classes. Next, in the line of disregard for the law, is the class where the class roster practices coeducation, there are both male and female members of the class officially, but, by looking at the class, a visitor would not realize it (Griffin, 1984, p. 36). Classes can take another step forward and include both sexes in the gym but on separate sides, in separate activities, or a class can be truly coeducational, as the law intended, with children of both sexes participating together in a single activity. Locker rooms are not to be coeducational, even for coeducational classes, but they are required, by Title IX, to be equal.
The challenge to implementing coeducational curriculum is in teacher and student perceptions. Student perceptions of their own and the other sex's interests and ability levels can constitute a difficult barrier to overcome (Griffin, 1985, p. 3). A teacher's perception that girls' lower skill levels will effectively limit the ability of the boys to attain a higher level of skill, in the given sport, means that all students will not have the same attention in the teacher's class (Griffin, 1985, p. 3). Opponents, of coeducational physical education, claim that male superiority occurs when placing girls and bo
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