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Ohio school district changes course, girl to play football with boys

The Liberty Union-Thurston school district in Ohio has reversed a decision and will allow a 12-year-old girl to play football with boys.

The district had banned Makhaela Jenkins from the team because of her gender.

School superintendent Paul Mathews announced the decision, saying the district didn’t want to spend tax dollars in defending the policy in court.

The American Civil Liberties Union had challenged the school ban.

Mathews said the ban was in line with Title IX requirements, but that the cost of a lawsuit was a concern.

The ACLU of Ohio on Aug. 19 issued a statement.

“We appreciate that school officials have finally reconsidered their decision to ban Makhaela from the school’s football team. However, we respectfully disagree with officials’ continuing denial that their actions were anything less than unnecessary and illegal. The law remains very clear – as it has for decades,” said ACLU of Ohio senior staff attorney Jennifer Martinez Atzberger. “While we are glad that Makhaela will be able to return to the sport she loves, we urge school officials to ensure all other girls who wish to play contact sports are also able to do so. Officials should be proactive and create a non-discrimination policy to protect all students from the unfair treatment that Makhaela experienced.”

Student Non-Discrimination Act introduced in U.S. House

A bill to ban discrimination based on sexual orientation or gender identity in public schools is again before Congress, introduced on April 18 by openly gay U.S. Rep. Jared Polis, a Democrat from Colorado, and U.S. Rep. Ileana Ros-Lehtinen, a Republican from Florida.

The legislation is the Student Non-Discrimination Act. It would prohibit discrimination against any public school student on the basis of actual or perceived sexual orientation or gender identity. In addition, the bill would prevent discrimination against students because of the actual or perceived sexual orientation or gender identity of a person with whom that student associates or has associated.

Polis said, “Throughout this country, far too many students fall victim to relentless harassment and discrimination from teachers, staff, and their peers based on their sexual orientation or gender identity.

“Bullying is a leading cause of poor attendance and dropping out because kids don’t feel safe enough to go to school. Like Title VI for racial and ethnic minorities in the 1960s and Title IX for women in the 1970s, my legislation puts LGBT students on an equal footing with their peers, so they can attend school and get a quality education, free from fear. This bill will ensure that every student has the right to an education free from harassment and violence.”

Ros-Lehtinen said in a news release, “As a member of the Congressional Anti-bullying Caucus and the Equality LGBT Caucus, I am proud to join Jared in the re-introduction of this important legislation that seeks to protect LGBT students against harassment and discrimination.

“No one has the right to victimize others on the basis of their actual or perceived sexual orientation or gender identity. Our schools should be learning environments in which students yearn to attend rather than dread. As a former Florida certified teacher, I understand how children can carry the scars of bullying well into adulthood. LGBT students should enjoy safety as all children do. This pro-equality legislation will do just that and I’m proud to reintroduce it.”

The measure has support among civil rights groups and teachers organizations.

Chad Griffin, president of the Human Rights Campaign, said, “School is where young people learn, grow, and develop mentally and emotionally.  It’s a space that must be free of discrimination and intimidation. Unfortunately too many are harassed, bullied, and discriminated against causing many to under-perform or drop out.”

HRC, in a survey of LGBT youth, found that: 

• Among youth who are not out at school, the most frequent obstacle they describe is that teachers or classmates will treat them differently or judge them.

• Sixty-four percent of LGBT teens report that they never participate in after-school or other recreational activities out of fear of discrimination.

• Youth who are out to their immediate family or at school report higher levels of happiness, optimism, acceptance and support.

• LGBT youth experience bullying at school more frequently than their non-LGBT peers. In fact, LGBT youth are twice as likely to experience verbal harassment, exclusion and physical attack at school as their non-LGBT peers. 

Federal statutory and constitutional protections expressly address discrimination in schools on the basis of race, color, national origin, religion, sex and disability, but do not expressly address sexual orientation or gender identity.

As a result, Griffin said, students and parents have limited legal recourse to redress discrimination on the basis of sexual orientation or gender identity.

SNDA is modeled after Title IX of the Education Amendments of 1972, which prohibits discrimination on the basis of sex and provides legal recourse to redress such discrimination.

Other reaction:

• Openly gay U.S. Rep. Mark Pocan of Wisconsin:Every day, LGBT students across the country are subjected to widespread discrimination, bullying and harassmen. Bullying harms LGBT students and the communities they belong to. It poisons our school culture, deprives our students of their sense of safety, and—all too frequently—has tragic and devastating consequences.

“We must take meaningful, immediate action to end discrimination against LGBT youth in schools. I stand strongly behind the Student Non-Discrimination Act, and the millions of LGBT students it would help. I urge my colleagues to support this important legislation.”

• Hayley Gorenberg, deputy legal director of Lambda Legal: “Ahead of GLSEN’s National Day of Silence, when thousands of students across the country take a stand against bullying in support of LGBT students, we are reminded of the many LGBT youth who feel like they do not have a voice because of the bullying and discrimination they experience in school. At Lambda Legal, we’ve encountered horrendous cases of violence and discrimination against LGBT young people in schools – and sometimes against the allies who try to support them. The Student Non-Discrimination Act takes a big step toward a safer and healthier environment in every public school.”

• Ian Thompson, ACLU legislative representative: “Passing the Student Non-Discrimination Act is the single most important step that Congress could take to improve the lives of LGBT students in our nation’s public schools. Though the pace of positive progress on LGBT rights over the past several years has been dizzying, there is shockingly no federal law that explicitly protects LGBT students from discrimination and harassment in our nation’s public schools. We urge Congress to pass this bipartisan legislation and in doing so affirm that every student deserves the opportunity to attend school and learn without fear.”

• Education Secretary Arne Duncan: “I commend Congressman Polis, Congresswoman Ros-Lehtinen, and Senator Franken for their efforts to curb discrimination and bullying in our nation’s schools especially against LGBT students. We must continue to work together to make our schools safer and more productive places for students to learn.”

• Openly gay U.S. Rep. David Cicilline of Rhode Island: No young person should ever feel unsafe or unwelcome at their school, but this is the case for many LGBT students in cities and towns across our country. The Student Non-Discrimination Act is a pragmatic proposal that would create stronger protections for LGBT youth and prohibit discrimination based on sexual orientation or gender identity in our public schools. I am proud to co-sponsor this legislation that will help ensure that every child in America can learn in a safe environment.”

Openly gay U.S. Rep. Mark Takano of California: “I’m proud to support the Student Non-Discrimination Act as far too many students are being harassed, bullied, intimidated or subjected to violence because of their actual or perceived sexual orientation. By establishing a comprehensive Federal prohibition of discrimination in public schools, SNDA will help create a safe learning environment for all students, regardless of their sexual orientation.”

Gender equity progress stalls in high school sports in 2000s

Progress toward gender equity in high school sports slowed during the 2000s after a decade of increasing athletic opportunities for girls, according to a new study out this week.

The study also shows a spike in the number of high schools eliminating interscholastic sports programs for girls and boys.

The report from Sport, Health and Activity Research and Policy Center for Women and Girls shows that opportunities for girls in high school athletics increased from 1993-1994 and again from 1999-2000 but that it slowed during this past decade.

The report from SHARP, a collaboration of the University of Michigan and the Women’s Sports Foundation, examines high school offerings 40 years after the passage of Title IX, the landmark legislation mandating gender equality in education.

“Many believe that girls and women have finally achieved athletic equality,” said WSF CEO Kathryn Olson, noting the record participation of U.S. women in this summer’s Olympics. “However, these findings suggest that we simply aren’t there yet. In fact, we are moving farther and farther away from equality with the cutting of interscholastic sports.”

Olson continued, “It goes beyond the physical benefits of sport. Sports are an integral part of the educational experience; students who participate in sports are shown to achieve greater academic success. The decline of interscholastic athletic opportunities should be looked at as an erosion of the educational capacity.”

The report, in the conclusion, said, “A protracted retreat from the legislative mandate of Title IX unfolded across the decade. “

The Sharp Center study, titled “The Decade of Decline: Gender Equity in High School Sports,” found:

• Athletic opportunities expanded across the decade, but boys’ allotment grew more than girls. By 2009-10, 53 athletic opportunities were offered for every 100 boys, compared with 41 opportunities for every 100 girls.

• By 2009-10 boys still received disproportionately more athletic opportunities than girls in all community settings — urban, suburban, towns and rural communities.

• In 2000, 8.2 percent of schools offered no sports programs, the percentage nearly doubled by 2010, rising to about 15 percent. Schools with disproportionately higher female enrollments were more likely to have dropped interscholastic sports between 2000 and 2010.

• Seven percent of public schools lost sports programs between 2000 and 2010, while less than 1 percent added sports to their curriculum. It is estimated that by the year 2020, 27 percent of U.S. public high schools would be without any interscholastic sports, translating to an estimated 3.4 million young Americans – 1,658,046 girls and 1,798,782 boys – who would not have any school-based sports activities to participate in by 2020 if the trend continues.