Description:
<jats:p> Prevailing depictions of the nationwide discussions regarding Title IX and gender equity typically represent those discussions as adversarial in both tone and nature, as seen in linguistic devices such as the “battle of the sexes,” a “dispute,” a “fight,” and a “tug-of-war.” This article develops the position that the reliance on an adversarial model as the predominant framework on which the Title IX and gender equity discourse is structured not only polarizes educational decision makers but also precludes genuine problem solving. In this article, the limitations of an adversarial form of discourse along with an examination of the real issues at stake (i.e., student experience and the integrity of educational institutions) are considered in detail. </jats:p>