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An Exploration of Professional Training and Professional Practice: Title IX Administrators and Meaning Making

Federal law requires institutions to designate campus-based administrators to oversee Title IX processes and investigations, but little is known about how these have been professionally prepared for their roles. The purpose of this study was to understand the professional preparation, educational experiences, and professional training of Title IX administrators and to understand their independence in decision-making in those roles. This study utilized qualitative content analysis and a social constructionist approach to analyze data generated from interviews and document analysis. Sixteen current and former Title IX administrators (investigators, deputy coordinators, coordinators) provided their perspectives on their professional training and development. Using frameworks of work/professional socialization and professions theory, findings illustrated complex systems for knowledge acquisition, professional preparation, and professional socialization based on factors including resources, institutional context, and role prioritization. Participants' formal education, formative experiences, position-specific training, and professional organizations training all served as preparation for their roles. Discussion focused on implications for graduate programs, training and trainers, institutions and supervisors, the field of higher education, and current Title IX practitioners regarding professional preparation for these roles.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc1609115
Date12 1900
CreatorsRazo, Demesia
ContributorsTaylor, Barrett J., Tran-Parsons, Uyen, Baldwin, Veronica Jones
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
Formatix, 202 pages, Text
RightsUse restricted to UNT Community, Razo, Demesia, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved.

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