ERIC Number: ED449580
Record Type: RIE
Publication Date: 2000-Jul
Equal Educational Opportunity and Nondiscrimination for Girls in Advanced Mathematics, Science, and Technology Education: Federal Enforcement of Title IX. Equal Educational Opportunity Project Series, Volume V.
Aneckstein, Laura; Baird, Andrea; Butler, Margaret; Chambers, David; Johnson, Wanda; Kraus, Rebecca; Mann, Eric; Trost, Tami; Zalokar, Nadja; Zieseniss, Mireille
This report focuses on the Office for Civil Rights' (OCR's) activities relating to Title IX and advanced mathematics, science, and technology education for girls. It examines some of the barriers and inequities that undermine girls' opportunities to choose college majors and enter careers in the advanced mathematics, science, and technology fields, thus preventing them from having an equal opportunity to participate in advanced mathematics and science education programs, to maximize their learning potential, and to enhance their educational and career opportunities overall. The report also acknowledges gender differences placing boys at a disadvantage (for example, boys' underachievement in reading). The report evaluates and analyzes OCR's implementation, compliance, and enforcement efforts under Title IX. It discusses other federal laws affecting advanced mathematics and science education to the extent they relate to Title IX and advanced mathematics, science, and technology education. The report provides findings and recommendation regarding OCR's Title IX implementation, compliance, and enforcement efforts to assist the Department of Education and OCR in improving and strengthening the Title IX program. (Contains tables and figures.) (DFR)
Publication Type: Reports - Evaluative
Education Level: N/A
Authoring Institution: Commission on Civil Rights, Washington, DC.
Note: With contributions by Valerie Blanks, Monique Cueto, Asha Gibson, Elena Grigera, Renee Enochs, LaTasha Greer, Jeanette Johnson, and Catherine Kim. Fifth report in the Equal Educational Opportunity Project Series. Prepared under the direction and supervision of Frederick D. Isler.