March 11, 2015 CCSU hosts Jackson Katz – More Than a Few Good Men
Feb 28th, 2015 by

Dear Colleagues:

We are proud to announce that CCSU will be hosting Jackson Katz on March 11, 2015 in Alumni Hall at 5:30PMJACKSON KATZ, Ph.D. is an American educator, author, filmmaker and cultural theorist who is internationally renowned for his pioneering work in gender violence prevention education and critical media literacy. Check out Jackson Katz on TED Katz’s TED Talk.



This event is organized and/or sponsored by the following campus groups and is part of the University’s Stand Up CCSU Campaign: Student Affairs, Diversity and Equity, Residence Life, Student Conduct, Student Wellness Services, Student Activities and Leadership Development, Office of Victim Advocacy and Violence, Prevention, Women’s Center, Center for Public Policy and Social Research, Veterans Affairs, Criminology Department, Psychology Department, Athletics, Administrative Affairs, Inter Residence Council (IRC), Marketing & Communications.


Should you need additional information, please contact the Stand UP CCSU Campaign Co-chairs, Sarah Dodd, Victim Advocacy and Violence Prevention Specialist (860-832-3795) or Nicholas D’Agostino, Associate in ODE (860-832-1653).  For more information on the Stand Up CCSU campaign visit


We look forward to seeing you there,



Nicholas D’Agostino


Office of Diversity and Equity

Central Connecticut State University

Davidson Hall, Room 102

1615 Stanley Street, New Britain CT 06050


More Than a Few Good Men – A Lecture on American Manhood and Violence Against Women

How can we encourage men to attend programs on sex and gender issues? How can we encourage men to move beyond defensiveness on the subject of rape and other forms of gender violence? How can we educate men about these issues without blaming them for centuries of sexism and gender oppression? In More Than a Few Good Men, Jackson Katz addresses these topics head-on. This acclaimed program inspires men and women to confront one of the most serious and persistent problems facing college students: violence against women. The subjects he covers include sexual and domestic violence, but also pornography, prostitution and stripping. Traditionally, these issues have been considered “women’s issues.” More Than a Few Good Men, by contrast, focuses on the lives and attitudes of boys and men. In a provocative presentation that interposes irreverent humor with unpleasant reality, Katz stimulates dialogue between the sexes by helping to illuminate how the problems of individual women and men are linked to larger social forces. More Than a Few Good Men is not the typical lecture about men behaving badly. With his witty, engaging, and personal speaking style, Katz:

  • Shares stories from his pioneering gender violence prevention work with U.S. Marines, professional and collegiate athletes, and college fraternities.
  • Illustrates how the sports culture, comedy, advertising, and other media depictions of men, women, sex and violence contribute to pandemic levels of gender violence.
  • Conveys a cutting edge analysis of masculinity and sexual politics.
  • Shows, with humor, how homophobia prevents many men, and women, from dealing honestly with sexism.
  • Draws connections between the campus culture of drinking and the incidence of sexual assault.

More on Jackson Katz:

In 1993 he co-founded the Mentors in Violence Prevention (MVP) program at Northeastern University’s Center for the Study of Sport in Society.  The mixed-gender, multiracial MVP program is one of the most widely implemented and influential sexual and relationship abuse prevention programs in schools, colleges, sports culture and the military in North America and beyond. MVP introduced the “bystander” approach to the gender violence prevention field; Katz is one of the key architects of this now broadly popular approach. In 1997 Katz created and directed the first worldwide gender violence prevention program in the history of the U.S. Marine Corps. He and his colleagues have been centrally involved in the development and implementation of system-wide bystander intervention training in the U.S. Air Force and Navy.  MVP has also worked with the U.S. Army on bases in the States and overseas in Iraq. Katz’s award-winning educational videos Tough Guise  and Tough Guise 2, his featured appearances in the films Wrestling With Manhood and Spin The Bottle, and his thousands of lectures in North America and overseas have brought his insights into issues of gender and violence to millions of college and high school students as well as professionals in education, human services, public health and law enforcement. His TED talk, “Violence against Women is a Men’s Issue,” has been viewed more than 2 million times. He is the author of The Macho Paradox: Why Some Men Hurt Women and How All Men Can Help, and Leading Men: Presidential Campaigns and the Politics of Manhood. He is the founder and director of MVP Strategies, which provides gender violence prevention training to institutions in the public and private sectors. Katz speaks extensively in the U.S. and around the world on topics related to violence, media and multiracial, multinational masculinities. Katz has a BA in philosophy from the University of Massachusetts-Amherst, a Masters from the Harvard Graduate School of Education, and a Ph.D. in cultural studies and education from UCLA.


How to File A Complaint: Equal Access Act
Jan 30th, 2015 by

How to File A Complaint: Equal Access Act

Gay-straight alliances (GSAs) and similar student-initiated groups addressing  Lesbian, Gay, Bi-Sexual, Transgender (LGBT)  issues can play an important role in promoting safer schools and creating more welcoming learning environments. Nationwide, students are forming these groups in part to combat bullying and harassment of LGBT students and to promote understanding and respect in the school community. Although the efforts of these groups focus primarily on the needs of LGBT students, students who have LGBT family members and friends, and students who are perceived to be LGBT, messages of respect, tolerance, and inclusion benefit all our students. By encouraging dialogue and providing supportive resources, these groups can help make schools safe and affirming environments for everyone.

But in spite of the positive effect these groups can have in schools, some such groups have been unlawfully excluded from school grounds, prevented from forming, or denied access to school resources. These same barriers have sometimes been used to target religious and other student groups, leading Congress to pass the Equal Access Act.

In 1984, Congress passed and President Ronald Reagan signed into law the Equal Access Act, requiring public secondary schools to provide equal access for extracurricular clubs. Rooted in principles of equal treatment and freedom of expression, the Act protects student-initiated groups of all types.  By allowing students to discuss difficult issues openly and honestly, in a civil manner, our schools become forums for combating ignorance, bigotry, hatred, and discrimination.

The Act requires public secondary schools to treat all student-initiated groups equally, regardless of the religious, political, philosophical, or other subject matters discussed at their meetings. Its protections apply to groups that address issues relating to LGBT students and matters involving sexual orientation and gender identity, just as they apply to religious and other student groups.

Although specific implementation of the Equal Access Act depends upon contextual circumstances, these guidelines reflect basic obligations imposed on public school officials by the Act and the First Amendment to the U.S. Constitution. The general rule, approved by the U.S. Supreme Court, is that a public high school that allows at least one noncurricular student group to meet on school grounds during noninstructional time (e.g., lunch, recess, or before or after school) may not deny similar access to other noncurricular student groups, regardless of the religious, political, philosophical, or other subject matters that the groups address.



How to File a Complaint of Violations of the Equal Access Act

There is no government body tasked with specific oversight of the Equal Access Act. However, several  federal and state agencies do have authority to handle complaints based on civil rights violations. Complaints may be filed with the U.S. Department of Justice, U.S. Attorney’s Office
or on the Connecticut state level with the Commission on Human Rights and Opportunities.

  1. Federal:

U.S. Department of Justice
 Civil Rights Division


The Educational Opportunities Section enforces federal laws that protect students from harassment or discrimination. The Section is responsible for enforcing Title IV of the Civil Rights Act of 1964, which prohibits discrimination on the basis of race, color, national origin, sex, and religion in public schools and institutions of higher learning; the Equal Educational Opportunities Act of 1974 which, among other things, requires states and school districts to provide English Language Learner (ELL) students with appropriate services to overcome language barriers; and the Americans with Disabilities Act, which prohibits disability discrimination. The Section also plays a significant role in enforcing Title VI of the Civil Rights Act of 1964 (prohibiting discrimination on the basis of race, color, and national origin by recipients of federal funds); Title IX of the Educational Amendments of 1972 (prohibiting discrimination on the basis of sex by recipients of federal funds); and Section 504 of the Rehabilitation Act and the Individuals with Disabilities Education Act (both of which address disability discrimination and appropriate disability-related services).

The Educational Opportunities Section accepts complaints of potential violations:

  • By e-mail to
  • By telephone at (202) 514-4092 or 1-877-292-3804 (toll-free)
  • By facsimile at (202) 514-8337
  • By letter to the following address:

U.S. Department of Justice Civil Rights Division
950 Pennsylvania Avenue, N.W.
Educational Opportunities Section, PHB
Washington, D.C. 20530
In order to properly respond to a complaint, the Section requests that complainants provide their name, address, and the name of the school/school district/university where the alleged discrimination occurred. Additional information regarding how to file a complaint is available at





  1. Federal

    United States Attorney’s Office – District of Connecticut
    New Haven Office – Headquarters

US Attorney’s Office

New Haven Office

Connecticut Financial Center

157 Church Street

Floor 25

New Haven, CT 06510

(203) 821-3700

Fax: (203) 773- 5376

* for a list of U.S. Attorneys in other states go to


  1. Connecticut:


Commission on Human Rights and Opportunities (Connecticut)

25 Sigourney Street

Hartford, CT 06106

860/ 541-3400

Connecticut Toll Free 1-800-477-5737

TDD 860-541-3459


Agency Mission: The mission of the Connecticut Commission on Human Rights and Opportunities (CHRO) is to eliminate discrimination through civil and human rights law enforcement and to establish equal opportunity and justice for all persons within the state through advocacy and education.

Statutory Authority: Connecticut General Statutes, Chapter 814c. Link directly to the Connecticut General Statutes at: CT General Statutes 2011

It is the statutory responsibility of the Commission to:

  • Enforce human rights laws that ban illegal discrimination in employment, housing, public accommodations and credit transactions.
  • Monitor compliance with state contract compliance laws and with laws requiring affirmative action in state agency personnel practices.
  • Establish equal opportunity and justice for all persons in Connecticut through education and outreach activities.


Connecticut law prohibits discrimination in places of public accommodation such as schools. If students have been denied an opportunity for equal access in a place of public accommodation based on their protected class status, they may be able to file a complaint with the Commission on Human Rights and Opportunities.



Schools’ Civil Rights Obligations to English Learner Students and Limited English Proficient Parents
Jan 22nd, 2015 by

The U.S. Departments of Education (ED) and Justice (DOJ) released joint guidance reminding states, school districts and schools of their obligations under federal law to ensure that English learner students have equal access to a high-quality education and the opportunity to achieve their full academic potential.  The guidance, fact sheets, and other resources (including translated versions of the guidance and fact sheets) are available at


Schools’ Civil Rights Obligations to English Learner Students and Limited English Proficient Parents

The obligation not to discriminate based on race, color, or national origin requires public schools to take affirmative steps to ensure that limited English proficient (LEP) students, now more commonly known as known as English Learner (EL) students or English Language Learners (ELLs), can meaningfully participate in educational programs and services, and to communicate information to LEP parents in a language they can understand.

The following materials include information for students and parents, OCR guidance and resources for education officials about their obligations to EL students and LEP parents, and added resources with related information.

For Students and Parents

For Education Officials

OCR Policies

Self-Evaluation Materials

Enforcement Activities

Related Resources

U.S. Department of Education Resources

U.S. Department of Education Funded Resources and Partnerships

Other Resources


Choose 2 Luv (A 2015 Resolution for the World)
Jan 20th, 2015 by

Busy Boys and Little Ladies
Dec 29th, 2014 by





DEC. 4 2014 9:37 AM

Busy Boys and Little Ladies

How fake brain science has supported gender segregation in schools.

By Lise Eliot

This is how learning should be.


Sometimes it’s hard to believe we’re living in the 21st century. Thanks to a tide of distorted “brain-based” education, some 750 public schools around the United States have been segregating boys and girls into single-sex classrooms that sound like the old woodshop and home economics classes of the 1950s.

Consider Middleton, Idaho, where elementary teachers electronically amplify their voices in all-boys’ classrooms but not in girls’ classrooms, based on absurd extrapolations about male-female hearing differences. Middleton teachers also reportedly encourage boys to run and play before exams, whereas girls are led in “calming yoga exercises” based on fabricated differences in their brains’ stress response systems.

Gender segregation has been allowed to flourish for nearly a decade in U.S. public schools. The good news is that the Department of Education’s Office for Civil Rights has finally taken notice, and this week it issued guidelines to prevent schools from using biological differences as a basis for teaching boys and girls differently. The department’s guidance may be the first step toward battling back the gender distortions that have flooded K-12 education for years now.

For instance, the “busy boys and little ladies” title comes from teacher training materials in Florida, a hotbed for single-sex classrooms and whose teachers are mandated by law to receive professional development in gender and education. This doesn’t sound like a bad idea, until you learn that school districts are basing their training on the gender musings of Michael Gurian, a pop psychologist who lacks any training in neuroscience or education. In the Hillsborough district that includes Tampa, nearly $100,000 of taxpayer money has gone to the “Gurian Institute” and other trainers, who advocate blatantly stereotypical practices salted with just enough distorted claims about the brain and hormones to fool teachers into thinking they are scientifically based.

If separate and unequal classrooms sound illegal, it’s because they probably are.

Here’s a typical brain-sex factoid touted byGurian: “Boys come out of the womb with a formatting for non-verbal, spatial, kinesthetic activity on the right side of the brain. In the areas where girls’ brains come out ready to use words, boys’ brains come out ready to move around, kick and jump.”

It all sounds so sensible—right on target with most gender stereotypes and therefore perfect justification for educating boys and girls differently. Except that none of it is true! There is no differential “formatting” of boys’ and girls’ brains, and no difference in the brain areas men and women dedicate to verbal or spatial abilities. Nor doestestosterone—the favorite go-to hormone for Gurian and other gender segregationists—ramp up boys’ math skills or suppress their language development, as teachers in Florida have also heard in their training.

It’s bad enough to see teachers amplifying gender stereotypes, but it’s truly distressing to hear students themselves parrot false beliefs about boys’ and girls’ brains and abilities. In Tampa, a pair of single-sex middle schools, Ferrell and Franklin Academies, actually posts home page videos of girls boasting about their superior frontal lobes and ability to read facial expressions and boys expounding on their brains’ better visual and spatial processing. The implication of girls or boys articulating, respectively, “We’re good at emotion” or “We’re good at spatial processing” is the unspoken, but powerful corollary: “and we’re bad at thinking” or “we’re bad at talking.”

If separate and unequal classrooms sound illegal, it’s because they probably are. The Department of Education’s action was triggered by several complaints, including some filed by the American Civil Liberties Union, which has challenged single-sex programs in Florida, Texas, and other states. The move is part of the group’s larger “Teach Kids, Not Stereotypes” campaign that urges stronger enforcement of Title IX and the Equal Protection Clause of the Constitution.

Title IX regulations expressly forbid single-sex education that is based on “overly broad generalizations about the different talents, capacities, or preferences of either sex.” With its new guidance, the Department of Education appears to finally agree that these pseudoscientific claims about boys’ and girls’ hearing, vision, stress response, and cognitive abilities qualify as “overly broad.” The problem with such generalizations is that there are plenty of boys and girls who don’t conform to them—girls who are very physical or good at math, and boys who are very sensitive or good at reading—and are therefore being marginalized in such environments.

Of course, not all single-sex schools rely on brain sex differences for justification. But as Rebecca Bigler and I wrote earlier in Slate, the very fact of segregation of any type accentuates group differences. In children, especially, research finds that gender segregation exaggerates their beliefs in hardwired, immutable differences between the sexes. So while girls or boys may love their single-sex classes and even feel temporarily empowered in them, the loss of opportunity to work with members of the other sex ultimately fosters a distorted belief in gender difference that restricts all children’s potential.

Considerable research has now proven that single-sex education does not produce better academic outcomes than co-education. Which raises the question: Why have gender segregation at all in K-12 schools? We live in a diverse, pluralistic society, where schools need to better prepare boys and girls to work together, raise families together, and share leadership in the future. Most Americans now abhor racial segregation in schools, and by similar logic, gender segregation seems a poor way forward for today’s young people, especially when justified by pseudoscience.

Lise Eliot is a neuroscientist at the Chicago Medical School of Rosalind Franklin University and author of Pink Brain, Blue Brain: How Small Differences Grow Into Troublesome Gaps—And What We Can Do About ItFollow her on Twitter.


»  Substance:WordPress   »  Style:Ahren Ahimsa