Orientation to AGELE
and the Gender Equity
Profession
Barbara Bitters
Wisconsin Department of Public Instruction
9-11 AM
July 24, 2005
Introductions
What
is one question you
hope will be answered during
this session.
Overview
Definitions
 Important laws
 Overview of Title IX
 Government Infra-Structure (rise and fall)
 Gender Equity Issues Over Time
 Relationships to parallel equity concerns
 AGELE and our partners
 Helpful “tools”
 Connections

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
Educational Equity Defined
The educational policies, practices, and programs
necessary to:
eliminate educational barriers based on
gender, race/ethnicity, national origin,
color, disability, age, or other protected
group status; and
 provide equal educational opportunities
and ensure that historically underserved
or underrepresented populations meet the
same rigorous standards for academic
performance expected of all children and
youth.


B.Bitters
Educational Equity Defined 2
Educational equity knowledge and
practices in public schools have evolved
over time and require a comprehensive
approach.
 Equity strategies are planned, systemic
and focus on the core of the teaching and
learning process (curriculum, instruction
and school environment/culture).
 Educational equity activities promote the
real possibility of equality of educational
results for each student and between
diverse groups of students.


B.Bitters
An “equity lens” means
making equity, diversity, inclusion and
fairness visible and audible within the
learning, teaching and assessment
process by asking whether, how,
why, and to what degree, the distribution
of learning opportunities, conditions,
practices, and achievement
outcomes for certain groups are
persistently and systematically different
from other groups.
Equity Lens
Such a “lens” also means learning
about and recognizing when one
form of difference or inequality is
inextricably braided with other
systems of inequality.
Equity Lens
Further an “equity lens” motivates us
to keep learning and developing as
individuals/organizations and to
create educational and social change
directed to eradicating these
inequalities and supporting resilience
in the experience of inequality.
Period of
Original
Appearance
Evolution of Educational Rationale
Equity Goals
for
Educational
Bitters and Keyes, 1996
Equity
Mid-1960’s and Equal opportunity, access, and
Fairness
on
treatment. Eliminate
discrimination.
Mid-1970’s and Move beyond equal access.
on
Eliminate stereotyping, bias
and harassment. Need for
intervention, affirmative
steps, and infusion of equity.
Changing
social and
economic
conditions
Social costs
of inequity
Period of
Original
Appearan
ce
Evolution of Educational Equity
Goals
Rationale for
Educational
Bitters and Keyes, 1996
Equity
Mid-1980’s
and on
Equal outcomes of educational
programs. Need to restructure
schools and the curriculum,
instructional methods and supports
services that students need to
succeed.
Educational
Excellence
Mid-1990’s
and on
Investigation of:
1. power relationships;
2. intersections of gender, race, culture,
disability, class, and sexual orientation
which collide to influence teaching and
learning;
3. ways particular versions of knowledge
may distort, ignore or silence individuals
and groups.
4, Ongoing recognition that individual’s
culture and experience affect learning and
educational outcomes.
Student
Engagement and
Success.
Re-Visioning
society to
equalize power
relationships and
realize social
justice
Important Laws
Title IX of the Education Amendments of
1972 and the regulation of 1975 (20
U.S.C. 1681 et seq.; P.L. 92-318) The
`Patsy T. Mink Equal Opportunity in
Education Act‘ as of October 2002
 Women’s Educational Equity Act (WEEA)
 Career and Technical Education Acts from
1976-2003 (Perkins)
 OCR Guidelines in Vocational Education
 Elementary and Secondary Education Act
(ESEA) (IASA) (NCLB)

JOINT RESOLUTION 113 Recognizing the contributions of Patsy T. Mink.
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
providing economic and educational opportunity to all Americans;
Whereas Patsy T. Mink was a passionate and persistent fighter against economic and
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
and opened doors of opportunity to millions of women and people of color across
America;
Whereas Pasty Mink won unprecedented legislative accomplishments on issues
affecting women's health, children, students, and working families; and
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
academic and athletic achievements and redefined what is possible for a generation of
women and for future generations our Nation's daughters:
Now, therefore, be it
Resolved by the Senate and House of Representatives of the United States of America
in Congress assembled, 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
Education Act'.
1954
1955-1960
1960-1963
1964
1965-1970
1971
1976
1972
1977
1973
1974
1978
1975
1979
1980-83
1984
1985-96
1997-2004
What Does Title IX Cover?
 Admissions
 Access
to Courses or Programs
– Includes Physical Education, career and
technical education, etc.
 Counseling
 Student
Rules and Policies
 Treatment of Students
– Pregnant or Parenting Students
Title IX Covers cont
 Financial
Assistance
 Student Housing
 Athletics
 Co-Curricular and Extra-Curricular
Activities
 Employment Practices
 Sexual Harassment of Students and
Employees
Key Dates
 Title
IX signed by Richard Nixon,
July 1972
 Regulations Issued June 4, 1975
and became effective on July 21,
1975. (Renumbered and re-issued May 9, 1980)
 Self Evaluation by July 21, 1976
 Procedural Requirements
Athletics Key Dates
 September
1975 Letter to Recipients
with guidance re: athletics
 Three Year Transition Period for
Athletics expired on July 21, 1978.
 Intercollegiate Athletics: Sex
Discrimination “Policy Interpretation”
December 11, 1979
 January 1996-3 part test clarification
 July 11, 2003-Further Clarification
Title IX PROCEDURAL
Requirements:
Notification of Policy and Assurance
 Self-Evaluation
 Appointment of a Responsible Person

– Title IX Coordinator
– Record Keeping
Development and Dissemination of Policy
-Operational Guidelines
 Grievance Procedure

Government Infrastructure for
Gender Equity
 U.S
Department of Education
 Advisory Bodies
 Resource Contracts
 Institutes
 DACS to EACS
 State Education Agencies
 Intermediate Education Agencies
 Local Education Agencies
Early Gender Equity Issues






Gender-role stereotypes in school
settings and materials..
The use of biased text or test materials
resulting in detrimental effects on selfimage, opinions toward other groups,
and social problems and philosophies of
life.
Inappropriate counseling into sexstereotyped or low wage occupations.
Guidance into sex-stereotyped courses
or activities
Inadequate or uninformed board policies
re: pregnant girls.
Title IX of the Education Amendments of
1972 compliance.
Early Gender Equity Issues





Sex-related student assignment to
classroom/school and within the
classroom.
Exclusion of women and girls or boys
and men from nontraditional careers.
Different teacher pay, employment rules
or benefits based on sex.
Sexual harassment awareness and policy
development and implementation.
Lack of athletic opportunities for girls
and women.
Contemporary Gender Equity
Issues





Gender-role stereotypes in school
settings and materials.
Developing and sustaining positive selfesteem among diverse girls or boys.
Title IX of the Education Amendments of
1972 compliance.
Inequitable student/teacher interactions
and expectations.
Sex differentiated support for extracurricular activities, particularly athletics.
Contemporary Gender Equity
Issues




Under-representation or lower
achievement of girls and students of
color involved in math and science or
boys and students of color in reading
and language arts and school
organizations.
Sexual harassment awareness and policy
development, prevention and
intervention.
Violence and aggression and gender.
Making AYP
Educational Equity Strategies
Collecting, analyzing and using
disaggregated assessment data to make
educational decisions and establish school
improvement efforts.
 Analyzing the intersections of gender,
race, culture, disability, class, and sexual
orientation that collide to influence
teaching and learning.
 Involving parents and citizens,
representative of all the diversity in the
community, thereby affirming the growing
pluralism that exists.

Educational Equity Strategies
Developing and delivering equitable and
inclusive curriculum, extracurricular
activities and pupil services.
 Practicing equitable and inclusive
instruction, including detracking,
degrouping and reducing differential
expectations or treatment of students.
 Ensuring equitable classroom and school
environments in which every student sees
their culture authentically and positively
portrayed.

Educational Equity Strategies



Providing meaningful professional development
opportunities to build capacity for addressing
equity and diversity (awareness level to
advanced skill building).
Improving leadership and administrative
practice that enhances equity and diversity.
Delivering equitable counseling and guidance,
other pupil services, and citizenship experiences
which support diversity, expand educational
planning and career options, promote resiliency,
reduce prejudice and increase selfunderstanding and positive identity
development for all youth.
Educational Equity Strategies



Restructuring school organizations to achieve
greater educational equity by changing the
roles, rules, and relationships that influence
how people work, learn and interact.
Creating collaborations between school,
employers and communities around which
opportunities for prejudice reduction respect for
diversity and citizenship can occur.
Promoting equity and nurturing diversity
through public information and school
organizations and activities.
Relationships to Parallel Equity
Concerns
 age
 disability
 ethnicity,
race
 national origin
 religion
 sexual orientation
 socio-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 socioeconomic status.
The organization’s strategic goals are:
 Leadership
and Advocacy...to ensure
the infusion of equity principles into
educational programs and services
from early childhood through postsecondary and adult educational
programs.
The organization’s strategic goals are:
 Professional Development...to connect
educational equity research and practice,
broaden the knowledge base for educators
and provide a support system for our
members as well as non-members.
 Collaboration, Networking, and
Outreach...to build broader constituencies
with civil rights, equity and diversity
organizations and influence their program
of work to promote and extend leadership
for gender equity.
AGELE Organizational Structure
 Elected
Steering Committee of Nine
 SC Elects a Chair and other officers
 Bylaws
 Annual Conference
 Newsletter/Web site
 Directory
 Projects, Reflections, Diversity Goals,
Task Forces, Job-a-Likes.
Our Partners
National Alliance for Partnerships in
Equity (NAPE)
National Association for Multicultural
Education (NAME)
Important Tools
 AGELE
History
 Gender Equity Timeline
 Glossary
 Philosophy and Frameworks for
Equity
Connections
 Key
Benchmarks and Standards for
Equity
 Key web-sites
Questions
Answers
Appreciations