The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 37
Men’s Diversity LLC
sexual orientation).
• It is very important that a friend agrees with
me on most issues.
• I often feel irritated by persons who are
different from me (race, ethnicity, religion,
sexual orientation).
(Scores from these questions were reverse
coded.)
This scale provides a global measure of
UDO within three domains: (a) relativistic appreciation of oneself and others, (b) seeking a
diversity of contact with others, and (c) a sense
of connection with the larger society or individuals (Miville et al., 1999). The Relativistic
Appreciation subscale focuses on the cognitive
acceptance of the similarities and differences
between people. The Diversity of Contact subscale tests previous and intended behaviors
related to interpersonal contact with people of
different backgrounds. The Comfort with Differences subscale tests students’ comfort level
with diverse people. The three subscales make
up the Miville-Guzman scale, which evaluates participants’ orientation towards diverse
people, with high levels of UDO typically demonstrating high identity development and cultural awareness (Singley & Sedlacek, 2004).
The internal consistencies of the MivilleGuzman scale in the current study, using
Cronbach’s alpha, were .95 for Relativistic Appreciation, .81 for Diversity of Contact, and
.83 for Comfort with Differences. Cronbach’s
alphas are respectable, with a reliability of .70
or higher (DeVellis, 2003). The reliability measures of the Comfort with Differences and Diversity of Contact subscales are consistent with
the alphas of other studies (Longerbeam &
Sedlacek, 2006); the Cronbach’s alpha for our
Relativistic Appreciation scale was higher than
those in previous studies.
A variety of means established the validity
of the surveys. Content validity was established
by administrators who were knowledgeable
and well versed in the first-year student and
LLC literature. In addition, the content of the
surveys was cross-referenced with the MivilleGuzman scale (Miville et al., 1999). Construct
validity was tested through intercorrelations
on survey item scores. In an intercorrelation
of all items, the results were moderately correlated as expected. For example, “Have conversations with faculty members outside of the
classroom” moderately correlated (.62) with
“Have significant out-of-class conversations
with faculty members.”
Both the FTF and RHES surveys contain
self-report data. Though controversy surrounds the validity of self-report data (Gonyea,
2005; Pace, 1985; Pike, 1995), the data are
valid when five criteria are met: requested
information is known to the respondents,
questions are phrased clearly and unambiguously, questions refer to recent activities, the
questions merit a serious response by the
respondents, and answering the questions
does not embarrass or threaten the respondents (Bradburn & Sudman, 1988; Converse
& Presser, 1989; Gonyea, 2005; Pace, 1985;
Pike, 1995). Both the FTF and RHES surveys
meet these criteria.
Statistical Methods
The data analyses proceeded in several stages.
First, we employed simple descriptive statistics, frequencies, and correlations with the
variables to understand and explore the relationships of the variables and found that no
assumptions were violated. The second stage
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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 - Letter from the Editor
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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 - 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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