The Journal of College and University Student Housing - Volume 45, No. 3 - 61

Are You My Ally

university entity. However, the housing office
had a reporting and response protocol for disclosures to housing professionals.

Data Collection and Analysis
Individual interviews were conducted and
lasted between 30 minutes to one hour. All
interviews were audio-recorded and later
transcribed. The participants were asked ten
semi-structured questions regarding their
experiences about deciding to disclose a biasrelated incident to anyone, including staff,
faculty, family, coworkers and friends. These
questions addressed the bias-related incident
itself; to whom the student chose to disclose;
and the student's experience throughout the
process. Each participant's information was
connected to a participant-selected pseudonym.
After all interviews were completed, the
interviews were transcribed. The interviews
were coded using Grounded Theory coding
(Charmaz, 2006) which involves two stages
of coding: (1) the initial coding, where each
segment of the interviews was coded independently from each other, and (2) the focused
coding, where the codes from the initial stage
were compared with each other. The focused
coding stage identified the themes among the
participants. The participants were invited to a
focus group with other participants to validate
the findings from the study.

FINDINGS
The researcher interviewed eight participants
and analyzed their experiences surrounding
deciding to disclose bias-related incidents.
Their narratives and lived experiences captured in this study contribute to the existing
literature on bias-related incidents as well as

introduce new knowledge regarding the experiences of students when deciding to disclose bias-related incidents. While participants shared
their experiences disclosing to friends, family,
and romantic partners, this study focused on
the participants' decision to disclose to university employees, specifically their experiences
in deciding to either disclose or not disclose
their experiences, factors that lead them to disclose, and their perceptions on disclosure roadblocks. All participants that decided to disclose
to a university employee disclosed to housing
professionals.

Each participant shared that his or
her established relationship with
the receiving party (that is, the
person to whom each student chose
to disclose a bias-related incident)
was a major factor in choosing an
individual as the receiving party of
a disclosure.

Established Relationship and
Shared Identities
Each participant shared that his or her established relationship with the receiving party
(that is, the person to whom each student
chose to disclose a bias-related incident) was
a major factor in choosing an individual as
the receiving party of a disclosure. Established
relationships provided participants trust and

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The Journal of College and University Student Housing - Volume 45, No. 3

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 45, No. 3

Contents
The Journal of College and University Student Housing - Volume 45, No. 3 - Intro
The Journal of College and University Student Housing - Volume 45, No. 3 - Cover1
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The Journal of College and University Student Housing - Volume 45, No. 3 - Cover3
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