CHANGE AGENTS IN A MULTICULTURAL WORLD: A COMPARATIVE STUDY OF CULTURAL COMPETENCE TRAINING FOR TITLE IX COORDINATORS

Abstract

With our increasingly diverse college communities, the impact of racial and gender-based sexuality stereotypes and stigmas in decision-making, and societal perceptions regarding Title IX-related issues, it is an opportune time for higher education to explore the cultural competence of Title IX Coordinators. This study aims to address ways in which three cultural competence training programs converge and diverge on various dynamic aspects, advance the cultural competence for Title IX Coordinators, and impact the evolution of professional development. Method triangulation was used in this qualitative study to support data collection through semi-structured interviews, supporting documentation, and observation. The findings revealed that the COVID-19 pandemic, in addition to racial and social justice cases and movements in 2020, informed the development, implementation, evaluation, and evolution of the organizations’ cultural competence training. Additionally, study participants expressed the importance of utilizing formalized processes to guide their processes, inclusive of equity-driven data, internal reviews, support from partnering organizations, and integration of technology and virtual learning. Recommendations included devising a benchmarking strategy to examine other training organizations’ metrics and performance indicators, incorporating strategic planning measures to support long-term direction, reinforcing Title IX Coordinators’ learning experiences beyond the training, and investigating the long-term impact of training.