Exploring the Need for Additional Title IX Education and Training

This quantitative study explores the differences between students, faculty, and staff about the need for additional Title IX education and training at a community college in Southeastern Connecticut from the four-level construct of the Social-Ecological Model of sexual misconduct prevention. This paper analyzed the existing literature on sexual misconduct education and training across higher education institutions, specifically related to community colleges nationwide. The literature was limited, related to community colleges. The data analysis explored the differences between students, faculty, and staff’s gender, sexual orientation, and college status about the need for additional Title IX education and training using archival data from a quantitative Campus Climate Survey administered in the Spring 2022 semester. One-way ANOVA’s and chi-square tests explored the differences between students, faculty, and staff responses about how well the college addresses Title IX reports, how likely an individual is to seek help from the college, how well the college responds to Title IX, knowledge about Title IX college procedures, and the need for additional Title IX education and training. The Title IX assessment invited 2,939 students, faculty, and staff, which received responses from 210 students and 100 employees. Responses provided a better understanding about Title IX education and training related to the Social-Ecological Model from the individual, relationship, community, and societal levels