Journal of College & University Student Housing Vol. 47 No. 2 - 92

photos were collectively analyzed and discussed using a photo elicitation technique
(Harper, 2002).

Data Analysis
The combination of participant-created photo journals, focus groups, and interviews emphasized student perspectives and enabled
the research team to examine meanings, perceptions, and the processes of belonging in
which students engaged. After photos were
submitted and interviews and focus groups
were completed, we analyzed data using
coding processes and constant comparative analysis from the analytical tradition of
grounded theory (Strauss & Corbin, 1994).
We organized photographs by shooting
script question and by participant. We then
coded the photographs and analyzed them
for emergent patterns and themes (Collier
& Collier, 1986; Suchar, 1997). This process
involved making several passes through the
photos, taking notes on the content and characteristics of the photos, and assigning one
to three codes to each photo. Comments and
explanations of photographs provided by participants, as well as notes on the interviews
and focus groups, were also coded. We then
identified themes and patterns across all
data sources in order to identify (1) spatial
practices that seemed connected to student
belonging and (2) key spaces that facilitated
and hindered student belonging.
	
All research team members participated in the coding processes. We began by
individually coding a portion of the data
and then collectively discussed our coding
processes and our rationale for selected
codes in order to determine consistency
among codes within our research team.
Throughout the remainder of the data anal-

ysis process, we frequently met to discuss
our coding processes and compare emergent themes. By confirming the salience
of themes and checking each research
team member's interpretations of the data
throughout the process, we engaged in researcher triangulations that contributed to
the trustworthiness of the study. Additionally, triangulating the different forms of data
(focus groups, interviews, photographs, and
photo journaler notes) through constant
comparative analysis also further refined
and confirmed our interpretations of the
data. Given the scope of this study and the
sample size, we do not claim generalizability of our findings. However, the fact that
students in this study had particular experiences, including some revealed in prior research, suggests that these phenomena may
also be happening elsewhere.

FINDINGS
For this article, we chose to focus on a space
that participants most frequently cited as being areas of comfort: their bedrooms. Of the
79 participants in spring 2018, a total of 72%
(57 students) indicated that they felt most comfortable in their bedrooms or bed area. They
also indicated that their bedrooms served as
areas in which they engaged in the processes
of creating privacy, personalizing their space,
and shaping a presentation of themselves.

Privacy
Participants cited privacy as one of the main
reasons they felt most comfortable in their
bedrooms. For example, along with submitting a photo of her bed area (Figure 1),
Josephine (all names used in this study are
pseudonyms) explained that she feels most
comfortable in her room because " this is

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