Title IX for High School Activities, Not Just Athletics

As we celebrate and inspire the role women have played in American history, it was only appropriate to acknowledge the 50th year of Title IX during Women’s History Month in March.

The original statute of Title IX consisted of 37 words and was enacted in 1972 by Democratic Representative Patsy Mink of Hawaii, the first Asian-American woman to serve in Congress and the first woman of color to be elected to the House of Representatives. The original statute states 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.”

As a high school Future Business Leaders of America (FBLA) advisor, this public law is important as Title IX applies to schools, local education agencies and state education agencies programs and activities (approximately 17,600 local school districts and more than 5,000 postsecondary institutions, charter schools, for-profit schools, libraries and museums). The FBLA advisor, in collaboration with the school/school district’s Title IX Coordinator, must operate its educational program in a non-discriminatory manner.

About FBLA and the Advisor Responsibilities
The FBLA concept was developed in 1937 and established its first high school experimental chapter in Tennessee 30 years prior to Title IX. In 1940, FBLA’s name was officially selected and the organization had grown to 77 chapters nationwide. In addition to operating at the secondary level, FBLA offers programming at the collegiate level, as well as offering an alumni and professional network to continue professional growth into students’ careers. The FBLA currently is the largest student organization nationwide with 210,000 active high school student members.

The responsibilities of the FBLA advisor read like a typical job description; however, this job description is in addition to one’s regular teaching duties. As a business and/or marketing teacher, this teacher is responsible for running a career and technical student organization (CTSO) so that students may further their knowledge and skills by participating in activities, events and competitions.

The best approach to the role of advising students is to advise and guide members through student-centered chapter activities by treating those activities as teaching and learning tools to build student agency and leadership. To guide and advise FBLA members, the advisor must be knowledgeable about FBLA goals, purpose, structure, constitution and bylaws by establishing basic ground rules and high expectations early in their programming experience that encourage students to lead themselves.

Looking at the responsibilities of the FBLA advisor from the female perspective is to provide all students with relevant and accurate information regarding future career forecasts for female, male and non-binary individuals. Regardless of gender, the advisor must provide members with leadership development experiences, being committed to each student’s educational and individual goals, welcoming diversity in the CTSO, recognizing outstanding members throughout the school year and serving as a positive role model in business and life.

Along with the responsibilities of the advisor, it is imperative to student learning in business and life that advisors engage them in discussions regarding student voice and the importance and power of their individual voice and a unified voice to enact change. Advisors must use their own voices, stand up for themselves and their students, and provide examples of leadership by women from diverse backgrounds. Although advisors should focus on providing equal education to all students in their program, it is vital their instruction is equitable to female program members – by providing female students with encouragement to share their opinions in large and small group settings, providing opportunities to use their female voices to embolden action, and inspire critical thinking when observing conflicting messages.

Women in Business
Why is it important for FBLA advisors to encourage female participation and educate our male members about female participation and influence in the business world? Beginning with levels of education, approximately 60 percent of students enrolled in college were women in the 2021-22 school year. There are 12.3 million women-owned businesses that generate $1.8 trillion a year. Of all businesses in the United States, 40 percent are owned by women, nonetheless, women only received seven percent of venture funds for their start-up businesses even though private tech companies led by women achieved 35 percent higher return on investments (ROI) in comparison to their male counterparts.

When Title IX was enacted in 1972 only one female Chief Executive Officer (CEO) was identified on the Forbes Fortune 500 list – Katharine Graham of the Washington Post. During this time period, the CEO title did not exist at the Washington Post. Now, 50 years later, the number of female CEOs has only grown to 41 or 8.1% of CEOs in 2021.

A CNBC article from June of 2021 asked, “Is this actually something to celebrate?” As a female activities advisor of a business CTSO, answering this very question seems obvious. We should not be celebrating this statistic but challenging it. The data regarding female enrollment in post-secondary education, the number of female businesses, their ability to generate revenue and achieve higher ROIs proves women are worthy of the CEO position and title. So, how do we engage more female and male participation in our CTSOs to prepare them for high level organization roles?

Membership and Student Participation
Currently, the FBLA membership in Colorado consists of 5,107 members where 2,060 members or 40 percent are identified as female. Colorado has 312 advisors, with 186, or 60 percent, identified as female. Colorado students only make up 2.4% of the national membership and female members make up less than one percent of membership.

Knowing that 40 percent of businesses are women-owned, it is imperative that we engage both male and female students in programs that will build their business knowledge and skills. The FBLA offers the following events and programs to all of its members nationwide: District Leadership Conferences, State Leadership Conferences, National Leadership Conference, Individual High School Officer positions, State Officer positions, and National Officer positions. To increase student membership and engagement in extracurricular activities and the events offered by the FBLA, advisors and existing members of the program must know and understand the audience they’re trying to reach and then go after them with strategic marketing tools. Rather than competing against other extracurricular programs for student participation, clubs can partner together to engage a more diverse student population.

For example, FBLA and Latin Club can partner to provide both clubs with unique perspectives and insights into culture and the business world. The sky is the limit on internal partnerships between clubs and activities. These new partnerships can also encourage new traditions for programs as the special events and rituals of the clubs help students to build strong long-lasting relationships.