New Conversation: Policy Changes in Changing Times
In June 2023, JPHE Senior Editor Z.W. Taylor spoke with Myra Barrera of Texas A&M University-Corpus Christi. Myra's research and professional interests include student support services, particularly focused on gender equity through Title IX policies and practices. As a Title IX investigator, Myra discussed the changes to Title IX and the uncertain path ahead for United States higher education contexts.
Zach Taylor:
Myra, tell me a little bit about yourself. What's your education? And then what are you doing now?
Myra Barrera:
I obtained my bachelor's degree in English with a secondary teaching certification from Texas A&M University-Corpus Christi. Additionally, I earned a master’s degree in curriculum and instruction with a focus in rhetoric and composition from the same university. Throughout my career, I have held various positions in higher education. I have worked as a writing consultant, an instructor of English composition, an academic advisor, a coordinator, a director for federal programming assisting first-generation low-income students. I have also worked as a researcher and currently hold the position of compliance investigator based out of a department called Employee Development and Compliance Services. Interestingly, our department handles Title IX and civil rights issues as well as training compliance. Although I had no prior experience with Title IX, or conducting investigations, when entering this role, I felt that my previous experiences were relevant to this work. As a writer, being an investigator is similar to writing and conducting research, as it involves collecting facts and composing an unbiased thorough, report. Moreover, my background in advising has been valuable in developing interpersonal communication skills necessary for interviewing students, faculty, and staff as it helps people feel comfortable opening up. Additionally, my experience in instruction has been beneficial in helping complainants and respondents understand the legislation and regulations related to Title IX and explaining it in a way that is easily understandable for them. Overall, I believe that everything I have done in the past has led me to this point in my career.
Zach Taylor:
In 1972, the Department of Education introduced Title IX, which primarily consists of guidelines aimed at addressing sex discrimination in colleges and universities. Its purpose is to ensure that individuals are not limited in their educational opportunities based on their sex. It's worth mentioning that many countries, especially when considering an international audience, do not have an equivalent to Title IX. In these countries, private higher education systems are primarily accountable to external laws and societal regulations enforced through courts and legal processes for addressing crimes and implementing penalties within society. The knowledge surrounding Title IX is often associated with college athletics. I previously learned, even before formally studying higher education, that the University of Wisconsin, for example, needed to have a women's softball team while not having a men's baseball team due to the requirements of Title IX, which mandates a balance between men's and women's sports. This led me to initially believe that Title IX was solely focused on athletics, but it encompasses much more. Now, as someone working in this field, how would you explain Title IX to someone from a country that doesn't have an equivalent system?
Myra Barrera:
I would describe Title IX as a comprehensive safeguard against sex discrimination while simultaneously promoting programs/activities for students, namely women, to excel in all aspects of the higher education experience. Specifically, Title IX encompasses areas such as sexual harassment, dating violence, and stalking. Furthermore, it offers protection against sex stereotypes, pregnancy-based discrimination, and ensures inclusion for the LGBTQIA+ community. You brought up several crucial points because Title IX specifically applies to federally funded institutions. While explaining Title IX to international students, I have found that the most effective method is through student outreach. In fact, our department's student worker came up with the brilliant idea of scanning our university's extensive events page. Every month, she identifies events where our presence would be beneficial, and we engage with students through tabling, games, and a large wheel featuring questions directly sourced from the mandatory Title IX training completed by incoming freshmen, transfer students, and graduate students. Personally, I have discovered that face-to-face explanations work best when communicating Title IX to international students.
Zach Taylor:
It is indeed interesting that many countries and educational systems do not have an equivalent to Title IX. As a country with a well-established higher education system, particularly in the context of the United States. We can trace its development back to the mid-1800s, following the passage of the 1st and 2nd Moral Land Grant Acts. Subsequently, massive state systems of higher education were established, and currently, there are over 6000 different institutions of higher education in the US. Title IX applies to a significant number of these institutions because the US Department of Education oversees and provides guidelines for them. There is a governing body in the US that has jurisdiction over these institutions. The initial ratification of Title IX took place in 1972, and we recently reached the 50th anniversary milestone in 2022, which has led to a renewed focus on this legislation in recent years. While there were only minor changes in the early years after 1972, it appears that there have been significant updates more recently. Myra, could you share when you started your job and discuss any new guidance and changes you have encountered as a newcomer in this field?
Myra Barrera:
I started this position in June 2022, and new federal guidance came out in July 2022, so I had been learning the job, including the legislation and regulations, for a month when this new guidance was released by the Biden administration. It's interesting how certain implementation guidance tends to be modified with every administration.
The disagreement among administrations is not against the major provisions of Title IX but more in specific aspects of Title IX such as conduct of investigations and hearings. While the Biden administration's amendments haven't taken effect yet, they recently announced that they should be implemented in the fall. There was a commenting period, which allowed for public comments on the proposed amendments. It's called a public comment, where people can voice their opinions. After reading through all those comments, they actually received a quarter of a million comments this year, which is double the number received during the last amendment of Title IX. As a result, it's taking them a little longer to review all the comments and finalize the legislation.
So, in my first year on the job, I have been following the Title IX guidelines from the prior administration. It's a bit surprising that just one month into the job, I was already hearing about upcoming changes.
Zach Taylor:
Absolutely. Let's start with non-US contexts. In the United States, the presidency tends to go in waves. It's very rare for a Democrat or Republican in the two-party system to be elected for six consecutive terms. Usually, it's a term or two for a Democrat, followed by a term or two for a Republican. There's constant toggling between the two parties. Now, shifting to the university and education context in general, education has become highly politicized in recent years, aligning along political lines. So, it's not surprising that we see changes in administration from 2016 to 2020 with Republican leadership and a tweak to Title IX, followed by a Democrat in the White House and another tweak to Title IX. Title IX changes tend to be politicized, which adds to the difficulty.
Myra, can you discuss the boots-on-the-ground aspect of this? It involves constant retraining and administering of the law, which is incredibly challenging for staffing and the individuals who join during such transitions. Title IX offices, based on my limited knowledge, struggle to find knowledgeable and skilled personnel for the work. It's similar to the difficulties faced in staffing financial aid positions in the United States. Financial aid staff must understand the university or college system, possess financial knowledge, and uphold federal laws associated with disbursing federal student aid. It requires highly technical skills and is tough to staff, especially when financial aid officers in many US contexts may start at $40,000 a year and require in-person work. It's a challenging proposition to ask someone with a master's degree to work for $40,000 a year in financial aid. Similarly, Title IX presents its own set of difficulties.
Myra Barrera:
Title IX offices are not doing wholesale retraining on the law. Instead, they implement specific aspects in investigation protocols and in adjudication that require re-tweaking. Obtaining and retaining knowledgeable and skilled investigators is a challenge.
I suppose one thing that stands out from the previous administrations is the implementation of a more rigorous adjudication process. The Title IX office closely collaborates with student conduct, as once the Title IX office concludes its investigation, the case is then transferred to student conduct for adjudication. The Title IX complaint process where I work is commendable. It is thorough and fair. The process is equitable for complainants, respondents, and witnesses, providing ample opportunities for both parties to review interview summaries and drafts of the investigation report, and be represented in the hearings.
From what I have observed, compared to what I've heard in the past, complainants now have greater autonomy when pursuing a Title IX complaint. The entire process is determined by the complainant and their choices on how to proceed. Empowering complainants with options is crucial. Similar to financial aid, Title IX cases rarely share identical circumstances. In my daily work, no two days or cases are the same. Each case has its own unique context and circumstances. Creating blanket guidelines is challenging, as people often ask us to simplify the investigation process. However, it truly depends on the specific circumstances of each case, and even the steps in the investigative and adjudication processes may differ, especially when addressing the online space.
Title IX offices are currently grappling with reconciling the law with a context that hasn't been explicitly addressed, particularly in the post-lockdown world where institutions have resumed in-person activities, but many classes continue to be conducted online.
Zach Taylor:
So, going back to something you mentioned about the challenge of explaining complex processes, it's something I'm deeply interested in as well. How can we make these processes simpler? I'm particularly referring to admissions and financial aid matters. How can we explain a complex process in simple terms without contradicting any policies? That's the tricky part. If you remove too much information, your simplified version may no longer be accurate. We have to prioritize accuracy first and simplicity later, primarily for compliance purposes.
Would you like to discuss how you share information and communicate with students? I believe that could help students gain a better understanding of the process. How do you go about disseminating information?
Myra Barrera:
When discussing a simplified version versus a more in-depth version, I believe the difference lies in student outreach and engagement versus someone who is considering filing a formal complaint. During student outreach events, we use more general terms. I introduce myself, share my contact information, and provide a list of potential civil rights issues within the Title IX framework, such as sexual harassment, dating violence, and LGBTQIA+ protections. This helps students recognize me, know where to find me, and understand which areas to address if they have experienced any of these issues. For student outreach, simplicity is key.
On the other hand, when speaking with a student who is contemplating a formal complaint, I recognize that each situation is unique. While there might be a more efficient approach, I have found that it is crucial to navigate through my university system's regulations, carefully explaining the legal jargon and highlighting relevant sections. This process can take several hours or multiple meetings as I address their questions and ensure they comprehend the steps involved. I am willing to invest this time because it is important to me that students grasp the process, especially those who are filing a Title IX complaint. They need to understand both the procedural aspects and the emotional and mental commitment required throughout the investigative and adjudication process. It's not easy for anyone to come forward in the first place, and for students who are away from home, often first-year freshmen dealing with their academic responsibilities, it becomes even more challenging. I want them to know they are not alone.
However, I realize that offices with fewer staff members may face difficulties disseminating information on a case-by-case basis. I can only imagine the time constraints they encounter.
Zach Taylor:
There are numerous parallels when it comes to simplifying processes and having a designated person guide individuals through the more intricate aspects. This occurs frequently in enrollment management and financial aid. Completing the application might be the easiest part, but then you have to submit additional documents, get vaccinations, pay a housing deposit, register for classes, and meet with an advisor. There are multiple other processes where simply obtaining the necessary information and being connected with someone like you is the initial hurdle. While it may seem like the simplest obstacle to overcome, the real challenge lies in delving into the actual regulations and, in some cases, the law itself. This is where we encounter significant complexity and often require thorough examination.
FAFSA, for example, can be understood to a certain extent, but when it comes to deciphering award letters, types of financial aid, repayment plans, interest rates, overall balances, and cost of attendance, it necessitates personalized guidance. Such guidance is incredibly intricate, with far-reaching implications. The thing is, and please share your thoughts on this as well, when a student is uncertain about their decision but knows how to contact you, they reach out. Then you provide them with all the necessary information, not in a negative sense but by giving them everything they need to decide whether they will pursue the matter, investing their time, emotions, and effort, often at the expense of their studies. This is where the proxy comes into play, be it admissions, financial aid, or any other aspect. Applying has become more streamlined, such as with the common app, but the question remains: Will they enroll? Will they take that next step, considering the financial costs and other factors?
The significant difference with Title IX, however, is the trauma, stress, and everything associated with it. Making a decision about college admissions, for instance, cannot be compared to the emotional weight of deciding whether to pursue a Title IX case. The latter involves extensive reading, comprehension, research, and test-taking, all in a highly stressful environment where individuals are expected to make decisions. There are essentially two paths to consider: feeling pressured but able to perform under the adrenaline rush, which is why college prep courses simulate test conditions to acclimate students to pressure, as some thrive in such situations. However, the pressure experienced in Title IX cases is different. It entails a distinct kind of stress and trauma. When delivering complex information, there might not be a "perform under pressure" button that individuals can activate. Instead, they may experience a shutdown, an inability to comprehend, or a scattered mind that hampers understanding. Have you encountered similar experiences where the pressure is counterproductive rather than a productive force?
Myra Barrera:
I would say the most significant hurdle I've observed in Title IX offices is still getting people to engage. Even if they know who I am and where to go, students, faculty, and staff may not fully grasp the role of the complainant in making decisions about the next steps. When I initially reach out to individuals who have filed an allegation with our office, I always emphasize that our conversation is confidential. I make it clear that we cannot proceed without their explicit consent. Anything they share with me at that moment will not be used without their permission. I won't reach out to individuals they mention or interfere in their lives in any way unless they give the green light. I find that starting the conversation this way instantly puts the person at ease because they are often unsure about how the process works. Students also don’t have to make a decision right away to file a complaint or not. That reduces pressure. Second, the process itself takes time, which further reduces or dissipates pressure. Finally, the students are provided with multiple support options and people who can discuss and help them negotiate each phase of the process.
Zach Taylor:
They feel the power. They feel insulated.
Myra Barrera:
Sometimes, students come to the Title IX Office with the perception that it is similar to the principal's office where they will get in trouble. I have made significant efforts to counteract this perception. Our goal is not to reprimand but to assist. It's important for students to understand that they hold the power to decide what happens next. Empowering them in this way helps to alleviate their resistance and hesitation when reaching out to me. Instantly creating a sense of comfort for individuals who contact us is a priority for me, but I recognize that this may not be the case in every Title IX office.
Zach Taylor:
Building on that, you mentioned that you started in June 2022 and new guidance was implemented in July 2022. Now, as we approach June 2023, I would like to reflect on your one-year experience in the office and gain an understanding of the work from a hands-on perspective. What have you learned? What are your thoughts after one year? Could you share your experiences?
Myra Barrera:
I believe that having a recognizable face or name associated with the Title IX office, or even just a clear location, is important. For example, at my institution, we are the office farthest away from the University Center, which is the central hub of campus. I guide them to go all the way down until they're about to reach the ocean, then take a left, and they'll find me. Providing them with a memorable way to locate us can make a significant difference. Students have told me that they remember my instructions to keep walking until the ocean, so that has been valuable.
I attend all the new student orientation events and speak about Title IX. Just having a name and a face, along with opportunities to work at tabling events, is crucial. It is no secret that certain times of the academic year put students at higher risk of experiencing incidents covered under Title IX. These include Halloween, winter break, and spring break. So, I ensure that our office is represented at tabling events, even if it's just distributing safety tips flyers for college students during Halloween and attaching a small candy or something similar. It's important to present this information to them, even if it's just a small gesture.
Another area of interest to me is Title IX training compliance. I have observed that universities face challenges in making Title IX training mandatory and enforcing it. As part of my job, I track training compliance for incoming freshmen, transfer, and graduate students. They initially receive the required information during orientation, and we send reminder emails to nudge them to complete the training. However, if they haven't completed it by the end of the fall semester, enforcement becomes difficult. We do not want to create registration holds for students, which could hinder their access to education. We don't want to add barriers for students to attend college. Yet, I'm still grappling with how to enforce this training and emphasize its importance to students.
Furthermore, an area where I see room for improvement in Title IX is the reporting of sanctions. Currently, when a student violates the university's student code of conduct, a notation is added to their transcript indicating the violation of Title IX student conduct. However, there is nothing preventing a student from withdrawing from the university during an investigation and starting anew elsewhere with no communication between institutions regarding their misconduct. I believe it would be more beneficial to have a registry where universities can identify which students have violated Title IX specifically, as it is distinct from general conduct issues.
Zach Taylor:
And there are many interesting parallels among colleagues that I talk to. One of my colleagues is deeply invested in prison education and ensuring that even though individuals make mistakes and commit crimes, their rehabilitation and redemption are possible. Education has saved many lives, particularly in prison education programs, by helping prisoners transition back into society as productive members. In the United States context, there has been a cultural shift away from a strong emphasis on policing and imprisonment. There is now a renewed focus on social justice and criminal justice reform, particularly concerning people of color who face disproportionate arrests and convictions. It has sparked a reevaluation of how these individuals are punished and what resources can be provided to facilitate their rehabilitation and pursuit of a fulfilling life.
Thinking about the creation of a registry for students who have committed a Title IX infraction raises interesting questions about its potential downstream effects. Currently, there is significant research and attention being given to college applications and the Free Application for Federal Student Aid (FAFSA). They inquire about a student's criminal history, including felonies, and require a description of the offense. This information influences admissions and financial aid decisions. For a long time, colleges and universities have been hesitant to admit individuals with felony convictions, even if the offense occurred decades ago and the person has been actively seeking rehabilitation. This roadblock creates a challenging situation for these individuals, as their past actions hinder their employment and education opportunities. There is currently a strong focus on addressing this issue.
To me, it would be valuable for colleges, universities, and community colleges to have a comprehensive understanding of the students they admit, including their past actions, so that they can provide resources and support. It would be important to know if a student has committed a Title IX violation at a previous institution, as well as other relevant information such as being a student who is also a parent, a single parent, or a foster youth. Schools should aim to be supportive of their current students while carefully managing their admissions decisions. This brings us into an era where student information is abundant, especially with technological advancements. Students now have the ability to share a wealth of information with their institutions, and colleges and universities have more student data than ever before. We are on the cusp of a major shift towards utilizing big data in higher education. In the near future, there may even be a role for social media audits of students before admission, where their digital profiles are thoroughly assessed. Colleges will have access to a holistic digital student profile even before a student applies. It's interesting to note that Title IX sanctions, being institutional sanctions rather than violations of federal or state laws, fall under civil rather than criminal categorization. The way schools communicate and share this information currently is complex and can be improved. It would be immensely helpful for institutions to have a comprehensive understanding of their students' backgrounds and experiences.
Myra Barrera:
I agree with you and your colleague in terms of rehabilitation, and that's where the issue lies, right? Where is the line between helping students rehabilitate, having served their time, so to speak, even if it was on a civil or institutional basis, versus a student who may be a current and ongoing danger to a campus community, especially somebody who may be leaving in the middle of an active investigation? Currently, and this actually just happened within the past decade, you can go on the sex offender registry in the United States, and there's a drop-down menu where you can search by higher education institution. So, you can see who has criminally committed sex-based crimes, but there isn't something similar in Title IX or in the civil space to also provide that information. The notion of individual privacy versus “protecting” a campus should also balance the concerns with the fact that there are different types of Title IX violations. Some are predatory, and some are not. So, predatory cases may be the ones that should go into some type of national database, but not necessarily every Title IX case, especially since unlike criminal cases, the standard for a finding is “preponderance of the evidence”. I'm not saying it's the perfect solution. I just think that, at the end of the day, in some circumstances, more communication needs to happen between institutions, especially if a student is trying to enroll at a university while there's an active investigation happening.
Zach Taylor:
What about the student who commits, you know, a sex-based crime or infraction, against a student enrolled in a different school, which is very common? Something happens at one school, like in a dorm or residence hall, or someone in class, and they leave school. Then that perpetrator tries to follow them to the new school, right? That kind of stalking that we know happens. It would be helpful to know if the person who's trying to follow this student and enroll at their new institution has a prior history with that student. I mean, there are all sorts of benefits that could result from that. And so, the theme of difficulties, because obviously the rules change, it's tough to staff. There are lots of difficulties associated with Title IX. It's one of the most difficult units to work in higher education and probably the most emotionally taxing, I would argue. What are some other difficulties? We talked a little bit about the idea of mandatory reporting, and that might be a hurdle that folks just don't know enough to do the help and do the work. But what are some other hurdles that you foresee?
Myra Barrera:
Since I was an instructor in 2014 to now, it's completely different. Every institutional employee then was not considered a mandatory reporter, which, you know, if somebody's been working at an institution for a decade, they might not be super aware of that change. Today, many campuses establish that all employees are mandatory reporters. Otherwise, if they were found to have had knowledge and did not report to the Title IX Office, there are some serious consequences to that. I think just keeping up with updates that happen with each new administration, communicating that to institutional employees is extremely important because that's not necessarily their area of expertise, their arena. And so they rely on us, the Title IX Office, to communicate those changes. I think another difficulty we're seeing is concerning physical boundaries in terms of international boundaries and the online space. In terms of physical boundaries, what people may not realize is that even if a student is an American citizen studying abroad and an allegation has been made against that student as part of an educational program, Title IX doesn't itself apply, but it's pursued as sex-based misconduct. While the terminology is different, the process is the same. We also have to reckon with having international complainants, students coming from other countries where they don't have Title IX, trying to understand the process. They are assigned a well-trained faculty or staff advisor from the institution, and the ones that my office works with are fantastic and very knowledgeable, so they are able to help international students navigate that process. But as we mentioned earlier, it is a complex process, and being able to communicate that to victims is challenging.
And then, if we're talking about a post-COVID-19 lockdown world, we're also having to consider Title IX within the online space and an online context where more courses are being offered. Online educational spaces have become so much more prominent.
Zach Taylor:
Totally, totally, online internationalization. Related to my own work, kind of selfishly, I don't see Title IX communicating in any other language but English, and there are very few tutorial videos that use multimedia that could be closed captioned. I think about folks with disabilities who literally cannot access digital content. So not only for a lot of folks from minoritized language backgrounds in the US context, if you are a non-native English speaker, you are already up against it. You already have considerable communication hurdles on college and university communications and websites.
What can Title IX do? Can it literally translate in some ways? Not to keep going back to financial aid, but I just see so many proxies here because it's complicated and jargon-heavy, and very letter of the law regulation-based. Federal student aid has done a pretty good job. They have a Spanish language glossary now, so all their terms are defined in two different languages, but it doesn't help a native Swahili speaker, you know? And you can tack on many more examples onto that.
This kind of goes back to an earlier discussion I had with someone else, the moral obligation of institutions. If you were going to admit a student, are you not then, kind of in-kind, agreeing to support that student? We're going to admit you, we're going to take your money, we're going to provide you an education. Is there not the support services behind that to fulfill that moral obligation of, "We are going to admit you, therefore, we think you're going to be successful, we think you can make it here. We're going to support you along the way." And I just don't see a lot of support and communication around language and explaining things that are fulfilling that moral obligation.
The language is still so much of a gatekeeper and a weird kind of antiquated idea of the crucible that is higher education, as if it's going to be a pressure cooker and you have to make it, and if you don't make it, you don't get the degree. It has nothing to do with learning chemistry. It has nothing to do with academics. This is just bureaucracy that we're trying to test students on their way through, and it makes no sense to me. I understand that higher education is meant to be prestigious, and a lot of elite institutions hang their hats on low acceptance rates and hyper elitism in those ways.
Who doesn't want a great retention rate? Who doesn't want all their students to graduate? It's so backwards in some ways. We make these processes very hard for students, and then we're constantly focused on our retention and engagement numbers and graduation numbers. It's totally contradictory.
Myra Barrera:
I feel fortunate enough that our Title IX Office is right down the hall from disability services, so I've become a lot more conscious about how to make the investigative process more accessible to individuals with disabilities. But when we're talking about the accessibility of language like you're talking about, I think we have a lot more work to do.
Zach Taylor:
You can try to do everything, you could try to prioritize the best you can, but there is so much language and documentation associated with higher education that it is just so difficult to simplify and translate everything. It's new. Is there anything else you want to tack on?
Myra Barrera:
Another aspect that Title IX should consider is third-party testing proctors. For example, with many online courses, universities are hiring third-party exam proctors so that students can take exams under supervision. That raises the question of what happens if something were to occur in that space? Sometimes the proctors are even located in other countries. It leads us to ask, what should we do in those situations? And would a third-party company even know to report such an incident to a university? We are also witnessing a significant increase in dual enrollment, where high school students earn credits concurrently through high school and college. Consequently, there is a rise in minors taking college courses. We need to consider what actions to take in those cases when a minor is involved in a Title IX issue, whether as a complainant or respondent. Do the same rules apply? I am aware that once a student becomes a college student, regardless of their age, FERPA still applies. As someone who has also worked in K-12 education, I should mention the importance of involving students, parents, and guardians. So, in the case of a minor who is also a college student and protected by FERPA, if a parent or guardian seeks more information about their child's safety or wishes to pursue criminal charges outside of the Title IX office, where do we draw the line?
Zach Taylor:
Yes, that is something we actually wrote about a little bit. In Texas, there are arguably more stringent requirements with Senate Bill 212. So that's something we didn't even discuss, but maybe we can touch upon it. Yeah, I mean, there are different state levels, laws, bills, and statutes that govern some of these matters, and essentially, anyone who falls under the purview of Title IX is anybody with a reason to be on a college campus, anybody. And that is a pretty broad definition. Let's say a student and one of their parents or guardians is on a college tour, and the tour guide, who might be a first or second-year undergraduate student, a 19 or 20-year-old person, overhears something that might be sexually abusive between the parent, guardian, and the child or whoever they are supervising. Not only is it mandatory to report, so if you hear or see something, you must say something. Otherwise, if you are a professional staff or faculty, you could lose your job and face sanctions. For students, there may not be that level of punishment for not reporting, but there will still be significant consequences. Just being on a college campus for a tour, you don't even have to be an enrolled student. Title IX pertains to many different stakeholders who have a reason to be on a college campus, and Senate Bill 212 in Texas is much more stringent. So you can see how difficult it would be to navigate. Especially considering that many community colleges have adjunct lecturers and professors who mainly teach for one semester, so they may not be familiar with the institution and its processes. They may be overseeing a dual enrollment class with minors and non-traditional adult students. You could have a 60-year-old and a 16-year-old in the same class, taught by someone who is only contracted to work there for three months, and they are a mandatory reporter in that space. How complicated is that?
Myra Barrera:
Also think about how many summer camps that universities host.
Zach Taylor:
Oh my gosh.
Myra Barrera:
Yes, and so we're talking about elementary students. We're talking literally K through 12. So it's just a can of worms.
There are several silver linings when it comes to Title IX offices and the opportunities that they are presented with. First of all, our Title IX Office has made meaningful partnerships with community-based organizations so that students have the choice to benefit from resources both on and off campus. Some students may not feel comfortable going to the counseling center on campus, so having the opportunity to seek out resources elsewhere within the community, with organizations that we have closely partnered with and understand their services, is hugely beneficial. Essentially, it doubles the amount of resources available to students.
A positive trend that I am seeing in Title IX is the incoming freshmen's knowledge of sexual violence prevention and safety. Students are now receiving more information in K-12 education, to the point where I can tell you that in elementary schools, students are already learning about consent. This is something that is taught throughout their entire education. I truly admire Generation Z because of their willingness to learn more about being equitable among their peers, their eagerness to learn new vocabulary and terminology that can help develop their emotional intelligence. Now, students are coming in with much more knowledge than even 10 years ago, thanks to the support from K-12 education. They are learning about consent from a very early age, starting from kindergarten. Of course, the messaging evolves as they reach high school and attend health classes, but I have found that a significant portion of Generation Z's knowledge about sexual violence prevention and safety comes from their own interest and research about these issues, rather than solely relying on what they learn in school. I find this to be really promising.
When I'm tabling and engaging with students, and we spin the wheel and they have to answer a question related to training, I can't tell you how many times I hear students say, "Oh, that's easy!" and then they answer it correctly. These questions may not necessarily be common knowledge, so it's inspiring to see that the future is bright. Over the past 50 years and through Title IX, we have made incredible progress. While there are certainly areas for improvement, it is evident that students are coming in with more knowledge than ever before and are more willing to learn about Title IX. They also approach these issues with a level of maturity, engaging in discussions more seriously.
