policy Title IX was enacted by Congress and signed into law by Richard Nixon on June 23, 1972 (History of Title IX, 2011). Title IX representatives include Senator Birch Bayh and House of Representatives Edith Green (History of Title IX, 2011). Title IX states, “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance” (Overview Of Title IX, 2015). Title IX originally focused on the inequality in athletic programs for women (History of Title IX, 2011). Over time, Title IX has been widely amended to cover a variety of issues that occur at federally funded higher education institutions such as sexual discrimination, harassment, and gender inequality. Federally funded universities are required to disseminate a notice of nondiscrimination, which is usually located on a university's Annual Security Report (ASR) (Title IX and Sex Discrimination, 2015). The notice must be widely distributed, available, and easily accessible to the school community (Title IX and Sex Discrimination, 2015). Office for Civil Rights recommends all schools implement preventative education programs and make victim resources, including comprehensive victim services, available (Title IX and Sex Discrimination, 2015). Being that the Office for Civil Rights only recommends these educational implementations, few universities in the United States mandate their faculty and/or students to take a Title IX educational course or program. Texas Tech University located in Lubbock, Texas is not a federally funded university but does reflect a university that enforces mandated educational programs that relate to Title IX. The university has two educational programs: Title IX Mandated Reporter Training Through Human Resources and a required prevention education for students called “Think About It”. Currently there is no research to support and/or indicated that by mandating Title IX education the numbers in statistics of students sexually harassed will decrease. Necessitate the Policy The Dear Colleague letter from the U.S. Department of Education states: “Schools may want to include these education programs in their (1) orientation programs for new students, faculty, staff, and employees; (2) training for students who serve as advisors in residence halls; (3) training for student athletes and coaches; and (4) school assemblies and “back to school nights” (Title IX and Sex Discrimination, 2015) However, students are not mandated to take educational programs related to Title IX. Students need to be educated on Title IX to insure their understanding of their rights under Title IX, university policies related to sexual discrimination, abuse, and reporting, and other Title IX rules. Mandated education on Title IX could potentially increase the likelihood of report and overall improvement in student wellbeing. Policy Description The policy is to expand education on Title IX to include a mandated student education program, to be completed prior to students’ graduation from federally-funded universities or colleges in the state of Texas. The focus of the policy is to increase student knowledge and awareness of Title IX, to serve as a preventative measure, and to decrease the number of students subjected to sexual harassment and gender inequalities. The policy will require the design of a criteria specific course that is to be implemented into each university’s graduation requirements. Objective Analysis The goal of the policy is to increase student knowledge of Title IX policy and the rights afforded to them under Title IX. The policy serves to prevent injustices such as sexual discrimination, inequality, and segregation with in students and faculty through means of education. The American Civil Liberties Union (ACLU) estimates that at least 95% of campus rapes in the U.S. go unreported. The policy is expected to increase student and faculty report involving sexual discrimination, harassment, and inequality. An obstacle of the policy is that it requires more federally funded money for universities to provide a mandated education. In addition, the policy will require the creation of an accredited framework of criteria to be covered in the mandated program. The policy serves to further implement suggested practices provided by Title IX to federally funded universities (Overview of Title IX, 2015). The feasibility of the policy is increased because it is an expansion to a previously existing policy on suggested practices, in comparison to the feasibility of a new policy. Arguments There are three arguments for the policy. The first argument is that the policy will serve to equip students with the knowledge of their existing rights under Title IX. Another argument in favor is like other mandated education programs such as Drug and Alcohol Abuse, the policy serves as a preventative measure. Lastly an argument for the policy is that mandated education benefits the academic success and overall wellbeing of students. On the other hand, there are three arguments against mandating Title IX education. The first is that the policy requires more federally funded money to implement. Another argument against the policy is that policy calls for a modification in the curriculum required by students who attend federally funded universities. Lastly, the final argument against the policy is that the policy requires the design effort of the content for the proposed munication with Legislators Three social work students from Tarleton State University traveled to Austin, Texas on March 26, 2017 for student day at the legislature. The students scheduled three meetings with legislative officials a few weeks prior to travel. The meetings with legislator were to discuss the creation on a mandated educational program that must be complete prior to graduation at federally funded universities and colleges. Meetings were schedule with Representative Alma Allen at 1:45 p.m., Senator Craig Estes at 2:30 p.m., and the office of Lieutenant Governor Dan Patrick at 3:15 p.m. Each meeting lasted fifteen minutes. The Texas State government only meets during odd years, so the students were not able to meet directly with the state officials. Alternatively, the students were able to meet with Jamie Puente legislative aide to Representative Allen, Josie Gamez executive assistant and policy analyst to Senator Estes, and Chris Dale education policy assistant to Dan Patrick. First, the students met with Jamie Puente in the office of Representative Allen. One of the social work students began the meeting by describing the proposed educational mandate and why the students believed it was important. Mr. Puente was interested in the student's idea for a mandated program on Title IX for university students. He stated that he believed Allen would support a bill for the educational program (personal communication, March 26, 2018). However, Mr. Puente strongly encouraged the students to bring the bill to Representative Davis because she had worked on Title IX related bills in the previous session. Puente communicated with the students that they needed to get the bill in soon because agendas for the next session, and November is the month bills are filed. He also told the students that Title IX had been and is a hot topic of discussion, so it is a opportune time to create a bill for a mandated education. The students thanked Mr. Puente for his time and provided with a pin with the policy logo as well as a business card with contact information. Mr. Puente gave the student his business card, and started again that he thought the students had a great idea. Secondly, the student group meet Josie Gamez executive assistant and policy analyst to Senator Estes. Senator Estes had lost in the election held a few weeks before the student visit. Ms. Gamez was the only staff left of Estes, and she was packing up the office. Gamez explained she had worked within the Capital since she graduated college (personal communication, March 26, 2018). The student group explained the proposed bill they had created. Gamez stated that although Senator Estes was a conservative, she was sure he would have wanted to back the bill. She explained that Senator Estes was enjoyed being able to work with students especially Tarleton students. Gamez suggested we take our bill to Representative Davis just like Mr. Puente had. Moreover, Gamez explain to the students that the senate was less open minded because it was smaller than the house in members. She suggested the students reach out to new elected Senator Fallon who was replacing Senator Estes as well as Senator Lois Kolkhorst. Gamez described Kolkhorst as tough, and that Kolkorst would be open to the idea of the proposed student bill. Gamez suggested, as did Mr. Puente, that the student group send in the proposed bill soon in order to be ready for the next legislative session. Ms. Gamez concluded with providing the students with her business card. She stated knowing several people in the capital, and she would be happy to help the student group in the future. The students thanked Ms. Gamez for her time, and provided her with a business card for the group. Lastly, the student group met with Chris Dale education policy assistant to the Lieutenant Governor Dan Patrick. After the student group described the proposed bill, Mr. Dale’s first suggestion was to find out the cost of a program like this (personal communication, March 26, 2018). Dale also suggested making Tarleton an example of best practice for Title IX. He stated that the student group should reach out to the Tarleton student government. If Tarleton implemented a mandated educational program on Title IX, selling the bill to because statewide would be easier. Dale explained that the proposed bill was a good idea, however, he believed the students needed case study data on the effectiveness of the educational program. Dale expressed that he was impressed by the student group’s initiative to create a bill. He shared his business card with the student group as the students thanked him for all his advice. Critical EvaluationCongress passed the Title IX of the Educational Amendments of 1972 to prohibit sexual harassment and discrimination based on sex towards students. A letter titled Dear Colleague Letter was created and released in 2011 and distributed to colleges, school districts and universities. The purpose of this letter was to remind and properly teach the properties included in Title IX and designate a coordinator in each establishment. The letter includes training and responsibilities of the coordinator and what steps must be taken when addressing a possible discrimination or sexual assault. Institutions that implement Title IX are those that are currently federally funded which include an estimate of about 16,500 local school districts and 7,000 post-secondary institutions (U.S Department of Education, 2015). Even though it is implemented in as many schools at it is, awareness of Title IX is still relatively low among students. Most of the awareness is known in the athletic department but it is not limited to just athletics. Title IX also applies to course offerings, counseling and counseling materials, financial assistance, student health and insurance benefits and/or other services, housing, marital and parental status of students, physical education and athletics, education programs and activities, and employment (NCAA, 2014).Unawareness of Title IX causes hardships on parenting or pregnant students; it limits their access to valuable resources and denies them the opportunity to succeed in their courses and potentially have long term effects in reference to their future as students. Sixty-one percent of women who have a child after enrolling in college do not finish their degree (Power to Decide), knowledge of Title IX can prevent dropouts among students and better equip them to graduate. A reason why students fail to complete their college education while pregnant is due to a lack of knowledge of their rights and resources that are provided through Title IX such as maternity leave, excused absences, and the option to participate in certain school activities. Favoring the expansion of awareness and education on Title IX among students would yield positive results among universities; in the words of Secretary DeVos, “Title IX has helped to make clear that educational institutions have a responsibility to protect every student's right to learn in a safe environment and to prevent unjust deprivations of that right.” (2017).Petition and Rally EffortsThe social work students began to plan for the rally two weeks prior to the official rally. The social work students collaborated with their community partners, Mrs. Elizabeth Stephens and Dr. Jennifer Edwards to establish the rally topic, petition, and agenda for the rally. Mrs. Stephens is the faculty advisor for Tarleton Assisting Parenting Students (TAPS) and the Child Development Center on the Stephenville campus. Dr. Edwards is a communications professor on the Stephenville campus and works to supply the social work students with supplies needed for the rally. The rally and petition was based on the students’ policy for mandated Title IX education for students attending a federally funded university. The petition did not receive the required number of signatures but students did voice their interest in the topic. The social work students’ rally took place on April 5th, 2018 at 1 o’clock at the J.E. Rudder Statue located near the Nursing building. The social work students arrived at 12:15 p.m. to begin setting up for the rally. The students set up a table where snacks, informational brochures, pens and other give-a-ways were placed for the participants. The social work students began the rally with informing the participants of the purpose of the rally and the agenda the social work students intended to follow. Following the opening statements, the social work students encouraged people to participate in the first activity titled “Cross the Line”. The social work students began the activity by instructing the participants to stand along a taped line on the ground. The social work students then would state an “I” statement related to Title IX. The participants would cross the line if the “I” statement applied to them. Afterwards, the social work students provided a statistic or informative statement that related to Title IX, sexual harassment, or pregnant and/or parenting students. The results of the activity proved the lack of knowledge students have about Title IX. The participants responded with positive feedback from the information they learned from the activity. Next on the agenda the social work students introduced the guest speaker, Christina Sullivan. Christina is a current parenting student at Tarleton State University and is working towards her Master’s Degree. Christina shared her experience of attending college while raising her eight-year-old son. She expressed the difficulties she had faced and was continuing to face because of being a parenting student. She educated the participants on resources that were vital to her success in continuing school and the important impact Title IX had throughout her journey. The social work students continued the rally with the next activity on the agenda called “The Price is Right.” The activity required the participants to each select a picture of an item required for a baby that was provided by the social work students. The activity then required the participants to work together to place the items in least to greatest order according to how much they thought the price was. Once the participants lined up in what order they thought was correct, the social work students then provided the correct prices for each item. The participants responded surprised by the cost of many of the items that would be required for a child. The purpose of the activity was to inform the students of how expensive it can be to raise a child while also attending school. Following the activity, the social work students introduced Mrs. Stephens to speak about her experience working with parenting students and some of the struggles they face. In addition, she informed the students about the on-campus Child Development Center and some more resources the students could utilize around campus. Dr. Edwards was the next to speak at the rally. She spoke about the impact Title IX has on both pregnant and parenting students and traditional students. She informed the students of their rights under Title IX and how to report sexual harassment, sexual discrimination and other injustices on their campus. In addition, Dr. Edwards informed the participants on several ways to spread the word about Title IX and how to advocate for their peers.After the speakers were dismissed, the student social workers encouraged the participants to share any experiences they had relating to Title IX or comment on what they learned or found interesting. Many of the participants claimed the rally to be informative and impactful of the importance of being knowledgeable about Title IX. The student social workers then asked the participants to take part in signing a pledge to be an advocate for their fellow students. By signing their name, the students were pledging to be educated on their rights as a student under Title IX, to share with their peers what rights they are entitled and to stand up for those rights, and to be a resource to their fellow students. The pledge was a success with each participant choosing to take part in signing. The rally ended with the student social workers thanking the participants, speakers and everyone who attended the rally. The participants were encouraged to take pictures with the hashtags and the Tarleton State University “I pledged” sign created by the student social workers, as well as grab snacks and other give-a-ways provided.Implications for Social Work Expanding Title IX to include a mandatory educational program affects all three levels of social work. Creation of a mandated program to educated students at federally funded colleges and universities assists individual students on a micro level. Each student is then better educated and aware of their rights and resources afforded to them by Title IX. With a greater student understanding of Title IX, individual student’s awareness of how to report or gain help involving sexual misconduct, sexual harassment, and sexual assault increases. Educating students on Title IX at a micro level is aligned with the social work core values of service as well as dignity and worth of a person. Title IX education also helps individual parenting or pregnant students know the accommodations afford to them for academic success. On a mezzo level, the mandated education creates a more inclusive academic environment. The educated student body can keep the university or college accountable for issues and concerns regarding Title IX related areas. Students become advocates to fellow students who more directly are affected by Title IX. The creation of a student body who advocates for each other is aligned with the social work core value importance of human relationships. On a macro level, the creation of a mandated educational program on Title IX increase academic success and student wellbeing across all federally funded universities and colleges. Each institution will have individualized programs to fit their resources for students, but all institutions will have a unified curriculum for Title IX. The large-scale application of a mandated educational program is aligned with the social work core value of integrity. ReferencesAli, R. (2011, April 4). Dear Colleague Letter. Retrieved from Civil Liberties Union. (n.d.). Retrieved April 26, 2018, from , K. J., & Cortina, L. M. (2017). 'It Happens to Girls All the Time': Examining Sexual Assault Survivors' Reasons for Not Using Campus Supports. American Journal Of Community Psychology, 59(1/2), 50-64. doi:10.1002/ajcp.12126Overview Of Title IX Of The Education Amendments Of 1972, 20 U.S.C. A§ 1681 Et. Seq. (2015, August 7). Retrieved February 06, 2018, from DeVos Prepared Remarks on Title IX Enforcement. (2017, September 07). Retrieved from Texas Tech University. (2018, January 12). Title IX. Retrieved April 26, 2018, from IX and Sex Discrimination. (2015, October 15). Retrieved February 06, 2018, from IX, Education Amendments of 1972. (2003, January 02). Retrieved February 06, 2018, from ................
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