The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 98

Robert Longwell-Grice • Kathleen Kerr

. . . the study found that several
RAs changed their metaphor
when they realized that it did
not match the position.

match the position. This happened primarily
with RAs who were seen by either themselves
or their supervisor as being unsuccessful in
the position.
Four RAs (Matt, Arthur, Jake, and Sue)
changed their metaphor entirely: Matt from
Counselor to Role Model, Arthur from Counselor to Activities Coordinator, Jake from Social
Worker to Signpost, and Sue from Teacher to Activities Coordinator and Counselor. Sue was seen
as unsuccessful by both herself and her supervisor, while Arthur and Jake were considered
mixed (successful in some areas of the job but
unsuccessful in others) by their supervisor.
Like Matt, who seemed to have some resentment towards his residents over their
failure to realize their need to be counseled,
Sue also felt that the failure of the metaphor
match was partly the fault of her residents:
I would probably move activities coordinator
up because that is something you do for
everyone. That is what I was wasting all my
time doing. Not wasting my time. That was
what I was spending my time on. Then I
would put counselor. But I think everybody
wanted to figure things out for themselves.
Not everyone always needed to be counseled.
Although Sue corrected herself when she
talked about wasting her time on activities, it is
clear that it was not something she wanted to
98

do. Sue’s initial metaphor (Teacher) was more
closely aligned to Counselor (the new metaphor), but her residents did not respond in the
way she was hoping they would, leaving her
feeling dissatisfied with the position.
Three RAs (Joyce, Mabel, and Calvin)
kept their original metaphor but chose to add
another one. Joyce and Mabel both added Counselor to their initial selection of Activities Coordinator. Joyce also added Cop—the only person
in the study to mention this metaphor at all.
Calvin added Teacher and Compact Disk/CD to
his Handbook metaphor. Of these three, two
(Calvin and Mabel) were considered successful,
while one (Joyce) was considered by her supervisor as mixed. Here are Joyce’s thoughts about
her change in metaphor selection:
I don’t know that there’s a word that
describes the job. I don’t think there’s an
actual word. I’m the RA but you don’t have to
treat me like an RA. I’m a student too. I want
them to listen to me but not to run over me.
Sometimes I’m an activities coordinator; then
a counselor in some situations. Sometimes
when I am on duty I feel like I am a cop.
Joyce’s analysis seems to mirror the statement that “RAs wear many hats.”

DISCUSSION
Three of the six RAs considered to be successful (Connor, Mary, and Sally) did not change
their metaphor at all during the study. It could
be argued that those who kept their original
metaphors had a correct idea of what the job
would entail and thus were better prepared for
the position. By contrast, all the RAs who were
mixed or unsuccessful altered their metaphor
entirely or in part, which is an indication that
they did not have an accurate perception of the

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING



The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1

The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1
Volume 39, No. 2 Table of Contents
Letter from the Editor
Factors That Play a Role in First-Year Students’ On-Campus Housing Decisions
Influence of Academically Based Living-Learning Communities on Men’s Awareness of and Appreciation for Diversity
Using the Theory of Planned Behavior to Predict Resident Assistants’ Intention to Refer Students to Counseling
Parental Notification of Alcohol or Drug-Related Violations: Parents’ Perceptions and Reactions to the Practice
Counselor, Teacher, Role Model, Cop: Understanding RA Satisfaction Through the Use of Metaphor
Living and Learning in College
The Past, Present, and Future of Residential Colleges: Looking Back at S. Stewart Gordon’s “Living and Learning in College”
The Journal of College and University Student Housing Volume 40, No. 1 – Addressing the Needs of Residential City University, Students with Disabilities Theme Issue
Volume 40, No. 1 Table of Contents
Introduction - Addressing the Needs of Residential Students with Disabilities
Service, Comfort, or Emotional Support? The Evolution of Disability Law and Campus Housing
Implementing Universal Design: A Collaborative Approach to Designing Campus Housing
Supporting Students with Severe Physical Disabilities: The Illinois Model
College Students with Intellectual Disabilities: How Are They Faring?
A Collaborative Support Model for Students on the Autism Spectrum in College and University Housing
When Community and Conduct Collide: Residents with Invisible Disabilities and the Student Conduct Process
The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Using the Theory of Planned Behavior to Predict Resident Assistants’ Intention to Refer Students to Counseling
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Parental Notification of Alcohol or Drug-Related Violations: Parents’ Perceptions and Reactions to the Practice
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Living and Learning in College
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Past, Present, and Future of Residential Colleges: Looking Back at S. Stewart Gordon’s “Living and Learning in College”
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Journal of College and University Student Housing Volume 40, No. 1 – Addressing the Needs of Residential City University, Students with Disabilities Theme Issue
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Volume 40, No. 1 Table of Contents
The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Introduction - Addressing the Needs of Residential Students with Disabilities
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Service, Comfort, or Emotional Support? The Evolution of Disability Law and Campus Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Implementing Universal Design: A Collaborative Approach to Designing Campus Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Supporting Students with Severe Physical Disabilities: The Illinois Model
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - College Students with Intellectual Disabilities: How Are They Faring?
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - A Collaborative Support Model for Students on the Autism Spectrum in College and University Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - When Community and Conduct Collide: Residents with Invisible Disabilities and the Student Conduct Process
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