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policies. Many students are now focus on student empowerment, nearly who had previously worked in criminal
receiving training about sexual assault every interview subject mentioned the defense noted that she felt stronger due
and harassment during college orienta- need to understand how to best reach process protections beyond the already-
tion sessions. However, activists argued marginalized populations. existing equity requirement would be
that this was far too late to change beneficial to all students.
students’ attitudes about sexual vio- Conclusion and Future
lence. Liz, a policy advocate, noted that Directions Finally, we are planning to investigate
they are focusing on “working with While much of this paper detailed the further how both activists and coor-
dinators view motivations for institu-
younger kids in the K-12 environment” goals of activists working to confront tional changes. What are the proverbial
because this group was more likely to campus sexual violence, our interviews “carrots” and “sticks” that make uni-
be affected by prevention workshops. revealed a much richer picture about versities change their practices on cam-
Another outreach educator had devoted the concerns, frustrations, and limita- pus around prevention and response?
several years to prevention workshops tions activists faced. Many activists Moreover, we hope to uncover how
for young people of color for similar found themselves working with student effective those changes are when they
reasons—she believed that prevention clients in situations that Title IX was do happen, from the perspective of
must begin before students arrive on not drafted to address. For example, those involved in their implementation,
college campuses. a staff attorney noted that Title IX and from the perspective of those on

Attention to the cultural sources of guidance documents have not offered the outside, looking in, and demanding
sexual violence is especially important instructions that address retaliatory meaningful change.
for activists working with marginalized complaints against student survivors.
communities. Marginalized students Other activists noted that even the
are impacted by sexual violence in best, most thorough policy could still
unique ways, and cultural norms or be implemented by an incompetent
stigmas often leave their voices out of administrator. Still others felt that cam-
the conversation about sexual violence pus policies veered too much toward
on campus. Several activists discussed the language and process of the crimi-
their organization’s goals in tackling nal justice system. In future work, we
the cultural stigmas around marginal- will analyze interview responses that
ized students. Shannon, the director speak to the limits of the law and activ-
of a legal aid project, noted that she ists’ difficulties in using it to address Jamie Huff is Assistant Professor in the
hears from survivors: “I’m undocu- campus sexual violence. Department of Criminal Justice.
mented. I’m LGBTQ, I’m not out, or In addition to discussing the perceived
I’m in an older Christian conservative limits of Title IX, our future work will
school and I can’t be out, or my family also explore how activists and Title IX
doesn’t know. I will be shunned. I’m an coordinators view the issue of due pro-
immigrant who cannot return home cess. Our interview subjects expressed
because I’ve been assaulted. There’s just divergent views on the issue of due
a million identities and policies need to process in Title IX procedures. Most
reflect the communities that are going responded that Title IX includes a suffi-
to be frankly, the most vulnerable.” cient equity requirement for the inves-

Concerns about marginalized students tigation and hearing process. Further,
were at the forefront for many inter- many activists perceived critiques Sarah Cote Hampson is Assistant Professor
viewees. The increasing diversity of surrounding Title IX and due process in the School of Politics, Philosophy and
younger generations means that activ- to be intentional misunderstandings Public Affairs, University of Washington
ists are working with a student popula- of the law. Though most activists felt at Tacoma.
tion diverse in terms of race, sexuality, that Title IX procedures were fair to
gender identity, class status, and immi- all students involved, some did men-
gration status. In keeping with activists’ tion concerns about unfair treatment
in campus proceedings. One activist

18 Bridgewater Review