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problems. Our study is the first to apply The interview subjects for this study outreach educators, policy trainers, staff
a legal mobilization framework to Title come from a variety of organiza- attorneys, civil litigators, and policy
IX activism. tions. Some work for national policy advocates. Outreach educators con-
advocacy groups, which shape policy duct training for students to help them
Methods surrounding sexual violence on a recognize and address sexual violence.
This study relies on in-depth interviews large scale. There are also organiza- Policy trainers take on advisory roles
with activists confronting campus tions that provide legal assistance to for universities, assisting when craft-
sexual violence and with university victims of sexual violence by helping ing policies, and providing training
administrators, such as Title IX coor- victims find legal services, providing for coordinators and administrators
dinators, who ensure compliance with legal representation to students, and on how to comply with Title IX. Staff
Title IX. In this article, we focus on the advising universities on their policies. attorneys provide legal representa-
results from interviews with activists In addition, many current and former tion for student survivors as they move
only. We have interviewed 22 activists college students have formed organiza- through their campus’s procedures.
from a variety of locations and inter- tions that educate others about sexual Civil litigators use lawsuits to shape
views are ongoing. violence and raise awareness about the the contours of the law. Finally, policy
advocates push legislative solutions
that they believe will induce change;
Title IX has been known as a law this advocacy occurs at both the state
and federal level. Our analysis includes
affecting university sports. The responses from activists from each of
these categories.
law, which bars sex discrimination Preliminary Results

in educational settings, requires Within our interviews we found key
themes that were immediately evident.
equal treatment in educational First, we identified a set of goals among

the activists we interviewed. These
opportunities. A series of lawsuits goals were: 1) advocacy for survivors 2)
gave rise to the idea that Title empowering students with education
around sexual assault and 3) tackling
IX required something more. the cultural roots of sexual violence.
Three or more interview subjects men-
Beginning with cases like Mullins tioned each of these goals, and none
presented these goals as in tension with
v. Pine Manor (1982), courts held the possible goals of other organiza-
tions. We believe that these three goals
that universities had obligations to represent activist goals generally across
the movement.
keep students safe on campus. The first goal we identify in our

interviews is advocacy for survivors.
Advocacy for survivors means meeting
Our interviews range from 30 minutes survivors where they are and helping
in length to an hour and a half. While requirements of Title IX. To protect them through the process. Alicia, a staff
all interview subjects are asked the same the privacy of our interviewees, we use attorney, says that “justice” may look
questions about activism, in-depth pseudonyms for individuals throughout very different from institutional or soci-
interviewing allows the subject to offer this paper. etal expectations for victims. She states,
information beyond the confines of our Interview subjects were also from “my Title IX clients have had
predetermined questions. We analyze a variety of occupational positions. concerns about, I don’t want him
interviews for patterns in responses, The activist community surround- to necessarily be punished or put
tracking the contours of how activists ing Title IX comprises many occupa- in jail. I just want justice for what
articulate their goals, concerns, and tions, from national policy advocates happened. I just don’t feel safe at
experiences with Title IX. to staff attorneys. Our subjects include
school anymore. I want him to

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