Most American college campuses employ conduct officers to hold students accountable for violating university policies. The inherent judicial authority in this role makes this position unique and presents challenges for women conduct officers. The purpose of this study was to explore the experiences of conduct officers, and to understand if gender played a role in those experiences. The author sent a pilot-tested survey with two open-ended response questions to domestic members of the Association for Student Conduct Administrators (ASCA), the international professional organization for conduct officers. Participants were 192 women and 136 men. Three theories informed the survey: Gendered Organizations, Gender Performativity Theory, and Role Incongruity Theory. A principal component analysis (PCA) was used to condense the components in the survey, which produced seven variables: (1) Expectations, (2) Positive Performativity, (3) Negative Performativity, (4) Positive Interactions, (5) Negative Interactions, (6) Backlash, and (7) Avoiding Backlash. Multiple Linear Regression models were utilized to determine relationships between these seven components and independent variables: gender, race, level of education, years of service, full- or part-time status, and institution type. The models showed that gender was significant for Backlash, Avoiding Backlash, and Negative Interactions, with women having higher levels of all three than men. Value, structural, and pattern coding were three methods used to analyze the open-ended questions. Women reported experiencing openness, trust, empathy, a positive mother figure status, and communication as benefits of their gender. Women reported experiencing challenges related to their gender in authority, decisions, and competence, as well as manipulation, cultural challenges, and campus partner experiences. The results showed that men experienced benefits related to their gender such as holding inherent authority, being unchallenged, receiving respect, and experiencing comfort and had challenges such as Title IX-related issues, strictness, and difficulties with students. This research has implications for policy and practice including the recruitment, training, and self-care of all conduct officers. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]