The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 36

Christina W. Yao • Matthew R. Wawrzynski

behaviors, attitudes, and concerns about the
university, goals and outcomes of college,
institutional commitment, and support
systems. The FTF was developed by a team
of researchers who were interested in better
understanding the first-year experience for
students at the university. Each statement
requires a response on a Likert-type scale
(e.g., 1 = not a chance to 5 = a sure thing. Of
the 62 items, 6 were related to diversity
appreciation and awareness and were used
in this study. Prior attitudes toward diversity
were established by responses to the following
question:
What is the likelihood that you will do or
experience the following in the upcoming
semester?
• Seek out opportunities to learn about
different cultures or lifestyles

administered to all LLC students.
Fifteen statements based on the short form
of the Miville-Guzman Universality Diversity
Scale (Fuertes, Miville, Mohr, & Gretchen, 2000;
Miville et al., 1999) were included in the RHES.
• I would like to join an organization that
emphasizes getting to know people who are
different from me.
• I would like to go to dances that feature
music from other countries.
• I often listen to music of other cultures.
• I am interested in learning about the many
cultures that exist in this world.
• I attend events where I might get to know
people from different backgrounds (racial,
ethnic, religious, or sexual orientation).
• Persons with disabilities can teach me things
I could not learn elsewhere.

• Have experiences that prompt you to
reconsider your views, values, or beliefs

• I can best understand someone after I get
to know how he/she is both similar to and
different from me.

• Learn more about the life experiences of
people with different backgrounds

• Knowing how a person differs from me
greatly enhances our friendship.

• Have a diverse (race, sexual orientation,
background, religion, culture, etc.) social
group

• In getting to know someone, I like knowing
both how he/she differs from me and is
similar to me.

• Become more aware of your personal
prejudices and stereotypes towards others

• Knowing about the different experiences of
other people helps me understand my own
problems better.

• See others being treated differently because
of their backgrounds

Residence Hall Environment Survey.
The RHES is a 76-item questionnaire to
assess outcomes associated with the LLCs,
residence hall environment, interpersonal
interactions with peers and faculty, and
the integration of academics within the
living environment. The RHES also has
Likert-type responses to statements and was

36

• Getting to know someone who is different
from me (someone of another race, ethnicity,
religion, or sexual orientation) is generally an
uncomfortable experience for me.
• I am only at ease with people who are like
me (not of a different race, ethnicity, religion,
or sexual orientation).
• It is really hard for me to feel close to a
person who is different from me (someone
of a different race, ethnicity, religion, or

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 - Letter from the Editor
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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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