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Men’s Diversity LLC
Discussion Questions
1. Other than the noted limitations to this study, how might you explain that men in
academically based LLCs reported an appreciation for and awareness of diversity that was
not significantly different than that of men living in traditional residence halls?
2. The results of this study are perhaps not surprising if you consider that, without a specific
learning outcome directed at appreciation for and awareness of diversity, the experience of
students in both LLCs and traditional residence halls might in fact be similar. Write a learning
outcome aimed at increasing appreciation for and awareness of diversity and describe at
least one action that residence hall staff could take to support this learning outcome.
3. What experiences do you have with diversity programming in the residence halls? What
worked? What failed? What evidence do you have that suggested success/failure?
4. Consider the following living-learning communities and describe one programmatic
initiative that would support greater appreciation for and awareness of diversity while
also supporting the theme or purpose of the LLC; presume the communities are relatively
homogeneous in terms of race and culture:
a. Engineering LLC—Intended for students in the pre-engineering and engineering curriculum
b. Sustainability LLC—Intended for students from all academic disciplines who are
interested in environmental and economic sustainability
c. Substance-Free LLC—Intended for students who are committed to a lifestyle free of
the use of alcohol and other drugs
5. The authors use the concept of “structured diversity” (i.e., quantity of diverse students
on a floor/hall) as a means of facilitating an appreciation for diversity. Do you agree with
this proposition? Should residence life/housing departments intentionally assign students
(integration) to floors/halls by demographics (diversity) in order to intentionally create
diverse communities and hence greater appreciation for diversity?
6. What impact does the “I” in Astin’s I-E-O model have on students’ appreciation for diversity?
7. Do you believe that RAs have the developmental capacity and readiness to effectively
facilitate positive and substantive cross-cultural dialogue? What are the key factors in
whether they do or do not have this ability?
Discussion questions developed by
Diane “Daisy” Waryold, Appalachian State University, and Pam Schreiber, University of Washington
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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 - 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 - 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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