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A Narrative Inquiry on the Experiences of Title IX Coordinators in the Southeastern United States
Keywords
Title IX, Leadership, Higher Education, Adult Learning
Session Abstract
The purpose of this narrative inquiry was to understand the stories of Title IX Coordinators in their work to prevent and respond to sexual misconduct. Four themes emerged, and study findings have implications for practice, policy, and research in the fields of higher education and adult learning.
Session Description
Title IX Coordinators are campus leaders positioned within the university's organizational structure with the authority to impact their institution around the issue of discrimination on the basis of sex. The purpose of this narrative inquiry was to understand the stories of Title IX coordinators in their work to prevent and respond to sexual misconduct at public, Research 1: Doctoral Universities in the Southeastern United States.
The theoretical framework for this study was the four-frame model by Bolman and Deal (1991, 2017). As Title IX Coordinators are responsible for developing and implementing policies and procedures at their respective institutions to ensure Title IX compliance, they must balance both internal and external factors to create necessary change. Four key themes emerged from their narratives: a) skillset and experience, b) evaluating the work, c) being human, and d) effective leadership.
This study has implications for practice for the field of adult learning and higher education, and policy makers both at the federal and institutional levels. Title IX Coordinators who have a greater understanding of both how they learn and how they can most effectively teach using adult learning models and practices may be more impactful in their roles.