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Addressing violence, trauma, and discrimination in the education system: an examination of the training needs of Title IX coordinators
Dissertation   Open access

Addressing violence, trauma, and discrimination in the education system: an examination of the training needs of Title IX coordinators

Kathleen Watson
Doctor of Public Health (Dr.P.H.), Drexel University
Dec 2017
DOI:
https://doi.org/10.17918/etd-7737
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Abstract

Political planning Education and state Education, Higher Psychic trauma Social workers--Training of Public Health
This paper addresses the training needs of Title IX coordinators from their own perspectives. I conducted semi-structured qualitative interviews with 35 Title IX coordinators across the United States (including both K-12 environments, as well as higher education). Participants represented 18 states, including urban, rural, and suburban environments. Interview transcripts were coded for thematic meaning. Five types of training practices were identified: training from one's professional background, self-guided reading, network of colleagues, episodic training, and little or no training at all. They identified five primary barriers to their ability to obtain stronger training: geographic location, employee turnover, expenses of training, training availability, and training quality as barriers to their professional growth. The data reveal a need for higher quality and more consistent training to prepare Title IX coordinators to address gender-based violence on school campuses. Recommendations for the removal of barriers include: stronger guidance from the Department of Education, increase of funding for Title IX professional development, and unity among Title IX coordinators who can advocate for better training and preparation to do their work.

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