Context: Researchers have investigated heterosexuals' attitudes toward homosexuals, focusing on factors such as sex, race, religion, education, and contact experiences. However, in the context of sport, this research is deficient. We found no published literature investigating athletic trainers (ATs') attitudes toward lesbian, gay, and bisexual student-athletes (LGB).Objective: To determine heterosexual ATs' attitudes toward LGB student-athletes in the National Collegiate Athletic Association.Design: Cross-sectional study Setting: E-mailed survey. Patients or Other Participants: A total of 964 ATs employed at member institutions.Main Outcome Measure(s): We measured attitudes using the Attitudes Toward Lesbian, Gay Men, and Bisexuals (ATLGB) Scale. To determine the extent to which sex, religion, and whether having an LGB friend or family member had an effect on ATs' attitudes, we performed analysis of variance. To establish the effect of age on ATs' attitudes, we calculated a Pearson correlation. We used an independent t test to identify differences between ATs who reported working with LGB student-athletes and ATs who did not.Results: With ATLGB score as the dependent factor, a main effect was noted for sex, religion, and having an LGB friend or family member (P , .01 for all comparisons). Age and total score were related (P , .01). A difference was seen in the ATLGB scores between ATs who were aware of LGB studentathletes on their teams and ATs who were not (P , .001).Conclusions: Many ATs hold positive attitudes toward LGB student-athletes, especially females, those who have an LGB friend or family member, and those who are aware of LGB student-athletes. Still, it is important to provide an open environment in the athletic training room for all student-athletes.Key Words: athletic training, diversity, sexual orientation Key PointsN Most athletic trainers held positive attitudes toward lesbian, gay, or bisexual student-athletes. However, nearly 15% held negative attitudes.N Women and athletic trainers with lesbian, gay, or bisexual friends or family members and those who cared for lesbian, gay, or bisexual student-athletes held more positive attitudes than did men and athletic trainers without these personal connections, respectively.N Athletic trainers must act to improve the athletic training department environment so that all student-athletes (including lesbian, gay, or bisexual student-athletes) feel safe and respected.

The relationship of intercollegiate athletics and the federal Title IX statute has been the subject of significant concern and academic inquiry. This article explores the legal and legislative history of Title IX and the statute's impact on intercollegiate athletic programs and practical solutions for compliance. The article is broken into three distinct parts. Part I details a brief history of Title IX congressional, judicial, and regulatory involvement/enforcement over the past 36 years. Part II examines Title IX's application in practice with regard to public institutions and athletics. In Part III, the researchers present recommendations to wrestling programs and other men's teams concerning the economic realities of intercollegiate athletics. Specifically the researchers examine the wrestling community's legal and legislative challenges and explain how colleges' economic decisions and zeal for competitive teams at the "revenue sports" level are at the core of wrestling's dilemma rather than the law itself. The researchers also suggest more constructive solutions for preserving and expanding athletic opportunities for all without cutting men's sports programs. In particular, they argue that instead of attacking Title IX and women's sports, the wrestling community should form alliances with women's teams and their advocates to reverse the reallocation of resources in the college athletics arms race. The perception that Title IX and gender equity requirements are responsible for the loss of hundreds of intercollegiate wrestling programs is widely accepted by many who are affiliated with the sport (Benson, 2007; Hughes, 1999; Ridpath, 2007a, b). On the surface, the evidence appears to support that contention, as some athletic directors and university presidents over the past two decades, in an effort Ridpath, Yiamouyiannis, and Lawrence are with

The purpose of this study was to examine issues related to female representation within the governance structure of the National Collegiate Athletic Association (NCAA). A descriptive statistics approach through the lens of feminism was taken in collecting and analyzing data related to the gender representation of staff leadership positions within the NCAA national office and gender representation within the NCAA Division I, II, and III governance structure. This was coupled with a review of NCAA programming initiatives related to leadership opportunities. Although a number of strategies are being implemented by the NCAA to provide greater access and leadership opportunities for women (e.g., diversity initiatives, Senior Woman Administrator legislation, and guaranteed representation on committees), women continue to be underrepresented within NCAA governance substructures and upper leadership levels within the NCAA national office. In addition, nongender neutral sport governance policies still exist that impede the progress of achieving gender equality.

Accreditation and accountability in sport management education are necessary to ensure academic rigor and can serve as vehicles by which sport management educators examine and enhance the academic quality of their programs. This paper addresses this topic first with a discussion of the need for accreditation and a review of the accrediting agencies and other entities involved (CHEA, USDE, regional and specialized accrediting agencies, and state involvement). Next is a brief overview of COSMA’s accreditation process, and then a focus on direct learning outcomes and assessment tools. Becoming more familiar with the value and purpose of accreditation in general, as well as the specifics of the COSMA accreditation process as it relates to the common professional components (CPCs) and direct learning outcome assessments, can help with obtaining faculty commitment to the accreditation process and with continued enhancement of the academic quality of sport management programs.

Intercollegiate athletics administrators face many difficult and complex issues throughout the course of their careers related to balancing athletics budgets, remaining competitive in select sports and complying with Title IX. To better prepare future athletics administrators to handle these challenges, the authors provide background information on the complexities of the issue, discuss use of the Responsible Decision Making Model for Athletics (RDMMA) as a tool to assist in the process, and demonstrate the use of this model as applied to intercollegiate athletics. The RDMMA provides a framework from which to organize information, ensure all constituencies are considered, save time in decision making, and evaluate intended and unintended consequences of decisions. Professors can use the RDMMA as a tool in the classroom to bridge the gap between academic theory and practical application of these concepts to help guide future athletics administrators on how to approach complex issues and responsibilities.