Report on Gender Equality and Student Well-being in High School Athletics

Executive Summary

A Title IX complaint has been filed against Pope High School in Cobb County, Georgia, by State Representative John Carson. The complaint alleges gender-based discrimination, bringing into focus the critical intersection of several Sustainable Development Goals (SDGs), including SDG 5 (Gender Equality), SDG 3 (Good Health and Well-being), and SDG 16 (Peace, Justice and Strong Institutions).

Allegations of Discrimination and Relevance to SDG 5: Gender Equality

The core of the complaint centers on the alleged violation of principles fundamental to SDG 5, which aims to achieve gender equality and empower all women and girls.

• The complaint, filed by State Rep. John Carson on behalf of constituents, alleges that the Pope High School girls’ varsity basketball program prohibits its athletes from participating in other sports simultaneously.
• This restriction is reportedly not applied to their male counterparts, who are permitted to be multi-sport athletes without consequence.
• Such a policy, if proven to be unequally enforced, directly contravenes SDG Target 5.1, which calls for an end to all forms of discrimination against women and girls. It challenges the provision of equal opportunities in educational and extracurricular activities, a key component of gender equality.

Institutional Response and Connection to SDG 3: Good Health and Well-being

In response to the allegations, the Cobb County School District has articulated a policy that it frames within the context of student health, aligning with the objectives of SDG 3.

• The district’s official statement clarifies an athletic practice applicable to all students, both boys and girls.
• The stated policy is that “students should finish one sports season before starting another,” with exceptions possible only upon agreement from both head coaches and the school principal.
• The rationale provided directly supports SDG 3 by aiming to “protect the health of student athletes by limiting fatigue and preventing injury.” The district emphasizes its goal is to support the health, safety, and success of every student.

Procedural Actions and SDG 16: Peace, Justice and Strong Institutions

The process undertaken to address the grievance demonstrates the application of strong institutional frameworks, a cornerstone of SDG 16, which promotes just, peaceful, and inclusive societies.

1. State Rep. Carson first filed a written complaint with the Cobb County School Board on April 28.
2. Following this, a formal Title IX violation complaint was filed with the U.S. Department of Education’s Office for Civil Rights.

• This escalation utilizes established legal and administrative channels designed to enforce non-discriminatory policies and ensure equal access to justice, reflecting the aims of SDG Target 16.B. The investigation by the Office for Civil Rights will serve as a critical function of an accountable institution in resolving the dispute.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 5: Gender Equality
   • The core of the article is a Title IX complaint alleging “gender-based discrimination.” It explicitly states that female athletes are treated differently than their “male counterparts,” directly addressing the goal of achieving gender equality and ending discrimination against women and girls.
2. SDG 10: Reduced Inequalities
   • The article highlights an inequality in opportunity between two groups within the same institution (male and female athletes). The complaint seeks to eliminate a discriminatory practice to “ensure equal opportunity,” which is a central theme of SDG 10.
3. SDG 4: Quality Education
   • The issue occurs within a high school, an educational institution. School athletics are a part of the broader educational experience. Ensuring equal access and opportunity in extracurricular activities without gender disparity is essential for an inclusive and quality education.
4. SDG 16: Peace, Justice and Strong Institutions
   • The act of filing a formal “Title IX violation complaint with the U.S. Department of Education’s Office of Civil Rights” demonstrates a mechanism for seeking justice and holding institutions (the school and school board) accountable. This relates to the goal of building effective, accountable, and inclusive institutions that enforce non-discriminatory laws.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Under SDG 5 (Gender Equality):
   • Target 5.1: “End all forms of discrimination against all women and girls everywhere.” The complaint directly addresses alleged discrimination against female athletes at Pope High School, aiming to end this specific practice.
   • Target 5.c: “Adopt and strengthen sound policies and enforceable legislation for the promotion of gender equality…” The filing of a Title IX complaint is an action to enforce existing legislation. The request to have the “alleged rule be reversed” is a call to adopt a sound, non-discriminatory policy at the school level.
2. Under SDG 10 (Reduced Inequalities):
   • Target 10.3: “Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory… policies and practices…” The article’s central conflict is the fight to eliminate a practice that denies equal opportunity to female athletes who wish to play multiple sports, a right their male counterparts allegedly enjoy.
3. Under SDG 4 (Quality Education):
   • Target 4.5: “By 2030, eliminate gender disparities in education and ensure equal access to all levels of education…” The alleged restriction on female athletes represents a gender disparity in access to the full range of athletic and educational experiences offered by the school.
4. Under SDG 16 (Peace, Justice and Strong Institutions):
   • Target 16.b: “Promote and enforce non-discriminatory laws and policies for sustainable development.” The complaint is a direct attempt to enforce Title IX, a federal non-discriminatory law, within an educational institution.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. Existence of Discriminatory Policies
   • The article implies a key indicator: the presence or absence of school policies or practices that differentiate based on gender. The complaint alleges that the “high school’s girls’ varsity basketball coach will not let its players play in other sports at the same time,” while this “restriction does not apply equally to their male counterparts.” Progress would be measured by the formal reversal or elimination of this alleged rule.
2. Number of Formal Discrimination Complaints
   • The article explicitly mentions the filing of a “Title IX violation complaint with the U.S. Department of Education’s Office of Civil Rights.” The number of such complaints filed and their outcomes can serve as an indicator of perceived discrimination and the effectiveness of justice mechanisms.
3. Participation Rates in Extracurricular Activities by Gender
   • The article implies a disparity in participation. A measurable indicator would be the percentage of female athletes participating in multiple simultaneous sports compared to the percentage of male athletes at the same school. An increase in the female participation rate to match the male rate would indicate progress toward equality.

4. Summary Table of SDGs, Targets, and Indicators

Source: 11alive.com