“‘lwr170ling%r;.‘
”H.
' v'.

THE ROLE OF THE RESIDENT ASSISTANT
IN THE MEN'S RESIDENCE HALLS AT

MICHIGAN STATE UNIVERSITY

Thesls for the Degree of DB. D.
MICHIGAN STATE UNIVERSITY

Hamid Roy Marquardt
1961

it

0-169

This is to certify that the
thesis entitled

THE ROLE OF THE RESIDENT ASSISTANT
IN THE MEN'S RESIDENCE HALLS
AT MICHIGAN STATE UNIVERSITY

presented by

Harold Roy Marquardt

has been accepted towards fulfillment
of the requirements for

Ph.D. degree in EducatiOn

Major proIessor 5

Date June 51 1961

 

 
      
 
 

LIBRARY

Michigan State
H University

 

 

 

 

 

 

 

iuiill‘ ii
I in. .i

ABSTRACT

THE ROLE OF THE RESIDENT ASSISTANT
IN THE MEN'S RESIDENCE HALLS
AT MICHIGAN STATE UNIVERSITY

by Harold Boy Marquardt

The Problem

This study was designed to determine and examine the
nature of and the differences in expectations that resident
assistants, resident advisers, and students hold for the
role of the resident assistant in the men's residence halls
at Michigan State University.

Two major null hypotheses and one sub-hypothesis were
tested with alternate directional hypotheses.

Major Null Hypothesis A: There is no difference in
the expectations that resident advisers, resident assist-
ants, upperclassmen, and freshmen students hold for the
role of the resident assistant as measured by the instru-
ment developed for the study.

Major Null Hypothesis B: There is no difference in
the amount of consensus of expectations that resident

advisors, resident assistants, upperclassmen, and freshmen

students hold for the role of the resident assistant.

Harold Boy Narquardt

Sub Null Hypothesis C: There is no difference in the
amount of consensus among the resident assistants on
aspects of the resident assistant's role as measured by the

sub-scales of the instrument used in the study.

Methods and Procedures

An instrument was designed to measure role expectations
for the resident assistant and was distributed to a sample
of 30 resident advisors, 39 resident assistants, 78 upper-
classmen, and 78 freshmen students. The percentage of
sample returns for each group ranged from 90 to 100 with a
92.h per cent return for the total sample.

The total instrument was composed of 60 items divided
into # sub-scales of 15 items each. The sub-scales were

designed to measure the following areas:

Su -sca e I Advisory

Sub-scale II Administrative-Supervisory
Sub-scale III. Leadership

Sub-scale IV Personal Characteristics

Five possible responses were established for each item;
giving a range from a high to low expectation. Reliability
was estimated to be .8“ for the total instrument using
Hoyt's method. Only content validity was established for

the instrument based on a theory of role expectancy.

Harold Bey Marquardt

The hypotheses were tested by:

1. Analysis of variance, which locates the
items on which there are significant
differences in expectations among the
groups.

2. Scheffe's test, which determines actual
differences between means.

3. Bartlett's test for homogeneity of the
variance, which indicates differences in
consensus among the groups.

u. Fmaxo which measures differences in agree-
ment of the resident assistants on the four

sub-scales.

Results and Conclusions

Significant differences were found among the group
expectations for the role of the resident assistant as
measured by the total instrument and all four sub-scales.
However, the differences did not rank as predicted in the
alternate hypotheses. The expectations followed by resident
assistants, upperclassmen, and freshmen students, in that
order. The difference in expectations between resident
advisers and resident assistants was not found to be signi-
ficantly smaller than the differences between resident

advisers and both student groups and between resident

assistants and both student groups.

Harold Bey Narquardt

No significant differences were found in the amount of

agreement within each group for the role of the resident

assistant as measured by the four sub-scales and the total

instrument.

The resident assistant group had approximately the same

amount of agreement in what they expected of the resident

assistant in the four areas measured by the sub-scales.

The conclusions based on the results of the study are:

l.

3.

Resident advisers, resident assistants, and
students all differ significantly in their expec-
tations for the resident assistant's role. However,
upperclassmen and freshmen held similar expecta-
tiens.

Resident advisers have the most professional
expectations, followed by resident assistants,
with the least professional expectations being
held by the students.

Consensus on expectations was nearly the same for
all four groups. Training does not appear to
increase homogeneity of expectations.

If rele conflict for a group is measured by a lack

of consensus on eXpeetatiens, resident assistants are
not in a role conflict situation. It might be
concluded that adequate training can overcome

conflict.

THE ROLE OF THE RESIDENT ASSISTANT
IN THE MEN'S RESIDENCE HALLS
AT MICHIGAN STATE UNIVERSITY

By
Harold Rey Marquardt

A THESIS

submitted to
Michigan State University
in partial fulfillment of the requirements
for the degree of

DOCTOR OF PHILOSOPHY

College of Education

1961

ACKNOWLEDGMENTS

The writer is indebted to a number of persons:

Dr. William w. Farquhar, his major adviser, for
encouragement and careful examination of the rough draft
of the study.

The members of his doctoral guidance committee,
Dr. Walter F. Johnson, Dr. David R. Krathwehl, and Dr. Henry
C. Smith for their valuable criticisms and suggestions.

Dr. John w. Truitt and Mr. Wayne F. Tinkle for their
help on deve10ping the rating instrument.

Dr. Eldon R. Nennamaker for graciously sharing his

experiences and helping to outline the initial proposal of
the study.

Dr. Raymond O. Collier and Mr. John A. Paterson for
their advice on statistical methods.

Dr. Hugh J. McCardle for his constant and effective
prodding.

Dean E. G. Williamson for generously allowing the
necessary time off to complete the study.

A friend in need, Mr. Fred Leafgren, who handled last
minute emergencies unselfishly.

And especially to the most understanding and helpful
person of all, his wife, Ingeborg, whose patience, assis-

tance, and love were totally essential in the completion of
this study.

11

CHAPTER
I.

II.

III.

IV.

TABLE OF CONTENTS

THE PROBLEM:

Definition of Terms .
Outline of the Study

REVIEW OF RELATED RESEARCH . . . .
Residence Hall Personnel Programs

Parametric Research

Expectations .
Summary . . . . .

DESIGN OF THE STUDY

The Null Hypotheses
Null Hypothesis A

Null Hypothesis
Sub-hypothesis
The Sample . . .

B

Resident Advisers .
Resident Assistants

Students . . .
Sample Returns .

O 0

Statistical Analysis

Description and Difference Statist
Assumptions of Analysis of Varia

of Role

0 C O O O O

C O O O O O O O O O
I o o o e o o o o e
O O 0 o O O 0 e o o
O C O O O O O O O 0 O
O C O O O O O O 0 O
0 e O o O o 0 e o e

Scheffe' 3 Technique . .
Assumptions of Seheffe' 8 Test
Analysis of Sample Returns . .

Summary . . . . .

INSTRUMENTATION . e

0 Q

0 Q C O O 0

Development of the Instrument . .
Preliminary Test of
Final Instrument of

Scaling . . . .
Administration of
Scoring . . . . .
validity O O 0 0
Reliability . , ,

Summary . . . . .

THE ANALYSIS OF DATA

the

Instrument
the Study .
Instrument

O. O...
O 0'. O O 0

Analysis of Expectations Held for
the Resident Assistant to perform
Advisory Functions (Sub-scale I).

111

ITS NATURE AND IMPORTANCE
Statement of the Problem
Importance of the Study

00.059.000.000... 0

00

00000000000000...

CHAPTER

Major Null Hypothesis HA

Sub-scale Analysis . . . .
Item Analy818 e e e e e 0
Alternate Hypothesis HA1

Sub-scale Analysis . . . .
Item An31ys13 e e e o e o 0
Alternate Hypothesis HA2

Sub-Scale Analy518 e e e 0
Item Analysis . . . . .
Major Null Hypothesis HB

Sub-80818 Analy818 e e e 0
Alternate Hypothesis HB1

Interpretation of Results . .

Analysis of Expectations Held for the

Resident Assistant to Perform

Administrative-Supervisory Functions

(MILE) ..

Major Null Hypothesis HA

Sub-scale Analysis . . . .
Item Analysis 0 o e e e e 0
Alternate Hypothesis HA1

Sub-scale Analysis . . . .
Item Analy818 o e 0J0 e e 0
Alternate Hypothesis HA2

Sub-scale Analysis . . . .
Item Analy813 e e e e e e 0
Major Null Hypothesis RB

Sub—scale Analysis . . . .
Alternate Hypothesis HB1

Interpretation of Results . .

O O O O O 0

Analysis of Expectations Held for the

Resident Assistant to Provide
(SUb’SCale III) e o o e e e 0
Major Null Hypothesis HA

Sub-scale Analysis 0 e e 0
Item Analysis . . . . .
Alternate Hypothesis HA1

SUb'scale Analy818 e e e 0
Item Analy318 e e e e o e 0

iv

Leadership

70
71

71
71

81
81

81

82
82

82
82

83

92
92
92

92
92
92

CHAPTER

Alternate Hypothesis HA

Sub-scale Analysis . . . . . . . . .
Item Analy818 e e e e e e o e e o 0
Major Null Hypothesis HBO

SUb-‘BCale Analys18 e e e e e o e e 0
Alternate Hypothesis H81

Interpretation of Results . . . . . .

Analysis of Expectations Held fer the
Resident Assistant to Display Selected
Personal Characteristics (Sup-gggle IV)
Major Null Hypothesis HA

Sub-scale Analysis . . . . . . . . .
ItemAnalyBISoee eooeeeee
Alternate Hypothesis HA

1 O O O C O . .

Sub-scale Analysis . . . . . . . . .
Item Analysis . . . . . . . . . . . .
Alternate Hypothesis HA2

sub-scale AnalySIB o e o e e e e o e o
ItemAnaly81SOQeeoeeocoeee

Major Null Hypothesis HB

Sub-scale Analysis . . . . . . . . .
Alternate Hypothesis HBl

Interpretation of Results . . . . . . .
Analysis of Expectations Held for the
Role of the Resident Assistant

(TOta; InStrumenE) e e e e e o e e o 0
Major Hypothesis HA . . . . . . . . . .

Alternate Hypothesis HA1 . . . . . . .
Alternate Hypothesis HA2
Major Null Hypothesis HB
Alternate Hypothesis HB1
Sub Null Hypothesis Hc . . . . . . . .
Alternate Hypothesis HCl . . . . . . .

Interpretation of Results . . . . . . .
Summary . . . . . . . . . . . . . . . . .

Page

93

93

9h
9#

94
9h

95

95
95
103

103
103
103

103
10“
104

10h
104

10#
105

105
106
106
112
112
112
113
113

114

CHAPTER Page

VI. SUMMARY, CONCLUSIONS, AND RESEARCH

IMPLICATIONS o o o o o o o o c o o o o o 115
Summary 0 o o o o o o o o o o o o o o o o 115
The Problem . . . . . . . . . . . . . 115
Review of the Instrument . . . . . . . 116
Review of Scoring . . . . . . . . . . . 117
sample 0 o o o o o o o o o o o o o o 118
Hypotheses and Results . . . . . . . . 118
C0n01u310n8 O O O O O O O O O O O O O O O 121
Total Instrument . . . . . . . . . . . 121
SUb'ScaleS o o c o o o o o o o o o 0 O 12“
Research Implications . . . . . . . . . . 133
BIBLIOGRAPHY . . . . . . . . . o . . . . . 135
APPENDIX A O O O O O O O O O O O O O O C O 138

APPENDIX B . . . . . . . ... . . . . . . . 150

vi

TABLE

3.1

3.2

3.3

5.1

5.2

5.“

5.5

5.6

5.?

LIST OF TABLES

Population of Resident Advisors Between
January 1958 to June 1960 o o o o o o c 0

Population of Resident Assistants at
TimeofStudy.........o....

Summary of Sample Returns for the
Various Groups Studied . . . . . . . . .

Reliability for the Total Instrument and
Sub-scales o o o o o c o o o o o o o o 0

Analysis of Items in Sub-scale I,
Expectations for Resident Assistants
to Perform Advisory Functions . . . . . .

Results of Scheffe's Test of Mean Scores
for Items Found to have Significant

Differences Between Groups in Sub-seals I:

Advisory Functions . . . . . . . . . . .

Results of the Tests of the Hypotheses for
Sub—scaleI.....-.......o.

Analysis of Items in Sub-s ale II,
Expectations for Resident Assistants to
Perform Administrative-supervisory
Functions . . . . . . . . . . . . . . . .

Results of Scheffe's Test of Mean Scores
for Items Found to have Significant
Differences Between Groups in Sup-seals
.ll‘ Administrative-supervisory
FunCtionsoooooooooooooooo

Results of the Tests of the Hypotheses
for Sub-scale II . . . . . . . . . . . .

Analysis of Items in Su - cal II ,
Expectations for Resident Assistant to
Perform Leadership Function . . . . . . .

vii

Page

37

37

NO

56

59

62

66

72

75

80

8h

TABLE

5.8

5.9

5010

5.11

5.12

5.13

5.1a

5.15

5.16

 

Page
Results of Scheffe’s Test of Mean Scores
for Items Found to have Significant
Differences Between Groups in Sub-scale
III: Leadership Functions . . . . . . . 87

Results of the Tests of the Hypotheses
for SUb‘Scale IL; 0 o o o o o c o o o o 91

Analysis of Items in Sub-scale IE,
Expectations for Resident Assistants
to Display Selected Personal
Characteristics . . . . . . . . . . . . 96

Results of Scheffe's Test of Mean Scores
for Items Found to have Significant
Differences Between Groups in Sup-scale
'11: Personal Characteristics . . . . . 99

Results of the Tests of the Hypotheses
for Sgt-scale I! . . . . . . . . . . . . 102

Analysis of the Total Instrument:
Expectations for the Role of the
Resident Assistant in the Men's
Residence Halls at Michigan State
UniverSIty o o o o o o o o o o o o o o o 107

Results of Scheffe‘s Test of Mean Scores
for Sub-scales and the Tota Inst ument
Used in Measuring Role Expectations for
the Resident Assistant . . . . . . . . . 108

Comparison of Variances of Resident
Assistants on the Four Sub-scales
by Fm x Method to Test the Sub Null

a
HypOthe 818 HC 0 . . . . . g g o o 0 O o 110

Results of the Tests of the Hypotheses
for the Total Instrument . . . . . . . . lll

viii

CHAPTER 1

THE PROBLEM: ITS NATURE AND IMPORTANCE

American universities have for the past 300 years
provided housing and board for their students. One of the
first buildings erected on the campus of Michigan State
University was a residence hall named Saints' Rest. Such
housing was usually constructed to provide the students

with a place to sleep, eat, and study.

Not until the latter half of the nineteenth century
did the first evidences of student personnel work find
their way into the American universities. And beginning >
with the twentieth century, educators have become increas-
ingly aware of the service which residence halls can perform
in providing both social and educational opportunities for
their residents. Initially, staff members were employed to
live in the residence halls for the purpose of controlling
student behavior and protecting the university's prOperty.
However, the trend since 1900 has been in the direction of
providing positive leadership rather than negative restraint'

in the supervising of residence halls.

2

Arbucklel, Lloyd-Jonesz, and Wrenn3 all agree that an
important area of student personnel services is the super-
vision and integration of housing and food services to
contribute to education in group living and social graces.
The view of residence halls as a valuable contributor to the
total education of students has received strong emphasis
since World War II. Borresonu has stated that student
housing involves more than just shelter, reasonable comfort,
and sanitation. He indicated in l9h9 that the problem of
housing was one of the most pressing concerns of college
administrators. He felt that the living environment within
a housing arrangement should be used by the university to
supplement and complement the classroom.

Sifferd5 stated that if educators are truly concerned
with educating the whole student and not merely his mental

processes, they must not neglect the valuable contributions

1. Dugald S. Arbuckle, Stggegt ngsoggel Segvifies in
H er Educatio , New or , Mc raw 1 1 00 Co., 1953.
2. Esther Lloyd-Jones and Margaret R. Smith,,§tg%ggt,

Personnel Work as Deeper Teaching, New Ior , arper,
195 .

3. C. Gilbert Wrenn, Studen¥ szgognel Work in College,
New York, Ronald Press, 9 1.

4. B. James Borreson, "Student Housi as Personnel Work,"

Trend in.Stude t Personnel Work, . G. Williamson,

editor. Minneapolis, University of Minnesota Press,
19 9.

5. Calvin S. Sifferd, Residence Hall Coggseligg,
Bloomington, Illinois, McKnight & McKnight, 1950.

which the residence hall can make. An important phase of
such a comprehensive educational program is preparation for
living in a democracy which Sifferd believes can ideally be
learned from experiences provided through planned residence
hall living.

However, the education of the whole student does not
result from merely establishing and maintaining adequate
physical facilities. Arbuoklel, Lindz, and Wrenn3 have
stated that in order for the residence hall to play an im-
portant and effective part in the total educative process,
provisions must be made to develop a basic philosOphy for
the residence halls which is compatible with the educational
philosophy of the university. This approach implies exten-
sive thought and planning, and suggests that implementation
of a basic philosOphy is dependent upon proper staffing of
the halls.

Residence hall staffs are the direct link through which
the static physical housing facilities are transformed into
dynamic laboratories for promoting a more thorough and com—

prehensive education. This places a heavy responsibility

 

l. Dugald S. Arbuckle, pp. git.

2. Melva Lind, “An Experiment in the Art of Living."
Jou of e t , XVII (Nov. l9h6),,

pp. 33" 3 e

3. C. Gilbert Wrenn, pp, git.

upon the members who staff these halls. Browner1 and
Rhulman? have stated that residence hall counselors are
expected to perform both a teaching and an administrative
function. In order for a staff to perform its functions
with the greatest effectiveness, it is important that its
role is recognized and understood. Without this understand-
ing it is improbable that individuals will be selected and
trained in the most apprOpriate manner for achieving the
educational goals of the residence halls and the university.

A limited amount of research has been performed on the
problems of residence halls, and part of the research has
been centered about the student assistants. Arbuckle3 found
a trend among the Big Ten universities and many other insti-
tutions of higher education toward an increasing use of
student assistants as part of the personnel staffs of
residence balls.

2.

In his doctoral thesis, Raines investigated the role

of the part-time student assistant in the men's residence

 

1. Paul J. Browner, dent P o e ices i Genera

Egucation, ACE. 19 9-

2. Jessie L. Rhulman (Ch.), Pegsonnel £2inciple§ in the
Chanter ngsg, ACE, 1953.

3. Dugald S. Arbuckle, 92,,g11.

h. Max Reid Raines, The Role of tne szt-Ting S§udent
Ageigtnnt in fine Men'g Residengg Hallg 9f the Big Tgn
Universitieg, unpublished doctoral thesis, Michigan
State College, 1952.

hall personnel programs of the Big Ten universities. In his
survey of the Big Ten universities, Raines found that the
student assistant was considered to be an indispensable ele-
ment for satisfactory Operation of a residence hall program.
College administrators who were concerned with the educa-
tional aspects of the residence hell were giving more and
more attention to the role of the part-time student assist-
‘ant. Raines came to some interesting conclusions which
helped to precipitate the current study.( He found that the
student assistant performed a variety of functions, and that
"contradictory functions frequently caused inconsistencies
in his role as a personnel agent. Raines also felt that
there was a need for clarification of many of the resident
assistant's functions.

Michigan State University has one of the largest and
one of the best known residence hall programs to be found
in American universities. In implementing this program,
Michigan State University has relied heavily upon part-time
student assistants. At the time this study was performed,
there were sixty part-time student assistants, or resident
assistants as they were called, in the men's residence halls
at Michigan State University.

Each undergraduate men's residence hall at Michigan
State-University is supervised by a full-time personnel
worker who has the title of head resident advisor. He is

married and doing part-time graduate study in the field of

6

College Personnel Work. He is assisted by graduate students
who are called graduate resident advisors, and by either
eight or ten undergraduate resident assistants. The grad-
uate resident advisors are half-time employees and half-time
students in College Personnel Work or an area related to the
personnel field. The resident assistants are considered
part-time employees and are allowed to carry a full academic
load in their area of study. The resident assistant is the
member of the personnel staff who has the most intimate con-
tact with the students. He is responsible for the general
welfare of the fifty to eighty students living in a sub-
division of the residence hall.

In the past years, the resident assistant has performed
a variety of functions, and his role has become increasingly
complicated as the residence hall program has gained sephis-
tication. Increased separation of differences between
student expectations and advisor expectations for the role
of the resident assistant is likely to have resulted from
employing professional personnel workers for advisors. The
resident assistant finds himself in a conflict situation
when the expectations of his supervisor deviate from the
expectations held by students. Knowledge of role expecta—
tions is basic to a better understanding of any differences

and conflicts that might exist among and between resident

advisors, resident assistants, and students.

The problem of this study develOps out of the belief
that different expectations are held for the role of the

resident assistant.

Statement of the Problem

The general problem of this study is to determine and
examine the nature of and the differences in expectations
that resident assistants, resident advisors, and students
hold for the role of the resident assistant in the men‘s
residence halls at Michigan State University.

It is assumed that these groups do have different
expectations and varying degrees of consensus concerning the
resident assistant's role.‘£}he assumption of different
expectations and varying degrees of consensus has developed
from the following research and theoretical frame of refer-
ence. Gross, Mason, and McEachern1 hypothesized that "The
greater the homogeneity among or between position incum-
bents, the more consensus they will have on the expectations
for their own and others' positions." The resident advisors
tend to form a more homogeneous group than either the resi-
dent assistants or the students because they are older than
most undergraduate students, they are working toward a

post-graduate degree, their educational emphasis is College

 

1. Neal 0- Gross. at. 31-: W.
New York, McGraw Hill Book Company,_l95 .

Personnel Work or a related field, they receive special
training, and they attend twice weekly meetings together.
The resident assistants tend to form a more homogeneous
group than the students, resulting from primarily two
processes affecting their position. First, the selection
process usually requires that resident assistants have a
2.6 or better all—college grade point average. They must
have demonstrated a potential for leadership and the ability
to work and live harmoniously with other students. Second,
the training procedure includes a fall orientation program,
a three credit course which studies residence hall personnel
work, and weekly group meetings within their respective
halls.

This analysis than separates the resident advisors,
resident assistants, and students into three groups having
different degrees of homogeneity; the resident advisors
being the most and the students being the least homogeneous
group. It is assumed that the homogeneity of the group
directly determines the homogeneity of the group's expecta-
tions for the role of the resident assistant.

However, Jacobson, Charters, and Lieberman1 found that

past role experience might influence the extent to which an

1. E. Jacobson et al., ”The Use of the Role Concept in the
Study of Complex Organizations,” 0 r S a
I ‘18 ’ 1951, pp. 19-270

individual is in a conflict situation. Due to this, and
because the resident assistant maintains two sometimes
opposing roles (student and staff), it is likely that resi-
dent assistants as a group will agree less upon those
aspects of their role for which advisor expectations differ
most markedly from students' expectations.

Training is a major part of the internal development
of the residence halls' advisory staff, comprised of resi-
dent advisors and resident assistants. The behavior of a
group has been interpreted by Homans1 to be the resultant
of pressures of the environment and the internal deve10pment
of the group. It can be assumed that advisors and assist-
ants hold different expectations than do the students for
aspects of the resident assistant's role, which are affected
to a greater extent by training.

2 found that the perceiver, or for the

Jones and Thibaut
purpose of this study the perceiving group, seeks out and
interprets information about others which will best meet
the needs of the perceiver in the situation of interaction.

This means that distinct groups will also likely differ from

 

1. G. C. Homans, Tug Hungn Q2932, New York, Harcourt,
Brace, and Co., 1950.

2. Edward E. Jones and John W. Thibaut, "Interaction Goals
as Bases of Inference in Interpersonal Perception,"
' WW. 3. Tasiurl
and L. Petrullo, editors, Stanford, California, 1958,
p. 151.

10

each other in the expectations they hold for themselves or
others. Because the resident advisors, resident assistants,
and students have been distinguished as three distinct
groups, it may be assumed that each group possesses differ-
ent expectations for the role of the resident assistant. It
may further be assumed that freshmen students, who have
lived less than three quarters in the residence halls, will
have different expectations for the role of the resident
assistant than will upperclass students who have lived in
the residence halls for more than five quarters.

Broadly stated, the basic hypotheses of the total study

are as follows:1

1. Resident advisors, resident assistants, and
students hold different expectations for the
role of the resident assistant.

2. Resident adVisors, resident assistants, and
students differ in the amount of consensus
,they have for the role of the resident
assistant.

Sub-hypotheses developed from the research previously
discussed are:

a) Resident advisors and resident assistants'
are more similar to each other than they are
to the students in the expectations they hold
for the role of the resident assistant.

b) Freshmen and'upperclass students have different
expectations for the role of the resident
assistant.

 

l. The working null hypotheses are stated in Chapter III,
DESIGN OF THE STUDT. '

11

c) Resident advisors have the greatest amount
of consensus and students have the least
amount of consensus for the role of the
resident assistant.

6) Resident assistants have less consensus on
aspects of the role of the resident assistant

for which resident advisors and students have
the least amount of agreement.

Importance of the Study

1 have found that differences in

Hulett and Stagner
role expectations and degrees of consensus might result in
the lowering of morale within an organization. Good morale
is important for creating and maintaining an atmosphere
which is most suitable for promoting the educational goals
of the university through the residence halls. Role con-
flict and ineffectiveness results from different role eXpec-
tations and degrees of consensus, according to a study by
Getzels and Guba.2 The implication is made that the effec-
tiveness of a program is reduced by differences in both
consensus and expectations of the participants. In line

with this, the interpretation could be made that no matter

how excellent a residence hall program may appear to be,

 

l. J. E. Hulett and R. Stagner, P S

.zsslsns_in__asial
ngchology, an Intezgipgiplingzy Lnguizy, University
of Illinois, 1952.

2. J. W. Getzels and E. 0. Cuba, I'Role, Role Conflict and
Effectiveness: an Empirical Study," American Socio-

logical Review, l95h, 19, pp. 16h-l75.

12
its final effectiveness is dependent upon the expectations
held for the role of the resident assistant.

If the results of the Hulett and Stagner study are
accepted, conflicting expectations pose a problem to achiev-
ing the educational goals of the residence hall program.
Without a better understanding of role expectations within
the residence hall setting, it is naive to assume that any
program can approach its maximum effectiveness.

The main purpose of this study is to provide a better
understanding of differences and similarities in the expec-
tations that residence hall personnel workers hold for the

resident assistant's role.

Definition of Terms
Role: Although role is interpreted differently by
different investigators, for the purposes of this study
role is broadly defined as follows:
"A role is a set of expectations applied to an incum-
bent of a particular position."1
Altering the definition of Gross, Mason, and McEachern,

role, as applied to resident assistants, may be defined as:

____

1. N. Gross et al., _2. gig.

13

. . . . a set of expectations applied to resident
assistants by resident advisors, resident assistants,
and students.

Head resident advison: The head resident advisor is
the highest ranking personnel staff member in the residence
hall. He is a trained personnel person and resides in the
hall. In this position he devotes full time to the direc-
tion and supervision of his particular residence hall.
Administratively he is directly responsible to the Educa-
tional Director of the men's residence halls and works
cooperatively with the related personnel services and
referral agencies in the university.

Ggaduate resident advisor: Two graduate resident
advisors are employed in each of the men's residence halls
at Michigan State University. The graduate resident advis-
ors are directly responsible to the head resident advisor
and are the second highest ranking personnel staff members
within the residence hall. In this role they aid the head
resident advisor in the direction and supervision of the
residence hall program. The graduate resident advisors are
part-time personnel staff members and may carry ten hours
graduate credit. It is preferred that their graduate work
be directed toward a major in College Personnel Work or
toward a closely related field.

Resident advisggz For the purposes of this investiga-

tion, head resident advisors and graduate resident advisors

19

were placed into one group. No advisor who had previously

been a resident assistant was included in the category.

Resident agsistant: Each men's residence hall at
Michigan State University employs the services of from eight
to ten student resident assistants. The number varies with
the structure of the building. The resident assistant is
usually a full-time undergraduate student and is permitted
to carry a full schedule of credits in his chosen field.

The resident assistant must maintain a 2.6 all college

average on the four point basis.

The resident assistant is directly responsible to the
head resident advisor and to the graduate resident advisors
of his particular hall. He is the member of the personnel
staff who Operates at the level nearest the student. The
resident assistant lives with the fifty to eighty men in his
precinct and is responsible for the general welfare of the
men in his care. He also shares a responsibility for the
general residence hall program and is directly responsible

for the residence hall program at the precinct level.

For the purposes of this investigation, only those
resident assistants who had attended at least one fall pre—
school WorkshOp and the fall term residence hall personnel

work course were included.

Pneshmen gtudgngz Any student with less than forty-

two course credits who has lived in the Michigan State

15

University men's residence halls for less than three
complete quarters.

U s tude : Any student with forty-two credits
or more, who has lived in the Michigan State University
men's residence halls for more than five completeequarters.

‘ggnnnnnn; Each residence hall building is divided into
two wings. Each wing has from four to five floors and these
floors are designated as precincts. The number of precincts
varies with the size and structure of the building. Six of
the residence halls have eight precincts, and two of the
residence halls have ten precincts each. Each precinct has

from fifty to eighty students and one resident assistant.

16

Outline of the Study

Chapter II is devoted to a review of the literature.
Attention is given to research in the areas of residence
hall personnel programs and role expectations.

In the third chapter the methodology and procedures
tised in.conducting the study are presented. In addition,
true statistical design and basic assumptions underlying the
design are discussed in the chapter.

In the fourth chapter is included a description of the
iristrument used in securing the data for the study. The
nusthods used to determine the reliability and validity of
true instrument are outlined and the reliability coefficients
for the instrument are presented.

The analysis of the data is presented in the fifth
Chapter.

The literature which provides the basis of the current

Eatudy is critically reviewed in the following chapter.

CHAPTER II
REVIEW OR RELATED RESEARCH

The purpose of Chapter II is to review selected
research pertaining to residence hall personnel programs
and role expectations.

Focus will be placed upon studies which pertain
directly to the part-time student personnel worker and his
role in the residence hall program. No attempt will be
made to present historical or deveIOpmental literature.
Excellent reviews of the history and deveIOpment of resi-
dence hall personnel programs can be found in two Ph.D..
dissertations; one by Raines1 and the other by Nevison.2

Role theory research has been comprehensively reviewed

by Nonnamaker3 in his doctoral thesis. Much of the role

theory research has examined role expectations with

 

1. Max Reid Raines, e R0 6 of tie Pa t-T u— Stu-en
Ass ate. in tae 'en 3 Rewidet 35mm“: 4
giversitie:, Unpublished Ph. . thesis, Michigan State
College, East Lansing, 1952.

2. Myrna Burdette Nevison, Diffgzing szge ptigng 9;
Residence Qounselgng, Unpublished Ph. D. thesis,
n varsity 0 Minnesota, Minneapolis, 1957.

3. Eldon Ray Nonnamaker, The Epic 9f fine §nzo§l§gn§. Offi-
ce: at Micnnggn Stag; nigersitz, npub is e h.

thesis, Michigan State Univers ty, East Lansing, 1959.

17

18

check-lists and non-parametric statistical analysis
techniques. The present review will be limited to para-

metric research on role expectations.

Residence Hall Personnel Programs

Max Raines1 surveyed eight of the Big Ten universities'
residence hall personnel programs. The purpose of his
study was to: (1) define the role of the part-time student
assistant in the residence halls ; (2) determine the atti-
tudes of personnel staff toward the role of the student
assistant; and (3) evaluate the role of the student assis-
tant.

Responses were received on a questionnaire from 359
staff members at different functioning levels in residence
hall personnel administration. A response was generalized
to be indicative of the role of the part-time student assis-
tant if it was received on two-thirds of the questionnaires.

The conclusions were: (1) the student assistant per-
formed a variety of functions; (2) contradictory functions
caused inconsistencies; (3) work demands were usually
greater than normally assigned for part-time work; (A) in-
sufficient training reduced effectiveness; and (5) many

functions of the student assistant needed clarifying.

 

l. Raines, 92. git.

19

Raines suggests a plan to overcome the problems
presented in his conclusions: The use of graduate counsehmn
who are more group stimulators than counselors.

The problem in the Raines' study was broadly defined
but no attempt was made to develOp a theoretical base.
Because the study was primarily descriptive, the lack of a
theory need not be considered as a serious limitation. The
instrument was well defined although its construction was
not clearly described. The nature of the sample remained
unclear because of inadequate definition given to stratifi-
cation within the sample.

The major limitation of the study is that conclusions
are made concerning the role of the student assistant with-
out the aid of probability models. The study is valuable
because of the descriptive information. Generalizations
based on the findings should be restricted and interpreted
with caution.

Differing perceptions of residence counseling were
investigated by Nevison1 to measure the effectiveness of the
residence hall personnel program at the University of
Minnesota. The study was restricted to the job functions
and personality traits of residence counselors in two

women's residence halls. Hypotheses were presented

fir‘

1. Nevison, g2, git.

20

in the form of questions. Statistical techniques were used
to test the hypotheses. A rating scale deve10ped by the
investigator was distributed to 565 students and 18 resi—
dence counselors. Returns were received from 558 students
and all 18 counselors. An estimated reliability coefficient
of .93 was arrived at by retesting three counselors approxi-
mately two months after the initial administration. Content
validity was claimed for the instrument.

The instrument was designed to measure perceptions of
residence counselors and students for comparison on:

1. The amount of agreement between the groups on
the relative importance of the items.

2. The items that each group thought most important
or least important for the job or persons.

Probability models were used to analyze the data.
Results of the study indicated that there was significant
agreement between the student groups and residence coun-
selors both on job functions and personality traits. The
investigator was careful to restrict the conclusions to the
residence halls in which the examinations were performed.
Implications of the findings are presented as recommenda-
tions for improvement of the residence counseling program.

The problem of the study was initially stated as a need
for evaluating residence hall personnel programs. The
problem lacked precise definition and only tenuously asso-

ciated with the hypotheses of the study. The hypotheses

21

were not clearly stated. The sample was adequately
described regarding the size, selection, and distinguishing
characteristics. The method of collecting data was clearly
stated. Statistical results were clearly presented.

A major limitation of the study is that the findings
provided an unsubstantiated measure of the effectiveness of
the residence hall program. This was in part caused by the
lack of an adequate theoretical base. Another major weak—
ness was the insufficient sample of three, used for measur-
ing reliability.

Recommendations were made for improving the residence
counseling program. This was beyond the scope of the study
and was arrived at tenuously. The study appears to be a
broadly defined task with severe limitations in interpreta-
tion.\ '

:The relationship of personality characteristics of
resident assistants to job performance was studied by
Simone.1 A job performance rating form was develOped for
the evaluation of 68 resident assistants in the men's
residence halls at Michigan State University. Several
personality appraisal instruments were administered to the

resident assistants: The Minnesota Multiphasic Personality

 

l. Wesley S. Simona, The Perso t Ch a to i
the sidence Ha Ass stant as Relate c J
Penformangg, Unpublished Ed.D. thesis, Michigan State
University, East Lansing, 1957.

22

Inventory; the Guilfcrd-Zimmerman Temperament Survey; the
Allport-Vernon Study of Values; the Index of Adjustment and
Values.

Resident assistants were divided into two groups on the
basis of their evaluated job performance. Comparisons were
made between the scores of the two groups on the personality
measurement instruments.

EI'Simons also studied the relationship of resident
assistants and selected college student groups on the four
personality instruments.

The problem being investigated was separated into four
parts: (1) to determine the personality characteristics of
resident assistants at Michigan State University; (2) to
develop a method of rating job performance of resident
assistants; (3) to measure personality differences between
high performing and low performing resident assistants; and
(h) to determine the advisability of using the personality
instruments for the selection of resident assistants. No
attempt was made to develop a theoretical base for the
study.

The job rating instrument was considered to have face
validity. From the data, Simone found that the rating form
had sufficient reliability to classify resident assistants
into high and low performing groups. The discriminating
ability of the instrument for average performing assistants

i V 2 3

was low. A limitation stated by the investigator was that
ratersfrom different halls rated resident assistants dif-
ferently. It was concluded that the job rating instrument
was still valuable and could also be used for periodic job
evaluation interviews with the resident assistant.

No significant differences were found among high and
low performing resident assisténts on the Minnesota Persons
ality Inventory. The high group scored above the low group
on the Emotional Stability scale of the Guilford-Zimmerman
Temperament Survey. The Religious value scale of the
Allport-Vernon Study of Values was scored higher for the tOp
performing group than for the low group. The Index of 7
Adjustment and Values showed no differences between the
high and the low group.

Comparing resident assistants with selected student
samples, Simons found that resident assistants were better
adjusted and more suited for supervisory responsibilities
than the student samples. Religious values as measured by
the Allpcrt-Vernon instrument were considered to be useful
in the selection of resident assistants.

It was concluded that the Minnesota Multiphasic Person-
ality Inventory and the Guilford-Zimmerman Temperament
Survey showed the best probability of being successful as

tools for resident assistant selection.

29

The problem presented in the study was well defined
but the hypotheses were hidden and given little emphasis.
Selection and size of the resident assistant sample was
thoroughly covered. Descriptions of the student samples
used were not complete although references were made to the
original descriptions. The method of collecting data on
resident assistants was thoroughly presented.

Chi-square and "t" tests were appropriately used to
test the hypotheses. Findings of the various tests were
consistent with the problem of the study.

The investigator recognized that generalizations of
findings should be restricted to resident assistants at
Michigan State University. The conclusion made that the
Minnesota Multiphasic Personality Inventory is useful for
selection purposes was not substantiated by the data. A
limitation of other generalizations is that selected student
samples used were from different student populations and
chosen and tested at different times and for different
purposes.

The Simons study is comprehensive and informative.

More care in the selection of student groups would have
enhanced the meaningfulness of the results. Also, develop-

ment of a theoretical base for studying the problem would

have improved the interpretative value of the design.

25

Parametric Research of Role Expectations

The role of the enrollment officer was examined by
Nonnamaker.1 A sample of seven groups from the campus of
Michigan State University was surveyed on their role expec-
tations of the enrollment officer. The groups included
counselors and enrollment officers and students from several
academic disciplines. An instrument containing 60 items
and six sub-scales was developed by Nonnamaker. The reli-
ability of the total instrument was determined by an
analysis of variance technique and was calculated at .897.
Both content and face validity were assumed for the instru-
ment.

Expectations were measured by a choice of responses
weighted from one to five. The intervals between the
response weights were assumed to be equal. Differences in
expectations among the seven groups were tested by the
analysis of variance. Goulden's technique was used to
identify which means of the seven were significantly differ-
ent from each other.

The results were sufficient to reject the null hypothe-
sis that no differences existed between the seven groups.

No differences were found in the expectations held by

student groups. Differences were found between the groups

of enrollment officers.

 

l. Nonnamaker, gp, gi .

26

Hypotheses were developed to be tested which is
important to a non-descriptive study. However, the ration-
ale for the hypotheses was not clearly defined. Although
considerable research was presented in the review of the
literature, lack of a theoretical framework poses a major
limitation.

The sample was well defined and representative of the
population. The instrument was deve10ped with considerable
care and based upon earlier research. Students were not
included in the pilot study on a small sample, which might
have resulted in lowering the instrument's validity when
measuring expectations of students. To criticize the
assumption that the intervals on the weighted scale are
equal would not be appropriate, because weighted scales of
this type have found considerable use and value in educa-
tional measurement. It might well be assumed that because
expectations are dependent upon the subjective definition
of each respondent, it is improbable that an attitude scale
could be developed which would guarantee equal intervals.

The analysis of variance was appropriate for testing
for differences between group means. The use of Goulden's
technique1 was not the most appropriate method for closer
examination of mean difference because of the unequal sample

1. Cyril H. Goulden, Met ds of S atis ice is,
New York: John Wiley & Sons, 1952.

27

sizes among the groups. The analysis of the data resulted
in a statement of probability which was clearly defined.

The findings of the study were consistent with the
problem and treated succinctly. The generalizations were
well handled but a limitation results from a portion of the
generalizations and conclusions being based only on inspec-
tion of the data in a non-statistical manner.

All in all, Nonnamaker's study was well defined and
treated. Taking the strengths and the weaknesses into
account, the study can be considered to have achieved the
exploratory purpose for which it was designed.

1 examines the relation-

A study by Videbeck and Bates
ship between conformity and role expectations. The general
underlying assumption is made that "the behavior of a
number of people in interaction is at least in part a
function of their own expectations of what the behavior
should be.” The study is concerned with role expectations
applying to a single type of behavior.

Five six-member groups were chosen from volunteers
enrolled in an undergraduate sociology course. All members

were in ”the upper quartile of their class distribution on

three standard educational criteria." All groups were given

 

1. Richard Videbeck and Alan P. Bates, "An Experimental
Study of Conformity to Role Expectations," §ggigng§zz,
22:1-11, 1959.

28

an identical problem concerning a social service endeavor.
The allotted time for completion of the project was 16 hours
and was to be concluded with a written report;

Role expectations were measured in three steps:
(1) identifying behavior which group members felt to be
important to the group; (2) differentiating types of be-
havior to the degree to which it should be performed; and
(3) differentiating to which degree each group member should
perform a particular type of behavior.

The investigators recognized limitations of the study:
(1) the size of the problem solving groups had an N of only
six; (2) role expectations were limited to ten mutually
exclusive acts; (3) only mean values were used in the
analysis; and (4) the behavioral data represent perceptions
about behavior rather than observations.

{Four hypotheses were developed and tested:

1. Frequency of performance of an act will corre-
late with the intensity assigned to the act.

2. Correlation between frequency and intensity of
acts will increase with an increase in consensus
on inter-act intensity.

3. The frequency with which a person performs an
act is dependent upon the intensity value it
receives from the members of the group.

4. Combined role expectations will correlate with
combined behavior frequencies.

To test the hypotheses, Kendall's tau was used. It was

concluded that the three hypotheses linking intensity of

29

role expectations with differentials in member performance
were strongly supported by evidence, but the hypothesis
connecting consensus with variations in member performance
was unacceptable.

The problem was well defined and the study is outstand-
ing in the theoretical base from which the hypotheses were
develOped. The method of developing the hypotheses should
serve as a valuable example to other researchers. The in-
vestigators recognized that the sample size was a limitation,
but they did not indicate the weaknesses of making general-
ized conclusions from an atypical sampling of the population.

No attempt was made to check the reliability or
validity of the set of ten acts by which role expectations
were measured. Because of the many limitations of the
study, the generalization of the findings should be

restricted.

30

Summary

A critical examination was presented on research

literature relating to role expectations and the residence

hall student personnel worker. The problems, hypotheses,

methodology, techniques of analysis, findings, and generali-

zations for several pertinent studies were examined and

evaluated.

The review of the literature produced several important

conclusions:

1.

There is a recognized need for measuring the
role of residence hall personnel workers.

An inadequate number (one) of the studies re-
viewed were based on a definitive theory.

Role expectations can be measured with specially
constructed instruments.

Different groups which interact with the resi-
dence hall personnel program are considered to
influence the success or lack of success of
the program.

Role expectations for an individual have an
effect upon the manner in which he performs.

Job performance of residence hall personnel
workers can be measured.

Little attention has been given to the effects
which differing role expectations have on the
performance of the residence hall personnel
worker.

The design of this study took into account the

strengths, weaknesses, and findings of the literature

31

reviewed. The methodology, procedures, and statistical

design are presented in Chapter III.

CHAPTER III
DESIGN OF THE STUDX

The study is designed to test differences in the
expectations that resident advisors, resident assistants,
and students hold for the role of the resident assistant

111 the men's residence halls at Michigan State University.

The Null Hypotheses
The basic research hypotheses for the study were
stated in Chapter 1. Null hypotheses are formulated here

to allow for statistical testing.

Null Hypothesis A

There is no mean difference in the expecta-
tions that resident advisors, resident assistants,
upperclassmen, and freshmen students hold for the
role of the resident assistant as measured by the
instrument developed for the study.

Symbolic representation for null hypothesis
A is:

HA: .fi‘r.advisors ll=/“r.assistants

flupperclassmen g/ufreshmen;

wwhere,b¢= mean role expectations for the resident
eassistant held by the designated group.

32

33

The alternate hypotheses for null hypothesis
A are:

l. The highest expectations for the role
of the resident assistant are held by
the resident advisors, followed by the
resident assistants, upperclassmen,
and freshmen students, in that order.

Symbolic representation for alternate hypo-
thesis Al is:

HAl: /“‘r.advisors >/“r.assistants >
”upperclassmen > lufreshmen.

2. The difference between the resident
advisors‘ and resident assistants'
expectations for the role of the
resident assistant is smaller than
the differences between either the
resident advisors' or the resident
assistants' and either the upperclass-
men or freshmen students' expectations
for the role of the resident assistant.

Symbolic representation for alternate hypo-
thesis A2 is:

/“r.advisors"/‘upperclassmen
A2 : i/“r.advis. 'f’r.ass!t| < Wmadvisors " ”freshmen

/"‘r.assistants 'f‘upperclassmen

fir.assistants " ”fre shmen

H

Will H othesi B

There is no difference in the amount of con-
sensus (measured by the variance) of expectations
that resident advisors, resident assistants,
\Apperclassmen, and freshmen students hold for the
role of the resident assistant.

I3 Symbolic representation of null hypothesis
is:

K A‘-

1‘ iBationale is given on pages 8 and 9 of Chapter I.

31+

2 = a —
"a: O—r.advisors Gr.assistants "
2 z
dupperclassmen ‘ Ufreshmen;

where 02h consensus of expectations (meas-
ured by the variance) for the role of the
residence assistant within the designated
group.

The alternate hypothesis for null hypothesis
B is:

The highest amount of consensus for

the role of the resident assistant is
held by the resident advisors, followed
by the resident assistants, upperclass-
men, and freshman students, in that
order.1

Symbolic representation for alternate
hypothesis B1 is:

2 2
“Bl: O-r.advisors< O-r.assistants <

2 2
(uppercla ssmen < oFf‘re shmen.

Sub-hypothesis

A sub-hypothesis written in the null form is:

There is no difference in the amount of con-
sensus among the resident assistants on aspects of
the resident assistants' role as measured by the
sub-scales of the instrument used in the study.

Symbolic representation of the sub-hypothesis
in the null form is:
2 2
I40: 0-sub 1,r.ass't O-
z

2 =
asub 3,r.ass't Usub h,r.ass't;

2
sub 2,r.ass't -

where 0-2 refers to the consensus
sub 1,2,3, and h

on each of the sub-scales of the instrument.

Rationale is found on page a of Chapter I.

35

The alternate sub-hypothesis is:
Resident assistants have less consensus
on those aspects of the resident assis-
tant's role for which resident advisors
and students disagree.

Symbolic representation of the alternate
sub—hypothesis is:

HCl: 0-12 resident assistant > O:12resident assistant,
when
l/“i r.advisor “/“i freshmenl >
I /"‘J r.advi acre '/“3 A freshmen'
where i and J represent different sub-
scales of the instrument.
The Sample
The null hypotheses were tested on a sample of resident
advisors, resident assistants, and students in the men's

residence halls at Michigan State University.

Resident Adzigorg

Both head resident advisors and graduate resident
advisors are included in the sample. All resident advisors
who were employed during the period between January, 1958
and June, 1960 were used.

To obtain a more homogeneous sample, resident advisors
who previously had been resident assistants were not in-

cluded. The total population of employed resident advisors

 

l. Rationale is given on page 8 of Chapter I.

36

not having resident assistant experience were selected for
the study along with past resident advisors whose addresses
were known. The size of the population before and after
deletions is presented in Table 3.1. The sample totaled
30; 18 of which were resident advisors at the time of the
study.

The instrument, which is described in the next chapter,
was distributed to each resident advisor on campus and
mailed to the past resident advisors. All 30 of the resi-
dent advisors returned the instruments for a 100 per cent
response. Informal follow-up was made by phone to encour-
age the return of two delinquent forms. All instruments
mailed were returned without follow-up which reflects the

conscientiousness of the respondents.

Resident Assistantg

Resident assistants from all men's halls but one were
given the instrument.1 The sample was further limited to
those who had held their position for more than two class
terms and had also taken part in the pre-school Advisory

Workshop and the fall term residence hall personnel work

 

1. Because the investigator was the head resident advisor
of one of the halls at the time of the study, neither
resident assistants nor students assigned to this hall
were sampled.

37

TABLE 3.1

Population of Resident Advisors

between January 1958 to June 1960.

W

 

 

 

Former Addresses
Total Resident Assistants Unknown Sample
43 8 5 30
TABLE 3.2

Population of Resident Assistants
At Time of Study

W

 

Employed Did not Did not attend
less than attend Residence Hall
two pre-school Personnel
Total quarters Worksh0p* Work Class' Sample
52 lo 2 l 39

*Resident Assistants who had been employed for more than
two complete quarters but had not attended either the pre-
school Workshop or the Residence Hall Personnel Work Class
are recorded separately.

9

38

class.1 The population size before and after deletions is
presented in Table 3.2. The instrument was distributed to
39 resident assistants by their respective head resident

advisors. Thirty-seven of the sampled resident assistants,

or about 95 per cent, returned their questionnaires.

Students

Freshmen students and upperclassmen were selected in
equal numbers. Sophomores, Juniors, and seniors are in-
cluded in the upperclassmen group. All selected freshmen
had lived in the residence halls less than three quarters;
all selected upperclassmen had lived in the residence halls
for more than five quarters. Two freshmen and two upper-
classmen were selected by use of a table of random numbers
from each precinct where the resident assistant was given
the instrument.

The instrument was delivered to the students, along
with an envelope, by their respective resident assistants.
The students were instructed to return the complete instru-
ment within the sealed envelOpe. Seventy-one complete

returns, or about 91 per cent of the 78 freshmen selected,

1. The pre-school Advisory Workshop is held Just prior
to the opening of the fall quarter and presents an
initial orientation and theme for the approaching year.
The residence hall personnel work class is conducted
during each fall term for all new residence hall
personnel staff members.

 

39

were received.1 There were 70 complete forms returned by

the upperclassmen, or about 90 per cent of those distri-

buted.2

Sample Returns
The sample and the per cent of return for the instru-
_ment are presented in Table 3.3. A total of 92.4 per cent

of the sample returned a completely answered instrument.

Statistical Analysis

Several measures were considered necessary to test the
hypotheses of the study and to examine any differences in
group expectations for the role of the resident assistant.
Central tendency was used to obtain an indication of the
average opinion of each group about the various aspects of
the resident assistant's role. Variance was used to gain
insight into the degree of agreement or consensus a group
had for a particular expectation. Analysis of variance was
used to compare all four groups and to determine whether
their expectations differed significantly. Finally,
Scheffe‘s technique was employed to determine exactly which

groups were significantly different.

1. Two freshmen inventory forms had an item response
omitted.

2. Three upperclassmen inventory forms had an item
response omitted.

no

TABLE 3.3

SUMMARY OF SAMPLE RETURNS FOR THE VARIOUS

GROUPS STUDIED

 

 

 

 

Group Sample Returns
, a n i
Resident advisors 3O 30 100
Resident assistants 39 37 95
Upperolass students 78 70 90
Freshmen students 78 71 91

Total sample 225 208 92.“

bl

Desgziption.and Diffezeggg Statistic;

Central tendency was determined by the mean or
arithmetical average. Results derived from the "DEVCOR"
program on the electronic digital computer at the University
of Minnesota allowed for the variance to be computed from
the deviations of the raw scores from the means.1 The
Bartlett2 test for homogeneity of variance was used to test
the null hypothesis of equal variances between groups. It
was intended to apply the variance ratio3 to consecutive
pairs of variances to test the alternate hypothesis that the
groups can be ranked on the amount of consensus with the
resident advisors having the most consensus, followed by the
resident assistants, upperclassmen, and freshmen. However,
no significant differences were found by Bartlett's test
among the variances between the groups, thus eliminating
the possibility of rank differences and the need for further
testing.

F 4 measured differences in variances of resident

max

assistants on the four sub-scales of the instrument.

 

2= (2-102
N-l

2. Helen M. Walker and Joseph Lev, Statistical Inference,
New York: Henry Holt & Company, 1953, p. 193.

l. s

3. Ibid., p. 185

4. Ibid., p. 192

42

Analysis of variance as described in Guilford1 was used

to test differences between the groups.

Assumptions of analysis of vagignge. Four basic

assumptions are made when using the analysis of variance

model:2

1. Observations within groups must be mutually
independent. All four groups are from hypo—
thetically different treatment population.
Students were randomly selected, and resident
advisors and resident assistants included the
total available pOpulation.

2. Variance must be approximately equal wit in
experimentally homogeneous sets. Norton
found that it is not necessary to be restricted
by this assumption. (No tests were made for
homogeneity of variance because the 'J' distri-
bution was not found by visual inspection.)

3. Variations within experimentally homogeneous
groups must be from normallyudistributed pOpu-
lations. However, Lindquist feels that the
validity is affected little by violating this
assumption.

4. The mean of the criterion measures must be
the same for each treatment population.
(This assumption was made when the null
hypotheses were stated.)

 

J. P. Guilford, Fundamental Statisti s in Ps 010
and Educatigg, Third Edition, New York: McGraw Hill,
195 0 pp‘ 25 -2570

E. F. Lindquist, Design and Analysig of Expezimegfig,
Boston: Houghton Mifflin Co., 1953, p. 75.

Dee W. Norton, A Em i 1 al esti at o f So
Effects of Nonnnor t a d.He ero enei
F-Qigtribution, Unpublished Ph.D. Thesis, State
University of Iowa, 1952.

Lindquist,.gp. 919., p. 81

43

Inherent in the above assumptions is the need for a
metric or interval scale. The instrument used in the study,
therefore, was designed with values assigned to the avail-
able responses for each item. The method of scaling is
more thoroughly discussed in Chapter IV.

Sgneffe's Technique. The analysis of variance
technique can indicate only that differences do exist among
the means of the groups being studied. To identify which
means are significantly different, it is necessary to employ
an additional method. A technique deveIOped by Scheffe1
satisfies this need. By using l'within mean squares” obtain-
ed in the analysis of variance and the n's of the respective
means being tested, he establishes an interval for each
pair of means which indicates their difference from each
other.

Scheffe's test declares that X1

cantly different at level o< if the interval produced by

-, - .: - a .1.
(x1 - x3)- \/(k 1)?“ ans (In + 113)

and 3c", are signifi-

does not include zero. 2, and id are the means being

compared; k is the number of groups; Em;13 the value of

the "F" distribution at the desired confidence level; WMS is

1. Henry Scheffe, "A Method for Judging all Contrasts
in the Analysis of Variance," Biometziga, Vol. 40,
June 1953, pp. 87 - 104.

M.

the "within mean squares" which is an estimate of the

variance; and n1 and n are the respective sizes of the

.1

groups being compared.

Agaumppippg of Spheffe's Tpst. The same four assump-
tions made for the analysis of variance also apply to
Scheffe's test. Because Scheffe's test is more strict than
the F-test, Scheffe suggests using a confidence level of
10 per cent rather than the five per cent used in computing

the analysis of variance.1

Analysis of Sample Retupps

The data from the instruments were tabulated. The
results were placed on IBM cards and processed using the
"DEVCOR" program in the electronic digital computer. The
means, sum of the scores, sum of the squared scores, and
sum of the squared deviation scores were derived from the
"DEVCOR" output. variance was calculated using the sum of
the squared deviation scores. Items, sub-scales, and the
total instrument were tested by the analysis of variance.
Scheffe's technique was applied where significant differ-
ences were found by the F-test. Bartlett's technique
tested for differences in the variances of the sub-scales
and the total instrument. Fmax was computed to measure
difference in variances of resident assistants on the four

sub-scales.

1. Ibid., p. 71

45

Analysis of the results was done first for each
sub-scale and its corresponding items followed by the

analysis of the total instrument.

46

Summary

The null hypothesis, the sample, and the statistical

analysis have been discussed. Measures used in testing the

hypotheses are:

1.

2.

3.

4.

5.

Arithmetic mean, which indicates the general
Opinion of a group to an item or set of items.

Analysis of variance, which locates the items
on which there are significant differences in
expectations among the groups.

Scheffe's test, which determines actual differ-
ences between means.

Bartlett's test for homogeneity of the variance,
which indicates differences in consensus among
the groups.

F a , which measures differences in agreement
of the resident assistants on the four sub-
scales.

Because the study is not designed for predictive

purposes but is primarily pilot in nature, it was decided to

establish the 5 per cent level, except for Scheffe's tech-

nique, as the point at which the null hypotheses would be

rejected.

Because of the stringency of Scheffe's test, his

suggestion of 10 per cent level was used.

The development of the instrument used to collect the

data is presented in Chapter IV.

CHAPTER IV
INSTRUMENTATION

This study is patterned after Nonnamaker's1
investigation of the role of enrollment officers. Careful
analysis of Nonnamaker's study and his methods for gathering
information revealed that his approach was applicable to

this study.

Deve10pment of the Instrument

For purposes of quantification and adaptability to
statistical analysis, it was decided that the instrument
should take the form of a questionnaire. Head resident
advisors, graduate resident advisors, resident assistants,
and students were interviewed and asked to describe what a
resident assistant should do or be. A series of items was
develOped from these interviews. Simonséz"Resident Assis-
tant Rating Form" was examined and used as a guide for
formulating additional items.

1. Nonnamaker, pp, cit.

2. Simona, pp. cit.

‘5?

48

A total of 114 items were developed for the initial
pool. From the interviews with resident advisors, resident
assistants, and students it appeared that the role of the
resident assistant could be divided into several areas.
After discussion with the Assistant Director of the Men's
Division of Student Affairs and two doctoral guidance
committee members, the following five categories were deter-
mined:
1. Advisory

2. Administrative-Supervisory
3. Leadership
4. Personal characteristics
5. Social interaction

The role of the resident assistant was considered to be
mainly composed of elements found in these five categories.
All areas except “Personal characteristics” and "Social
interaction" are largely influenced by the personnel and
living structure within the residence hall and relate
directly to the Job of the resident assistant. "Personal
characteristics” relate more to the resident assistant as an
individual and are less influenced by the Job he is to

1 omitted the “Personal characteristics"

perform. Raines
category but he stated that it is ''probably one of the most
crucial qualities considered in the process of selection

(of resident assistants)."

1. Raines, pp, 9;,., p. 55; parenthesis mine.

49

The initial 114 items were submitted to three
administrators in the Dean of Students' Office: The
Director of the Men's Division of Student Affairs; the
Educational Director of Men's Residence Halls; and the
Assistant Director of the Men's Division of Student Affairs.
_All three administrators were thoroughly aware of the cper-
ations of the residence hall personnel program. The three
men were asked to rate each item on the basis of its impor-
tance and significance in relation to the functioning of a
resident assistant. The administrators were secondly asked
to categorize each of the 114 items into one of the five

1

groups listed above. They were asked to perform each task

separately. The following description was given for each
aspect of the resident assistant's role to aid the adminis—
trative panel in making categorizations:

1. Advisory - performance of a function related
to giving aid or guidance; helping students
with problems or suggesting where they may
receive help.

2. Administrative-Supervisory - performance of
perfunctOry type duties pertaining to the*\
management of the gesidence hall; super-
vision of the student§“fnvtfi5‘precinct or
hell with regard to rules and regulations,
safety, protection of private and university
property; assistance to the business manage-
ment of the residence halls.

 

l. The Resident Assistant Inventory form with instructions
may be found in Appendix A.

SO

3. Leadership - performance relating to the
programs and activities of the precinct
or residence hall; the ability to direct
students toward positive goals.

4. Personal characteristics - traits of the
individual which would be recognizable in
non-residence as well as residence hall
situations.

5. Social interaction - social mixing with
students from the residence hall on an
individual or group basis.

Examination of the rankings and categorizations of the
items by the panel of administrators indicated that there
were only four clearly distinguishable categories. The
social interaction category was found to be vague and insuf-
ficiently important to the overall role of the resident
assistant. '

The administrative panel's agreement on the rankings
of the items reduced the size of the pool to 78 items.
Dividing the 78 items into the four remaining categories
produced an unequal number of items in the different cate-
gories. The smallest number of items in any one division
was 15. Therefore, all sub-scales of the instrument were
limited to the 15 highest-ranking items to allow for easier
statistical treatment. The total instrument containing the

four sub-scales was thereby reduced from 78 to 60 items.

I

Ppelimipapy ngt o; Ipsppumepp

The instrument was initially tested on twelve students

and five resident assistants to determine the clarity of the

51

items and the instructions.1 All 17 subjects were
interviewed after completing the instrument. Suggestions
were made by the subjects which indicated that certain items
needed rewording. The instructions appeared to function
prOperly, but because several item-responses were omitted by
the subjects, it was decided to caution the respondents to

be certain all responses were completed.

Fina ru e e S

The instrument was changed according to the suggestions
of the preliminary subjects. Furthermore, the wordings of
16 items were reversed to reduce the likelihood of the sub-
jects developing a set toward answering the items strongly
positive. Thereafter, the entire instrument was presented
to the panel of administrators for their comments and
criticisms.

The final form of the instrument was developed with a
total of 60 items, divided into four sub-scales of 15 items
each.2 The sub-scales measure:

1. Expectations for the resident assistant to
perform advisory functions.

2. Expectations for the resident assistant to
perform administrative-supervisory functions.

 

1. Subjects were drawn from the residence hall which was
omitted from the study.

2. The final instrument may be found in Appendix B.

52

3. Expectations for the resident assistant to
provide leadership.

4. Expectations for the resident assistant to
display selected personal characteristics.
Scalipg

In order to measure the expectations for the role
of the resident assistant it was necessary to devise a
method by which the strength of responses to the items
could be measured.

A scale with five possible responses was selected. The
responses were arranged in descending order from high posi-
tive to low negative. The subjects were asked to precede
each item with "The resident assistant" and then select for
each item the appropriate response from among the following:
absolutely must; preferably should; may or may not; prefer—
ably should not; and absolutely must not.

All items were scaled so that the "absolutely must"
response indicated the subjects' belief that it was impor-
tant for the resident assistant to perform a function or
possess a trait in order to properly conduct his job. The
direction of weighting on the 16 reversed items was corres-
pondingly changed so that scores on all items would be
comparable.

Arbitrary values were assigned to each of the five
possible responses. For ease of calculation, a weight of

four was assigned to the ”absolutely must" response, three

53

to ”preferably should," two to "may or may not," one to
"preferably should not," and zero to the ”absolutely must
not" response. All items were carefully worded with the

purpose of making possible the selection of any of the five

1‘3 sponse 8 0

Administration of the Instrument

The instruments were delivered to the head resident
advisors during the ninth week of spring quarter 1960. All
head resident advisors who were directing halls on the
Michigan State University campus were given sufficient forms
and envelopes to include the resident assistants and stu-
dents as specified in Chapter III. At the same time, the
instrument was also distributed to past resident advisors.

Returns from resident assistants and students were
received prior to the conclusion of spring quarter final
exams. All returns from resident advisors were received
within three weeks of the distribution.

Names of the respondents were not requested. The only
method of identification used was for the purpose of dis-
tinguishing the four groups of subjects. The initials of
the appropriate group were placed in the upper right hand

corner of the instrument.

Scoring
The weights assigned to each of the responses were

recorded on work sheets and punched into IBM cards for

54

processing as described in Chapter III. The means were
given in the output of the electronic computer. Additional
hand calculation was required for the variance, analysis of
variance, and Scheffe's test.

The assumption is made that the zero to four values

given to the five possible responses have equal intervals.

1 2

This same problem was encountered by Gross and Nonnamaker.
The weighted response instrument has been considered
appropriate and used satisfactorily for many problems of
educational measurement. There is no reason to assume that
the weighting of responses used in the study at hand should

not also be appropriate and satisfactory.

Validity
A panel of administrators in college personnel work
and professors in college personnel work helped to develOp
the items and the structure of the instrument. Resident
advisors, resident assistants, and students were consulted
and contributed items to the scale. The method of develop-
ment of the items and the total instrument is sufficient

to claim content validity for the instrument.

1. N. Gross, W. S. Mason, and A. W. McEachern, Explgpa-
tions in Role Analysip: Studiep of the School

Superipgendency Role, New York: John Wiley e Sons
no., 1958.

2. Nonnamaker, pp. cit., p. 46

55

Reliability

Because there was no single response which was
considered to be right or wrong, it was necessary to find a
test of reliability which could apply to items which have
somewhat unrestricted scores. Hoyt and Stunkard1 designed
a test which met the need of the instrument. For this test
the variance is computed both among items and among indi-
viduals. Theoretically, there is still variance which
cannot be accounted for. The assumption is made by Hoyt
and Stunkard that the unaccounted variance has resulted from
inconsistency in the respondent's answers.

The Hoyt and Stunkard method was used to compute the
reliability for the total instrument and for each of the
sub-scales. The results of the reliability estimates are
presented in Table 4.1.

A reliability coefficient of .80 is usually considered
to be acceptable. The estimated reliability coefficient of
.84 for the total instrument meets this requirement. 0f
the sub-scales, number two only is able to meet the accept-

able level. Scales one, three, and four cannot be considered

reliable and therefore should be interpreted with caution.

 

1. Cyril J. Hoyt and Clayton L. Stunkard, "Estimation of
Test Reliability for Unrestricted Item Scoring

Methods," Educational and Psyphologipal Measupement,
12:756-758, 1952.

TABLE 4.1
RELIABILITY FOR THE TOTAL INSTRUMENT AND THE SUB—SCALES

 

 

 

Reliability

Scale Name Coefficient
Sub-scale 1 Advisory .49
Sub—scale 2 Administrative-supervisory .82
Sub-scale 3 Leadership .50
Sub~sca1e 4 Personal characteristics .57

Total instrument .84

 

 

 

 

57

Summary

The instrument in the study was developed from
suggestions and information received from residence hall
personnel, staff, and students. A panel of college person-
nel work administrators selected appropriate items and
categorized them into four aspects of the role of the
resident assistant: (1) Advisory; (2) Administrative-
Supervisory; (3) Leadership; and (4) Personal Character-
istics. The instrument of 60 items was preliminarily tested
on a small sample. Changes were made in the instrument
following the preliminary test. The instrument was examined
by the panel prior to the final distribution. Scoring
weights for items were arbitrarily set at 0, l, 2, 3, and 4.

Validity for the instrument was measured by the
content. Hoyt's technique was used to measure reliability.
Satisfactory reliability was achieved for the total instru-
ment (.84) and the Administrative-Supervisory scale (.82).
The other three sub-scales had estimated reliabilities of

.49, .50, and .57.

CHAPTER V
THE ANALISIS OF DATA

In this chapter, the data from each sub-scale is
analyzed along with the individual items to test the hypo-
theses presented in Chapter III. The total instrument will
be discussed after the four sub-scales have been examined.

Analysis of Expectations Held for the Resident
Assistant to Perform Advisory Functions

(§up:§pa1e I)

The means, variance, and analysis of variance for all
items in §up-spp;p I are presented in Table 5.1. Compari-
sons of mean scores calculated by Scheffe's test are
reported in Table 5.2. Results of Bartlett's test for
homogeneity of variance are presented at the end of Table
5.1 and also in Table 5.13. Presentation of the major null
hypotheses and alternate hypotheses together with the
findings of the tests of the hypotheses may be found in
Table 5.3.

"83°” "“11 Hypothesis HA: «er.advi§ppss a/U&.a§§istant§‘
/u uppp rc is s amen. /ufre sham

Sub-scale a a 31 . A significant difference

was found at the one per cent level of confidence

58

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67

between the mean scores of the four groups for

.thzfiQ§l§_lo Null hypothesis H is rejected.

A
ltgm_§nglx§L§. There was a significant

difference between the mean scores on eight of the
fifteen items (#1, 1?. 21, 29. 33. 37, #1, and #9)
of §g§=g§§;§__. Mean scores of seven items were
significantly different at the one per cent level
and one item (#33)-was significantly different at
the five per cent level of confidence. The null

hypothesis H must be reJected for the eight items

A
listed.

Alternate Hypothesis H : /&(

,u

i , A1 dvi 7/41 a s ant >
rclas >’ e
S - a . The alternate hypothesis
HA1 is rejected with the following inferred relation-
ships observed from the data:1

5? r.advisor 3(- r.assistant 5(- upperclassmen if freshmen

 

 

he.67 46,1a uulgi #3.11
Item analysis. Alternate hypothesis HA1 must
be_re3ected for each item in §u§;§9g;§_;. The ob-

‘served relationships are presented in Table 5.2.

 

1.

Means connected by a continuous underline have not been
found to be significantly different by Scheffe's
test.

68

Alternate Hypothesis H

 

 

 

 

AZ:
#wdv.‘ ”mo.
flr.advisor'/’r.assistant|< “-3d'--’ gr.
Muass't" Mm.
u - e . Alternate hypothesis HA2

is rejected with the following inferred relationships

observed from the data:

5(- r.advisor 3? r.assistant 5(- upperclassmen 5? freshmen

$522_§Q§L1§;§. The mean scores for Item #1

are as follows:

 

5(- r.advisor 3-C- r.assistant 3E upperclassmen 5(- freshmen
‘2.70 3.70 _3.10 3.27

Alternate hypothesis HA2 may therefore be accepted

for this item. All other items in §gb:§gg;g_; do

not meet the requirements of the alternate hypo-

thesis.. The observed relationships are given in

 

Table 5.2.
a 2
Major Null Hypothesis H : 0' 8 (f' g
B a is a t
'7’” = 0’
u e sme
§gb;§g§l§_§nglz§;§, No significant differ-

ences_were found between the variances of the
four groups when tested by Bartlettfs technique.

Null hypothesis BB must be accepted.

69

2 2.

 

Alternate Hypothesis H :
31 CE}- ‘C 6— s an <1
"‘EFIT‘ 2;]?
u rcla ‘1 f '

Alternate hypothesis H31 must be rejected because of

the similarity among the variances of the four groups.

lntggpretgtigg of gaggltg

The mean scores indicate the degree of importance that
a group expects each item or sub-scale to play in the over-
all role of the resident assistant. Mean scores have a
possible range of from zero to 60 for each sub-scale and
from zero to four for each item. The group which has the
highest mean score for an item or a sub-scale is considered
to place greater importance, compared with the other three
groups, upon that item or sub-scale.

The differences in the mean scores among the four
groups indicate lack of agreement in what is expected
of a resident assistant's advisory function. Review of
Table 5.2 shows that resident advisors place greater impor-
tance upon aspects of the resident assistant's role relating
to advisory responsibilities than do either resident assist-
ants or students. Also, resident assistants place
significantly greater importance on the advisory aspects
than do freshmen students. Expectations of resident
advisors and resident assistants cannot be considered to be

more alike than the expectations of students and resident

7O

advisors or resident assistants. The results of Bartlett's
test give no reason to believe that any one group is more
in agreement in their expectations than any other group.

The eight items on §ED:§£21§_1 for which the four
groups hold significantly different expectations lead to
the following interpretation: Resident advisors thought
it more important for resident assistants to carry out the
functions described in these eight items than did at least
one student group. .On only two items (#1 and ##9) did both
resident advisors and resident assistants differ from both
student groups in the expectations. On Item #1 resident
advisors and resident assistants were more similar to each
other than they were to either student groups in the expec-
tations they held. Resident advisors placed significantly
more importance on Item ##9 than did the resident assistants.
On no other item relating to advisory functions was there a
significant difference between resident advisors and resi-
dent assistants on the expectations held.
Analysis of Expectations‘Held for the Resident Assistant

to Perform Administrative-Supervisory Functions:

(Sub-scalell)

The means, variance, and analysis of variance figures
for all items in Sub-gggle II are presented in Table 5.“.
Comparisons of mean scores calculated by Scheffe's test are
reported in Table 5.5. Results of Bartlett's test for

homogeneity of variance are presented at the end of Table 5%

71

and also in Table 5.13. The major null hypotheses and
alternate hypotheses together with the findings of the
tests of the hypotheses may be found in Table 5.6.

Major Null Hypothesis HA: /LA

 

_2iEéuueumflauuanuil;fE§::ufluqu
W. The mean scores of the

four groups were found to be unequal at the .01
level of significance. Null hypothesis HA must
be rejected.

a anal sis. Significant differences were
found at the .01 level among the mean scores for
eleven of the items (#6. 10, lb, 22, 26, 30, 3h,
38, #2, U6, and 5“). Mean scores on Items #2
and 50 differed significantly at the .05 level

of confidence. Null hypothesis HA must be re-

jected for all thirteen of the above items.

A H t H : fE
lternate ypo hesis A1 A}. d > t >

la a >
§nh:eeele.eaelz§i§p Alternate hypothesis HA1

is rejected with the following inferred relation-
ships observed from the data:

3(- r.advisor 3? r.assistant 3-K- upperclassmen 3E freshmen
47.83 bu.62 36.49 36.21

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A1

must be rejected for each item in §g§=gg§1§_;1.

The observed relationships may be found in

Table 5.5.

Alternate Hypothesis HA2:
’ur.adv." ’uu.c.
,u - A
Wadvisor'flmassistant < r.adv. r.
#r.ass't'/uu.c.
A.ass't"/ufr.
Sub-scale aggl1§i§.. The relationships of the

mean scores for the four groups are as follows:
5(- r.advisor i r.assistant 3C- upperclassmen 3E freshmen

b7.83 1m.62 36.159 36.21

 

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Jeoted. .

W. Alternate hypothesis HA2 may
be accepted for items #6, lb, 22, 26, and 54:

Item 75 r.adv. )-( r.ass't 33 1.1.0. 7(- fr.

 

 

 

 

 

6. 2.11, 3.92 2.11 1.96
1a. _3.23 2.86 2.31. 2.35
22. 3.50 3.35 2,00 2.01
26. alln_______z.§9 -z.13 2,1u

54 . M4}. M

The observed relationships are presented in Table

5.5.

Major Null Hypothesis H : 0'2 a: 0'2 a
_ - B 1W

a g z
0- gpmggla saga 6- fge ggmgg
Sup-scale analysis. No significant differences

were found between the variances of the four groups

 

when tested by Bartlett‘s technique. Null hypo—

thesis HB must be accepted.

 

A . 2 z
lternate Hypothesis “81‘ 6. < 6- a <
z ““ 1W
6-1]. 1‘ same < afres

Acceptance of the null hypothesis HB necga-

sitates rejection of alternate hypothesis H31,

Igtgrpzetatign.gf Regg;§§

Mean score differences for each of the four groups
(resident advisors, resident assistants, upperclass stu-
dents, and freshmen students) indicate that the groups do
not have the same expectations for the resident assistant
to perform administrative-supervisory functions.

From Table 5.5 it can be seen that resident advisors
place greater importance on administrative-supervisory
functions than do resident assistants or students. Resident
assistants also consider administrative-supervisory func-
tions to be more important than do students. No differences

were noted in the expectations of upperclass and freshmen

students.

83

Expectations of resident advisors and resident
assistants cannot be considered to be more alike than
expectations of students and resident advisors or resident
assistants.

No differences were found in the amount of consensus
each group had on their expectations for the resident assis-
tant. (Table 5.“, Bartlett‘s test.)

0n only two items (#18 and 58; described in Table 5.“,
pages 74 and 76) did the four groups agree on what they ex-
pected of_a resident assistant in the performance of
administrative-supervisory duties. Upperolass and freshmen
students were the only two groups which held the same ex-
pectations for all fifteen items in §§§=§§§Lg_;_.

Analysis of Expectations Held for the
Resident Assistant to Provide Leadership

(Sub-sca;g III)

The means, variance, and analysis of variance computa-
tions for all items in §gb-§gale III are presented in
Table 5.7. Comparisons of mean scores calculated by
Scheffe's test are reported in Table 5.8. Results of
Bartlett's test for homogeneity of variance_are presented at
the end of Table 5.7 and also in Table 5.13. The major null
hypotheses and alternate hypotheses together with the find-
ings of the tests of the hypotheses may be found in Table
5.9.

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92

Major Null Hypothesis H :
A flradviggzga flr,a§§is§ag§§=

”nape rclaggmgns/ufgegm
Sgb-gggle analysis. Application of the

analysis of variance to the mean scores of the

 

four groups revealed a difference significant
at the one per cent level of confidence.

Item analysis. Items #15, 23, 35, 39, and
51 had mean scores which differed significantly
at the one per cent level. Three items (#31,
#3, and 55) had mean scores which were signifi-
cantly different at the five per cent level of
confidence. The null hypothesis HA must be

rejected for all eight of the above items.

Alternate Hypothesis H :

A1 flrAadvisors>/u;,assistants>

fluppe :c ;a 3 Egg >/“f 2e ghmeg.
gab-ggalg analysis. The following inferred

relationships observed from the data lead to the
rejection of alternate hypothesis HA1:
inadvisor inassistant ‘i upperclassmen i'freshmen
nu.67 “1.73 40.66 40.63
Item analysis. The mean scores of the four
groups could not be ranked according to the alter-

nate hypothesis for any of the items. Thus,

93

alternate hypothesis HA1 must be rejected for

each item 13.§22:§§§L§.Lllo The observed

relationships are shown in Table 5.8.

Alternate Hypothesis HA2:

/"r.adv.- luu.c.
_ 158617.- f o
'flradvisor ”assistant' < la fl r
”r.ass't' luu.c.
lur.ass't"/ufr.
Sug-acala analyaifi. Alternate hypothesis

 

 

 

HA2 is rejected with the following inferred

relationships observed from the data:

3? r.advisor 3(- r.assistant f upperclassmen i freshmen

 

44.67 u1.73 “0.66 “0-63
Iaem aaalyaia. The mean scores for Item

#51 are as follows:

5? r.advisor Y r.assistant 5E upperclassmen 3(- freshmen
3.53 3.u3 3.06 3.01

Alternate hypothesis HA2 may therefore be accepted

 

for this item. All other items in Sub-sgala 1;;
do not meet the requirements of the alternate
hypothesis. The observed relationships may be
found in Table 5.8.

94

 

Major Null Nypothesis H : 2 ._ 0—2 a
2 QB r.advisors- :.aasistants
(Tapas agaasmexf O”fge am

Su -s a e e si . Application of Bartlett's
test for homogeneity of variance indicated no sig-
nificant differences between the variances of the

four groups. Null hypothesis HE may be accepted.

\ ,
Alternate Hypothesis‘H : 2 3
Bl 6r.agvisogs < 0';',ass§,ata§ts <
a

2
Wen< a}... §.._nhme
Rejection of alternate hypothesis H81

 

becomes necessary when null hypothesis HB 13

accepted.
Interpragatiga of Beaulta

Expectations for the resident assistant to provide
leadership are not the same for all four groups studied.

Resident advisors consider it more important for the
resident assistant to provide leadership than do either
resident assistants or students. Resident assistants and
both student groups tend to agree on leaderShip expecta—
tions,

No greater similarity was found between the expecta-
tions of resident advisors and resident assistants than was
found between either of these two groups and the two

student groups.

95

Bartlett's test of the variances indicates that all
four groups have nearly the same amount of consensus in the
leadership expectations they hold. (Table 5.7)

At least one group was found to have different expecta-
tions from the other groups on eight of the items (#15, 23,
31, 35, 39, #3, 51, and 55; described in Table 5.7, page 84)
in Sub-egale II . Upperclass and freshman students dis-
agreed only on their expectations for the resident assistant
to delegate responsibilities for precinct affairs to his
committee chairmen. (Item #39)

Analysis of Expectations Held for the Resident Assistant
to Display Selected Personal Characteristics

(8 Sub-scale IV V)

The means, variance, and analysis of variance computa-
tions for all items in Sub-saale IV are presented in
Table 5.10. Comparisons of mean scores calculated by
Scheffe's test are reported in Table 5.11. Results of
Bartlett's test for homogeneity of variance are presented
at the end of Table 5.10 and also in Table 5.13. The major
null hypotheses and alternate hypotheses together with the
findings of the tests of the hypotheses are reported in
Table 5.11.

Na or Null H othesis H : _ =
3 VP A /“r. gyiaoza‘ W:,.a_s_s_i.§.__istan

fl appamla s szgen'= /u fye ahmea
§uh-sca1e aaalya 3. Application of the

analysis of variance technique to the mean scores

 

96

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103

of the four groups revealed a significant
difference at the .01 level of confidence.

Item analz§;§. Items #8, 28, and #0 were
found to have mean scores which differed atthe
one per cent level of confidence. Items #Zh and
60 were significantly different at the five per
cent level. The null hypothesis HA must be re-

jected for the above five items.

Alternate Hypothesis H ;
A1 /Aeradgisors:Z/1r,assigtggts:>

flwpercla§§m§g>fl£re§hmeg

Sub- a e ana I Alternate hypothesis

 

HA1 is rejected with the following inferred rela-
tionships observed from the data:

f’rIadvisor {i r.assistant i upperclassmen ‘i freshman

 

 

h6.87 46.16 #5.33 u3I68
Iteg analysis. Alternate hypothesis HA1 must
be rejected for each item in §gb;gga;g__1. The

observed relationships may be found in Table 5.11.

Alternate Hypothesis HA2

 

”r.advf /uu.c.
/ur.adv.' /ufr.
/“r.ass't"/"u.c.
firIass‘t'flfrI

|/ur .advisor'flr .a ssi stant‘ <

 

 

104

Su - e ana s I The mean secres of the
four groups have the following relationships on
Sub-scale IV:
5? r.advisor 5(- rIassistant 3'5 upperclassmen 33 Freshmen

h6.87 “6.16 45.33 43.68

 

Alternate hypothesis HA1 must be rejected.
Item analysis. Alternate hypothesis HA2

must be rejected for each item in Sub-scale I .
The observed relationships are shown in Table 5.11.

Major Null Hypothesis H ; 0-2 6.2
r

B .advisgrs= r.assigtants2
z

z
(rapperg 1a 5 smeg= 0”fre shmeg
Sub-scale analyg g. Application of Bartlett's

test for homogeneity of variance indicated no sig-

 

nificant differences between the variances of the

four groups. Null hypothesis HB may be accepted.

2
Alternate Hypothesis H ; 2
Bl 0;.advigrs<G-E.§8§i§tan§§<

 

2 2
o-uppe :9 la g smeg< (fps shmeg

Because significant differences were found
between the variances, alternate hypothesis HB1

must be rejected.

105

Intenggtation of Results

Agreement was not found between all four groups on the
personal characteristics they expected a resident assistant
to display.

Freshmen students considered it less important, than
did either resident assistants or resident advisors, for
the selected personal characteristics to be exhibited by the
resident assistant.

Resident advisors, resident assistants, and upperclass
students all had similar expectations on Sub-scale IV.

No differences were found in the amount of consensus
of each group in their expectations for the resident
assistant. (Bartlett's test, Table 5.10)

There was a difference in group expectations on five
of the 15 items (#8, 2b, 28, 40, and 60; described in Table
5.10, page 96.) Resident advisors and resident assistants
tended to agree on all items in §ub-§gale I I Agreement
was also found on all of the items between upperclass and

freshmen students.

Analysis of Expectations Held for the Role of the
Resident Assistant (Total Instrument)

The means, variance, and analysis of variance figures
for the total instrument are presented in Table 5.13.
Comparisons of mean scores calculated by Scheffe's test are

reported in Table 5Ilh. Results of Bartlett's test for

106

homogeneity of variance are shown in Table 5.13. The

findings of the Fma test applied to the variances of scores

x
for resident assistants on the four sub-scales are exhibited
in Table 5.15. The major null hypotheses and alternate
hypotheses together with the findings of the tests of the

hypotheses are reported in Table 5.16.

Ma or Null H othesis H : a -
‘1 yp A ”r.advisogg ”new

”uppe cc la s §men= fling shggn
Application of the analysis of variance
technique to the mean scores of the four groups
revealed a significant difference at the one per

cent level of confidence.

Alternate H th 1 H :
YE es 8 A1 ”r.aggisozs>g'fi:,a fifl駧3m§>
fluppe rcla §§m§g>flfze§ggen

Alternate hYPOth881S H is rejected with the

Al
following inferred relationships observed from the

data:

35 r.advisor 3(- rIassistant i upperclassmen 3(- freshmen

188.03 178.65 166.79 163.63

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112

Alternate Hypothesis HA2:

/"‘r.adv." Wmc.

l/ur.advisor'/“r.assistant| < ”team /ufr.
flr.ass't‘/lu.c.

”r.ass't" flfr.
For the Iotal Iggtgggent the mean scores

of the four groups have the following relation-

 

 

ships:
if r.advisor 3-6 r.assistant f upperclassmen i freshmen

188.03 178.65 166.79 163.63
Alternate hypothesis HA2 must be rejected.

. 2 2
Major Null Hypothesis HE. G. 0'

0"

 

2 r.adxisgzg r.assistagtg”
gzppe gcla s smen: 0—fge gnggn
Application of Bartlett's test for homo-
geneity of variance revealed no significant

differences between the variances of the four

groups. Null hypothesis HB may be accepted.

 

Alternate Hypothesis H ; 2 2
Bl 0;.adxisong < (mass; stant: <
2 2
(Kappa :9 lg s smen < Urge shmeg

Acceptance of the null hypothesis HB

necessitates rejection of alternate hypothesis

HB1“

113

Sub Null Hypothesis H ;

C
a a
dgub-scale I. r.ass't= dgub-soale II. :,ass't=
2

Sub-scale III, r.ass't8 déub-scale IV. r.ass't

An Fmax value of 1.25 was not large enough

to reject the hypothesis. Null hypothesis H

 

C
may be accepted.
Alternate Sub Hypothesis H01:
2 2
0.1 r.ass't >03 r.ass‘t
- when

l/fi.n.adv.' lui.f£,l>l/{1 Lady,“ l“: “J

Acceptance of sub null hypothesis HC requires

the rejection of alternate sub hypothesis HCl°

In a a n Re u

Only upperclass and freshmen students agreed on their
expectations for the role of the resident assistant. Resi-
dent advisors and resident assistants rated the role of the
resident assistant, as defined by the instrument, to be
more important than did the students. (Table 5.13)

All four groups had an equal amount of within-group
agreement on the expectations they held.

The resident assistants had nearly an equal amount of

consensus on all four sub-scales of the total instrument.

11“

Summary

- The major null hypothesis HA which states that there
are no differences between the groups in the expectations
they hold for the resident assistant as measured by the
instrument must be rejected at the one per cent level of
significance. The two alternate hypotheses concerning mean
score rankings and mean score differences must also be re-
jected.

The major null hypothesis HB which states that there
are no differences between the four groups in the amount of
consensus that each group has for the role of the resident

assistant must be accepted.

The sub null hypothesis HC stating that there are no
differences in the amount of consensus that resident assis-
tants have on each of the sub-scales of the total instrument
must be accepted.

Tests of the major null hypotheses on the four sub-
scales produced the same results found for the total instru-
ment. The major and alternate hypotheses concerning the
level of expectations were rejected. The major hypothesis
relating to the amount of consensus each group has for the
role of the resident assistant was accepted for each

sub-scale.

CHAPTER VI
SUMMARY, CONCLUSIONS, AND RESEARCH IMPLICATIONS

Summary

The Pnglem

The major problem of the study was to determine the
nature of and the differences in expectations that resident
advisors, resident assistants, upperclass students, and
freshmen hold for the role of the resident assistant.

Theoretical assumptions were developed from research
in role theory and applied to the area of residence hall
personnel work. Two basic assumptions were made: 1) resi-
dent advisors, resident assistants, and students hold
different expectations for the role of the resident assis-
tant, and 2) resident advisors, resident assistants, and
students differ in the amount of consensus they have for
the role of the resident assistant.

The investigation was conducted near the end of the
1960 academic spring quarter. The instrument used to
measure role expectations was distributed to all head
resident advisors employed at that time. The head resident
advisors distributed the instrument to the appropriate

graduate resident advisors and resident assistants defined

by the study and also a random stratified sample of upper-

class and freshmen students. Resident advisors no longer
115

116
employed by Michigan State University were mailed the

instrument if their present addresses were known. A 92.4

per cent return was received on all instruments distributed.

ggyiew of the Instrument

The instrument contains sixty items and was designed
to measure the expectations which four sampled groups have
for the role of the resident assistant. Four sub-scales of
fifteen items each have been separated within the total
instrument to measure separate aspects of the resident
assistant's role:

1. Su - ale - Expectations for resident
assistants to perform advisory functions.

2. i§g§;gga1g_;; - Expectations for resident
assistants to perform administrative-
supervisory functions.

3. Sup-goals II - Expectations for resident
assistants to provide leadership.

a. Sub-scale IV - Expectations for resident
assistants to display selected personal
characteristics.

The items were arranged to distribute each sub-scale
throughout the length of the instrument. Every fourth item
was taken from the same sub-scale.

Reliability of the instrument was estimated by Hoyt's
analysis of variance method which measures internal consis-
tency. The total instrument was found to have an estimated

reliability of .84. Only Sub-scale II (Administrative-
Supervisory functions) with a coefficient of .82 and the

117

total instrument were considered to be reliable. Sub-scales

II III, and IV had reliability coefficients of .b9, .50,
and .57 respectively.

Re ew c
There are five possible responses for each item. They
are arbitrarily weighted and assumed to have equal intervals.

The responses and the corresponding weights are:

absolutely must - weight =
preferably should - weight a
may or may not - weight =

preferably should not - weight =

o F' n) kn .p

absolutely must not - weight =

By selecting one of the above weighted responses the
subject indicated the degree of importance that he expected
each item to play in the resident assistant's role. A
response weighted four would describe the item as most
important with a response weighted zero as least important.

The expectations for the role of the resident assistant
for each group were indicated by the mean scores the group
obtained on the items, the sub-scales, and the total instru-
ment. The analysis of variance model was used to test for
significant mean score differences among the four groups.
Scheffe's test was used to determine which pairs of mean

scores were significantly different. Agreement within a

118

group was indicated by the variance produced by the
responses on expectations. Bartlett's test for homogeneity
of variance was used to measure variance differences among
the four groups in order to determine if the variations were
significant. Fmax was used to test for difference in
variances for the resident assistant group on the four sub-
scales of the instrument.
Sample
Four groups were sampled with a total N=208z

1. Resident advisors (N=30)

2. Resident assistants (N=36)

3. Upper class students (N=70)

a. Freshman students (N=7l)

Hypotheses and Results

The two major null hypotheses are: 1) there is no
significant difference in expectations for the role of the
resident assistant among the four groups (resident advisors,
resident assistants, upperclassmen, and freshmen students)
and 2) there is no significant difference in the amount
of agreement within each of the four groups for the resident
assistant's role. A sub null hypothesis is that there is
no significant difference in the amount of agreement that

the resident assistant group has on each of the sub-scales

119

of the total instrument. (All hypotheses tested are
presented symbolically along with the results in Table 5.16
on page 11].)

Significant differences were found among the group
expectations for the role of the resident assistant as
measured by the total instrument and all four sub-scales.
The eXpectations were not found to be ranked with the resi-
dent advisors having the highest expectations followed by

resident assistants, upperclassmen, and freshmen students,

in that order. ( /"’*r.advisors>/‘*r.assistants>

xAxupperclassmen:Zyufreshmen). The difference in expecta-

tions between resident advisors and resident assistants was
not found to be significantly smaller than the differences
between resident advisors and both student groups and

between resident assistants and both student groups.

,/“r.adv.-,/”u.c.

L/ur.advisor'/ar.assistantl<:4/ur'adV'-'/Afr‘
/“r.ass‘t- /"u.c.

\ finess't- /ufr.

No significant differences were found in the amount

 

 

of agreement within each group for the role of the resident
assistant as measured by the four sub-scales and the total
instrument.

The resident assistant group had approximately the same

amount of agreement in what they expected of the resident

120

assistant in the four areas measured by the sub-scales.
2 2
( asub l, r.adv. Gsub 2, r.ass't
2 2

0—sub 3, r.adv.‘ (sub 14, r.ass't)

121

Conclusions

The total instrument and sub-scales will be treated

separately.

Tgta; Instguggnt

Several conclusions are based on the results of the

study:
1.

Resident advisors, resident assistants, and
students all differ significantly in their
expectations for the resident assistant's role.
However, upperclassmen and freshmen hold simi-
lar expectations. This finding partially .
supports the theory on which the study is
based. Although four distinct groups were
chosen for the study, it may easily be assumed
that upperclassmen and freshmen actually com-
pose but one student group. The fact that
expectations for both student groups are
similar might indicate that the major percep-
tions of resident assistants by students are
formed in the first year of residence. It
should be noted that the smallness of the ob-
served differences between the expectations of
residence advisors and resident assistants would

indicate that training does tend to make distinct

2.

3.

122

groups perceive the resident assistant's

role more similarly.

Because the instrument was developed from
items selected as being acceptable for resi-
dent assistant behavior, it is implied that
higher mean scores indicate higher professional
expectations. It may be assumed that resident
advisors have the most professional expecta-
tions, followed by resident assistants, with
the least professional expectations held by
students. Training may be assumed to increase
the level of professional expectations held for
the resident assistant's role. Because of the
significantly different expectations held by
students and the two residence personnel staff
groups, it is highly probable that the present
methods of communicating the professional role
of the reSident assistant to students lack

the effectiveness of training methods employed
for the resident assistants.

The members of each group have a nearly equal
amount of consensus for the role of the resi-
dent assistant. It was predicted that the
most homogeneous groups would have the most

consensus. Although no significant differences

123

appeared, the observed variances for
resident advisors are the smallest among
the four groups, followed by resident
assistants and freshmen, with upperclass-
men having the least consensus. Freshmen
were theorized to be less homogeneous in
role expectations than upperclassmen; the
data of the study partly indicate this is
not the case. Examination of the sub-scales
reveals that no consistent pattern exists.
Resident advisors were observed to be less
agreed on administrative-supervisory func-
tions than were resident assistants. Al-
though the difference was not significant,
it casts further doubt upon the assumption
that group homogeneity increases group con-
sensus. One reason might be that training
in professional areas tends only to raise
the level of professional expectations and
not to produce persons who think more alike.
If role conflict for a group is measured by
a lack of consensus in expectations, it must
be assumed that resident assistants are not
in a role conflict situation. Resident

advisors and freshmen were found to have the

124

greatest difference in expectations for
administrative-supervisory functions
(Sub-scale II) which should hypothetically
place resident assistants in a role conflict
situation. Observed variances, however, indi-
cate that resident assistants had the highest
amount of agreement on the administrative-
supervisory functions. The high amount of
consensus on Sub-scale Il.might result from
the nature of the items on the scale. The
items refer to responsibilities which have
been thoroughly prescribed for the resident
assistant and allow little room for inter-
pretation if he is to properly perform his
job. This leads to two possible conclusions:
1) lack of consensus within a group is not
an adequate measure of role conflict or 2)
role conflict may be reduced by adequate train-
ing and communication. If role conflict is to
be interpreted as the difficulty in choosing
between different act responses, it is likely
that adequate training can overcome conflict.
Sup-agglefi
Conclusions based on the results of the sub-scales

are:

125

Resident advisors place greater importance

on the advisory functions (Sgb-sgale I) of

the resident assistant's role than do the

other three groups. This relationship was
assumed from the theory. The observed differ-
ence in expectations between resident assistants
and upperclassmen was not significant but
closely approached significance.

Examination of the individual items
reveals that significant differences in expec-
tations are found mainly on items which relate
to giving help to students who have problems
or are in need of guidance. On all such items
at least one student group differs from the
resident advisors in what they expect of the
resident assistant. The conclusion might be
drawn that students have more tendency than
resident advisors to regard the resident
assistant as being unqualified to give guidance.
However, the lack of consistency for the same
student group to have significantly lower expec-
tations and the weakness of the significance
requires that the above interpretation be re-

garded cautiously.

Items for which the groups had similar
expectations related largely to ethical
standards of counseling relationships with,
students. It might be assumed that students
are aware of counseling ethics such as confi-
dentiality, however, it is more likely that
students are responding in a personal way re-
garding the treatment they would like to receive.

Consensus on advisory functions is similar
for all four groups. It is interesting to note
that freshmen are observed to have the second
highest amount of consensus. No reason is
apparent for this relationship. Resident
advisors have the greatest observed consensus
which might be explained by their education and
training in the counseling field. The simil-
arity in the amount of consensus among all four
groups, however, tends to indicate that neither
training, education, nor age have the effect of
producing individuals who think more alike in
their expectations for the resident assistant
to perform advisory functions.

The interpretations of results on Sup-
scale I (Advisory functions) have been made to

serve as a basis for further investigations

127

and should not be considered conclusive. The
lack of reliability for 522-§921§ I requires
that any interpretations made should be viewed
with caution.

Significant differences exist between the ex-
pectations held by resident advisors, resident
assistants, and students for the resident assist-
ant to perform advisory-supervisory functions.
(Sup-egale 11). Resident advisors are followed
by resident assistants and students respectively
in the importance they give to the advisory-
supervisory area. Both student groups had
similar expectations which is contrary to the
theoretically formed hypothesis.

Although students expected the resident
assistant to carry out the administrative-
supervisory functions described, it should be
noted that the observed rating of this aspect
of the resident assistant's role by the students
was lower than for the aspects measured by the
three other sub-scales. This relationship is
not surprising because the items in §32;§ga;g
‘1; pertain largely to the authority which the
resident assistant has. Two conclusions can

be made: 1) students believe it is necessary

128

for the resident assistant to possess authority
over student behavior and 2) students consider
administrative-supervisory functions to be the
least important part of the resident assistant's
role. The differences between staff perceptions
and student perceptions are greater than for

all other aspects of the resident assistant's
role. This relationship precipitates the
assumption that the resident assistant will

face the greatest student Opposition when
attempting to carry out his administrative-
supervisory responsibilities.

Items which referred to administrative
rather than supervisory procedures were con-
sidered to be more important by the students.
It might be assumed that students feel admin-
istrative actions place fewer restrictions
upon the students and are more desirable and
therefore more important than supervisory
actions.

Although all four groups had a similar
amount of consensus in their expectations con-
cerning administrative-supervisory functions,
resident assistants were observed to have a

slightly greater consensus.

3.

129

A reason has already been postulated
for the observed higher agreement among
resident assistants for administrative-
supervisory functions. (See page 124.)
leadership functions (Sub-scale III) are con-
sidered more important by resident advisors than
by either resident assistants, upperclassmen,
or freshmen students. It is interesting to
find that resident assistants and students have
similar expectations for leadership functions.
Only on this aspect of the total resident
assistant's role were the students and resident
assistants in agreement.

The assumption might be made that leader-
ship expectations, as measured by the fifteen
items in S223§gale_;;1, are less affected by
training than they are by age and education.
However, examination of the individual items
reveals that there is no single item for which
resident assistants and students hold similar
expectations while disagreeing with the resi-
dent advisors.

Freshmen students consider "delegation of
responsibilities for precinct affairs to

committee chairmen by the resident assistant"

130

to be less important than do either resident
advisors, resident assistants, or upperclass-
men. This is the only item of the total
instrument on which the two student groups
disagree. It is difficult to generalize from
this item because of the lack of consistency
with responses to other items. (e.g. freshmen
rate "coordination of precinct activities by
resident assistant" similary to the resident
advisors and assistants.)

All four groups are more similar to each
other in the amount of consensus they have on
leadership functions than on any other function
of the resident assistant's role. The assump-
tion might be made that the resident assistant's
leadership responsibilities are no less clearly
defined in the minds of students than in the
minds of the residence hall personnel staff.

Because of the lack of reliability of
Sap-scale III, any generalizations should be
used restrictively and nOt for the purpose
of prediction.

Freshmen do not have as high expectations as
the other three groups studied for the resi-

dent assistant to display the personality

131

characteristics described in Sub-scale IV.
Why the freshmen should hold different eXpec-
tations is not readily apparent because the
sub-scale is composed mainly of general types
of characteristics. The overall differences
of the freshmen responses appear to be caused
by extreme differences on a few items. The
result that the groups have the most similar
expectations for this area can reasonably be
expected.

A closer look at the individual items
reveals that advisors and assistants tend to
agree on expectations for all items relating
to personal characteristics. On no other
area did the resident advisors and assistants
so completely agree.

No significant differences exist between
the amount of consensus which each group has on
its expectations regarding the selected personal
characteristics. However, the observed within
group agreement was greater for the resident
advisorsthan for the freshmen. No answer is
evident as to why resident advisors should
tend to have greater within group agreement

than is found among the freshmen.

132

As with Sub-scales I and III,generalizations
should not be used to making predictions but

rather to suggest further hypotheses for

testing.

133

Research Implications

The study was based upon two main theoretical
positions: (l) Different groups hold different levels of
expectations for the role of the resident assistant and
(2) factors inherent in a group and in a group's environ-
ment affect the amount of agreement among individuals in
the group for expectations they hold for the resident
assistant.

The position that different groups hold different ex-
pectations is tenable. However, agreement within a group
does not seem to be influenced by either internal or exter-
nal factors.

Several recommendations for further research seem
appropriate:

1. Greater effort should be focused on defining

the differences (age, education, training, etc.)
between resident assistants, resident advisors,
and students. ,

2. A longitudinal study of the developmental
process of student expectations for the resident
assistant's role should increase understanding
of differing expectations.

3. Closer investigation of training methods for
residence hall personnel staff members could
provide valuable information on the effects
of training on level and consensus of role
expectations.

a. Further research could be conducted on the

- manner in which training has an effect on
role conflict.

5.

13“

Examination of role conflict with the purpose
of developing other definitions or factors
should enhance the usefulness of the role
conflict concept.

BIBLIOGRAPHY

Arbuckle, Dugald S. S Pe Se 3 H
Efiyggfiigns New York: McGraw Hill Book Company, 1953.

Borreson, B. James. “Student Housing as Personnel Work,§
Tremdg 1m Shmggmfi Pezsgmmg; W923, E. G. Williamson,
editor, Minneapolis: University of Minnesota Press,
19h9.

Browner, Paul J. S udent Pe onnel Se es in n

Edugation, AGE, 19 9.

Getzels, J. W. and E. G. Guba. "Role, Role Conflict and
Effectiveness: an Empirical Study," Ameri an

Sogiolggigal Reyiew, 195%, 19, pp. 16 -l75.

Goulden, Cyril H. Methogg of Statistigal Amglygig, New
York: John Wiley & Sons, 1952.

Gross, N., W. S. Mason, and A. W. MbEachern. EERLQEEEAQRR
in Ho e Ana sis: tu as of the Schoo S i ten —

ency Role, New York: John Wiley & Sons, 195 .

Guilford, J. P. meggmgnpal Statistics in Psychglmgy and-
Education, Third Edition, New York: McGraw Hill Book

Company, 1956.

Homans, G. C. Thg Human onmm, New York: Harcourt, Brace,
& Company, 1950.

Hoyt, Cyril J. and Clayton L. Stunkard. "Estimation of
Test Reliability for Unrestricted Item Scoring Method "

WWW. 12. pp. 75 -
758. 1952.

Hulett. J. E. and 8- Stagner. WW.
am Imtegdisgiplimazy Ingmimx, University of Illinois,
1952.

Jacobson, E. et al. "The Use of the Role Concept in the

Study of Complex Organizations," ngznal 9f Sogial
Issues, 1951, pp. 19-27.

135

136

Jones, Edward E. and John w. Thibaut. "Interaction Goals
as Bases of Inference in Interpersonal Perception,"
szggm Pegggmmmomiamg Imtggpegsomml Behavioz,

R. Tagiuri and L. Petrullo, editors, Stanford, Cali-
fornia, 1958, p. 151.

Lind, Melva. "An Experiment in the Art of Living," J
of Highe: Egmgahigh, XVII, l9h6, pp. h33-H3 .

Lindquist, E. F. si n a A s of E e an , Boston:
Houghton Mifflin Company, 1953.

Lloyd-Jones, Esther and Margaret R. Smith. Stmgent

Pezsommg; Wogk as Deeps: Tgaghimg, New York: Harper,
195 .

Nevison, Myrne Burdette. Diffengmg Peggeptions of Rgggggmhe
Coun e10 s, Unpublished Ph.D. thesis, University of
Minnesota, Minneapolis, 1957.

Nonnamaker, Eldon Ray. e R e t e ent Off

W
a; Michigam State Ummyezsity, Unpublished Ph. D. thesis,
Michigan State University, East lensing, 1959.

Norton, Dee w. Am Empizigal Ingestigation of Some Effeghs
9f Ngm-mgzmality and Hegehggemeity cm the F-disthihu-

tion, Unpublished Ph.D. thesis, State University of
Iowa , 1952 o

Raines, Max Reid. The Role of the Peat-Time Shudeng
As ate 1 h Men e si e Hal 5 o the B
Te U ive iti s, Unpublished doctoral thesis,
Michigan State College, 1952.

Rhulman, Jessie L., (Ch.). Pe P i as he
Chmpteg Rough, AGE, 1953.

Scheffe, Henry. "A Method for Judging All Contrasts in
the Analysis of variance," igmethiga, Vol. #0, June
1953. pp. 87-10“.

Sifferd, Calvin S. Resigemgg Hall Counselimg, Bloomington,
Illinois: McKnight & McKnight, 1950.

Simone, Wesley S. T e P o t a t ics f
Rgsigemge He 1; Asgigtamt as Related 39 J02 Panto gmgmge,

Unpublished Ed. D. thesis, Michigan State University,
East Lansing, 1957-

137

Videbeck, Richard and Alan P. Bates. "An Experimental
Study of Conformity to Role Expectations,“

SOQ;QQۤI:1, 22, pp. 1'11, 1959.

Walker, Helen M. and Joseph Lev. Statistical Inference,
New York: Henry Holt & Company, 1953.

Wrenn, C. Gilbert. gtmggmm Pezsommgl Wozk im College,
New York: Ronald Press, 1951.

APPENDIX A

Initial Pool of Items with Instructions
for categorizing and Ranking

138

139

RESIDENT ASSISTANT INVENTORY

The following list of items has been compiled with the
help of resident assistants and advisors. The Resident
Assistant Rating Form devised by Dr. Wesley S. Simone and
used in his Ed. D. thesis and the Enrollment Officer Inven-
tory developed by Dr. Eldon R. Nonnamaker for his Ph.D.
thesis were also utilized in formulating both the approach
and the items.

All of the items relate to what a resident assistant
should do or be. This does not mean that each item neces-
sarily describes the resident assistant's role in terms of
good personnel principles. Certain items (indicated by the
number(s) in parentheses immediately following the item)
have been inserted to check on the validity of the answers
received.

In the final inventory the respondents will be asked
to preface each item with "The resident assistant." They

will then be asked to circle one of the following responses:

An absolutely must

PS preferable should
MUN may or may not

PSN preferably should not

ANN absolutely must not

lho

The response chosen should indicate to what extent
the resident assistant is expected to perform the function
described.

The following is an example:

The resident assistant:

2. AM PS MMN PSN AMN report any violation of the
alcohol regulation in the

residence hall which comes
to his attention.

lUl

STEP 1

You are asked to help determine the final inventory
by rating each of the following items on the basis of how
important you think the item is in regard to the role of a
resident assistant. Rate the items 1, 2, or 3 in the space
provided before each question. A rating of "1" means that
it is most important for a resident assistant to do or be
what is described by the item. A "2" rating is next most
important, and a '3" indicates that this item is of little
importance.

Cross out items you consider to be invalid and rewrite

any items which you feel are unclear.

Thank you.

1#2

STEP 2

With this set of identical items you are asked to

place each item in one of five categories:

-5 Administrative-Supervisory
Advisement
Leadership

Personal characteristics

(Amt-‘3’?

Social interaction

The overall role of the resident assistant has been
broken down into these five areas. Assign each item to one
of the five categories by placing the initial(s) represented

before the categories above in the space just prior to each

item.

Thank you.

.1.
2.

10.

11.

12.

13.
1h.

15.

16.

17.
18.

lHB

mediate disputes between students in his precinct.

post notices on the precinct bulletin boards to
keep the residents well informed.

arrange for mixers between his precinct and a
precinct from one of the women's halls.

be sincere.

be discreet in questioning others and refrain from
prying needlessly into their personal affairs.

be familiar with the idiosyncracies or ”moral
taboos" of his men so that he does not offend them
in these areas.

report any violation of the alcohol regulation in
the residence hall which comes to his attention.

refrain from making decisions for the men in his
precinct.

encourage his men to dress properly and to maintain
or improve their manners.

evaluate the performance of each of his precinct
members in the program of the precinct and the
residence hall.

take groups of students from his precinct out for
informal coffee breaks during the week.

spend at least five nights a week in his precinct,
so that he can have more contact with his men.

lead group discussions within his precinct.

act in a mature manner.

recognize the symptoms of those needing counseling
(i.e.,vocational,educational, social, personal,
etc.)

refrain from discussing the personal problems of
any of his men with other precinct members.

be patient when working with others.

learn easily and be willing to learn new approaches.

19.

20.

21.

22.

23.

24.

25.

26.

27.
28.

29.

30.

31.
32.

33.
3“.

35-
36.
3?.

144

personally and without the help of the students
enforce quiet hours.

delegate responsibilities to his precinct committee
chairmen for handling precinct affairs.

refrain from disciplining any student in his
precinct in the presence of other students.

be consistent in directing and maintaining his
precinct.

be a good listener.

work with students whose problems are less serious
in implication and refer problems which appear more
serious to the proper persons.

go drinking with those men in his precinct who are
of age.

be able to recognize his own limitations and
inadequacies.

encourage other leadership in his precinct.

encourage a feeling of mutual consideration of
others by the men in his precinct.

reserve judgment concerning individuals until valid
information is available.

be available to the men in his precinct to help
them with their problems.

remain slightly aloof from the men in his precinct.

be able to work with all social and economic groups
in the precinct.

be loyal to the head resident advisor.

carry out administrative policy even though he
disagrees with the policy.

keep in contact with parents of his men by letters.
be able to remain calm under pressure.

be able to budget and utilize his time effectively.

38.
39.
no.
t1.
42.
“3.
an.

45.

#6.
1+7.
“8.

#9.

5o.

51.
52.
53.

54.

1&5

stay away from discussions by his men which might
be unfavorable for someone not present.

advise the committee chairmen in his precinct on
their jobs.

have a thorough knowledge of the rules of the
residence halls and the university.

be able to organize and direct his precinct toward
common goals.

be able to lead a group meeting efficiently and in
a democratic manner.

refrain from making close personal friendships with
his men.

help the members of his precinct to improve their
study habits.

keep a record of each student's behavior so that he
can recognize approaching problems and is better
prepared to help the student.

attempt to involve every man in his precinct in the
social affairs of the precinct.

be able to explain the philOBOphy of the university
and the residence halls.

be able to explain the rules and regulations of the
residence halls and the university.

know women resident assistants and women social
chairmen so that they can make social arrangements
for the men in his precinct.

invite students into his room as they pass by so
that they may become better acquainted.

participate in or attend precinct athletic events.
be able to adjust easily to new situations.

refer students who desire advice or information to
the preper source.

know at least two counselors at the Counseling
Center.

55.
56c

57-

58.

59-

60.

61.
62.

63.
64.
65.

66.

67.

68.

69.

70.
71.

72.

146

keep his door open when he is in and not studying.

help to channel the energies of his men toward
useful functions.

encourage good men to try for a chairman's position
or other office in the precinct or hell.

be able to develop an "esprit de corps" within
his precinct.

encourage members of his precinct to help in
planning the precinct program.

be able to subordinate personal feelings when a
higher decision is made.

always fulfill his obligations and responsibilities.

have a positive attitude toward the residence hall
program and the University.

always be honest in his relationship with others.
have a good sense of humor.

tutor students in his precinct in subjects for
which he is qualified.

refrain from discussing with other students matters
which any of his men have told him in confidence.

always say "hello" whenever he sees his men and
call them by their first name.

be acquainted with the operations of the Counseling
Center.

seek advice from his men about how to handle dis—
cipline situations in the precinct.

basically like people and enjoy working with them.

help the students to understand his responsibil-
ities.

be genuinely concerned with the needs of the men
in his precinct.

14?

73..___,be able to understand and be aware of the feelings

7“.

75.
76.

77-
78.

79.

80.

81.

82.
83.

8h.

85.

86.
87.
88.
39.

90.

of others.

be able to easily gain the respect of others
through his appearance and performance.

help coordinate the activities of his precinct.

train the committee chairmen of his precinct for
their jobs.

perform at least to the level he expects of others.

invite members of his precinct to go to church
With him.

refrain from being sarcastic and using disparaging
remarks in making suggestions or criticisms of
others.

refrain from discussing information given to him
in confidence except when it is being referred to
a preper source for necessary disposition.

be able to make suggestions or criticisms in a
manner which is not offensive.

serve as a consultant to his precinct chairmen.

encourage activities which will produce greater
unity among the members of his precinct.

refrain from talking against the residence halls or
University in front of his precinct members.

be a person who will not hesitate to praise people
when they have done a good job.

be considerate of others and respect their feelings.
be conscientious in performing his duties.
refrain from gossiping.

get to personally know each student in his pre-
cinct.

attend and support the activities of his precinct.

91.

92.

93-

94.
95.
96.

97-

98.

99.
100.
101.
102.
103.

10“.

105.
106.

107.
108.
109.

148

eat with different members of his precinct so
that he can get to know all of them better.

be consistent and not continuously changing his
wind 0

behave in a manner which will not lead anyone to
question his morals.

double date with different members of his precinct.
be familiar with the family life of his men.

be able to recognize and recommend qualified
students for future resident assistant positions.

have an awareness of a few basic techniques of
counseling.

be familiar with religious preferences of his men
so that he can make proper referral should the need
present itself.

be tacthI o

be flexible.

be dependable and reliable.

be a good personal example in work and behavior.
attempt to Operate his precinct in such a manner
that the members feel an identity with the entire
hall.

solicit advice from others in an effort to improve
himself.

be decisive and definite in his actions.

have individual contact with each member of his
precinct at least twice a week.

be familiar with social rules of etiquette.
be even-tempered and not easily excitable.
keep the Head and Graduate Resident Advisors well

informed on the activities and programs of his
precinct.

110.

111.
112.

113.

ll“.

1H9

look for causes of behavior and be as much con-

cerned with the causes as with the behavior
itself.

refrain from showing favoritism in his relation-
ships with the men in his precinct.

encourage participation in the whole residence
program through his participation.

drop in on various groups in his precinct when they
are having ”bull” sessions to take an active part
in the discussions.

consider the other fellow's point of view and try
to put himself in the other fellow's place.

APPENDIX B

Instrument Used in
the Study

150

151

This questionnaire is being used to examine the
expectations that students, resident assistants, and resi-
dent advisors have for the role of the resident assistant.
This information will be used as the basis for my Ph. D.
thesis. It should only take a few minutes of your time to
complete the 60 items.

Thank you for your cooperation,

QMMQ wows/H”

Harold R. Marquardt
Head Advisor, Butterfield Hall
Michigan State University

RESIDENT ASSISTANT INVENTORY

You are asked to express your expectations regarding
what lgm,think a resident assistant in the men's residence
halls at Michigan State University should do or be.

‘In responding to these items please choose one of
the following:

AM absolutely must
PS preferably should
MMN may or may not

PSN preferably should not
AMN absolutely must not

Begin each item with "The resident assistant.” Then
choose one of the above responses which best expresses to
what extent‘zgm,expect the resident assistant to perform
the function mentioned in the item. Respond according to
how xmg,think a resident assistant should aggmallz,perfcrm,
not how he should ideally perform. Circle the response you
select. Be certain to answer all items.

The resident assistant:

1. AM PS MMN PSN AMN be available to the men in. his pre-
cinct to help them with their
problems.

2. AM PS MMN PSN AMN discipline students in his precinct
in the presence of other students.

3. AM PS MMN PSN AMN attempt to organize and direct his
precinct toward common goals.

The
n.

8.

9.

10.

11.

12.

13.

14.

resident assistant:

AH
PS
MMN
PSN
ANN

152

absolutely must
preferably should

may or may not
preferably should not
absolutely must not

AM PS MMN PSN ANN

AM

AM

AM

AM

AM

AM

AN

AM

AM

AN

PS

PS

PS

PS

P8

P5

P5

PS

PS

PS

MMN

MMN

MMN

MMN

MMN

MMN

MMN

MMN

MMN

MMN

PSN

PSN

PSN

PSN

PSN

PSN

PSN

PSN

PSN

PSN

ANN

AMN

AMN

AMN

ANN

AMN

AMN

ANN

ANN

AMN

use sarcasm to emphasize a point
when making suggestions or criti-
cisms of others.

allow his precinct chairmen to do
their Job without any interference
or help from him.

allow his men to know when he
doesn't agree with a higher deci-
sion which he must enforce.

decide at the beginning of fall
term what will be the best program
for his precinct.

be a person who would rather listen
than ‘58 1k 0

have an awareness of a few basic
techniques of counseling.

be able to explain the philosophy
of the University and the residence
halls.

encourage participation in the
whole residence program through his
participation.

be able to recognize his own limi-
tations and inadequacies.

discuss the personal problems of
any of his men with other precinct
members.

keep a record of each student's
behavior so that he can prepare a
more accurage evaluation of his
men at the end of the year.

The resident assistant:

15.

16.

17.

18.

19.

20.

21.

22.

23.

2h.

25.

26.

AN
PS
NNN
PSN
ANN

AN PS NNN PSN ANN

AN

AN

AN

AN

AN
AN

AN

AN

AN

AN

AN

PS

PS

PS

PS

PS
PS

PS

PS

P3

P3

PS

NNN

NNN

NNN

NNN

NNN
NNN

NNN

NNN

NNN

NNN

NNN

PSN

PSN

PSN

PSN

PSN
PSN

PSN

PSN

PSN

PSN

PSN

ANN

ANN

ANN

ANN

ANN
ANN

ANN

ANN

ANN

ANN

ANN

153

absolutely must
preferably should

may or may not
preferably should not
absolutely must not

train the committee chairmen of his
Precinct for their Jobs.

expect a high performance level
form his men, even if he is unable
to perform as well.

advise the committee chairmen in
his precinct on their Jobs.

place loyalty to the Head Resident
Advisor ahead of being loyal to his
men.

allow precinct spirit and unity to
develcp by itself.

refrain from gossiping.

help the members of his precinct
to improve their study habits.

have authority in any precinct of
the residence hall.

remain slightly aloof from the men
in his precinct.

be able to adjust easily to new
situations.

discuss with other students matters
which any of his men have told him
in confidence.

evaluate the performance of each
of his precinct members in the
program of the precinct and the
residence hall.

The

2?.

28.

29.

30.

310

32.

33-

3“-

35-

36.

37.

resident assistant:

AN
PS
NNN
PSN
ANN

AN PS NNN PSN ANN

AN

AN

AN

AN

AN

AN

AN

AN

AN

AN

PS

PS

PS

PS

PS

PS

PS

PS

PS

PS

NNN

NNN

NNN

NNN

NNN

NNN

NNN

NNN

NNN

NNN

PSN

PSN

PSN

PSN

PSN

PSN

PSN

PSN

PSN

PSN

ANN

ANN

ANN

ANN

ANN

ANN

ANN

ANN

ANN

ANN

154

absolutely must
preferably should

may or may not
preferably should not
absolutely must not

reward the "good" men in his pre-
cinct by allowing them more
privileges.

always behave in a manner which is
above reproach.

look for causes of behavior and be
as much concerned with the causes
as with the behavior itself.

through discipline make examples
of students who break rules.

help coordinate the activities of

his precinct.

be able to remain calm under pres-
sure.

refer all problems of which he is
uncertain to the Head Advisor.

keep the Head and Graduate Resident
Advisors well informed on the
activities and programs of his
precinct.

attempt to find his own close per-
sonal friendships among his pre-
cinct members .

have at least a 2.6 all-university
grade point average.

form opinions of his men as quickly
as possible so that he will better
know how to work with them during
the year.

The
38.

39.

no.
#1.

#2.

#3.

an.

45.

#6.

#7.

#8.

resident assistant:

AN
PS
NNN
PSN
ANN

AN PS NNN PSN ANN

AN

AN
AN

AN

AN

AN

AN

AN

AN

AN

PS

PS

PS

PS

PS

PS

PS

PS

PS

PS

NNN

NNN
NNN

NNN

NNN

NNN

NNN

NNN

NNN

NNN

PSN

PSN
PSN

PSN

PSN

PSN

PSN

PSN

PSN

PSN

ANN

ANN
ANN

ANN

ANN

ANN

ANN

ANN

ANN

ANN

155

absolutely must
preferably should

may or may not
preferably should not
absolutely must not

have a positive attitude toward
the residence hall program and the
University.

delegate responsibilities to his
precinct committee chairmen for
handling precinct affairs.

be tactful.

work with students whose problems
are less serious in implication and
refer problems which appear more
serious to the proper persons.

carry out administrative policy even
though he disagrees with the policy.

be consistent in directing and
maintaining his precinct.

be a person who will try not to
hurt anyone's feelings.

be discreet in questioning others
and refrain from prying needlessly
into their personal lives.

use discretion in reporting any
students for having alcohol in the
residence hall.

encourage activities which will
produce greater unity among the
members of his precinct.

be decisive and definite in his
actions.

The
#9.

50.

51.

52.

53.

5“.

55.

56.

57.

58.

59.

resident assistant:

AN

AN

AN

AN

AN

AN

AN

AN

AN

AN

AN

PS

PS

PS

PS

PS

PS

PS

PS

NNN

NNN

NNN

PTPIfJ

NNN

NNN

NNN

NNN

NNN

NNN

NNN

PSN

PSN

PSN

"U
i .

PSN

PSN

PSN

PSN

PSN

PSN

PSN

AN
PS
NNN
PSN
ANN
ANN

ANN

ANN

ANN

ANN

ANN

ANN

ANN

ANN

ANN

ANN

156

absolutely must
preferably should

may or may not
preferably should not
absolutely must not

regularly discuss the problems of
his men with the Head Adviser.

be consistent in handling disci-
pline so that all students are
disciplined in the same way.

encourage other leadership in his
precinct.

be even-tempered and not easily
excitable.

always initially accept the
student's point of view, even if
he doesn't agree.

refrain from talking against the
residence halls or University in
front of his precinct members.

lead group discussions within his
precinct.

always be patient when working with
others.

be able to make suggestions or
criticisms in a manner which will
not offend any of his men.

post notices on the precinct bulle-
tin boards in an interesting manner
to keep the residents well informed.

encourage good men to try for a
chairman's position or other office
in the precinct or hall.

157

AM absolutely must
PS preferably should
NNN may or may not

PSN preferably should not
AMN absolutely must not
The resident assistant:

60. AM PS NNN PSN ANN be at least of Junior class stand-
ing.

PLEASE RECHECK THE INVENTORY TO MAKE CERTAIN YOU HAVE
NOT OMITTED ANI ITEMS.

 

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