The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 24

Stephanie Sickler • Beverly Roskos

to more closely examine these relationships. We
conducted the same set of 2 x 2 chi-squares as
in the 2009 sample (Table 6). Students living in
older residence halls were more likely to want
to move to a newer residence hall (70%) than
students living in newer residence halls (58%).
Conversely, students living in newer residence
halls were more likely to want to move to an
older residence hall (42%) than were students
living in older residence halls (30%). In terms
of the type of residence hall (traditional versus
suite), students living in traditional residences
were more likely to want to move to suites (71%)
than were students currently living in suites
(63%), whereas students living in suites were

more likely to want to move to traditional residences (37%) than were students living in traditional residences (29%). Finally, in terms of the
number of beds to a room, students who did not
have a private bedroom were much more likely
to want to move to a private bedroom (71%) than
were students who already lived in private bedrooms (59%). Conversely, 41% of students with
private bedrooms wanted to move to a shared
bedroom, compared with only 29% of students
currently in shared bedrooms.

DISCUSSION
This is the first study that we are aware of that

Table 6
2010 Sample: Percentage of First-Year Students Who Intend to Move to New Campus
Residence by Characteristic of Residence Hall in Which They Live
Characteristics of current housing

Age of building

Intention for next year
n

Move to older residence

Move to newer residence

Old

486

30.0%

70.0%

New

396

41.7%

58.3%

X (1) = 12.65, p < .001**
2

Type of residence hall

n

Move to traditional residence

Traditional

306

29.4%

Suite

556

Move to suite-style residence

70.6%

36.7%

63.3%

X (1) = 4.65, p = .031*
2

Number of beds in bedroom

n

Move to one-bed bedroom

Move to two-bed bedroom

One

395

58.7%

41.3%

Two

454

70.9%

29.1%

X2 (1) = 13.85, p < .001**
* p < .05; ** p < .001
Note. Old = built pre-1970 and not renovated; New = built or renovated since 2001. Traditional = single room with community
bathroom; Suite = two or more bedrooms with shared or individual bathroom.

24

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
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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 - 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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