Physical Education Teachers' Perceptions and Understanding of Title IX in Physical Education

Background/Purpose: Since Title IX was enacted, physical education (PE) has primarily been offered in coeducational settings. This may be because many educational leaders interpret Title IX to require coeducational-only classes and teachers fear if they ignore this, they are breaking the law. Some, however, have questioned whether Title IX legislation stipulates coeducation classes in all instances. Others have surmised that coeducation PE was implemented in an attempt to uphold Title IX and perhaps with minimal thinking or planning relative to the impact this decision might have on the skill, fitness level, and social development of boys and girls. The purpose of this study was to exam the perceptions and understanding practicing PE teachers have regarding the offering of PE in coeducational and gender separate formats.

Method: A survey was completed by 265 PE teachers in southern California and Utah. Respondents were asked to review a list of 36 PE activities and indicate whether they should be offered in a coeducational or gender separate setting. Respondents were also asked to agree or disagree with a list of 12 arguments in favor of offering PE in a coeducational format, and a list of 12 arguments in favor of offering PE in a gender separate format. Items were generated through an extensive literature review. The questionnaire was reviewed for clarity and comprehensiveness by 30 secondary school PE teachers and by a panel of four K-12 PE pedagogy professors.

Analysis/Results: Percentages were generated for survey items. Only football (65.5%) and basketball (50.2%) were selected by a majority of the respondents as units in which students should be separated by gender. Strong majorities indicated that most boys and girls receive greater skill, social, and safety benefits in gender separate PE groupings than in coeducational groupings. Respondents indicated prevailing interpretation of Title IX legislation and the expectations of school administrators as the primary influences for coeducational PE. Chi-square analysis was conducted for the variable of teacher gender. Significant differences (p < .01) were found for the following items: Title IX mandates that all activities should be offered on a coeducational basis (Females = 51.0%; Males = 29.7%); School administrators expect coeducational groupings in all PE activities (Females = 57.8%; Males = 38.8%).

Conclusions: Results demonstrate that teachers consider coeducation formats as appropriate for most PE activities. However, the majority believe gender separate PE is more beneficial for male and female students from a social and developmental perspective.