problem to be addressed by this study is the inequality in sports.
mid-1800s, sports has been one of the college’s official programs and was
initially included in the curriculum as a significant advocate of protecting a
teaching career as opposed to the potential feminization of men in this
athletes, especially females and those who consider that gender discrimination
persists in society, experience important gender prejudices in college
athletics (Francis, 2016). They often advocate the
redistribution of the sporting assets to address existing inequalities.
ready to takings political acts (e.g., letter-writing, court cases, or going to
protest) to discourse the problem.
Before women can create equality in sports, many obstacles remain.
In order to recognize these obstacles, more attention needs to be given to
gender equality in women’s sports across the 21st century and
to inform concerned persons involved in a fair chance for women in sports (Druckman & Rothschild, 2018). Title IX,
part of the “educational programs” of 1972, banning sex-based discrimination in
federal funding school programs.
It has resulted in a
significant rise in women’s participation in the sports events of educational
establishments in the US. Despite this extraordinary attainment, Title IX was also
criticized by both its followers and opponents (Deshpande, 2016). Followers
contend that the great developments in the Title IX involvement did not offer
worthwhile fan interest, fans, profits or the popularity of women in sports,
save for single stars like Serena Williams in tennis, Mia Hamm in soccer, or
teams like the females’ basketball team at “University of Connecticut.”
Opponents assert that the Title IX benefits as they represent considerable
losses in the participation of people in sports: drop in men’s wrestling
programs or the absence of men’s soccer programs in many academies.
Statement of the Problem
problem to be addressed by this study is NCAA athletic administrators do not
understand the three-prong test for Title IX compliance and incorrectly rely on
proportionality as the only means to satisfy Title IX compliance (Hazelbaker
& Martin, 2018; Staurowsky et al. 2017; Yiamouyiannis
& Hawes, 2015). The inaccurate
reliance, solely on proportionality, creates missed opportunities to satisfy
Title IX law by adding additional varsity teams to an NCAA athletic
department’s offering (Yiamouyiannis & Hawes, 2015). Equally
important, only 18% of NCAA athletic administrators report having any formal
Title IX education, while training to fulfill their athletic department duties
(Staurowsky, 2011). In addition, many NCAA athletic department personnel
are unaware of the three prongs of the Title IX three-part test; which
specifies the three options, that can be satisfied, for college athletic
departments to be Title IX compliant (Yiamouyiannis & Hawes, 2015).
Moreover, supporters of Title IX suggest that it has increased female athletic
participation exponentially over the last 40 years (Hazelbaker & Martin,
2018), while opponents have stated that Title IX law has caused a severe
reduction in male athletic opportunities on NCAA college campuses over that
same period of time (Paule-Kobe et al., 2013). The confusion adds to the
misunderstanding of Title IX and enhances the discussions, amongst NCAA
athletic department personnel, when trying to interpret the satisfaction of
Title IX’s three-part test for compliance. Staurowsky et al. (2017) reported
that 83% of all NCAA head and assistant coaches have never been taught about
Title IX; yet, these same coaches stated that they gained the majority of their
Title IX understanding from mainstream media sources and NCAA News
publications. Furthermore, less than 20% of college coaches have reported
participation in any type of Title IX education class or department-led
workshops (Staurowsky et al., 2017).
☐ Begin with “The problem to be addressed by this study is…” This
statement should logically flow from the introduction and clearly identify the
problem to be addressed by the study.
☐ Succinctly discuss the problem and provide evidence of its existence.
☐ Identify who is impacted by the problem (e.g., individuals,
organizations, industries, or society),
what is not known that should be known about it, and what the potential
negative consequences could be if the problem is not addressed in this study.
☐ Ensure the concepts presented are exactly the same as those
mentioned in the Purpose Statement section.
☐ Do not exceed 250-300 words.