Date of Award

Fall 12-20-2013

Degree Type

Dissertation

Degree Name

Ph.D.

Degree Program

Educational Leadership

Department

Educational Leadership, Counseling, and Foundations

Major Professor

Belinda Cambre

Second Advisor

Jim Killacky

Third Advisor

Ann O'Hanlon

Fourth Advisor

Louis Paradise

Abstract

Title IX was enacted over 40 years ago, and although there have been marked increases in the number of girls and women participating in athletics at every level, gender equity in athletics continues to be a concern. This is especially evident at the community college level. Title IX requires equity in the areas of opportunities for participation, opportunities for financial aid, and equity in benefits and services. This study sought to ascertain perceptions of equity held by community college coaches of women’s teams. A cross-sectional design was used to survey coaches from all regions of the NJCAA who were listed in the National Directory of in regard to their perceptions of equity in opportunities for participation, opportunities for scholarships, awareness and understanding of Title IX and related compliance issues, including whistleblower protection, and their level of comfort in discussing gender equity issues with supervisors. Multivariate analysis of variance revealed significant differences in perceptions regarding gender equity in terms of opportunities for participation, opportunities for financial aid by means of athletic scholarships, benefits and services, awareness and understanding and level of comfort in discussing perceptions regarding gender equity issues or Title IX non-compliance based on gender, years’ experience coaching, sport coached and region, although effect sizes for each analysis were determined to be small. Without question, women are in a better position to recognize gender inequities in athletics on college campuses. It is essential that women are recruited and hired into leadership positions in athletic departments and into executive positions in educational administrations at community colleges. Without a voice at the decision-making levels, the pace at which community colleges move toward equity will continue to lag.

Rights

The University of New Orleans and its agents retain the non-exclusive license to archive and make accessible this dissertation or thesis in whole or in part in all forms of media, now or hereafter known. The author retains all other ownership rights to the copyright of the thesis or dissertation.

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