The Journal of College and University Student Housing - Volume 43, No. 2 - 30

James C. Stoner * Yi Zhang

Mattering has been used as a theoretical
construct in the college and university setting
(Schlossberg, 1989), and was identified as
an important factor that enhances students'
sense of belonging, which helps them succeed
(Wolf-Wendel & Ruel, 1999); however, little
attention has been given specifically to the
perceived sense of mattering among RAs.
Therefore, the purpose of this study was to investigate RAs' perceptions of mattering based
on their working environment. Specifically, we
examined RAs' perceptions of mattering as it
related to their placement (residence halls vs.
apartments), their individual community size
(the number of residents for whom they are directly responsible), and the overall size of their
area (total residence hall or apartment complex
student population). Obtaining a more comprehensive understanding of the feeling of
mattering experienced by RAs within their
residential positions will ultimately lead to
higher engagement levels (Schlossberg, 1989)
and student retention rates (Astin, 1984;
Chickering & Reisser, 1993). Furthermore,
staff members who experience higher levels
of mattering are retained longer (ArmstrongStassen & Schlosser, 2011). Therefore, the findings of this study have important implications
for staff supervision, training, and community
planning.

THE IMPORTANCE OF RESIDENT
ASSISTANTS
With a multitude of responsibilities, the RA position is one of the most comprehensive roles
across student affairs divisions in colleges
and universities (Russell, Allen, & Wircenski,
2001). The RA position typically reflects what
housing departments and higher education

Obtaining a more comprehensive
understanding of the feeling of
mattering experienced by RAs
within their residential positions
will ultimately lead to higher
engagement levels and student
retention rates.

institutions deem to be important (Johnson &
Young-Shin, 2006; Roussel & Elleven, 2009).
Although the role of the RA has expanded
and become more complex in recent years
(Jaeger & Caison, 2006), the basic premise
of the RA position "is to positively influence
the development of students" (Denzine & Anderson, 1999, p. 247). Two of the five basic
components of the RA position identified by
Blimling (1998) are being an administrator
and a student, while the other three components are most relevant to the direct relationships formed between RAs and their residents:
being a role model, counselor, and teacher.
RAs carry a wide variety of responsibilities
within their community since they are normally the first resource residents look to for assistance with issues they face in college (Johnson
& Thompson, 2011). RAs create involvement
opportunities for residents based on the observed "needs and expectations for participation" (Arboleda, Wang, Shelley, & Whalen,
2003, p. 520). Facilitating a sense of community, RAs have important influence over student
development with regard to an overall sense
of community and friendships (Arboleda et

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING

The Journal of College and University Student Housing - Volume 43, No. 2

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