The problem to be addressed by this study is the inequality in sports[RD3] .

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Description

Problem Statement[RD1] [RD2] 

            The problem to be addressed by this study is the inequality in sports[RD3] . Since the 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 country[RD4] . College athletes, especially females and those who consider that gender discrimination persists in society, experience important gender prejudices in college athletics[RD5]  (Francis, 2016). They[RD6]  often advocate the redistribution of the sporting assets to address existing inequalities[RD7] . They are ready to takings political acts (e.g., letter-writing, court cases, or going to protest) to discourse the problem[RD8] . Before women can create equality in sports, many obstacles remain[RD9] . In order to recognize these obstacles, more attention needs to be given to gender equality in women’s sports across[RD10]  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[RD11] .

            It [RD12] has resulted in a significant rise in women’s participation in the sports events of educational establishments in the US. Despite this extraordinary attainment[RD13] , 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.[RD14] 

 [RD1]Statement of the Problem

The 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).

 

 [RD2]Checklist:

☐ 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.  [RD2]

☐ Succinctly discuss the problem and provide evidence of its existence [RD2].  

☐ 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.

 

 [RD3]All sports?

 [RD4]Please help me with this sentence

 [RD5]Not really sure what you mean here

 [RD6]Who is they

 [RD7]Please clarify and edit

 [RD8]Please write without e.g. and parenthesis

 [RD9]How so

 [RD10]What do you mean by accross

 [RD11]Please help me with this sentence

 [RD12]To avoid confusion please do not start sentences with pronouns

 [RD13]What is this

 [RD14]Can you help me here please

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