[EDEQUITY] Moving on to other issues

From: Rochelle Riling (seamouse@televar.com)
Date: Thu Nov 30 2000 - 14:07:14 EST

JGavora notes that "Amber's" points are "never really addressed" and I'd
to be honest about why I don't respond and often don't read them. I work
really hard in my Title IX capacity (and as a mother of three sons) to look
proactively and objectively at equity issues and Amber speaks often as
"devil's advocate" against any equity issues raised about females. I don't
have time for that. There are enough inequities in the world to go around
for everyone. Boys face some pretty serious equity challenges but
access to support for athletics sure isn't one of them. I have no
personal knowledge
of "damage" to male athletic programs due to support for female programs
but I wouldn't be surprised if some of this occurred around the edges
athletics divvies up a finite pie, in terms of resources. It
certainly isn't systemic, while other equity issues for boys are.

Reading and Language arts: I attempted to get some information, research,
etc. on boys "lower than girls" general reading scores and their
overrepresentation in the lowerst of low reading scores. (Speaking
of "scores.") Although there is some attention being paid to this issue in
other country's, I haven't found anything based in the US.
Superficially it is likely that we're seeing with boys in these academic
areas what we saw/see
with girls in math, science and technology-- a confluence of socializing,
lack of awareness and lack of training. In student trainings I do about
equity, we talk about this possibility. They are important areas that
to thinking, communication and interpersonal interaction-- applicable to
success in higher education, the workplace and the personal life arena.

Special Ed: Everywhere I have personal knowledge, males are incredibly
overrepresented in special ed programs. My understanding is that this
is the status quo nationwide.

Stereotyping I: Another issue I talk to students about is the increased
likelihood boys face of being stereotyped as harassers because they
belong to the identity group that does the majority of sexual harassment,
bullying and
violence. We talk about what power they have to help change that
and about the importance of guys knowing what sexual harassment is despite
the fact that their female peers struggle with it more.

Stereotyping II: We also address with students the pain experienced by
who are ridiculed, excluded, bullied and harassed because they do not
to a macho stereotype of being male. The largest study in Washington STate
on harassment that is based on sexual orientation was completed a few years
ago by the Safe School Coalition. It is dedicated to two young men, one is
fourteen, who committed suicide after prolonged and unstopped homophobic

If you have any insights in approaching the equity issues that are putting
boy's communication (language and reading), academic success (special ed),
personal reputations and relationships (sexual harassment) and physical
safety (homophobic harassment) at risk. . . then I'm there.

Rochelle Riling <seamouse@televar.com>

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