Going to Bat for Girls Activity

Materials

• "Going to Bat for Girls" article [1]

Vocabulary

• gender equity (equal treatment regardless of one's sex)
• inequities (instances of unfair or unequal treatment)
• preferential (giving advantages to one person or group over another)
• settlement (an understanding reached to resolve a conflict)
• Title IX (a 1972 federal law requiring federally funded schools to give females the same opportunities as males in all education programs)

Discussion Questions
Answers will vary. The following are basic points that may be covered.

• Who is the central character of this story, and what is her challenge?
  
  Naomi Fritson is a Nebraska farm wife and mother. With great courage and sacrifice, she sets out to gain equal opportunities for her daughter and other girls in school sports.
  
  
• List and discuss three examples of gender inequity in the Minden, Neb., school sports program at the time of this story. How does Title IX address your examples?
  
  The pep band routinely played at boys' games and rarely at girls' games; girls were required to play in the inferior gym; football games were scheduled for the most popular times -- Friday and Saturday nights. Title IX specifically states that boys and girls should have equal opportunities in the exercise of their athletic interests, the use of equipment, travel arrangements, coaching opportunities, locker room and competitive facilities, publicity and scheduling of games.
  
  
• Why did Naomi decide to challenge her school district in court?
  
  Naomi filed a Title IX lawsuit because nothing was being done to change the policies after repeated attempts on her part to bring about gender equity in sports.
  
  
• Describe the effects Naomi's complaint and lawsuit had on her family, community and friends. What were some of the sacrifices made by members of Naomi's family while the case was being litigated?
  
  Within the family, Naomi's father told people that he was ashamed of her; Sarah found herself becoming increasingly isolated from her friends. In the community, newspapers published demeaning cartoons; Naomi received angry letters and obscene phone calls; other parents refused to sit near her at sporting events. Naomi's family made tremendous sacrifices during the litigation period. Naomi and Dean donated several thousand dollars for bats, balls and mitts to equip a girls' team. Naomi shuttled the girls to games. Sarah joined the baseball team. Dean's coaching schedule caused him to neglect his crops.
  
  
• How did Naomi's lawsuit affect the sports programs in Nebraska? Why do you think this happened?
  
  Naomi's efforts had a domino effect on Nebraska's school systems. Fearing lawsuits, several school systems took it upon themselves to improve their girls' sports programs and add softball.
  
  
• How do boys' and girls' sports opportunities compare at your school?
  Answers will vary.

Writing Assignments
1. Write a two-page dialogue between Naomi and the school administrator. Make sure the conversation includes pertinent information about Title IX, both sides of the argument over the lawsuit, and the controversy the case has created in Minden.

2. The story identifies several gender inequities and the solutions of the Title IX lawsuit. Create a chart that shows these various inequities. Discuss as a class. Brainstorm new solutions that were not mentioned.

3. Imagine that you are a newspaper journalist reporting on the outcome of Naomi's Title IX lawsuit. Write at least six questions and two follow-ups that you would ask in an interview with Naomi.

4. Turn the word equity into an acronym -- E.Q.U.I.T.Y. Choose words beginning with each letter that capture the theme of the story.

5. Write a personal essay on gender equity, considering questions such as the following: From your own experience and observation, in what ways are males and females at your school and in your community treated differently because of their gender? How do you and your peers view those differences? What makes some differences in treatment more acceptable than others? Which ones would you most like to change, and why? In mixed-gender groups of four or five, exchange essays and discuss.

Project Ideas
1. Conduct online research on recent challenges to gender inequity. Summarize at least three legal cases and compare them with this story. Write a personal essay on the current state of gender equity: Has equity been achieved? Do challenges remain? Explain your opinion. For information, you might try the Web sites of the following organizations: American Association of University Women [2] (AAUW) and the American Civil Liberties Union [3].

2. Conduct a school and or community survey on gender equity in sports. Prepare 10 to 15 questions that are related to the inequities in this story. Chart your results and share them with the class.

3. Collect the sports pages from your local paper for several weeks. Create a visual representation comparing coverage of male and female sports events and participants. Share with the class. Write a letter to your local newspaper based on your findings.

4. Compare the sports pages from your yearbook with those of one of your parents. Interview your parents about the prevailing attitudes about gender-based sports when they were in school. Share the results with the class.