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Conversational Circles Influencing Athletic Policymaking During University of Mississippi eGrove Electronic Theses and Dissertations Graduate School 1-1-2011 Conversational circles influencing athletic policymaking during development, implementation, litigation, and enforcement of Title IX of the Education Amendments of 1972 of the Civil Rights Act of 1965 Jeannie Mae Lane University of Mississippi Follow this and additional works at: https://egrove.olemiss.edu/etd Part of the Educational Administration and Supervision Commons Recommended Citation Lane, Jeannie Mae, "Conversational circles influencing athletic policymaking during development, implementation, litigation, and enforcement of Title IX of the Education Amendments of 1972 of the Civil Rights Act of 1965" (2011). Electronic Theses and Dissertations. 1414. https://egrove.olemiss.edu/etd/1414 This Dissertation is brought to you for free and open access by the Graduate School at eGrove. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of eGrove. For more information, please contact [email protected]. CONVERSATIONAL CIRCLES INFLUENCING ATHLETIC POLICYMAKING DURING DEVELOPMENT, IMPLEMENTATION, LITIGATION, AND ENFORCEMENT OF TITLE IX OF THE EDUCATION AMENDMENTS OF 1972 OF THE CIVIL RIGHTS ACT OF 1965 [JUNE 1972 – JUNE 2010] A Dissertation presented in partial fulfillment of requirements for the degree of Doctor of Philosophy in the Department of Leadership and Counselor Education The University of Mississippi by Jeannie M. Lane May 2011 Copyright Jeannie M. Lane 2011 ALL RIGHTS RESERVED ABSTRACT The purpose of this historical research was to identify and describe distinct conversational circles developing in separate and overlapping decision-making communities during the implementation and enforcement of Title IX of the Education Amendments of 1972 to the Civil Rights Act of 1964. Specifically, the study focused on identifying conversational circles that emerged in legislative, judicial, print media, and educational spheres. These Conversational Circles appeared to influence gender equity policy making in college and university athletics throughout the United States. Specific attention in this dissertation was turned to legislative, judicial development and media coverage in The New York Times, The Chronicle of Higher Education and The N.C.A.A. News. Important to this research was the freedom to recognize specific conversational circles and the impact these circles had on expanding the athletic opportunity for women in intercollegiate athletics as historically documented by various court documents, special interest groups‘ activities and news, higher education policy changes and agency studies. Judicial decisions drove most athletic policy decisions on the state and local level and within district court lines. In October 2002, Title IX was re-named to posthumously honor Congresswoman Patsy T. Mink. Title IX is known as the Patsy T. Mink Equal Opportunity in Education Act.1 1 U.S. House of Representatives, ―House Passes Resolution to Rename Title IX after Patsy Mink,‖ October 9, 2002, http://www.house.give/abercrombie/news/mink02f.htm (accessed March 5, 2008). ii DEDICATION This dissertation is dedicated to my friend, Margaret Ann Fisher Godwin (1959 – 2004). Ann encouraged me as I pursued this degree course work and dissertation. She always supported my educational efforts even when they got in the way of our shopping adventures. To Ann‘s son, my godson, Lane Scott Godwin, I also dedicate this dissertation. iii ACKNOWLEDGMENTS I would like to begin by thanking my parents, Perry Joe and Mary Pollan Lane, who have always encouraged me to seek to know more about the world. They instilled in me a sense of curiosity, love of language, and a work ethic giving me the basic tools to start and eventually finish this dissertation. To my sister, Mari Jo Williamson, and my brothers, Raymond D. Lane and Kenneth W. Lane, I would like to express appreciation for their belief in me and confidence that I could successfully complete what I started. To the other members of my cheering section called family, I appreciate the love and comfort you give to me. I would especially like to thank my University of Mississippi doctoral dissertation committee, Dr. Tim Letzring, Dr. Sparky Reardon, Dr. Buddy Arrington, and Dr. Whitney Webb for their support and careful reading of this historical dissertation. Their interest in the subject matter and in my development as an independent scholar created in me a sense of destiny as I finally completed a volume of work that spanned more years than it should have because I could not bring it to a close. To my boss, Dr. Debbie Norris, and office mates—current and former—Debbie DePriest, Laura Rogers, Taheera Hoskins, Elnora Lewis Scott, Carol Clendenon, Cassandra Sessoms, Marilyn Allen, Sherry Bobo, and Cindy Betz, I would truly like to give thanks. I have been able to carry on daily functions with their help and assistance as I have worked on this degree and dissertation. Their interest and support sustained me when I felt I could no longer keep myself going in this academic pursuit. iv There are so many Mississippi College faculty and staff members who contributed to my success by cheering me on from the ranks. I would like to thank Linda Taylor, Patty Tadlock, Stacie Jones, Ann Long, Cindy Hampton, Vicki McCann, Anna Warren, Judy Graham and her husband Charles, Donna Winstead, Jim King, Lynda Street, Ken Gilliam, Cheli Brunson, Joseph Odenwald and Cynda Golden—now we can talk about more interesting things than just me and my ―book‖ in the days to come. One MC staffer who especially comes to mind is Tommy Lee Alexander, housekeeper. Tommy Lee would chat with me on the elevator and in my office about my ―book‖ and would always be interested in whether or not I was actively writing. His singular encouragement helped me strive to finish this book. Dr. Wayne VanHorn and Dr. Mary Jean Padgett cheered me on to the finish line. Dr. Curtis Summerlin and Dr. Tom Williams were instrumental in giving me the confidence and the academic tools to advance my project. Retired Mississippi College employees, like Bonnie Anders Langford, Bettye Stewart, and Doc Quick understood the struggle I was experiencing and had a way of raising my spirits when they were at low ebb. I appreciated the way Bonnie Langford has always propped me up with stories from episodes of our years working together. Dr. Ann McFarland asked me about the dissertation almost daily until she retired from Mississippi College. The reference librarians at Mississippi College, Ann Weill, Susan Newman, Carolyn Hodges, Carol Williams, and Carolyn Hood were helpful to me in finding those hard to reach resources as they dubbed me a ―hunter-gatherer researcher.‖ I enjoyed collecting resources that probably could have been left on the microfiche and microfilm machines and they thought I‘d never be able to finish. They listened to me, gave me advice and access to new databases. They v tirelessly collected interlibrary loan requests all the way through the gathering stages of this effort. Throughout this journey, my friends, Dr. K. Anita Gowin, Dr. David G. Miller, and Mrs. Cynthia M. Tucker have championed my cause. They fed me in mind, body, and spirit. They have listened to me attentively and aided me in editing when I needed eyes to see what I could not. They never tired of gently nudging me back toward the goal when I would choose to go astray. Other friends have supported me through this journey and I would like to acknowledge their influence on my success. Linda Lytal, Lorraine Caldwell, Mary Lane Reed and Ann Weill have brought me much joy and diversion when I needed it most. I would like to thank Dr. Edward McMillan, historian and my former boss, for all the things he taught me about university administration and leadership in graduate education. His recommendation to Dr. Howell Todd, President of Mississippi College, gave me a remarkable opportunity to serve on the new Mississippi College Strategic Planning Committee with Dr. Lloyd ―Bo‖ Roberts, Dr. Bettye Coward, Dr. Edward McMillan, Dr. Van Dyke ―Doc‖ Quick, and Dr. Charles E. Martin when so many things were happening at MC while I pursued my coursework for the doctorate in higher education at the University of Mississippi. These consummate professional educators dedicated to Christian higher education broadened my horizons and helped me shape my decision making skills. I would also like to acknowledge the inspiration the cohort of University of Mississippi students in the Ph.D. program were to me during course work and dissertation phases. Drs. Jean vi Dona, Mitzi Norris, Bill Smith, Jean Denson, Elizabeth Franklin, Marilyn Beach, Paul Johnson, and Kathy Wasson supported me during my class experiences and cheered me on long after they earned their degrees. Drs. John Watson and Jim Payne will be remembered as quality professors who shaped and challenged my mind. They were not your conventional professors. They prepared higher education administrators to deal with the ambiguity in the profession and practice. Thank you, Dr. Payne, for introducing us to The Graves Theory. It has been a useful theory to help me solve problems and meet needs of people I encounter in higher education. Dr. Tim Letzring and Dr. Randy Bass gave me opportunity to build a strong foundation upon which to explore the profession. I would like to thank other professionals at the University of Mississippi, Kim Chrestman, Jo Stark, Veta Taylor, and Candace Oswalt who have answered questions for me and have been most helpful to this commuter student. They always treated me with respect and dignity when I didn‘t have a clue about what I was supposed to be doing. Dr. Bill Townsend and Dr. Susan Lofton influenced me through dissertations they completed and made available on ProQuest. I was grateful to find examples of historical studies that had successfully maneuvered the scrutiny of the University of Mississippi higher education faculty.
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