{"id":{"repo_id":"houston","oai_identifier":"oai:uh-ir.tdl.org:10657/19503"},"canonical_url":"https://search.dev.ndltd.org/etd/houston/oai:uh-ir.tdl.org:10657/19503","repository":{"repo_id":"houston","name":"University of Houston","base_url":"https://uh-ir.tdl.org/server/oai/request"},"display":{"title":"Upholding Gender Equity: Title IX Coordinators' Experiences Supporting Pregnant and Parenting Postsecondary Students","abstract":"Background: This study employs narrative inquiry and the Contexts for College Change framework to explore the experiences of Title IX coordinators (TIXCs) at fouryear public U.S. institutions in supporting pregnant and parenting students (PPS). Purpose: While Title IX mandates protections, accommodations, and institutional support for PPS, implementation varies. Prior research identified macro-level institutional factors influencing PPS support such as enrollment size and U.S. region, but little is known about the micro-level experiences of administrators working directly with PPS. Methods: I conducted seven semi-structured interviews with TIXCs from four distinct types of four-year public institutions. I analyzed the data thematically and presented findings through vignettes and cross-narrative themes. Results: TIXCs perceive their role in PPS support as advocacy for students, institutional compliance, and defending educational rights. Their approaches are shaped by implicit and explicit factors within four contexts of college change: campus, higher education, external stakeholders, and society. Seven key themes emerged: (1) PPS awareness shaped by personal experience, (2) identity-driven motivation and approaches, (3) support, (4) campus norms, (5) resource availability, (6) policy challenges, and (7) emotional strain. Conclusion: The findings illuminate the complexities of TIXCs’ experiences in supporting PPS. Positioned at the intersection of policy and practice, TIXCs are pivotal in advocating for PPS rights and advancing gender equity in education. These insights offer valuable guidance for strengthening institutional practices that promote PPS retention and degree completion.","abstract_html":"Background: This study employs narrative inquiry and the Contexts for College Change framework to explore the experiences of Title IX coordinators (TIXCs) at fouryear public U.S. institutions in supporting pregnant and parenting students (PPS). Purpose: While Title IX mandates protections, accommodations, and institutional support for PPS, implementation varies. Prior research identified macro-level institutional factors influencing PPS support such as enrollment size and U.S. region, but little is known about the micro-level experiences of administrators working directly with PPS. Methods: I conducted seven semi-structured interviews with TIXCs from four distinct types of four-year public institutions. I analyzed the data thematically and presented findings through vignettes and cross-narrative themes. Results: TIXCs perceive their role in PPS support as advocacy for students, institutional compliance, and defending educational rights. Their approaches are shaped by implicit and explicit factors within four contexts of college change: campus, higher education, external stakeholders, and society. Seven key themes emerged: (1) PPS awareness shaped by personal experience, (2) identity-driven motivation and approaches, (3) support, (4) campus norms, (5) resource availability, (6) policy challenges, and (7) emotional strain. Conclusion: The findings illuminate the complexities of TIXCs’ experiences in supporting PPS. Positioned at the intersection of policy and practice, TIXCs are pivotal in advocating for PPS rights and advancing gender equity in education. These insights offer valuable guidance for strengthening institutional practices that promote PPS retention and degree completion.","abstract_has_math":false,"creators":["Rhea, Lori D. 1968-"],"institution":"University of Houston","degree_name":"Doctor of Philosophy","degree_level":null,"degree_discipline":"Higher Education Leadership and Policy Studies","degree_department":null,"school":null,"contributors":[],"advisors":["Louis, Dave A.","Rangel, Virginia Snodgrass"],"committee_chairs":[],"committee_members":["Hernandez, Pamela","Day, Susan X","Katz, Sheila"],"year":2025,"date_issued":"2025-05","date_published":"2025-05","updated_at":"2026-07-24T02:33:06Z","subjects":["Educational leadership"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10657/19503","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Louis, Dave A.","Rangel, Virginia Snodgrass"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Hernandez, Pamela","Day, Susan X","Katz, Sheila"]},{"key":"dc:creator","label":"Author","values":["Rhea, Lori D. 1968-"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2025-06-20T20:28:01Z"]},{"key":"dc:date.issued","label":"Date","values":["2025-05"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Higher Education Leadership and Policy Studies"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Houston"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Educational leadership"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["English"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10657/19503"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Background: This study employs narrative inquiry and the Contexts for College Change framework to explore the experiences of Title IX coordinators (TIXCs) at fouryear public U.S. institutions in supporting pregnant and parenting students (PPS). Purpose: While Title IX mandates protections, accommodations, and institutional support for PPS, implementation varies. Prior research identified macro-level institutional factors influencing PPS support such as enrollment size and U.S. region, but little is known about the micro-level experiences of administrators working directly with PPS. Methods: I conducted seven semi-structured interviews with TIXCs from four distinct types of four-year public institutions. I analyzed the data thematically and presented findings through vignettes and cross-narrative themes. Results: TIXCs perceive their role in PPS support as advocacy for students, institutional compliance, and defending educational rights. Their approaches are shaped by implicit and explicit factors within four contexts of college change: campus, higher education, external stakeholders, and society. Seven key themes emerged: (1) PPS awareness shaped by personal experience, (2) identity-driven motivation and approaches, (3) support, (4) campus norms, (5) resource availability, (6) policy challenges, and (7) emotional strain. Conclusion: The findings illuminate the complexities of TIXCs’ experiences in supporting PPS. Positioned at the intersection of policy and practice, TIXCs are pivotal in advocating for PPS rights and advancing gender equity in education. These insights offer valuable guidance for strengthening institutional practices that promote PPS retention and degree completion."]},{"key":"dc:format.mimetype","label":"Dc Format Mimetype","values":["application/pdf"]},{"key":"dc:title","label":"Title","values":["Upholding Gender Equity: Title IX Coordinators' Experiences Supporting Pregnant and Parenting Postsecondary Students"]}]}],"canonical_facts":{"dc:contributor.advisor":["Louis, Dave A.","Rangel, Virginia Snodgrass"],"dc:contributor.committeemember":["Hernandez, Pamela","Day, Susan X","Katz, Sheila"],"dc:creator":["Rhea, Lori D. 1968-"],"dc:date.accessioned":["2025-06-20T20:28:01Z"],"dc:date.issued":["2025-05"],"dc:description.abstract":["Background: This study employs narrative inquiry and the Contexts for College Change framework to explore the experiences of Title IX coordinators (TIXCs) at fouryear public U.S. institutions in supporting pregnant and parenting students (PPS). Purpose: While Title IX mandates protections, accommodations, and institutional support for PPS, implementation varies. Prior research identified macro-level institutional factors influencing PPS support such as enrollment size and U.S. region, but little is known about the micro-level experiences of administrators working directly with PPS. Methods: I conducted seven semi-structured interviews with TIXCs from four distinct types of four-year public institutions. I analyzed the data thematically and presented findings through vignettes and cross-narrative themes. Results: TIXCs perceive their role in PPS support as advocacy for students, institutional compliance, and defending educational rights. Their approaches are shaped by implicit and explicit factors within four contexts of college change: campus, higher education, external stakeholders, and society. Seven key themes emerged: (1) PPS awareness shaped by personal experience, (2) identity-driven motivation and approaches, (3) support, (4) campus norms, (5) resource availability, (6) policy challenges, and (7) emotional strain. Conclusion: The findings illuminate the complexities of TIXCs’ experiences in supporting PPS. Positioned at the intersection of policy and practice, TIXCs are pivotal in advocating for PPS rights and advancing gender equity in education. These insights offer valuable guidance for strengthening institutional practices that promote PPS retention and degree completion."],"dc:format.mimetype":["application/pdf"],"dc:identifier.uri":["https://hdl.handle.net/10657/19503"],"dc:language.iso":["English"],"dc:subject":["Educational leadership"],"dc:title":["Upholding Gender Equity: Title IX Coordinators' Experiences Supporting Pregnant and Parenting Postsecondary Students"],"dc:type":["Thesis"],"thesis:degree_discipline":["Higher Education Leadership and Policy Studies"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["University of Houston"]},"updated_at":"2026-07-24T02:33:06Z"}