Religious accommodation in the workplace has been a growing issue in the business community, partly as a result of an increasing number of religious discrimination cases in the United States. The focus of this qualitative phenomenological study was to investigate Muslims' perceptions concerning religious accommodation using pluralism and religious pluralism as the theoretical frameworks. Data were collected via an online survey of Muslims from different regions throughout the United States with a sample size of 28 participants. Data from the online survey were analyzed using the Moustakas method of phenomenological analysis, which consists of epoché, phenomenological reduction, imaginative variation, and the synthesis of meanings and essences. Results showed the Muslim employees perceived there was a severe lack of religious accommodation provided by their companies. A plurality of the respondents stated their companies did not take any action toward providing them with religious accommodation. Findings also showed prayer to be one of the most important forms of religious expression in the workplace. The implications for positive social change are that companies begin to communicate more effectively with their Muslim employees. With the hope that leaders and public policymakers will implement changes that are beneficial to American society.

The purpose of this study was to examine the legal strategy of utilizing Title VII of the Civil Rights Act of 1964 to compel change to the racial composition of head coaches at NCAA Football Bowl Subdivision institutions. To accomplish this, the researcher examined the guidelines for bringing a Title VII case, researched statutory requirements and case law precedents, and compiled and analyzed the outcomes of prior employment discrimination cases. In addition, the researcher investigated the proposition that Title VII could do for minority football coaches what Title IX did in athletics for girls and women. Investigation of Title VII procedural guidelines revealed that plaintiffs are disadvantaged when pursuing a claim. This is due in part to the fact that plaintiffs must exhaust administrative remedies prior to filing a complaint with a court. As a result, the Title VII remedy requires a protracted process. In addition, review of salient sport and non-sport cases revealed that courts are highly deferential to employers when evaluating the employers’ proffered hiring criteria. Analysis of prior Title VII case outcomes revealed a significant disparity in plaintiff and defendant success rates. During 1998-2006, plaintiffs succeeded in opposing motions for summary judgment only 1.84% of the time in U.S. District Courts. Plaintiffs were more successful if they were able to get their cases heard by a court. Plaintiffs prevailed in 37.9% of jury trials and in 26.7% of bench trials. It was also determined that Title VII is unlikely to provide results similar to Title IX. This is asserted for two main reasons. First, unlike Title IX, Title VII complaints cannot be filed directly in a court without exhausting administrative remedies. Second, because standing is not an issue in filing a Title IX complaint with the Office for Civil Rights, the investigation of an institution can commence upon the filing of a complaint by an interested party. Thus, a coach or administrator does not have to be directly involved. It was concluded that for these and other reasons, it is unlikely that Title VII litigation can affect change. Minority coach advocates should instead try less adversarial approaches.

The purpose of this study was to trace the development of case law regarding sexual harassment in elementary and secondary public schools through a survey of state, circuit, and federal court districts, and United States Supreme Court decisions. To trace these laws, the study examined nationwide sexual harassment court decisions from 1988 to present. Sexual harassment is a critical problem in the school environment. Recent surveys indicate that sexual harassment has reached epidemic proportions in our schools and classrooms. Sexual harassment occurs daily on buses, in hallways, gymnasiums, classrooms, and on the playgrounds. Oftentimes, sexual harassment goes unreported by students. More importantly, when sexual harassment is reported, the school does virtually nothing to assure studetns that their complaints will be taken seriously. Sexual harassment can contribute to serious harm to the victim, their families, other classmates, the school, and the school district. A review of related literature reveals that students who are sexually harassed suffer from behavioral, emotional, academic, and physical consequences. Without the support and intervention of school officials, students may not be able to overcome the impact of sexual harassment. Several therories and models were reviewed in the study to examine possible explanations for incidence of sexual harassment in public schools. It should be noted that no single theory or model offered a precise explanation of the reasons students are harassed in schools. Several landmark and key court cases regarding sexual harassment in public school were reviewed. Also, key federal legislative statutes and guidelines that provide the framework for judicial decisions on sexual harassment in public schools were reviewed. It was determined that four U. S. Supreme Court cases set precedence for lower courts to follow in adjudicating decisions of sexual harassment in public schools. The judicial decrees protect students in the school environment and are specific about the roles and responsiblities of the school district, administrators, and teachers. Additionally, the courts have taken important and significant steps towards making school districts officials liable for not effectively addressing sexual harassment in the schools. Based on the broad scope of the study and the conclusions, several educational, prevention, and intervention strategies were recommended for students, parents, teachers, administrators, school districts, the community, and stakeholders. If these recommendations are implemented in school districts nationwide, the incidence and prevalence of sexual harassment in public school should decrease significantly.

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This dissertation examines the discursive and material terrain of urban Indigenous education in a public school district and Title VII/Indian Education program. Based in tenets of Tribal Critical Race Theory and utilizing counterstorytelling techniques from Critical Race Theory informed by contemporary Indigenous philosophy and methodological theory, this research takes as its focus the often-unacknowledged ways settler colonial discourses continue to operate in public schools. Drawing on two years of fieldwork in a public school district, this dissertation documents and makes explicit racial and colonial dynamics that manifest in educational policy and practice through a series of counterstories. The counterstories survey a range of educational issues, including the implementation of Native-themed curriculum, teachers’ attempts to support Native students in their classrooms, challenges to an administrator’s “no adornment” policies for graduation, Native families’ negotiations of erasures embedded in practice and policy, and a Title VII program’s efforts to claim physical and cultural space in the district, among other issues. As a collective, these stories highlight the ways that colonization and settler society discourses continue to shape Native students’ experiences in schools. Further, by documenting the nuanced intelligence, courage, artfulness, and what Gerald Vizenor has termed the “survivance” of Native students, families, and educators as they attempt to access education, the research provides a corrective to deficit framings of Indigenous students. Beyond building empathy and compassion for Native students and communities, the purpose is to identify both the content and nature of the competencies teachers, administrators, and policy makers might need in order to provide educational services that promote Indigenous students’ success and well-being in school and foster educational self-determination. This research challenges educators to critically interrogate taken-for-granted assumptions about Native identity, culture, and education and invites educators to examine their own contexts for knowledge, insights, and resources to better support Native students in urban public schools and intervene into discourses that constrain their educational experiences.

The main objective in this research was to examine the extent to which gender and gender biases influence monetary benefits received, including jury award amounts, in workplace sexual harassment claims. Two methods were utilized to explore the discrepancies in monetary benefits received based on gender differences. The first method used was a survey to test various gender attitudes, attitudes on sexual harassment, and how influential a victim's gender was on determinations of damage award amounts in sexual harassment cases. 6 two-way factorial univariate between-subject analyses of variance (ANOVAs) were used to analyze the survey data. The second method in this project consisted of an examination of claims filed by victims of sexual harassment. Equal Employment Opportunity Commission statistics were broken down by gender with respect to resolution type. This provided a means to assess the actual monetary benefits received by both men and women across all possible forms of claim resolutions. In conjunction, these two methods provide a more balanced approach to the assessment of gender discrepancies in sexual harassment claims. Using a combination of actual claims of sexual harassment and survey data, rather than just one or the other, allows for direct comparison between perception and reality. The comparison of perception and reality allows for a more complete assessment of the state of sexual harassment claims as they relate to victim's gender. With a more complete assessment of sexual harassment claims and perceptions of sexual harassment it may be possible to bring to light potential injustices caused by gender or gender stereotyping, and correct any imbalances that may be present.

Given the ever-growing body of evidence surrounding implicit bias in and beyond the institution of the law, there is an equally growing need for the law to respond to the accurate science of prejudice in its aspiration to objective practice and just decision-making. Examined herein are the existing legal conceptualizations of implicit bias as utilized in the courtroom; implicit bias as peripheral to law and implicit bias as effectual in law, but not without active resolution. These views and the interventional methods, materials, and procedures they inspire are widely employed to appreciably “un-bias” legal actors and civic participants; however, without an accurate conceptualization of the science of prejudice in law, these interventions are likely doing more harm than good. On the basis that these interventional techniques are unscientific in their methodology, reliant upon a misleading theory of transparency of mind, deny the inherently emotional and biased origin of the court, and are disseminated largely technocratically, they fail to serve their intended purpose. In actuality, they reinforce systemic intergroup biases and are seen to produce a lesser objective justice. This project reiterates, as with so many aspects of justice, that there must be the same care taken in the address of those structural and institutional contributions to implicit bias that the enterprise of law perpetuates in and of itself as have been taken in the address of our individual cognitive predispositions toward discrimination.

Background: Studies have described the aggregate results of federal funding for health professions education at the national level, but analysis of the long‐term impact of institutional participation in these programs has been limited. Purpose: To describe and assess federally supported curricular innovations at East Tennessee State University designed to promote family medicine and nurse practitioner graduate interest in rural and underserved populations. Methods: Descriptive analysis of a survey to determine practice locations of nurse practitioner graduates (1992‐2002) and graduates of 3 family medicine residencies (1978‐2002). Graduates’ (N = 656) practice locations were documented using specific federal designations relating to health professions shortages and rurality. Results: Overall, 83% of family medicine residency and 80% of nurse practitioner graduates selected practice locations in areas with medically underserved or health professions shortage designations; 48% of family physicians and 38% of nurse practitioners were in rural areas. Conclusions: Graduates who study in an educational setting with a mission‐driven commitment to rural and community health and who participate in curricular activities designed to increase their experience with rural and underserved populations choose, in high numbers, to care for these populations in their professional practice.

Equal Employment Opportunity laws are a relatively new construct within the framework of American legal history. This area of law, however, has experienced significant development within a relatively short span of time. Over the last half-century, the Supreme Court of the United States has handed down several landmark decisions, clarifying the law as to what constitutes sexual harassment, and in which circumstances employers can be held liable for the harassing actions of employees. The purpose of this thesis is to examine this development, and to assess the question of whether the awards given to male victims of workplace sexual harassment are comparable to the awards given to female victims.

Achieving economic equality between men and women is a challenge to every country. The approach taken politically and legally in Sweden is to encourage a greater economic independence of women from the family through paid work, as well encouraging men to assume a greater share of unpaid work, particularly parental leave, resulting in a lessening of the double burden of work for women. These efforts have made within the context of the parameters of the Swedish model with respect to labor, in which the preferred mechanism of resolution is agreement between the social partners and not legislation. To this end, the Swedish collective agreements have been analyzed specifically with respect to taking parental leave. The other parameters in the area of sex equality applicable to the Swedish system are those as defined by Community law, specifically the equal treatment and equal pay directives, against which the Swedish regulations as well as case law applying such are assessed. This work takes the Swedish approach to the problem of economic equality and compares it to the approaches as found in EU, UK and US law. In the UK, there has been a recent emphasis on a family friendly workplace, which is to be achieved at least in part through flexible working. The American approach has focused on discriminatory behavior as a societal phenomena. Comparisons to these two national systems are interesting also from an industrial relations aspect, as Sweden is the most unionized at 80 %, followed by the UK and then by the US at only 15 %. The findings of this thesis suggest that Sweden may need to reassess its approach to equality between the sexes, as well as issues of discrimination in general, incorporating aspects of access to justice into the legal system, as well as reassessing the role of the labor unions, and the Swedish model, with respect to such questions in general...