Date of Conferral
4-28-2026
Degree
Ph.D.
School
Psychology
Advisor
Artishia Dasher
Abstract
This qualitative phenomenological study examined how North Texas higher education students’ lived experiences with Title IX (TIX) shaped their perceptions of the policy’s fairness, accessibility, and implementation. The study addressed the problem that experiential perspectives of TIX remain underexplored, despite their importance for understanding institutional accountability and student trust. Guided by the social ecological model and organizational justice theory, the research investigated how individual, relational, institutional, and societal factors influenced students’ interpretations of TIX processes. Eight students from North Texas public universities who had direct involvement in a closed TIX case participated in semi‑structured interviews. Data were analyzed using Moustakas’s phenomenological procedures. Findings revealed three central themes: inconsistent communication reduced trust in institutional accountability; identity markers shaped perceptions of fairness and access; and campus climate and interpersonal interactions influenced students’ willingness to engage with TIX processes. These results indicate that both structural and relational barriers affect students’ sense of safety, equity, and institutional responsiveness. The study recommends strengthening communication, enhancing culturally responsive and trauma‑informed practices, and improving procedural consistency across campuses. Implications for positive social change include promoting more equitable, transparent, and student‑centered approaches to TIX implementation within higher education.
Recommended Citation
Chism, Felicia, "Student Perspectives on Title IX Policy Across North Texas College Campuses" (2026). Walden Dissertations and Doctoral Studies. 19881.
https://scholarworks.waldenu.edu/dissertations/19881
