The enactment of Title IX in 1972 was a great success for women, especially in the field of intercollegiate athletics. Over the past 30 years, women's participation and opportunities in collegiate athletics have increased by leaps and bounds. It seems that Title IX is a dream come true for women athletes. Unfortunately, that assumption is only partially right.

As the enforcement of Title IX increases, a rift of racial inequality within women's intercollegiate athletics continues to spread. Although many schools are in compliance with Title IX, an analysis reveals that equality within female athletics is shockingly disproportionate.

African Americans make up the largest minority of collegiate female athletes, yet they still represent only 10 percent of participants (as compared to 77 percent who are white). While there has been an increase in participation from all other minority groups, since 1991 black women's representation has remained steady. However, within Division I, African Americans make up one-third and one-quarter of all basketball and track athletes, respectively. In newly popularized sports, including soccer, rowing and lacrosse -- sports that are played more by white athletes -- African Americans make up a mere 3 percent and only receive 2.7 percent of these scholarships. It would seem, then, that the gender-equity battles have done very little for black female athletes, who for socioeconomic and cultural reasons have been "left behind" in the Title IX boom and confined to the stereotypical track and field and basketball arenas.

So why do more than 80 percent of all black athletes play either basketball or run track? The major issue is access -- to the fields, schools, clubs and finances needed to play the up-and-coming sports. While a girl can practice basketball in the city at the local YMCA and needs only a basketball and tennis shoes, or can run around a football field to train for track, sports like soccer and lacrosse traditionally are found on fields in the suburbs -- areas that are disproportionately white -- and require much more equipment.

The emergence of these sports in high schools also appears to correlate with the school's financial status. I was fortunate to attend a prestigious private high school. With

the increased opportunities and tuition came a variety of sports like swimming, volleyball and lacrosse that would not have been offered in some of the local public schools.

The financial backing needed to reach a collegiate playing level seems to discourage African-American females. While a good basketball player can play competitive AAU basketball in the summer and have most of her expenses, shoes and apparel paid for, a top-ranked junior tennis player faces a far greater economic burden. If African-American females are not given the opportunities to learn and hone their skills in soccer or softball, what are the chances that they will be recruited by coaches who only want the best?

Now imagine that you are an African-American female who made it past some of these socioeconomic and cultural barriers. You are fortunate to go to a high school that offers a variety of sports, including softball. Although you never have played before, you show natural talent and make the varsity squad all four years. It would seem you will have a promising collegiate career. Unfortunately, in an age of sports specialization, Division I coaches tend to favor experienced players in their recruiting. Playing varsity for four years for an average team will not compare with the girl who has been playing, and going to summer sports camps, since she was 10. The latter has the resources to play competitively and get the scholarship to the Division I school.

The fact that walk-ons are increasingly less desirable also hurts the chances for those who might not have the experience but have the potential for a promising career. For example, the rowing coach at Connecticut College noticed Anita DeFrantz and asked her to be a walk-on. The encounter led her to an outstanding career in rowing, and she was named to the U.S. Olympic teams in 1976 and 1980, winning a bronze medal in the former. She is now president of the Amateur International Foundation and a member of the International Olympic Committee. Being a walk-on not only allowed DeFrantz, an African American, to cultivate a talent and participate in the Olympics, but rowing also helped her find her passion in life -- sports. Imagine how many other walk-ons, in whatever sport, have this potential, yet will never be able to tap into it.

Now imagine that you do make the softball team in college. It still might be difficult culturally. If you are the only African American or part of a small minority on your team, you may feel that you have to comply with certain kinds of speech, dress and music for the sake of "team unity." You also may feel pressure from your ethnic peers, who may view you as a "sell-out" and try to steer you back into a more stereotypical "black" sport like basketball or track. Even if access to other sports is available at a young age or in high school, many African Americans are turned away or disillusioned by stereotypes or team dynamics.

One would think that athletics opportunities at historically black colleges would be great, considering that 60 percent of their population is female. However, it has been reported that only 40.5 percent of the athletes are women and barely 30 percent of the athletics budget goes to wo-men's sports. It is ironic, and detrimental to African-American females, that at Division I schools Title IX seems so strictly enforced toward providing more opportunities, but these opportunities only seem to provide more racial inequality. In addition, at historically black institutions, schools that cater to African-American students, Title IX does not even appear to be an issue.

While no single entity is to blame for the lack of African Americans in athletics, five groups need to do their part to encourage diversity.

* Government. Title IX was a part of the Education Amendments of 1972, thus making it a federal law. As a result, the federal government needs to be more active in the enforcement of Title IX. Perhaps because Title VI of the Civil Rights Act of 1964 was supposed to prohibit racial discrimination within athletics, just as Title IX did for gender, the federal government believes that it has done enough. But the government needs to see that there still is racial equality within women's athletics.

State and local governments could provide more clubs and target them toward minority women. The government can provide programs that have the ability to become feeder systems of talent for high schools and colleges.

* The NCAA. The NCAA is responsible because college sports programs in all divisions are subject to its rules. If the NCAA makes Title IX an issue, colleges must act accordingly. For example, if the emphasis in Division I weren't so much on winning, and coaches' salaries and job security did not fluctuate accordingly, more walk-ons would be encouraged. The NCAA also has the authority to recommend new sports and provide championships. Bowling, popular among African-American women, is an example, as it has been identified as an emerging sport, and this is good news.

But in the long run, the NCAA should not just offer new sports for African Americans, but help African Americans be incorporated into non-traditional sports.

The NCAA has begun to address this with youth sports clinics in nontraditional sports at NCAA championship venues.

Similarly, individual colleges also need to fight against racial inequality in women's sports. Colleges need to realize that by encouraging African Americans to play nontraditional sports, they will be encouraging diversity and integration in their institutions.

* Coaches. As for coaches, many say recruiting is all about finding the "best athletes." But what happens when the "athletes" recruited are only white? If coaches are willing to recruit from other countries, they need to be willing to recruit in different areas of this country, especially in urban areas, or be more willing to accept walk-ons. By doing so, coaches will help create African-American role models in these sports. Coaches also need to be sensitive to cultural issues and diversity once they do have African Americans on their soccer, softball or rowing teams.

* Families. Within families, parents not only need to encourage their daughters to play sports, but also find a sport that generates passion within them. African-American parents need to realize that basketball and track do not have to be the only two sports at which their daughters can excel. If their daughters do show interest in nontraditional sports, they should encourage them to play, and if the sport is not offered in their area, parents should take advantage of camps and clinics sponsored by the government or other organizations.

* The individual. African-American females themselves also can do something.

Want to play a sport that's not offered at your high school? Look within your community for clinics or clubs. The National Youth Sports Program provides clinics in sports such as field hockey, soccer and volleyball for kids throughout the country. The Black Women in Sport Foundation sponsors golf and tennis clinics for girls in 10 cities around the country.

Want to play a sport in college but you're not being recruited? There are scholarships out there in all three divisions for African Americans based on academics, extracurricular activities and financial need.

Want to be a walk-on? Then speak to the coach and find out what it takes.

Want to pursue a career in sports through coaching or administration? The NCAA offers a variety of internships, scholarships and fellowships solely for minorities and women. Individual schools and conferences also have programs that can help.

Although the outcome might not be realized for a while, the combined efforts from these five entities -- government, the NCAA and its member colleges, coaches, families and individuals -- will help ensure progress. It is only through such a combined effort that the barriers of racial inequality for women in sports will begin to erode.

Chanel Leisa Lattimer is a track and field student-athlete at Princeton University.