<p> Title IX Coordinators are educational administrators who play a critical role in providing campus environments free of sex discrimination, harassment, and violence. Their work is demanding, highly regulated, and set in an increasingly volatile political context. There is little research on the experiences of these administrators. Utilizing the Professional Quality of Life framework, this qualitative study explored the experiences of 20 Title IX Coordinators to understand their professional quality of life and organizational factors that influence their experiences. Findings revealed participants&rsquo; satisfaction was drawn from passion for &ldquo;the work&rdquo; and making a positive impact in their communities, and fatigue and burnout were tied to an intense and overwhelming workload. While fatigue can lead to a breaking point, moderating influences, e.g., coping strategies and balancing compassion with neutrality, mitigated negative factors. Institutional resistance and lack of understanding across stakeholders contributed to compassion fatigue, while institutional commitment and supportive interpersonal relationships affirmed the Title IX Coordinator&rsquo;s experience. Implications include expanding the Title IX Coordinator&rsquo;s passion for gender equity across the institution, and building institutional capacity to adequately respond to complaints, to benefit both the experience of the Title IX Coordinator and campus communities at large. Recommendations for policy and practice include creating Title IX teams, institutionalizing campus climate surveys, and supervision committed to building supportive working environments. Future research is recommended on how intersecting identities influence the Title IX Coordinator experience, and understanding campus attitudes toward Title IX and other civil-rights based responsibilities among constituent groups.</p><p>

<p> For racial minority faculty, racism is associated with adverse outcomes, including poor job satisfaction and less motivation, which may lead faculty to leave the teaching profession. It is unknown what relationships, if any, exist among perceived racial microaggression, job satisfaction, and employee motivation among African American (AA) faculty and other faculty of color in colleges and universities in the southeastern United States. Critical race theory provided a framework to investigate the relationship of perceived racial microaggressions toward AA faculty and other faculty of color with motivation and job satisfaction. This study involved a correlational design using multiple linear regressions to determine the relationships between the variables in a sample of 42 AA faculty and other faculty of color. In the multiple linear regression analysis, the predictor variables were 6 microaggression subscales (assumptions of inferiority, second-class citizen and assumption of criminality, microinvalidations, exoticization/assumptions of similarity, environmental microaggressions, and workplace and school micro-aggressions). The outcome variables were employee motivation and job satisfaction. The results of the analysis indicated no significant relationships between perceived level of microaggressions and job satisfaction or between perceived level of microaggressions and employee motivation. To determine possible bivariate relationships, Pearson&rsquo;s correlations were performed. Assumptions of inferiority and microinvalidations were negatively correlated with job satisfaction, which suggests that when examined in isolation, higher assumptions of inferiority and microinvalidations were associated with lower levels of job satisfaction. Implications for positive social change pertain to ways that oppression and racism can be eliminated in colleges and universities.</p><p>

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It was hypothesized that a suggestion system based on behavioral principles would lead to the submission of an increased number of suggestions and improve employees' expectations of suggestion contribution. Friday Night Live Program employees of San Joaquin Youth Services (n=2) were assigned to an experimental group and received a suggestion box (baseline phase) for 6 weeks followed by the behavioral suggestion system (treatment) for 6 weeks. Other employees at San Joaquin Youth Services formed a control group ($n=12$) and were in a continuous baseline phase. Both groups were given a pretest and a post-test survey concerning their expectations of suggestion contributions. During the 12 weeks of the study, the control group contributed no suggestions, while the experimental group contributed a mean of 4.4 suggestions per week during treatment and no suggestions during their baseline phase. Additionally, survey scores showed an improved attitude toward suggestions for the experimental group and declining attitudes toward suggestions for the control group. These results support the hypothesis.

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