The Journal of College and University Student Housing - Volume 46, No. 3 - 18

Jonathan T. Pryor, Garrett D. Hoffman

We collected data using semi-structured
interview protocols focused on student experiences with campus climate and residential
life. Interviews ranged from 47 to 72 minutes,
with an average time of 63 minutes. Data
analysis relied on a priori coding of transcript
data (Jones, Torres, & Arminio, 2014). A priori
coding is useful for deductively making sense
of participant experiences related to a particular phenomenon. This coding allowed analysis
of the data through the THI framework and
illuminated the ways in which participant experiences reflected the conditions perpetuated
by the THI. We organized findings through the
THI framework by coding transcripts based on
participant engagement with peers, staff, and
organizational dynamics or challenges. Specifically, findings revealed themes related to
participant experiences with peers, university
housing staff, and institutional dynamics.

FINDINGS
Findings revealed challenges and opportunities participants encountered during their
time living in college and university housing.
To illustrate these experiences, we narrated our
findings through the lens of three participants:
Dustin, Amanda, and Vicki. Their narratives
captured nuances that spoke to many of the
other participants' experiences, particularly
noting the barriers and systems of support that
impacted their experiences living on campus.
Ultimately, participants sought space that
felt like home. Some noted a lack of a home life
due to a loss of relationship from family or the
desire to replicate the ideal environment that
is a refuge from stress related to school, work,
and life. Dustin, an African American, queer,
cisgender man noted, "When I had a long day
18

Relationships with staff, particularly
with out or LGBTQ+ affirming staff,
are an important part of LGBTQ+
students' experiences in college and
university housing (Evans & Broida,
1999, 2002; Kortegast, 2017).

at work or at school, I come home to my room
and close the door. It's most comfortable for
me here, because it's where I go to relax." At
its most basic function, college and university
housing is intended to provide students these
basic needs of comfort, support, and a sense
of home. Our analysis through the lens of the
THI allowed us to place a critical lens on how
students and practitioners engaged with these
environments to create change. Findings indicated that college and university housing practitioners need to reframe how they engage,
support, and advocate for LGBTQ+ students in
college and university housing environments.
Using this lens, practitioners need to unlearn
heterogendered assumptions in their student
support efforts, and reframe their practices to
center the experiences of LGBTQ+ students on
campus.

Reframing Peer Engagement
Historically, college and university housing
environments have not been welcoming to
LGBTQ+ student populations (Evans & Broido,
1999; Kortegast, 2017; Pryor, et al., 2016). The
THI framework illustrates how reactionary policies and practices create temporary solutions

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING



The Journal of College and University Student Housing - Volume 46, No. 3

Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 46, No. 3

Contents
The Journal of College and University Student Housing - Volume 46, No. 3 - Intro
The Journal of College and University Student Housing - Volume 46, No. 3 - Cover1
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