The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 96

Robert Longwell-Grice • Kathleen Kerr

Calvin (Handbook) also experienced success
on the job. Reflecting upon the job, he said,
I thought the benefits and pluses out of the
program or position were more than what
you guys said they would be. It was really
nice being able to sleep every night and my
goal was to do something good every day.
So I felt pretty good. Just about every night I
could go to sleep saying I did something for
someone on my floor, or someone in the hall
so that really gave me a feeling of reward at
the end of the day.

Perception Is Not Reality
Sue, the one participant whose self-evaluation
and supervisor evaluation rated her as unsuccessful, changed her metaphor from Teacher to
Activities Coordinator/Counselor. (See Table 2
for the assessed levels of success.) Sue’s mismatch was reflected in her statement:
Did I enjoy the job? I guess so. I mean, if I were
to go back, I would do this [RA job] again. It
was worth it because you learn a lot. I learned
that I am really idealistic, romantic and into
being the hero. I think that is destructive.
I mean, if you read about the romantics in
literature, they always end up dying.
For Sue, the heroic side of the job (Teacher)
conflicted with the more mundane aspects
of the job (Activities Coordinator). Despite the
change in metaphor, Sue could not reconcile
her need to be heroic with her residents’ need
for a counselor and activities coordinator. Although one could argue that a teacher is not
always heroic, or that programming is not necessarily mundane, Sue clearly felt differently.
The four resident assistants who had mixed
success on the job were Joyce, Arthur, Matt,
and Jake. Matt, who initially chose Counselor
as his metaphor, saw things within a specific

96

context:
I really see [the job] as counseling, especially
because I am going to be in a freshman dorm,
and usually the freshmen have lots of questions
about the university, like the regulations or just
how things get processed and how things get
done at the university. I’m pretty sure that I’m
gonna get those kinds of questions. I’m pretty
confident I can answer them.
It is not clear whether or not Matt’s choice
of this initial metaphor would have been different had he been assigned to an upper-division
hall. However, after working on the job for a
semester Matt changed his metaphor to Role
Model, but even within this change is the sense
that Matt feels his role is somewhat passive.
His statement also has a tinge of resentment
to it, as if he could have been successful had he
had the “right kind” of residents—those who
would respond to him as he wanted (and expected) them to:
I still think I came out of this as more of a
role model. But I think I definitely did some
counseling. I definitely had residents come
and ask for my assistance. But I think being a
role model and being a peaceful member of
the community is the role of an RA. In order to
counsel, you need people who are willing to
be counseled.
Arthur, another participant who experienced mixed success on the job, also had Counselor as his initial metaphor. In explaining how
he chose this, Arthur said,
As much as students say “Oh, I don’t really
need to talk to my RA,” every last one of them
talks to their RA because there is definitely
something they don’t know. They don’t know
about campus activities and things of that
sort. As an RA I should be someone they can
communicate with. I will counsel them in the

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 - Influence of Academically Based Living-Learning Communities on Men’s Awareness of and Appreciation for Diversity
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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 - Counselor, Teacher, Role Model, Cop: Understanding RA Satisfaction Through the Use of Metaphor
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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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