Campus Sexual Assault and (In)Justice: An Inquiry Into Campus Grievance Professionals' Roles, Responsibilities, and Perspectives of Justice

Abstract

Approximately one in four women experience sexual violence in college. Public institutions of higher education identify professionals specifically responsible for Title IX compliance, campus grievance processes, and survivor advocacy. Success in these roles depends upon a variety of institutional, legal, and procedural factors, as well as the ability to balance compliance, accountability, transparency, confidentiality, and care for students in pursuit of institutional justice. However, the literature has failed to acknowledge the complexities and individual cost of serving in these contentious roles. Moreover, facets of organizational culture can hinder grievance professionals' efficacy in fulfilling their duties, facilitating consistent and fair resolutions, and ensuring just outcomes. This exploratory, qualitative study sought to fill the literature gap and add insight into the experiences and perspectives of student conduct, Title IX, and advocacy professionals at multiple public institutions by seeking to understand individual actions, values, and responses in light of organizational structures, institutional policies, leadership, grievance models, and power dynamics. Data indicated that professionals involved in campus grievance endure severe emotional strain in their efforts to facilitate justice, especially if their own values and principles are misaligned with those of institutional leaders, policies, grievance processes, or outcomes. Moreover, the findings suggest that such misalignment diminishes professional efficacy, which increases stress, fatigue, and leads to burnout, thereby decreasing the likelihood of realizing justice. Recommendations include revisions to graduate education, reimagined compelled disclosure policies, the need for employee I looked forward to writing this portion of my dissertation for a very long time, saving it as my final reflection. Thus, it is the last page I am writing, and the first page you will read, which is fitting. I suffered from debilitating "imposter" syndrome at times throughout this journey. My success and completion of this lifelong goal is a testimony to the many who stood by me, acting as cheerleaders at times, and therapist/coach/shoulder to weep on at others. First, appreciation to my mom, Jerilyn Gilbert, who would not permit me to find one more justification, wait one more year, or make one more excuse NOT to begin this doctorate. Your patience, love, confidence, and sincere dedication to my success means everything. This degree partly belongs to you. To my kids, Connor and Beckett Gough. Wow. Mom did it! I know this adventure impacted you in countless ways-the games, events, and performances I missed. Through it all, you demonstrated immense patience and tolerance. Here's to never giving up. Here's to persistence and blood, sweat, and tears. I hope that one day, you will fully appreciate that you can achieve whatever you set your mind to. It might not always be fun, but let me tell you: this moment makes it all worth it! To Dr. Christine Cress, my tireles...