In institutions of higher education, mandatory reporting policies require certain employees to report students' sexual assault disclosures to university officials, even if the student does not want to report. It is commonly assumed that these policies will benefit survivors, but there is a paucity of research to substantiate this assumption. The current study examined college sexual assault survivors' perceptions of mandatory reporting policies, including three specific policy approaches (Universal, Selective, Student-Directed). Interviews were conducted with 40 college sexual assault survivors and thematic analysis was used to analyze these data. Results found that the mandatory reporting policy approaches that survivors prefer, which limit the number of mandatory reporters and offer more autonomy and flexibility, do not align with the policy digitalcommons.unl.edu

Universities in the United States are required to remedy sexual assault under Title IX. Thus, college sexual assault survivors have the option to report to their university's Title IX Office as a mechanism for seeking sanctions and accommodations. The current study examined what survivors think about the Title IX Office, the possibility of seeking help there, and experiences with the reporting processes. Additionally, we examined the intersection between survivors’ gender and sexual identity in their perceptions and interactions. We conducted qualitative interviews with 40 survivors at a large Midwestern University and analyzed these data using content analysis and thematic analysis. The majority knew about the Title IX Office and its function, but most did not use it. Campus climate often fostered service barriers, including the minimization of sexual assault, fear of negative treatment, and social–emotional concerns. Survivors who reported rarely saw accountability for their perpetrators and frequently experienced negative treatment from investigators. There were substantial inconsistencies in reporting processes across survivors. There were few differences in knowledge and barriers across sexual and gender identities, but only cisgender women reported. Findings suggest the value in reducing barriers fostered by the campus climate and establishing mechanisms for Title IX Office oversight and accountability.

In many universities/colleges, employees are required to report students' sexual assault disclosures to university officials, even if the student does not want to make a report. These "mandatory reporting" policies have been shaped by federal mandates and guidelines, including Title IX. There is a notable lack of research on the implementation and effectiveness of these policies. The current study examined formal service providers' beliefs about university mandatory reporting policies and perceptions of three specific policy approaches (universal mandatory reporting, selective mandatory reporting, and student-directed mandatory reporting). Focus groups were conducted with 12 service providers and these qualitative data were analyzed using thematic analysis. Participants had strong reservations about mandatory reporting policies, particularly universal approaches that designate all employees as reporters. Although they believed mandatory reporting may have been implemented with good intentions, they discussed how such policies may harm both survivors and employees. Lack of transparency and training in the implementation of mandatory reporting policies can create a climate of fear on campus, where neither survivors nor employees feel comfortable discussing sexual assault. Findings suggest the need for more empirically informed approaches to mandatory reporting of sexual assault in higher education and more comprehensive training for employees and students. What happens when a college student tells a university employee that they have experienced sexual assault? In many institutions, that employee would be

Sexual harassment of graduate students is prevalent, yet little is known about their experiences reporting sexual harassment to their university. We conducted interviews with 32 graduate students who reported sexual harassment to Title IX to understand how survivors’ experiences of harassment align with report outcomes. Nearly all participants experienced severe, education-limiting consequences of the harassment and reported to ensure safety and restore educational access. Most reports were deemed unactionable and findings of responsibility were rare, demonstrating a disconnect between survivors’ experiences and Title IX outcomes. Our analysis suggests that Title IX practitioners rely on notions of “severity” rather than harassment consequences.

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