The Journal of College and University Student Housing - Volume 44, No. 1 - 91
LLPs Historical Review
likely to engage with peers regarding academics, as their outcomes per the study were not
significantly different than those of students in
the control group (Inkelas & Wiseman, 2003).
While conclusions have been mixed as
to whether or not LLP participation leads to
specific career outcomes (Soldner, RowanKenyon, Inkelas, Garvey, & Robbins, 2012;
Szelényi & Inkelas, 2011), research indicated
that student outcomes in LLPs include a sense
of belonging and positive relationships with
peers and faculty (Schussler & Fierros, 2008;
Wawrzynski & Jessup-Anger, 2010). Schussler
and Fierros (2008) focused on four models at
one university to examine students' perceptions of the outcomes of being in an LLP. Employing mixed-methods research, the authors
found that students across all four types identified their integration into the university, positive relationships with peers and faculty, and
a sense of community as benefits of their LLP
experiences. Schussler and Fierros grouped
these factors into sense of belonging as a unifying concept, a perception that promotes and
supports student retention.
Similarly, Wawrzynski and Jessup-Anger's
(2010) work on the influence of noncognitive
variables and participation in LLPs on students' college experience described the primary
student outcomes as academically focused
peer interactions and an "enriching educational environment" (p. 201). The authors found
that, when compared to non-LLP students, participants reported greater interaction with their
peers about academics. They also perceived
their residence halls as positively benefiting
their educational experiences (Wawrzynski &
Jessup-Anger, 2010).
LLPs have also been used to support specific populations of students during their time
in college with positive results. Participation
in LLPs was beneficial for first-generation students in easing their social and academic transition to college, with the successful transition
attributed to strong academic and curricular
environments, interactions with faculty and
peers, and positive student perceptions of the
campus and residence hall climates (Inkelas,
Daver, Vogt, & Leonard, 2007). Pasque and
Murphy (2005) discussed how different social
identities affected the success of students in
LLPs (such as students of color who identified as lesbian, bisexual, or gay) who reported
higher levels of academic achievement. Additionally, women, students whose parents had
a lower socioeconomic status, and students
identifying as lesbian, bisexual, or gay reported
higher levels of intellectual engagement than
did their counterparts.
Research has also been conducted concerning the role of LLPs in encouraging students
to pursue careers in science, technology, engineering, and mathematics (STEM) fields.
Though Soldner et al. (2012) found that participation in a STEM-focused living-learning
program was not directly related to participants' self-reported likelihood to complete a
STEM bachelor's degree, some elements of
LLP participation, such as quality peer and
faculty interaction as well as students' sense of
social support, were found to influence vocational choice. Similarly, Szelényi and Inkelas
(2011) indicated that students perceived living
in a women-only STEM LLP as both socially
and academically supportive. The most significant finding from their study was that participation in a women-only STEM living-learning
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Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 44, No. 1
Contents
The Journal of College and University Student Housing - Volume 44, No. 1 - Intro
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