Title IX and Cheerleading
According to the Women’s Sports Foundation (2000) a sport is (a) a “physical activity which involves propelling a mass through space or overcoming the resistance of a mass,” (b) “a contest or competition against or with an opponent,” (c) “governed by rules which explicitly define the time, space and purpose of the contest and the conditions under which a winner is declared,” and (d) intended primarily to “compare[e] … the relative skills of the participants” (¶3). Does cheerleading comply with theses requirements? The foundation’s opinion on whether cheerleading and some other activities are indeed sports covered by Title IX and education department Office of Civil Rights (OCR) protections is a guarded one. Sufficient quality opportunities for competition is a Title IX concern, the foundation notes; the OCR assesses “the number of competitive events offered per sport, the number and length of practices and the number of pre-season and post-season competitive opportunities” (¶6). Thus if a cheerleading squad or drill team has as its overarching mission not presentations at male teams’ competitions, but rather
compet[ition] against other drill teams or cheerleaders on a regular season and post season qualification basis in much the same structure as basketball or gymnastics and if the team conducted regular practices in preparation for such competition while under the supervision of a coach, [then] these activities could be considered sports. On occasion, these groups could also put on exhibitions at boys’ or men’s sports events, but these exhibitions could not be their primary purpose. (¶7)
Still, the foundation warns that attempting to relabel girls’ existing, funded programs as sports programs when they are not is “unethical,” and that “danceline, drill team, cheerleading, baton twirling or the marching band are [in many cases] clearly not fulfilling the definitional requirements of sport” (¶8).
The National Federation of State High School Associations (NFHS) appears interested in distinguishing sports competitors from cheerleaders involved only in extracurricular activities. A 2006–07 NFHS survey on participation counted participants on “competitive spirit squads”: cheerleading, pom, kick, dance, and drill teams. In terms of number of participants, such squads rank among the top 10 sports in high schools nationwide (National Federation of State High School Associations, 2007, p. 47). The squads comprise competitive athletes who over the past several years have qualified and been recognized as athletic teams by OCR under Title IX.
Collegiate cheerleaders operate within their institutions’ athletic departments, but are not always deemed to represent a sport. When a squad’s central purpose is to support and promote athletes in other sports, then it does not qualify as a sports team. To qualify, a squad must meet five OCR criteria for varsity sports, as follows:
1. Selection of squad members must be based largely on factors related to athletic ability.
2. The squad’s activity must have as a primary purpose the preparation for and participation in athletic competition against other, similar teams.
3. The squad must prepare for and participate in competition in the same way other teams in the athletic program do, for example by conducting tryouts, being coached, practicing regularly, and being scheduled regularly for competitions.
4. National-, state-, and conference-level championship competitions must exist for the squad’s activity.
5. The squad’s activity must be administered by an athletics department.
While the specification of what makes a sport a sport has no doubt been beneficial to cheerleading, cheerleaders are like other female athletes nationwide in facing challenges to the advancement of their sports. Typifying these challenges is the case of McCormic and Geldwert v. School District of Mamaroneck and School District of Pelham (2004). Hoping to be observed by college recruiters, two female athletes wanted to compete in high school soccer during the fall. They attended schools where, by tradition, boys used the athletic facilities for their fall and winter sports, relegating girls’ soccer season to spring. Spring soccer not only potentially deprived them of collegiate opportunities, it interfered with their participation in state and regional championships, the girls claimed. In affirming the trial court’s finding for the girls in this case, the U.S. District Court of Appeals said,
Title IX was enacted in order to remedy discrimination that results from stereotyped notions of women’s interest and abilities, and to allow a numbers-based lack of interest defense to become the instrument of further discrimination against the underrepresented gender would pervert the remedial purpose of Title IX. (McCormic and Geldwert v. School District)
Unlike the two New York school districts of McCormic, the school district for Lacey, Washington, where there are three public high schools, made a willing effort to increase girls’ participation in sports (which had significantly trailed boys’). The district surveyed girls about the sports they would enjoy that were not already available to them. As a group they chose gymnastics over lacrosse, water polo, and power lifting (Wochnick, 2007). It may seem a small step, but the survey is nevertheless an encouraging sign that the fundamentals of Title IX are being implemented and organizations are acting on the Title IX tenet that girls’ purported lesser interest in sports does not justify boys’ greater access to sport.
Title IX also mandates that athletics funding for girls must be on a scale with that for boys. When Florida’s high school athletic association recognized cheerleading as a sport in 2007, cheerleaders looked forward to smaller personal expenditures for coaching, facilities, insurance, transportation, and uniforms. Cheerleading teams in states whose high school athletic associations do not sanction cheerleading cover their own costs, often running to hundreds of dollars monthly. During the 2006–07 school year only 26 states were represented in cheerleading competitions; yet how many states actually recognize cheerleading as a sport is hard to determine, because qualifying is difficult and registration and entry fees are high (Peters, 2003). Despite the sport of cheerleading’s recent recognition in Florida, squads have encountered roadblocks to financial support, in the form of school district decisions to delay an inaugural season until the 2008–09 school year. Public budgets are tight and, despite Florida high school cheerleaders’ new status, few school districts’ allocations covered spirit squads. Even when allocations do come, competitive cheerleaders will pay for extras (e.g., choreographers, camps) out of pocket and with the old standby, the fundraiser. Non-school-based all star teams are on their own, of course, financially.
A byproduct of nearly 30 years without sport status is competitive cheerleading’s reliance on private enterprise and independent, often certified professionals to supply training, coaching, and mentoring. All star gyms or clubs exist that have been tailored to the demands of cheerleader preparation, featuring for example spring-mat floors that meet competitive “specs.” Not surprisingly, most public high schools lack such ideal facilities. Their floor mats tend to be of foam. Nor are public school teachers reliably equipped with the background and certification ideal for leadership in so-called “adapted” sports. Further, as within the coaching profession generally after Title IX, ever fewer of the coaches overseeing high school competitive cheerleaders may be female. This does not bode well for a 90%-female competitive spirit sports constituency.