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Investigating Title IX: An Interview With Rebecca Largent
Amy Peterson
Northern Arizona University

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I know unequivocally that I want to work with students of concern within the field of
Student Affairs. However, there are various ways to work with this specific student population--
yet I remain uncertain which path is right for me. After considering the different roles I could
probe into, I decided to talk to Northern Arizona University’s (NAU) Title IX Investigator,
Rebecca Largent, about her position and ability to work with students of concern. As her title
suggests, Rebecca explained to me that her main role is to investigate. Specifically, she looks
into situations of gender/sexual violence that are reported by students. These situations can
include sexual misconduct, dating domestic violence, stalking, voyeurism, and more. When a
student reports to the university that they have been a victim in one of these events, they have the
option to file a complaint under the Student Code of Conduct and thus initiate an investigation.
Here at NAU, we use a dual investigation model: 2 trained staff members conduct the
investigations. At the moment Rebecca is the only Title IX investigator and is consequently
assisted by other professional members within the Office of Student Life. However the Office of
Student Life is currently on the search to hire another investigator to assist Rebecca full time.
I have a personal interest in learning more about Title IX and Rebecca’s position not only
because it involves working with students of concern, but also due to the fact that I have seen
violence expressed against the women I am closest to in my life. Rebecca was additionally
inspiring to me as I saw many parallels in her personality to my own. When asked what drives
her, she responded with “a passion for working with students and crises” (R. Largent, personal
interview, September 9, 2016). This was groundbreaking because it was the first time since
entering Student Affairs that a professional said they were motivated by the same causes as
myself. It’s never been easy to explain that I truly want to respond to crises. Most are off-put by
the idea, some chuckle, and a few fail to fully recognize what I am saying is a passion. Even in

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this regard Rebecca has been relatable. “Isn’t that hard, how can you listen to that? I can never
do your job,” are quotes that Rebecca quickly quips out when asked how people react to her job.
For Rebecca, many are either fascinated or astonished with her position. “Did you kick anybody
out?” is a common first question she faces. Additionally, those in law enforcement sometimes
question why her position exists because she’s not an officer. Rebecca told me, “The explanation
I try to avoid but seems to get accepted most often is explaining I am required by the federal
government to investigate. However, that’s not why I do my job.” I have always felt strange for
saying students of concern has been a functional area I am passionate about because it is an
intense and stressful demographic to work with. Yet hearing Rebecca casually explain how
others commonly misunderstand her motivations outside her field was extremely validating. She
summarized our experiences in one simple sentence: “Until they work with students outside of
student service, they won’t get it.”
However, I recognize I may struggle with maintaining the required neutrality that is
essential from investigators after talking to Rebecca about what her job looks like during a case.
For example, Rebecca meets with both the complainant (the victim) and the respondent (the
accused) and other witnesses to gather information to piece together what occurred. Rebecca
emphasized to me that her entire role is to remain neutral and focused on fact finding. One part
of her job includes meeting with complainants and providing info about support systems on
campus such as: the on-campus advocate, the Student Legal Counsel Office, info on how to
move residence halls, assistance in rearranging classes or sending out memos, confirming
withdrawals, etc. All of this information about providing support seemed like standard protocol I
was familiar with as a former Resident Assistant. However, what I failed to recognize was how
the same exact services can apply to respondents. Rebecca emphasized that complainants are not

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the only students who need aid through the process—those who are accused may need support as
well. Though it seems blatantly obvious now, I learned in that moment to continue looking at
both parties involved as students in need and not to narrow my focus on complainants.
As an empathetic person with ties to men performing violence against women, I am
aware that I have a bias in cases where women are accusing others harming them—especially
males. As I mulled my bias over, I began to question if my empathy would be a hindrance should
I pursue a Title IX career. Yet just as my snowballing self-doubt started to gain traction, Rebecca
conveniently told me that empathy is a requirement in her position. In fact she believes that there
are three key things to being successful as an investigator: a high sense of compassion, empathy,
and a desire to work with students. She added on that one would probably require some sense of
investigation and analytical skills, but the previously listed traits take precedence. She told me
that these qualities are necessary, as you have to ask difficult questions that may never get fully
answered. But if you ask enough questions, you gain enough information to create a picture. She
told me that one needs to brace themself when diving into sexual experiences with college
students because tough questions such as “where did someone penetrate you? With what part of
their body?” will need to be asked. Yet conducting with enough compassion that you remain
sensitive to their situation is where the fine line exists.
Another aspect to Rebecca’s job that I foresee being difficult is the fact a Title IX
investigation is not a criminal investigation. Since I have seen violence against women and am
aware that most cases go unreported, I am a passionate advocator for reporting to law
enforcement. Though I know some cases will be dismissed, I believe that consistent reporting
can eventually escalate into preventative or legal action. In my version of an ideal world,
perpetrators of violence will always be turned into the police and victims always gain their

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justice through the system. However, if I were to be a Title IX investigator I need to accept that
complainants do not always want to press legal charges, and also accept that the two
investigations conducted between the university and the police are wholly separate and
independent of one another’s findings. Rebecca explained the nuances of the process and
clarified that we don’t share information gained from our investigations with law enforcement.
Yet we can see and request the information that they found because their information is public
information. Many times the information is shared with the university such as police reports, but
it is simply included in our investigation and a court’s decision should not sway our decision
(and vice versa). For example, if someone was found guilty, an institution does not automatically
find them responsible as well. Instead we focus on examining what information was used in the
criminal process that aided in the court’s decision and possibly include their findings in the
campus investigation.
One stark and relevant example of this that comes to my mind is the People v. Turner
case. The general public is aware that there was serious injustice in Turner being sentenced only
six months confinement for the sexual assault of an unconscious woman. However, many
overlook the fact his university, Stanford, reacted to the highest degree an institution can towards
a student and banned/expelled him from campus. Yet Judge Persky did not reinforce the harsh
penalties given by Stanford. Is there a reason why Stanford acted to the highest degree when
Judge Persky failed to? Though theories and criticism towards Persk’s decision could fill novels,
explaining Stanford’s response is a bit simpler. As a university, our burden of proof is different
than the criminal justice system. The criminal justice system relies on “without a reasonable
doubt,” whereas our is “more likely than not.” This may mean that a university finds someone
responsible and consequently affects their student status, but respondents may be found not

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guilty in a court of law. Yet once a student is found to be responsible in a Title IX investigation,
the precedence is clear: suspension or expulsion is nearly always guaranteed.
By the end of my interview I had a range of emotions. I was excited to have learned
about the position and finding a relatable figure in Rebecca. I carried heavy self-doubt for if I
could be unbiased with a respondent that requires support. I remain supremely anxious at the
idea that one day I could be involved with an investigation that leads to the verdict of “no
findings for responsibility” when I am emotionally invested to believe the opposite. Do I want to
pursue a Title IX career? As I ask myself this question I am reminded of Rebecca’s humble
answer to what was most satisfying part of her job—keeping the campus safe. Rebecca believes
in the process and says, “if there is enough evidence to remove someone from campus, I feel
comfortable believing NAU campus is a little safer for that.” Rebecca’s job is not to be an officer
in a court of law or help one person more over another. Instead she focuses on being able to put
students at ease by saying “here’s what we can do. What do you want us to do? And no matter
your decision, we will have resources for you.” Rebecca says she “gets enough” from this.
Though it may be difficult for me, I am not writing off the possibility that I might too.

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References
Largnt, R. (2016, September 9). Student Affairs Personal Interview [In Person Interview].
Interview Protocol
1. What do your responsibilities include? What kinds of problems do you deal with?
2. What does a typical day look like? Or what is the largest percent of your time dedicated
to?
3. Why did this type of work interest you, and how did you get started?
4. How did you get your job? What jobs and experiences have led you to your present
position?
5. What particular skills or talents are most essential to be effective in your job?
a. How did you learn these skills?
6. Does your work relate to any experiences or studies you had in college?
7. What part of this job do you personally find most satisfying? Most challenging or
frustrating?
8. What do you like and not like about working in this field?
9. What motivates you to do this work?
10. What things did you do before you entered this occupation?
11. What are some tools/technology/resources that you learned to use within your job? For
example, I know we use Advocate.
12. What areas within your field are advancing or need improvement here at NAU?
13. What does career advancement look like for this position? For example, if your job
progresses as you like, what would be the next step in your career?
a. What is the average length of time for an employee to stay in the job you hold?
b. Why do people leave your field of work?
14. Who would you say has been the most help in your career? How did they help you?
15. What professional journals and organizations should I be aware of?
a. Are there experts or important people who work in your field I should be aware
of?
16. Is there anything else you think I need to know?