“A woman is human. She is not better, wiser, stronger, smarter, more creative or more responsible than a man. Likewise, it is never outdone. Equality is a fact. A woman is human." (Vera Nazarian). In 1972, Title IX was passed by Congress and guaranteed women equal access to sports, fitness and physical education. Before the passage of Title IX, males enjoyed preferential treatment. They had better equipment and facilities, while women used second-hand equipment and scheduled use of facilities based on males' schedules. “The assumption of Title IX was that sexually integrated classrooms would lead to more sexually equitable classrooms” (Siedentop, 2009, p.286). One rationale behind Title IX is that mixed classes offer the same opportunities for participation, therefore providing a better learning environment for students. So, if equality is a fact, as stated by Vera Nazarian, and Title IX made coeducational classes mandatory, then why are there problems with coeducational participation in physical education in secondary school? According to several studies and the textbook, both males and females preferred and benefited equally from sex lessons. “The idea that single-gender physical education settings can result in more interactions with teachers and participation opportunities for female students has gained considerable attention in recent years” (Hannon & Ratliffe, 2007). Accordingly, the researchers examined girls' experiences and preferences in physical education lessons. “Cockburn (2001) conducted a survey of 75 year 9 girls' feelings towards co-educational physical education. Nearly a third of those surveyed said they were discouraged by being in class with kids. Likewise, nearly a quarter of respondents say… mid-paper… whether they choose their own classes (like gymnastics or dance) or whether coed classes can be separated where activities are gender-based (like women's football or basketball). Works Cited Hannon, J. C., & Ratliffe, T. (2007). Opportunities for participation and interactions with teachers in mixed and single-gender physical education contexts. Physical Educator, 64(1), 11-20.Hill, G. M., Harmon, J. C., & Knowles, C. (2012). Physical education teachers' and university teacher educators' perceptions of mixed or single-gender physical education. Physical Educator, 69(3), 265-288. Osborne, K., Bauer, A., & Sutliff, M. (2002). Middle school students' perceptions of coeducational versus noncoeducational physical education. Physical Educator, 59(2), 83.Siedentop, D. (2009). Introduction to physical education, fitness, and sport (7th ed.). New York, New York: McGraw Hill.