Reflection Paper

Athletic programs at many colleges and universities are inconsistent with the school’s mission statements. The term “student-athlete”

Cooper-Dyke, Cynthia; Leland, Ted. "Open To All" Title IX At Thirty: The Secretary of Education's Commission on Opportunity in Athletics. (February 28,2003)

In order to understand how and why Title IX has a negative effect on men’s intercollegiate athletics, it is important to understand what the act is and what it hopes to accomplish. The 1950s in the United States marks the beginning of a period of change in our country, The Civil Rights movement was just beginning to take stride at this time. Many associate this as a

It’s shaping up to be a trying year for the NCAA as two former athletes have come forward in the past week and filed a class action lawsuit against them for “academic fraud in its members schools’ athletic programs.” While some think this couldn’t get worse, from the numerous unacknowledged complaints from over the last century, a large number of the student athletes on the receiving end of less than stellar educations were African-American student athletes—especially in revenue-producing sports like basketball and football.

It is important for the athletic directors and other authoritative figures in men’s basketball to strive for a common goal and establish a better sense balance among those in the basketball environment by changing the contradicting expectations and policies of the NCAA. Some say basketball players have been taken advantage of for far too long and ask “how much longer are universities willing to wait [the] before students see them as a threat and an aid to the issue rather than a source of education and athletic support”? Neglecting the issue has only postponed its significance to emerge as more relevant. By helping address this issue with urgency will allow the players to feel acknowledged and help create a solution for everyone’s benefit to the issue at

This article address suggested changes to Title IX of the Education Act of 1974 and to the interpretation of Title IX. The changes discussed are (1) a change to the method of college supported team funding, (2) the abolishment of the designation of “men’s sports” and “women’s sports” by replacing with the term and concept of “participant sports,” and (3) the inclusion of intersexed and transgendered / transsexual participants.

This past June marked the 40th anniversary of Title IX, a United States law stating that no person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving federal financial assistance. Although the wide spectrum in which Title IX covers includes many educational issues, its application to NCAA athletics has especially been confounded, because, unlike most educational institutions, athletic programs are gender-segregated by sport. In terms of intercollegiate athletics, Title IX essentially states that that all academic institutes of higher education are

The network of institutions and discourses governing college sports is very similar to the network of indentured servitude that was very popular in the 15th century. And the athlete that is constituted by the network of institutions and discourses is an overworked and underpaid laborer who is denied their ability to exercise their natural born right as a citizen of the United States of America to receive plausible compensation for the extremely valuable services that they provide. For over 100 years the National Collegiate Athletic Association (NCAA) has been the breeding grounds for the mistreatment and violation of rights for those who are considered to be “student athletes”.

Over 400 Division I men’s athletic teams have been disbanded from existence since the inception of Title IX. Title IX, implemented in 1972, “is a comprehensive federal law that prohibits discrimination on the basis of sex in any federally funded education program or activity.” (Keating) Title IX has achieved great success with women’s sports since the inception and the number of females in sports is six times greater since the inception of Title IX (diversity.siu.edu). Although it has had great strides with women, it is disadvantaging men, especially in athletics. Title IX requires that colleges give the same amount of scholarships to women as they do men. On paper, this seems to be a great idea, but the consequences were never taken into consideration and caused tremendous problems. In order to give the same amount of scholarships to men and women and be compliant with Title IX, men’s athletic teams have been cut in the process. Men losing the opportunity to receive scholarships for their respective sport at a college of their choice and sports teams getting cut is an issue that needs to be solved. Men’s sports teams cannot keep on being cut, for there are ways in which Title IX must be enhanced to benefit everyone. The problems of men’s athletic teams being cut can be solved by reducing outrageous spending, add women’s programs, and give more control to colleges.

I, Nathan Addison, a student-athlete at Upper New England University stand in opposition to the president’s proposal to cut men teams. It’s essential for myself and others student-athletes to be academically proficient in the classrooms, before competing outside in our sport. I understand that Title IX protects against discrimination, but cutting the men’s team isn’t a great solution to create equal opportunity for men and women sports. By cutting men’s teams, the budget will be increased. Nothing states in Title IX or even in the policies that UNEU should reduce or cut men’s opportunities to be in Title IX compliant. There has to be common ground between male and women athletics in terms of what sports should be cut, kept, or funded. No

The one negative perception that is always front and centered in some people minds when they initially meet me is the fact that I am African-American male student-athlete who plays football for UTSA, more than likely with below average grades. Nevertheless, on March 3, 2017 at 9:00 a.m., the UTSA Honors College acknowledged me as being more than an athlete, but a "true student-athlete". On this day, the UTSA Honors College acknowledged me as a UTSA Student with a 3.8 G.P.A., and a member of the Honors Community. Over the course of my football career, I continue to demonstrate leadership and academic excellence in the classroom and on the football field. My goal is to fight against the negative stereotype associated with being an athlete.

“Its time for our college athletes to be true students on campus, not athletes on athletic stipends with sports – not education – as their top priority and obligation… By eliminating the athletic scholarship, … we could de-professionalize college athletes, reestablish athletic departments as part of the educational institution, and be able to use the term student-athlete without snickering.” (Ralph Nader in League of Fans Proposes Eliminating Athletic Scholarships to Help Restore Integrity on College Campuses, 2011)

The outcome help establish the need for institutions to provide equitable opportunity for both sexes in college athletics. Current research on Title IX has demonstrated positive and negative implications with the policy.

I will be making the case that these “true student-athletes” are being intentionally overlooked for athletic scholarships due to the stereotypical mindsets and the unethical recruiting practices of college sport programs across the

Over the course of the semester, there has been numerous amount of areas where I believe I have improved in comparison to high school. What has helped me in my writing is the writing class and the in-class writing workshop. The writing class that is located in the Kremen education building has helped me with my writing greatly because in the writing center the person in charge teach us lenses and we apply those lenses to the writing, draft, or reading that someone brings in. The in-class writing workshop has helped me because other students get to read my writing. This is helpful because I get feedback from many students and they let me know what needs to be fixed. A new tool I have been using is They Say I Say. The book is very helpful because of the information and examples it provides such as the templates. I have been applying the templates into my essays and I have seen a significant difference.