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broad charge to promote inclusion in the residence hall, their job descriptions also stipulated that inclusion assistants must conduct
weekly social rounds. Additionally, they engage in focused educational opportunities on
issues of diversity. One such training was a
day-long event at a nearby Native American
cultural center. Inclusion assistants enjoyed
the experience but felt that it was an " add-on "
to their job and they did not have anything
else " taken off their plates. " Although race
and inclusion are institution-wide issues and
must be addressed across all levels of the
university, inclusion assistants often felt they
were the only ones in their residence halls
undertaking such work. Hall directors, who
are full-time professionals, also experienced
this tension. One noted,
I struggle a little bit to find the balance
between what is my inclusion assistant's
role in this and what is my staff, like the
resident assistants' role on this. Because
my RAs should be working with these
students as well.
With a somewhat ill-defined and broad
charge to promote inclusion in the residence
halls backed by a pedagogy that empowers
them to shape aspects of the position as
they think is best, inclusion assistants felt
that more was expected of them than of the
resident assistants and more delineation between the two roles was needed.
	
Inclusion assistants were keenly aware
of the gravity of their positions. They knew
the cost associated with students continuing
to experience marginalization and the real
prospect that they could make or break their
residents' experiences in the residence hall
and college overall. Inclusion assistants often internalized this deep pressure to reach
every person in their hall. One inclusion assistant stated,

I have 25 in my building that I check on
regularly, and it is tiring to be like their
mother and be the person that they come
to all the time, but then I have to think
about all the people that I don't see. All
the residents on my list who don't go to
events-who probably aren't coming back
here next year because they feel uninvolved.
This inclusion assistant aptly identified the
precarious position of their work: If they
failed in their jobs, this might mean that a
student would not return to school the next
year. Another inclusion assistant continued,
I feel like the world is on my shoulders and
it's my role. And I have fellow staff members who aren't as invested in this work, so
I have to do more, because they need me,
my students need me, this world needs me,
so I've gotta run at 100, because no one
else is doing the work.
This inclusion assistant corroborates the
feelings of being burdened by the expectations placed on them, which are exacerbated
by the perceived lack of investment from other staff. Taken together, these two comments
illustrate the weight of expectations they felt
in connecting to students with underrepresented identities in their residence halls.

Theme 4: Inclusion Assistants Experience
Varying Levels of Support
Although all inclusion assistants had the
same position, they received varying levels of
support, which mediated their experiences.
Inclusion assistants talked about the differences in support they received from their residence hall/residence directors and resident
assistants. Some felt adequately supported in
their role: " I actually feel supported on my
staff. I think my [residence hall director] does

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