A STUDY OF THE STATUS AND BOIES OF HEAD RESIDENTS ' IN COLLEGE AND UNIVERSITY RESIDENCE HALLS FOR WOMEN by Donald W. Kilbourn AN ABSTRACT Submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Department of Administrative and Educational Services 1959 Approved_ ProQuest Number: 10008560 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. uest. ProQuest 10008560 Published by ProQuest LLC (2016). Copyright of the Dissertation is held by the Author. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code Microform Edition © ProQuest LLC. ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml 48106- 1346 ABSTRACT The Problem The purpose of this study was to identify certain status factors and roles pertaining to head residents of college and university residence halls for women; and to analyze these factors in light of the following hypotheses: (1) the professional status of head residents is inferior to that of members of the academic faculty; and (2) college and university housing administrators do not agree on the roles which head residents should play* Methodology The survey instrument used was of the questionnaire check-list type which revealed information about the status of head residents in women’s residence halls and data relating to the roles of head residents as administrators, counselors, and disciplinarians. In addition, opinions concerning preferred status factors and roles of head residents were obtained from housing administrators and these opinions were compared with existing situations and practices. Data were collected from housing officers representing 12U member institutions of the Association of College and University Housing Officers (an 82 per cent return). categories: students; (2) Responses were tabulated and analyzed in four institutions with an enrollment of (l) less than 2,000 2,000 to 5*000; (3) 5,000 to 10,000; and (I4) more than 10,000. 2 Conclusions 1. The hypothesis that the professional status of head residents of women's residence halls is inferior to that of members of the academic faculty was supported* 2* In general, housing administrators agreed on the administrative and counseling roles of the head resident.They did not agree on the disciplinary role* 3. Considerable confusion exists concerning the functions of residence halls in the over-all program of higher education* Although there are several notable exceptions, the primary emphasis in the operation of residence halls for women students continues to be on the provision of food and shelter. U* carry In general, The educational mission remains secondary* head residents arenot adequately trained to out many of the complex duties which they are, or should be, responsible• 3>. Many college and universities assign functions to head residents which are generally considered to be incompatible with sound counseling practices and procedures. Recommendations 1 , The head resident of a women's hall should be a professionally trained person, possessing at least a baccalaureate degree plus specialized training in counseling and guidance* 2* The head resident should be accorded pay and professional status equal to that of members of the academic faculty with comparable training and tenure* 3 3 . Each college and university should carefully determine how its residence halls can best contribute to the total educational development of its students. Head residents should then be employed who are capable of effectively implementing a housing program which is designed to accom­ plish the determined objectives. U. Head residents should be assigned functions which are consis­ tent with the over-all objectives of the residence hall program and which are compatible with sound educational theory. h A STUDY OP THE STATUS AND ROLES OP HEAD RESIDENTS IN COLLEGE AND UNIVERSITY RESIDENCE HALLS FOR WOMEN by Donald W, Kilbourn A THESIS Submitted to the School for Advanced Graduate Studies of Michigan State University of Agriculture and Applied Science in partial fulfillment of the requirements for the degree of DOCTOR OP EDUCATION Department of Administrative and Educational Services 193?9 Donald W. Kilbourn candidate for the degree of Doctor of Education Pinal Examination* Thesis: February , 1959 A Study of the Status and Roles of Head Residents in College and University Residence Halls for Women Outline of Study: Major Field: Guidance Minor Fields: Administration Sociology Biographical Items: Born: August 17, 1916 High School: Cass City, B, A. Degree: Michigan M. A. Degree: Michigan Doctorate: Michigan Michigan State University, 191+1 State University, 191+9 State University, 1959 Experience: U. S. Army Officer, 191+1-1+5 Instructor, Communications Skills Department, Michigan State University, 191+6 Resident Director of a men's residence hall, Central Michigan College, 191+7-1+8 Director of Housing, Central Michigan College, 191+8-58 National President of the Association of College and University Housing Officers, 1956-57 Associate Professor of Student Personnel, Central Michigan College, 1958Membership: American College Personnel Association American Personnel and Guidance Association Michigan College Personnel Association Michigan Education Association Student Personnel Association for Teacher Education The National Association of Foreign Student Advisers ACKNOWLEDGMENTS The writer wishes to extend his sincere thanks for the time and effort of the many housing administrators who supplied the information which made this study possible. The writer is grateful to the members of his Doctoral Committee: Dr. Walter F. Johnson, Chairman; Dr. Clyde M. Campbell; Dr. Charles R. Hoffer; and Dr. C. A. Lawson for their interest, suggestions, and encouragement. The patience and love of the writer's wife were invaluable throughout this undertaking. TABLE OF CONTENTS CHAPTER I. II. Page THE P R O B L E M .................................. 1 Statement of the P r o b l e m ............. 1 Importance of the P r o b l e m ............. 1 Scope of the P r o b l e m ..................... 1+ Definition of Terms ............ 1+ Plan of the Study ............ 7 Limitations of the S t u d y ................. 8 Colleges and Universities Included in the S t u d y .............................. 8 Titles of Administrative Officers Included in the Study ........... 15 S u m m a r y ......... ♦...................... 17 A REVIEW OF THE RELATED L I T E R A T U R E .......... 18 The Development of Collegiate Housing in A m e r i c a ................. 18 The Functions of Housing in Higher Education ................................. 22 Organization and Administration of Residence Halls ..... 32 The Status and Roles of Head Residents ... 39 Qualifications and Training of Head Residents ....... 1+9 V CHAPTER Page Literature Pertaining to Status and Roles in Related Occupations ........... Summary III. IV. PROCEDURES AND TECHNIQUES OF THE S T U D Y Development of the Instrument 58 ......... The Pilot S t u d y ............ 60 Selection of the Sample ....... 61 T a b u l a t i o n ........ 63 Summary 61+ ......................... THE PROFESSIONAL STATUS OF THE HEAD RESIDENT .................................... ..... 91+ 110 THE COUNSELING ROLE OF THE HEAD RESIDENT ... .............. 113 130 THE DISCIPLINARY ROLE OF THE HEAD RESIDENT .................................. S u m m a r y .................................. VIII. 65 92 THE ADMINISTRATIVE ROLE OF THE HEAD RESIDENT .................................... Summary VII. 57 57 S u m m a r y ....... VI. 55 Initial Activities ...................... Summary V. ................................. 52 FINDINGS, CONCLUSIONS, RECOMMENDATIONS, AND IMPLICATIONS FOR FURTHER RESEARCH .......... 133 11+8 l£o Findings ................. l5l Conclusions ........... 158 Recommendations .................. 161 Implications for Further Research .... 162 vi Page B I B L I O G R A P H Y ................ 161+ APPENDIXES A. Section 1: Section 2: Section 3s Section iij Section B. Copy of letter sent to twelve housing officers requesting critique of pilot questionnaire. 171 Samples of replies from housing officers who reviewed the pilot questionnaire...... 172 Copy of cover letter accompany­ ing survey questionnaire ...... 177 Copy of postal follow-up l e t t e r ..................... 5: Copy of survey questionnaire 178 ... Samples of unsolicited letters from housing administrators ...... 179 131+ LIST OP TABLES Alphabetical Listing of Colleges and Universities Included in the Study *... 9 Distribution of Responding Colleges and Universities by States ............ 13 Enrollment of Responding Colleges and Universities ...................... lit- Titles of Responding Administrative Officials to Whom Head Residents Were Directly R e s p o n s i b l e ............ . 16 Titles of Head Residents as Used by 121). Colleges and Universities .... 67 Preferred Titles for Head Residents as Indicated by 121). Administrators .... 68 Marital Status of Head Residents Included in the S t u d y ................ . 70 Age of Head Residents Included in the Study .............. ............. . 71 Preferred Marital Status of Head Residents as Expressed by 123 Administrators ..................... .. 73 Age Preferences for Head Residents as Expressed by 123 Administrators ........ Ik Minimum Educational Requirement for Head R e s i d e n t s ............. ........... 76 Minimum Degree Requirements for Head Residents ............. .............. . 77 viii TABLE Page XIII. XIV. XV. XVI. XVII-A. XVII-B. XVIII. 73 A Comparison of Existing and Preferred Practice Relative to Educational Minimum for Head Residents ......... 79 Number of Colleges and Universities Who Grant Faculty Status to Head Residents ..................... 82 Opinions of 123 Administrators Relative to the Granting of Faculty Status to Head Residents .............. 83 Areas in Which Head Residents Have Specialized College T r a i n i n g 81). Preferred Areas of Academic Specialization for Head Residents .... 86 Monthly Cash Salaries of Head Residents (10 Months Basis) .......... 88 Comparative Salaries of Head Residents and Assistant Professors in 107 Institutions .•••••••............... . XIX. Preferred Educational Minimum for .................. Head R e s i d e n t s XX. XXI. XXII. XXIII. XXIV. 90 Median Salaries Paid to Full-Time Instructional Personnel in 772 DegreeGranting Institutions for Two Semesters or Three Terms, 19^7-58 ..... 91 Median Salaries Paid to Administrative Officers in 723 Degree-Granting Institutions, 19£7-£8 ................. 91 Responsibility of Head Residents for Room Assignments Within the Hall ...... 97 Head R e s i d e n t s Responsibility for Room Maintenance ................. 98 Head R e s i d e n t s Responsibility for Food Services Within the H a l l .. 100 ix TABLE XXV. XXVI. XXVII. XXVIII. XXIX. XXX. XXXI. XXXII. XXXIII. XXXIV. Page Responsibility of Head Residents for Ruling Upon Requests from Students Who Wish to be Absent from the Hall Beyond Prescribed Closing Hours ........ ........ 101 Responsibility of Head Residents for the Social, Educational, and Recreational Activities of the Hall ... 103 Responsibility of Head Residents for Investigating Cases of Reported Lost or Stolen Property Belonging to Students ...................... I0I4. Responsibility of Head Residents for Seeing that Property Belonging to the Residence Hall is Hot Abused or Damaged Beyond Normal Usage ........... 106 Responsibility of Head Residents for Seeing that Students Meet Their Board and Room Payments ............... 107 Responsibility of Head Residents for Explaining House Policies, College Regulations and Traditions .......... 108 Responses to Item 25: To Counsel Residents in a Capacity Similar to That of a Professionally Trained College Counselor ..................... 115 Responses to Item 26t To Counsel Those Residents Whose Problems are Considered to be Relatively Minor and Refer to the Appropriate Person or Agency Those Whose Problems Appear to be Serious ......... 117 Responses to Item 27: To Refer to the Appropriate Person or Agency All Residents Who Appear to Need Counseling. 119 Responses to Item 28: To Attempt to Resolve Cases of Serious Conflict Among Room Mates ...................... 121 X TABLE Page XXXV. XXXVI. XXXVII* XXXVIII. XXXIX. XL. XLI. XLII. XLIII. Responses to Item 29S To Counsel Residents who Seek Help in Improving Their Study H a b i t s .......... . 122 Responses to Item 30: To Serve as an Academic Tutor to Those Residents Who Seek Such Aid ..................... 121*. Responses to Item 31: To Serve as Adviser to the Residence Hall Student Governing B o d y ........................ 12£ Responses to Item 32: To Give Group And/Or Individual Instruction to Residents Who Seek to Improve Their Skill in Such Areas as Courtesy and E t i q u e t t e .............................. 126 Responses to Item 33: To Give Group And/or Individual Instruction to Residents Whose Behavior Indicates They Need to Improve Their Skill in Such Areas as Courtesy and Etiquette... 128 Responses to Item 36: To Investigate Cases of Misbehavior Which Occur in the Residence Hall and Assess Penalties to Known Violators .................... 136 Responses to Item 37: To Assess Appropriate Penalties on all Known Minor Cases of Misbehavior Which Occur In the Residence Hall and Refer the More Serious Cases to Designated Authorities ......... 137 Responses to Item 38: To Investigate and Refer to Designated Authorities all Cases of Misbehavior Which Seem to Require A t t e n t i o n .................. 139 Responsibility of the Head Resident as Adviser to the Residence Hall Student Judicial B o d y ................. II4.0 xi TABIi® XLIV. XLV. XLVI, XLVII. Page Responses to Item I4.O: To Assume No Responsibility for D i s c i p l i n e 11+2 Responses to Item 1|1: To Assume No Responsibility for Discipline Other Than as a Counselor to Those Residents who are Accused of Committing an Act of M i s b e h a v i o r ......................... li+3 Responses to Item 1+2: To Do Follow-up Counseling, in Certain Cases, on Those Residents Whose Conduct Has Been Inap p r o p r iate .......................... llj.5 Responsibility of the Head Resident for Enforcing Regulations Pertaining to Quiet Hours ..................... . llj.6 CHAPTER I THE PROBLEM Statement of the Problem. The purpose of this study is to identify certain status factors and roles pertaining to head residents of college and university residence halls for women; and to analyze these factors from the standpoint of the following hypothesis: (1) the professional status of head residents is inferior to that of members of the academic faculty; and (2) college and university housing administrators are not in agreement in regard to the roles which head residents should play. Importance of the Problem. Data relating to these hypotheses are important because (1) the educational potential in housing is not being utilized; (2) if housing standards are to be Improved, and the educational potential more fully realized, college and university administrators responsible for housing must be in general agreement as to what functions housing shall fulfill; and (3) one of the most important positions in the 2 implementation of a housing program is that of the head resident and it is important, therefore, that the status and roles of this position be studied. While the findings have implications for men*s housing, the study emphasizes the head resident of women*s halls. The reasons for this delimitation are: (1) traditionally, women students have been required to conform to many more regulatory processes associated with housing than men, and thus a head resident of a women's hall is cast in a wider range of roles than a head resident of a hall for men; and (2) parents, in general, are more concerned about the supervision of their daughters than of their sons. Unless admission policies are changed drastically, by 1965 the 195U college and university enrollment will be 1 increased by almost one million students. Estimates have been made for the need of housing facilities for this 2 influx. Adams reports the cost to be five and one-half billion dollars, and considers this to be a conservative estimate. - Colleges and universities with slightly more --------------------------------------- Ronald B. Thompson, "The Impending Tidal Wave of Students," Bulletin, American Association of Collegiate Registrars and Admissions Officers, (195U)> P« 22 2 Arthur S. Adams, "The Housing Officer as Educator," Proceedings, Sixth Annual Conference Association of College and University Housing Officers, (1951j-), p. I}-. 3 than 90 per cent of the nation’s higher education enroll­ ment in the spring of 19^6 were housing about 37 per cent of all full-time students in college-owned or operated 3 residential buildings. Since the end of World War II, almost every college and university has been confronted with ever-increasing problems associated with the housing of students. Residence halls have been constructed as rapidly as money could be made available. During this period housing administrators became a necessary part of the over-all campus administra­ tion. Frequently, these positions were filled with persons who possessed little training or experience in the housing field. One result, on several campuses, has been that housing programs have developed out of expediency, and head residents, in such situations, have found the pressures of work: load and inconsistent policies extremely difficult. Capable people have tended to look: to other fields of per­ sonnel work where the rewards are greater and the demands somewhat fewer. If housing is to make its maximum contribu­ tion, housing programs and staff functions must be based on objective evidence. It is hoped that this study will make a significant contribution to the field of housing research. o John B. Rork, ”Trends in Residential Construction in Institutions of Higher Education,” Higher Education, llj., No. lj., (December, 195>7)» P. 5>9. Educational literature contains little information concerning status or roles of head residents. As recently *4as 1956* Riker concluded, after a careful survey, that a vital and greatly neglected source of information is care­ fully planned research. To date, research studies directly cocncerned with the various phases of student housing are few and somewhat inconclusive. Scope of the Problem. This study was an analysis of the findings revealed by a survey of existing and preferred practices relating to head residents of college and university residence halls for women as carried out in 12ij. colleges and universities, located in ij.1 states and the District of Columbia. Criteria used for the selection of schools to be included in the survey, procedures used in organizing and validating the survey instrument, and activities involved in procuring and interpreting the data are discussed in detail in Chapter III. Definition of Terms. Head Resident. This term was used to denote those individuals who are employed by the college or university and who reside in the halls of residence for women. While there is considerable diversity in such positions among ^Harold C. Riker, Planning Functional College Housing, (New York: Teachers College, Columbia University, 19"!?6)", p. 208. the various institutions of higher learning, in general, a head resident may be considered as a person who lives in a residence hall and who is responsible to the college or university for the general welfare of the students living in the building. Other titles for this position include housemother, resident advisor, and resident director. Throughout this study the position is referred to as head resident. Residence Hall. This term includes any college or university operated facility where women students live and where the institution employs a head resident. A synonym for residence hall is dormitory. Status-Role. Sociologists define status-role in a variety of ways, depending upon the framework in which it 5> is used* Neiman and Hughes, after surveying the litera­ ture on the concept of role, found three main groups of definitions: (1) definitions which use role to describe the dynamic process of personality development; (2) defini­ tions in terms of society as a whole; (3) definitions in terms of specific groups within a society. They concluded that the use of the concept role in association with the concept status is one of the most concise and most frequently used in the literature. Lionel J. Neiman and James W. Hughes, ”The Problem of the Concept of Role— A Re-survey of the Literature,” Social Forces, 30 (December, 19^1), pp. lt|.l-l!j-9. 6 Linton used a status-role continuity definition when he stated that MA role represents the dynamic aspect 7 of a status.11 Young likewise had a status oriented definition of the concept role, when he defined it in terms of ’’the function or action of a person in a particular group, usually directed to some end, acceptable to other members of the group, e.g. wage earner, parent, pastor, teacher, citizen, or soldier.lt 8 For this study, Znaniecki’s use of the concept role, with reference to specialized activities, is an apt definition. The individual has certain functions or responsibilities to fulfill in connection with his role. 9 Some of the factors which Wardwell used to study the status of chiropractors were used in the questionnaire to determine status of head residents. These factors ares (1) the amount of technical competence which head residents possess, (2) their rank within the hierarchy, (3) their income, and (1+) their responsibilities. , ■ "■ * *" 'r Ralph Linton, The Study of M an, (New York: D. AppletonCentury Co., 193&), P« lU*. ^Kimball Young, Social Psychology, (New York: Crofts, 19M>), p. 5>6L|., g Neiman and Hughes, op. cit., pp. lLj.6-ll|.7. ^Walter W. Wardwell, MA Marginal Professional Role: The Chiropractor,11 Social Forces, 30, (October, 19^1 May, 1952), p. 3U0. 7 Dubints definition of status was used in. this study to analyze the status of head residents. Status is a set of visible, external markings that systematically ranks individuals and groups in relation to each other, and that includes all the members of the organization some place in the scheme of rankings.10 Function. This term was used to denote specific responsibilities of head residents. Plan of the Study. This thesis is divided into eight chapters. Chapter I includes a statement of the problem, the importance of the problem, and other related information necessary to an understanding of the study. Chapter II contains a review of pertinent research which has been done in the field of college and university student housing in the United States, and other related educational research. Chapter III con­ sists of a review of the methodology used in choosing colleges and universities to be included in the study, and in constructing, validating, distributing, and tabulating the results of the questionnaire check list which was used. Chapters IV through VII contain detailed analyses of various aspects of the results of the study. Chapter VIII is devoted to findings, conclusions, recommendations, and implications for further research. "^Robert Dubin, Human Relations in Administration, (Hew York: Prentice-Hall, Inc., 1951) 251}-. 8 Limitations of the Study, The questionnaire survey method was used to collect data for this study. This type of instrument imposes certain limitations upon any study in which it is employed. The respondent may find that at some point in the process of answering questions he must distort his responses in order to fit the form of the data-collecting instrument. Considerable effort was made to minimize this distortion factor, but this limitation is rarely eliminated completely. When opinion questions are included in a questionnaire, a projective factor may impose additional limitations upon the data. Opinion questions may be answered in terms of what the respondent thinks is expected rather than in terms of his true feelings or opinions. A further limitation of this study is its inability to determine the degree to which the various functions assigned to head residents were actually performed. Colleges and Universities Included in the Study. Questionnaires were sent to 15>2 colleges and univer­ sities. One hundred twenty-four institutions in Ij.1 states and the District of Columbia returned completed forms for an 81.6 per cent return. Table I contains an alphabetical listing of colleges and universities included in the study and Table II Includes a distribution of institutions by states. Table III summarizes the enrollment of colleges and universities included in the study. 9 TABLE I ALPHABETICAL LISTING OP COLLEGES AND UNIVERSITIES INCLUDED IN THE STUDY Name State Adams State College Allegheny College Arizona State College Baylor University Boston University Brigham Young University California Poly. Catholic University of Ameriea Central Michigan College Chapman College College of the Pacific Colorado College Colorado State University Colorado University Concord College Connecticut College Cornell University Dennison University DePauw University East Texas State Eastern Illinois University Eastern Michigan College Eastern Montana College Emory University Perris Institute Florida State University Port Hays Kansas State Presno State College Graceland College Howard University Illinois Institute Illinois State Normal University Illinois Wesleyan University Indiana State Teachers Indiana University Iowa State College Colorado Pennsylvania Arizona Texas Massachusetts Utah California District of Columbia Michigan California California Colorado Colorado Colorado West Virginia Connecticut New York Ohio Indiana Texas Illinois Michigan Montana Georgia Michigan Florida Kansas California Iowa District of Columbia Illinois Illinois Illinois Indiana Ind iana Iowa 10 TABLE I (cont.) Name State Kansas State College Kent State University Knox College Lamar State College Lincoln University Louisiana State University Loyola University Mercyhurst College Michigan State University Michigan Tech. Middlebury College Midwestern University Mississippi Southern University Mississippi State College Montana State College Montana State University Morgan State College New Mexico A & M New York University Northern Illinois University Northern Michigan College Northwestern University Occidental College Ohio State University Ohio University Oklahoma State University Oregon College of Education Oregon State College Pennsylvania State University Purdue University Hicks College Saint Cloud State College San Jose State College Santa Barbara College South Dakota State Southern Illinois University Southern Methodist University Stanford University Stetson University Teachers College Temple University Kansas Ohio Illinois Texas Missouri Louisiana Illinois Pennsylvania Michigan Michigan Vermont Texas Mississippi Mississippi Montana Montana Maryland New Mexico New York Illinois Michigan Illinois California Ohio Ohio Oklahoma Oregon Oregon Pennsylvania Indiana Idaho Minnesota California California South Dakota Illinois Texas California Florida New York Pennsylvania 11 TABLE I (cont.) Name Texas Southern University Tulane University University of Alabama University of Arkansas University of California Berkeley University of California Davis U.C.L.A. University of Chicago University of Cincinnati University of Connecticut University of Denver University of Florida University of Houston University of Illinois University of Iowa University of Kansas University of Kansas City University of Maine University of Miami University of Michigan University of Minnesota University of Missouri University of Nebraska University of New Hampshire University of North Carolina University of North Dakota University of Oklahoma University of Oregon University of Redlands University of Rochester University of Southern Calif. University of Tennessee University of Texas University of Utah University of Washington University of Wisconsin University of Wyoming Utah State University State Texas Louisiana Alabama Arkans as California California California Illinois Ohio Connecticut Colorado Florida Texas Illinois Iowa Kansas Missouri Maine Florida Michigan Minnesota Missouri Nebraska New Hampshire North Carolina North Dakota Oklahoma Oregon California New York California Tennessee Texas Utah Washington Wisconsin Wyoming Utah 12 TABLE I (cont*) Name State Washington University Washington State University Wayne State University Western Michigan University Westminster College Westmont College Wheaton College William and Mary Woman*s College of University of North Carolina Missouri Washington Michigan Michigan Pennsylvania California Illinois Virginia North Carolina 13 TABLE II DISTRIBUTION OP RESPONDING COLLEGES AND UNIVERSITIES BY STATES State Number Alabama Arkansas California Colorado Connecticut District of Columbia Florida Georgia Idaho Illinois Indiana Iowa Kansas Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri TOTALS States: 2 1 5 2 2 h i i 12 k 3 3 2 1 1 1 9 2 2 ij. Number State Montana Nebraska New Hampshire New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming IjJ. and the District of Columbia Colleges and Universities: 12lj. 3 1 1 1 k 2 1 5 2 3 1 1 8 3 1 1 2 1 1 1 Ik TABLE III ENROLLMENT OP RESPONDING COLLEGES AND UNIVERSITIES Enrollment Number of Institutions More than 10,000 28 5.000 to 10,000 35 2.000 to 5*000 3k Less than 2,000 TOTAL RESPONDENTS - 2Z 121*. 15 Titles of Administrative Officers Included in the Study, Both the questionnaire and the accompanying letter contained the statement that the check-list should be answered by the administrative official responsible for the work of the head residents in the college or university residence halls for women. Table IV shows the titles of the administrative officials who returned the questionnaire. One can assume that the dean of students and the dean of women represent student personnel, and that the business officer represents business. The data do not reveal, how­ ever, In which of the two areas, or perhaps both, the director of housing or the director of halls is primarily concerned. If we assume an equal division among these two positions, the responses reveal that 77 per cent of the head residents of women^s halls are responsible to someone representing student personnel, while 23 per cent are responsible to the business division of the college or university. 16 MU od o Eh H -ft P TO ft TO WHOM OFFICIALS ADMINISTRATIVE O O TO O 3 *>i—l O PJ O XA co XA rH CM rH -ft O rH XA rH CO o CO CM CO O O CO CO O CO CO CM CO CO co CO CO UN H 1A rH o n0 1A 1A CO rCM O •H P 3 P •H P 3 H ra ft O H U O 03 P 03 ft ft W ft ft ® fi EH O H ft H P H i —I O ft o P NO o CO 5 o o o o » o o vO CO •*l—l UN fo| pH tl H o p o o o o o o 1 win o XA CM ftI H § fRJ X! P o o «ao 03 Eh ft 09 •« § M 03 W © CM p H co vO CO -ft CO O V \ UN H CO CM Ci— I CO H XA ' 0 CM ft P Si w TITLES OF RESPONDING o ftI CO CM CtO c •H 09 3 O D] © i—1 P •H Eh g § ft ft o § © p © rH rH d ft ft ft o ft O ft o p o © ft o p o © ft ft •H P •H P ra P ft © •o 3 P 03 ft O c © © p ft © o ♦H ft ft O 09 09 © ft •H (Q 3 PQ 03 Eh O Eh 17 Summary This study is concerned with identifying certain job conditions, personal characteristics, and functions as they pertain to the status and roles of head residents in college and university residence halls for women. were analyzed in terms of two hypotheses: The data obtained (1 ) the professional status of head residents is inferior to that of members of the academic faculty, and (2 ) college and university housing administrators are not in agreement in regard to the roles which head residents should play. Such a study would seem to be important since the results of a nationwide survey of certain housing practices would be a contribution to the field of educational research. Relatively little study has been devoted to head residents of college and university residence halls for women. Rapidly expanding enrollments make it necessary for institutions of higher learning to house increasing numbers of students in college-owned facilities. The manner in which students are supervised and counseled in their place of residence may have significant effect upon their education. The study is presented in eight chapters withfour chapters devoted to an analysis of the results of the survey. CHAPTER II A REVIEW OP THE RELATED LITERATURE The Development of Collegiate Housing in America. The defeat of the Spanish Armada had profound effect upon the type of education that was to be established in America. The Colonists education, as we know it, would 1 not have been developed by Spaniards. As Cowley reports, the British background of the pre-revolutionary college organizers had more to do with the establishment of residential colleges in America than any other factor. Our founding fathers emphasized religious training, and it became necessary for teachers to nsave the souls11 of students. To do so required careful control of the lives of young men and women. The preoccupation with morals in this country led colleges and universities away from the educational emphasis of residential housing, and served to create a significant difference between the British and American systems, a difference that continues to exist in varying degrees to the present time. The British were 1 W. H. Cowley, wThe History of Student Residential Housing,'* School and Society, I4.O (December 1 , 193^)> P» 708. successful in bringing dons and students together in their housing units for effective educational stimulation; whereas, in the United States dormitories, with few exceptions, provided little more than shelter. Tutors at Oxford and Cambridge, during the eighteenth century, had virtually no disciplinary responsibilities. In America, however, the faculty member who lived in the residence hall was charged with responsibility for student conduct. Because of this ttwateh dogM role, the head resident became the student*s enemy. Riots and rebellions were the result. Discipline became more important than the educational program and ability to keep the peace was the criterion for successful housing management. Primarily because of the many dis­ ciplinary problems associated with housing, dormitories were severely criticized in the nineteenth century. President Tappan, of the University of Michigan, led the attack in the l85>0*s. The one dormitory which the University possessed at the time was converted to classrooms. Tappan*s philosophy was expressed as follows* The dormitory system is objectionable in itself. By withdrawing young men from the influence of domestic circles, and separating them from the com­ munity, they are often led to contract evil habits, and are prone to fall into disorderly conduct. It is a mere remnant of the Monkish cloisters of the Middle Ages, still retained in England, but banished from the universities of Germany. 2 Ibid., pp. 710-711. 20 The Tappan influence rapidly spread throughout the Middle West and West. Existing dormitories were tolerated, at best, and very few new halls were built at state universities. As increasing numbers of American professors studied in Germany, the German point of view became more popular in this country. In German universities no attention was paid to students outside of the classroom. They had to find their own housing and boarding facilities. The attack on college-owned and operated housing facilities continued until the l890's. By this time a number of forces were at work to bring about a return of residential housing. Several women*s colleges had been organized during the last half of the nineteenth century, for the most part, as residential schools. As graduates of these institutions joined the faculties of colleges and universities in the Middle West, they voiced increasing praise for the residential system. Victorian morality demanded greater control of student behavior. Campus housing became a practical neces­ sity for effective regimentation. Dean of Women, many of whom had come from the Eastern women's colleges, became a powerful force in reviving the dormitory idea. If they were to be responsible for the morals of women students, they insisted upon housing that could be supervised. At the same 21 time, students and alumni began to clamor for more “college life.11 The dormitory offered a means to this end. In 1896 the Board of Trustees of Columbia University, in answer to the demands of alumni, adopted a resolution in favor of raising money to construct dormitories. At the University of Chicago, President Harper built seven halls of residence between 1893 1900. This action had con­ siderable impact upon educational philosophy in the Mid-West. The importance of housing as an educational vehicle was also being stressed by this time at Yale, Princeton, and Harvard. The dormitory that emerged from this re-birth of interest was a compromise between Heidelberg and Oxford. The G-erman system had no concern with student life outside the classroom, whereas, the British made the housing unit the center of the student’s informal life as well as the enabling vehicle for academic preparation. Between these positions, American colleges and universities provided shelter and opportunities for social training, but little thought was given to curricular associations. After a careful study of the development of collegiate 3 housing in America, Cowley described the dormitory situation as it existed in the 1930's as follows; H. Cowley, "The History of Student Residential Housing," School and Society, lj.0 (December 8, 1931+) * P* 763. 22 It must be pointed out with emphasis, that the great majority of dormitories, even those built in recent years and many now being erected, have not been conceived primarily as educational agencies. They house students in comfort and almost complete safety, and they serve vitally in the social development of undergraduates. Organically, however, they are separate from the curriculum and the active intellectual life of the colleges. The Functions of Housing in Higher Education. Although few educators have taken issue with Cowley in regard to the actual academic function of residence halls, several writers have emphasized the potential educational opportunities in housing. A committee appointed by the American Council on Education to investigate educational implications in housing reported that it is impossible for a modern college or university to evade responsibility with regard to the housing of its students. It is obvious, the committee members said, that this responsibility is not merely a matter of providing food and shelter but one closely associated with the major functions and purposes of an 14 - institution of higher education. 5 Moser reported that residence halls have a challenge ^Robert M. Strozier. et al., Housing of Students, American Council on Education Studies, VI, No. llj., Washington, D. C., July, 1950), p. 1. ^Robert Moser, "Educational Philosophy in Residence H a l l s , Proceedings, Second Annual Conference of the Association of College and University Housing Officers, (1950), p, 13. 23 to help develop interested, active, capable, constructive,I well-adjusted, socially-minded adults. This challenge cannot be met by food and shelter alone* Several educators have stressed the importance of housing to the intellectual life of students. of the University of The President Connecticut has said: The generally accepted institutional pattern today is one that underscores the necessity for student housing. College housing is now recog­ nized as an opportunity for educational achieve­ ment. This recognition marks not only the greatest change in student personnel administration in the history of higher education in America, but also represents a basic change in American educa­ tional philosophy and practice.® The handbook, entitled The Residence Hall for Students, prepared for the National Association of Women Deans and Counselors, contains the following statement: The educational values in housing programs must not be left to chance, if the tremendous invest­ ment of property and human energy is to be justified. Residence halls must be dignified in the eyes of faculty members and business officers; otherwise, they will be limited in function to the provision of mere shelter and social respectability to the hundreds of thousands of young women who annually throng to our campuses. The conditions under which students live have always influenced significantly the . ....... ■. — - A. N. Jorgensen, MThe Growing Importance of Student Housing in Educational P l a n n i n g , Proceedings, Seventh Annual Conference of the Association of College and Univer­ sity Housing Officers, (195£)> P* 2k quality of academic porformance; this quality is the ultimate test of the reputation of a university.? 8 Sifferd concluded that all residence halls activity must be evaluated upon the basis of its contribution to education. The thirty-sixth yearbook of Guidance in Teacher Education contains the following statement: Inadequate housing facilities are reflected in the type of academic work the students do, in the kind of recreational activities they seek in the community, and in the manner in which they adjust to the transition from home life to college life. Because much of the total education of the student is carried on in his daily associations with other students, housing becomes a very important factor in his life.° The study committee which prepared this report concluded that as students make use of the personnel resources In housing, they find many opportunities for learning facts, skills, and attitudes which are valuable in their preparation for teaching. Understanding and appreciation of differences in feelings and attitudes of persons of different races, 10 creeds, and needs may be learned through living together. 7 The Residence Hall for Students, A Handbook prepared for the National Association of Women Deans and Counselors, (1957), p . 6. 6 Calvin S. Sifferd, Residence Hall Counseling, (Bloom­ ington, Illinois: McKnight and McKnight, 1950), p7 181}.. q Ralph E. Hargrove, Jessie E. Latham and Jack Shaw, Guidance in Teacher Education, Thirty-sixth Yearbook, (The Association for Student Teaching, Edwards Brothers, Inc., Ann Arbor, Michigan, 1 9 ^ 7 ) , p. lo£. ■1‘0Ibid., p. l££. 25 11 Dr. Robert D. Swanson, President of Alma College, has emphasized the correlation of living standards and academic achievement. "I firmly believe that environment (and by this I mean residential living) is a co-ordinate to academic effort in the educational process College personnel administrators are also cognizant of the educational opportunities in residence halls. 12 Williamson believes that colleges and universities should inculcate in their students the expectation that they will come from classroom to residences to discuss informally the things they have heard in the classroom. He calls this “an organic integration of the residences into the academic program.” Harold Hand, an experienced teacher and personnel administrator, concluded that a student’s adjustment to society, his scholarship, his attitudes, and his mental and physical health as a whole are largely determined by where 13 and how he lives. Another personnel administrator, Max Wise, believes that the residence hall on many campuses offers almost the 1 Robert D. Swanson, Proceedings, Ninth Annual Confer­ ence of the Association of College and University Housing Officers, (1957)» P« 8. ^ E . 0. Williamson, "Student’s Residences: Shelter or Education?” , The Personnel and Guidance Journal, 36 (February 1958), p. 396. 13 Hiker, Op. Cit., p. 61. ^ M a x W. Wise, "Residence Halls and Higher Learning," The Personnel and Guidance Journal, 36 (February, 1958), p. lj.01. only place where the departmentalization and specialization in higher education can be circumvented. Given proper leadership, residence halls could be the meeting ground for important members of the faculty and interested members of the student body. He says such a union could bring about what Whitehead calls ’'imaginative considerations of learn­ ing” . College business officers recognize that residence halls cannot be operated for shelter only. Dr. R. B. IS Stewart, Vice President and Treasurer of Purdue Univer­ sity, stated ’’Any business officer who is concerned with a financial policy that is financial only in the sense of commercial financial policy, of course, doesn't belong in an educational institution.” 16 Riker listed eight specific purposes of residence halls. 1. The hall will help student residents to identify them­ selves as persons with living groups of significance to them. 2. The hall will foster the development or strengthening of important social values, including self-reliance, independent judgment, cooperative action, and cultural appreciation. Ic ' R. B. Stewart, Proceedings, Fourth Annual Conference, Association of College and University Housing Officers, (1952), P. 6. 16 . „„ Riker, op. cit., pp. 57-5°. 3. Th© hall will seek to sharpen student perception of the continuity of learning on the college campus* I).. The hall will furnish informal training in the art of human relationships* 5. The hall will take a supportive role in assisting the student during the transition from his family environ­ ment to that of the broader civic community. 6. The hall will endeavor, as an aid to motivation and learning to maintain open lines of communication between students, between students and staff, and between students, staff, and the college community. 7. The hall will provide a physical environment which will contribute to physical and mental health and to the development of interest in a personal standard of living. 8. The hall will present an example of efficient adminis­ tration. It is interesting to note that research-oriented educators see significant educational implications in 17 housing. Dr. Theodore P. Wright, Vice President in charge of research at Cornell University, stressed five major functions of residence halls* 17 Theodore P. Wright, Proceedings, Sixth Annual Confer­ ence, the Association of College and University Housing Officers, (1951+) j p. 2. 28 1. Counseling* (Dr, Wright considers counseling to be one of the most important functions a university can rend er,) 2. A base for student government, 3. Provide recreational facilities, Ij., Provide dining services. Provide study facilities, 18 Sifferd, who has had several years of experience in residence hall work, included the following objectives: 1. To foster an academic environment favorable to successful scholastic achievement, 2. To provide an opportunity and to promote participation in democratic group government, 3. To encourage proper habits for health and recreation, Ij., To encourage groups and individual social development, 5. To promote personal adjustment to the problems of everyday life. Important outcomes of guidance and personnel work in the residence hall program were outlined by Hargrove, Latham, 19 and Shaw, 1. The transition from home to college living is facilitated. TS Sifferd, op. cit., pp. 9-li^* 19 ' Hargrove, et, al., o£, cit., p. 166. 29 2. Good study habits and techniques of problem solving are encouraged. 3. Self-government and group processes are developed. 1+. Soeial amenities become understood and practiced. 20 Williamson identified the following uses of housing: 1. Behavior control. 2. Sanitation. 3. Financial investment. I4.. Recreation. 5. Cultivated living. 21 Thompson analyzed the relationship of housing to the student personnel program. The objectives which he listed are summarized as follows: 1. Provision of an academic environment conducive to scholastic success. 2. Opportunities for participation in democratic group government. 3. An environment which fosters sound health practices. 1|. A social program which encourages participation on the part of each resident. ^Williamson, o p . cit., pp. 392-397* ^ S . lEarl Thompson, The Place of Housing in the Student Personnel Program for Institutions of Higher Learning. (XJrbana,Illinois: University of Illinois, Doctoral Thesis, 1914-8), pp. 109-160. 30 5. A program in co-operation with other university agencies that promotes personal adjustment. 22 Clark, Hagie, and Landrus believe that within the residence hall a social environment conducive to good dis­ cipline must be purposefully established and maintained by adequate counseling facilities within the hall, a program of varied activities, and a democratic student government within each hall. College students face many psychological problems. The transition from home to college is frequently difficult. The Mrites of passage” which mark the passing from childhood to adulthood are not clearly defined in American culture. Young people are expected to behave as adults in some campus situations and as children in others. One result is that students become confused and some withdraw from school. Such a waste of human resource is indeed unfortunate. Writers have indicated that the residence hall can be of significant help in easing the strain of transition from 23 home to college. According to Burgess and Locke, some of the conditions which can ease the individuals transition 2? Selby G. Clark, Daryl G. Hagie, and Wilfred M. Landrus, disci p l i n e in College Residence Halls," The Personnel and Guidance Journal, 31 (December, 1952)," P* 189. 23Srnest W. Burgess and Harvey J. Locke, The Family, (New Yorks American Book Company, 195>3)» P* 29^. 31 from child to adult status are residence in a community organized for this purpose, membership in an appropriate social group, and sensitive adult guidance and support* 2k Dr. Malcolm Willey, Vice President of academic adminis­ tration at the University of Minnesota, believes that residence halls constitute the means of accomplishing easier transition from the primary group of the home to the community of adulthood. He pointed out that the importance lies in the opportunity housing presents for enjoying real, not artificial primary group contacts. The college housing unit, properly organized, is, according to Willey, a primary group, permitting all of the normal satisfactions that primary group participation affords. The American Council on Education study concluded that the residential milieu during college years is, for an everincreasing number of young people, the instrument of their 25 induction into adult social life. That the induction is not always made in socially-approved ways is emphasized by the ACE. "Too often has it (induction) merely been the extension of adolescent attitudes and forms, an extension M a l c o l m Willey, "Student Housing in the Transition from Home to Community," Proceedings, Fifth Annual Conference of the Association of College and University Housing Officers, (1953)» P« 7. ^Strozier, et al., 0£. cit., p. 5. 32 which has led to a perpetuation of adolescent ways of 26 thought.” Since the student spends at least one-third of his time in his college residence, the potential for learning 27 in the residence hall is obvious. As Wrenn has said? All living offers opportunity for learning* Living in college residences is certainly no exception. The resident student has daily opportunity to learn to live with persons of his own age and sex. Through this experience he gains understanding of people, and practice in the process of group living characteristic of the modern world* Organization and Administration of Residence Halls. The most obvious deficiency in the material related to housing administration is the lack of scientific research. The literature indicates that considerable diversity exists among current administrative practices. During the past decade college and university officials have had to adjust to rapidly expanding enrollments and physical plants. Administrators have had to blend per­ sonalities and traditions with housing goals that have often been uncertain and unrealistic. Authority is frequently divided and roles are vaguely defined. 28 A 1953 survey by Riker of various aspects of student L o c . cit. ^ G i l b e r t C. Wrenn, Student Personnel Work in College, (New York: The Ronald Press Co.,'”1951)* P» 293* 2®Riker, op. cit., pp. 177-179* 33 housing at 238 colleges and universities showed three major types of housing organization: divided, 186; single-line, 27; centralized, 17; and other, 8* as follows: Preferences were reported divided, llj.0; single-line, 235 centralized, 65; and other, 6. In the divided type of organization, respon­ sibility is distributed among the business officer, the dean of men, and the dean of women. The business officer usually controls the finances, housekeeping and food services. The deans supervise room assignments, discipline, and activity programs. Riker pointed out that in this situa­ tion the business officer usually maintains the dominant position insofar as decision-making is concerned, and while satisfactory cooperation between these administrative officers and their representatives can and does occur, all too frequently there are varying degrees of conflict. In the single-line organization, complete responsibility for the halls of residence is assumed by either the business officer or the dean of students. The third type is the centralized organization, with a housing officer directly responsible for the operation of all functions of the halls. At the policy level, this officer is equally responsible to the chief student personnel officer and to the chief business administrator. Riker believes that the centralized type of organization is likely to become increasingly popular, especially in those institutions which enroll more than one thousand students, 29 The American Council study group on housing concluded that the ideal arrangement for administration of housing should be that of joint control by the dean of students and the officer in charge of business affairs. The success of this type of organization depends upon the ability of the director of housing to utilize and integrate the services of both of these officials, 30 A recent study by Gray of 32 large universities revealed a variety of administrative arrangements. Among the 32 institutions, 10 showed dual responsibility of the housing officer to the business manager and the dean of students; 15> were directly responsible to the chief business officer; I}, directly and solely to the Dean of Students; 2 to the Dean of Men; and 1 to the Dean of Administration, Gray requested housing officials to list advantages and dis­ advantages of the administrative system under which they operated. Where control is under the chief business officer, ^Strozier, et al., op. cit., p. 29. ^ M a l c o l m Gray, "Housing Administration,11 (An Address) privately mimeographed and presented January 16, 195>8, at the Annual Conference of the Southern Association of Deans of Men and Personnel Administrators, Louisiana State University, Baton Rouge, pp. 1-7* 3£ the following advantages were listed: since housing is largely financed through bond issues, it is best handled by finance people and should be under business management; since the business officer usually has supervision of maintenance, purchasing, plant planning and expansion, and since these phases of business activity are important to housing, they can be handled best by people trained in busi­ ness who will fit housing into the over-all program. Housing officials who had dual administrative control of housing, with the business manager and dean of students jointly responsible for the housing program, were just as convinced that their organizational arrangement worked well for them. They reasoned that personnel problems were taken up with the dean and financial problems with the business officer. This system requires the housing officer to reconcile two different areas of interest, namely: the deanTs point of view in dealing with student personnel, counseling, and enforce­ ment of the various regulatory processes; with that of the business manager who is responsible for the costs involved in the personnel program. Generally, those who had adminis­ trative control by the chief personnel officer believed that the operation of housing was an over-all part of the academic program; that housing should be considered from the view point of education and social activities; that the dean of 36 students is best qualified to determine what the needs of students are and how they can best be filled. The disadvantages of having the business charge of housing were listed as follows: officer in financial matters might be given priority and outweigh important factors relating to student morale, education, and social activities. The feeling was expressed that most business managers tend to see student personnel problems as secondary to business management. Disadvantages of dual responsibility to the business manager and the dean of students were expressed as follows: middle the housing officer is likely to be caught in the of a "spending versus student activity" controversy; lines of authority may not be clearly identified with the result that staff personnel become confused and frustrated; the work of the housing officer may be hampered and delayed by having to get approval of two or more heads. In those situations where the dean of students was responsible for the entire housing program, the following disadvantages were presented by housing officers; business matters may be slighted in the programming of personnel services and result in inadequate financing; finance is a highly specialized field and personnel people are usually not trained in this area. Stewart expressed the sentiment of several business managers when he concluded that whoever has financial responsibility for the residence halls should have final authority for the entire program. Most educators who comment on collegiate housing agree 32 that it is a very difficult field to administer. Wrenn stated that there is no more difficult task in the entire student personnel area. He believes that from a student personnel point of view, the administration of housing leaves much to be desired. Unless the financial, physical, social, and educational aspects are blended so that the educational is not dominated by business pressures, we have an example of structure before function. 33 The American Council on Education Study Committee concluded that housing is wrongly placed if it is completely under the direction of those who control the business aspects of the institution. After a review of literature in the field and analysis of data obtained from questionnaires sent to students at Colorado A & M and faculty persons concerned with housing ^ R . R. Stewart, "Supervision of Halls,1' College and University Business, 9 (August, 1950), pp. 6. ^ W r e n n , op. cit., p. 317* 33 Strozier, et al., op. cit., p. 27. 38 in the area west of the Mississippi River and east of the 311Pacific Ocean, Hotchkiss drew the following conclusions; (1) in order to insure a smooth functioning administration of the residence hall program, all of the authority for the administration of the residence halls should be centralized in one person; (2) care should be taken to secure persons well qualified to supervise both personnel and financial aspects of the program; (3) this person should be responsible to the dean of students for the educational, social, and personal development of the student in the halls and responsible to the business manager for the financial aspects of the program; (Ij.) within each residence hall there should be a resident director who is responsible to the person in charge of the whole housing program* 35 Riker concurred with Hotchkiss in the centralized type of administration. He stated that since the educational, financial, and housekeeping functions, all converge on the student in the hall, they are of necessity closely inter­ related. If the student behaves as a totality, any attempt to administer his living situation on the basis of separated parts is artificial and unrealistic. ^ C o u r t l y n Hotchkiss, The Development of A M e n ’s Residence Hall Program at Colorado A and M College, (Colorado State College, Doctoral Thesis, 1951+) > 352 pp. 35 Riker, ojd. cit., p. 180. 39 The basic problem in housing administration is to effectively represent the interests of business and student personnel. The issue is not new. H. D. Smith, an architect, stated in 19i|.0t It should be emphasized that cooperation between administrators and architect in the building of dormitories is essential. Assuming that such cooperation has produced a well-planned, easilyoperated, easy to look: at, easy to live in dormitory, there remains one problem which lies outside the province of the architect, but which he knows must be solved in some satisfactory manner if the best ends are to be served by the continued construction of dormitories. This is the problem of cooperation in educational objectives and financial operation of the dormitory. And the question invariably arises, shall the director of dormitories be a business man or an academician? Happy is the institution which has somewhere in its personnel the rare individual who is both.3° Most of the literature dealing with housing administra­ tion emphasized the conflict between persons interested in business and those representing student personnel. There seems to be general agreement that both areas must be coordinated at the policy-making level. The Status and Roles of Head Residents. A search of the literature failed to reveal much com­ prehensive objective research related to status and roles of head residents. Several articles have been written H. D. Smith, “Designing College Dormitories," American School and University, 12 (19fi-9)> P* k3h* ko which present opinions based on practice and experience. Most of these articles indicated that the status of head residents leaves something to be desired. Several profes­ sional organizations have gone on record favoring an upgrading of status for head residents. The National Association of Student Personnel Administrators proposed to do this by a job enlargement program, increased salaries, and by creating 37 a “sense of stature." The National Association of Women Deans and Counselors listed the following ways to increase the professional satisfactions of head residents: more prestige; (1) offer a title with (2) assign duties outside the hall such as teaching a class, assisting with the testing program and 38 aiding in the counseling center or admissions office. In these ways, according to the deans, the position is made more challenging and more rewarding to the professionally trained person. What there is about housing to cast the position of head resident in a lower professional echelon than that of admissions, testing, or teaching was not explained. •^ Report of Committee on Training Residence Hall Administrators, Proceedings, Thirty-ninth Annual Conference of the National Association of Student Personnel Adminis­ trators, (1957)» P. 178. ^ " T h e Residence Hall for Students," o£. cit., p. 28. Ui The American Council on Education study group on housing concluded that while the teacher or scholar is recognized as an authority in his field, housing personnel are not accorded the same degree of respect. One reason for the prevalence of this attitude, according to the ACE investigators, is that head residents are too often con­ sidered only as dispensers of etiquette and preservers of the peace. In the researchers1 opinion the potentialities of group living will never be realized in the residence hall setting until housing officials are included in the circle of academic respectability and given pay and prestige commensurate with the difficulties and educational importance of their work. Top-level university administrators have not generally recognized either the onerousness or the 39 importance of housing personnel assignments. The AC® Study concluded that the life of the student group is culturally and intellectually improved, and the aid and participation of other members of the faculty is more easily obtained, where faculty members serve as heads of UO residences. ^Strozier, et al., op. cit., pp. 3^1--iiO. ^Strozier, et al., 0£. cit., p. 3^. Arthur S. Adams, President of the American Council, makes a plea for the housing officer to accept his role as an educator. In planning for the increased enrollment in 1960-70 it is my earnest hope that the first step will be that the housing officer himself or herself will look upon himself or herself as an educational officer of the first rank. This is essential if you are going to play your role in the formulation of educational policy which will give adequate educational opportunities to young men and women, Lj.2 Williamson has said that the leadership of the halls is the basic key to their use as an educational facility. He believes that we cannot expect the residences to perform much of an educational function until they are staffed by individuals committed personally to and skilled in the educational enterprise. k3 Lind made a plea for financial rewards more com­ mensurate with the responsibilities of a head resident as well as a long-belated expression of gratitude from colleges and parents alike. j_ . Adams, op. cit,, p. 5* ^Williamson, o p . cit., pp. 396-397. ^ M e l v a Lind, "College Dormitory as an Emerging Force in the Hew Education," Association of American Colleges Bulletin, 32, (December, 19M>)» p7 532. 1+3 There is opposition on the part of some administrators and faculty members to extending faculty rank to head 1+1+ residents. Wrenn believes this point of view is out of line with modern educational philosophy, which considers residence hall life as an important part of college education, and guidance as "the keystone of the arch of education." Riker pointedly stated, "Prom the point of view of logic, there seems to be no reasonable justification for expending upwards to a million dollars on a residence hall and, at the same time, neglecting to provide a staff capable of administering it." He identified four major obstacles connected with obtaining and retaining head residents. 1. Excessive work load. 2. Inadequate living quarters. 3. Inadequate training. i|.. Reluctance to grant academic rank to head residents. fact that head residents are infrequently accorded faculty status tends to widen the separation between housing and the other instructional departments. If housing personnel are assigned an inferior status on the campus, they may conclude that their work educationally unimportant. . Wrenn, 0£. cit., p. 310. ^Riker, o p . cit., p. 183. Ibid, p. 182. is The U4 Many parents, college professors and administrators have no real conception of the role of the head resident* They tend to pass along to their children or students the 1+7 stereotype of the housemother image. Harvey, a professionally trained head resident, tabulated reactions to her position as revealed by faculty members and parents. She was referred to as matron, housemother, chaperone, housekeeper, dormitory mother, and mistress. Most people were surprised to see a young person as head resident and frequently asked such questions as: " isn’t this type of work for older people?" or "Isn’t this work just for widows?" She concluded hers was a misunderstood profession. The literature revealed that the roles assigned to head residents are many and varied. Institutions which offer specific training programs for head residents report a major problem to be the inconsistency of responsibilities. Dorothy 1+8 Stratton, Dean of Women at Purdue University, found one of the chief difficulties in the Purdue head resident training program to be the lack of any consistent type of organization and of any standardization in the requirements of the position. "^Janice Harvey, "The Lament of the Young Head Resident," Journal of National Association of Deans of Women, 13 (January, 195>o), pp. 85-87. 1+8 „ Dorothy C. Stratton, "The Professional Training of Residence Hall Directors," Proceedings of the National Education Association, (191+0), P P • 519-521}.. kS Basically, the purposes for which residence halls are operated determine, to a large extent, the functions of head residents. Most writers identified three general areas of responsibility: those dealing with business and management, those concerned with recreational and social programs, and those broadly defined as educational. The National Association of Women Deans and Counselors i+9 emphasized the counseling role of the head resident. This organization also studied the role as interpreted by students and listed the following functions: 1 . Adviser, teacher, and resource person. 2. Historian, to aid in continuity and background from year to year. 3. i+. 5. Counselor and referral agent, Coordinator to interpret and clarify university policies. Liaison agent to maintain effective communication with faculty members in regard to the needs and welfare of 50 each student under her supervision. 51 Ohlsen also stressed the counseling role in the following nine specific functions: "The Residence Hall for Students," op. cit., p. 13* 5o Ibid., p. 27. t^l " Merle M. Ohlsen, "Developments in Residence Hall Counseling," Educational and Psychological Measurement, 10, (Autumn, 1 9 5o), pp. 1^55“^!61+. 1. Make himself available to students when they need to talk to a friend about personal problems. 2. Help students with activities they and help them organize new ones to now have meet individual needs. 3. Help students with a meaningful social program. i|.. Provide facts about students which help others who also work with same students. 5* Become acquainted with students who need special help, and act as referral agent when necessary. 6. Help orient students to college life. 7. Provide exit interview for those students who plan to drop out of school. 8. Help students improve their equality of scholarship. 9. Help students with their educational-vocational planning. Ohlsen summarized these roles in one general objective, uTo help the student to better understand himself and his relations with people through his day-to-day contacts with interesting and friendly individuals who can work and plan 52 with him." 55 ~~~ Ibid., p. 1*55. 14-7 The Association for Student Teaching defined the role of the head resident in broad terms as follows: “The main responsibility in residence halls is aiding the student to develop into a mature and unselfish person, a good citizen, well adjusted to society, who has learned how to solve problems of group living." %■ Wrenn sees the role as one of providing students with a setting for well-rounded living, an atmosphere conducive to study, and experiences that contribute to their social and emotional development. The A.C.S. Study Committee on Housing concluded that supervision of the regulatory processes is the greatest problem the head resident faces. Both the A.C.E. and the N.A.W.D.C. look upon the disciplinary role as an educative process and not as punitive in nature* Clark, Hagie, and Landrus viewed the disciplinary role as one of providing a social environment conducive to good discipline. They believe the key to such an environ­ ment is a well-trained head resident who is able to play a multiple counselor-administrator-activity expert-educator role* 3 Hargrove, et* al., o£. cit*, p. 172. Vrenn, op. cit*, p. 309. 3 Clark, et. al., o£. cit*, pp. 189-193. 1*8 After interviewing faculty members at Central Michigan 56 College, Kilbourn found that most professors at that institution believed that housing should provide food and shelter in an atmosphere which fostered the wholesome development of the individual. Instructors, in general, believed that this could best be done by head residents who "supplemented" the work of the classroom. in a variety of forms: They saw the role stimulator of intellectual pursuits, custodian of moral virtues, disciplinarian, administrator, counselor, referral agent, teacher of etiquette, and public relations emissary. 57 The writer also questioned 200 junior and senior women students at Central Michigan College on their expecta­ tions of a head resident. Seventy-two per cent saw the primary role as that of friendly counselor-advisor. Most students in this group expected the head resident to exercise minor disciplinary authority, but they thought she should refer the serious cases to someone else. They expected her to "know" the residents and be able to call them by name. (All of the students Interviewed lived in halls housing over 300 women.) Donald W. Kilbourn, "The Function of Housing in Higher Education," Personnel-O-Q-ram. 12 (October, 1957)> pp. 8-1 1. K I>oc. cit. k9 Qualifications and Training of Head Residents, In general, the literature revealed two major areas to be considered in the qualifications and training of head residents: ing, personal characteristics and professional train­ The American Council study concluded that it is an open question whether training of the staff member is as important as the personal characteristics. A head resident should possess personal morality and intellectual vigor. She must have genuine respect for students and be confident in her ability to gain respect from them. She must avoid authoritarianism and be sensitive to the nuances of collegiate life. The reporters of this study stated that the training should include a study of human development in both its biological and psychological aspects, with emphasis on adolescence, plus familiarity with the facts concerned with the interdependence of emotional and intellectual 58 factors in learning. As early as 1910 writers were recommending that head 59 residents be college graduates. Southard did not think it absolutely necessary, but believed the baccalaureate degree to be desirable. **The college degree,** she said, **is an — ----------------------------------------------------------------- Strozier, et. al., op. cit., p. 37. --Lydia Southard, "Qualifications and Training of the Head of a College Dormitory,** The Journal of Home Economics, ~2, (October, 1910), pp. Iv96-ij.95. 59 introduction in academic circles, and in those places which are slow to receive domestic administration on its modern professional basis, the possession of a degree may hasten the coming of that unquestioned position in the com­ munity which the head of the dormitory has a right to expect. 60 Southard listed the following qualifications for the successful head residents 1. Must not be a cynic. 2. Should possess empathy. 3. Have experience in dormitory living. i|-. IKnthusiams. 5. Training in domestic science. 6. College degree. 61 Lind stressed a threefold requirement for the success­ ful head residents appealing personal qualities, thorough academic attainments in the field of her specialty, and knowledge of the psychology of adjustment and the techniques of personnel work. 62 Wrenn stated that persons having counseling respon­ sibilities in residence halls should have a background in psychology, group-work, theory and practice, counseling techniques, and other professional subjects amounting at ^0 L o c . cit. 6lLind, op. cit., pp. £33-^31+ • ^Stfrenn, op. cit., p. 3 1 0 . 5i least to a Master's degree. With this kind of training, Wrenn concluded, housing personnel should have equal status with faculty members who teach academic courses. He also recognized the importance of certain personality qualifica­ tions. Head Residents should understand, respect, and like young people; they should themselves have achieved a good adjustment to life; should be persons of integrity, posses­ sing moral and religious values; should be able to see the humorous side of things and take the tension out of situations. 63 Stratton indicated that a Bachelor's degree should be the minimum standard for head residents, with certain professional training, depending upon academic preparation and function, added to this academic preparation. 61+ Wilson specified a Master's degree in personnel for head residents. 65 Riker listed six qualifications for head residents. 1. Trained teachers. 2. Strong professional background in knowledge areas con­ cerned with human relations. 3. Capacity for developing through practice those teaching methods effective in informal instruction. ^Stratton, 0£. cit., pp. 519-52ij.. ^ M a r g a r e t Wilson, “Dynamics of a Residence Hall Program,” Occupations, 29, (November, 1950), pp. 116-122. Riker, op. cit., pp. 182-183. 52 1|. Administrative ability. 5. Personalities adapted to work in human relations. 6. A broad educational philosophy which will enable them to relate their work to that of the other college departments. The fulfillment of the educational potentialities in residence halls depends,^to a large extent, upon the skill of head residents. Orme has said, "Being a good dis­ ciplinarian and nice woman who loves young people are no longer adequate qualifications for dormitory heads." Literature Pertaining to Status and Roles in Related Occupations. I ill*— — — »» 67 Allen analyzed the roles of student supervisors in men's residence halls at Iowa State College. The study centered on the expectations of ibur groups--college adminis­ trators, former head residents, head residents, and student residents--concerning the roles to be played by student supervisors. Th© investigation, focused on the structure function of the hall's population, was based largely upon Rhode Orme, Counseling in Residence Halls, (New York: Bureau of Publications, Teachers College, Columbia University, 1950), pp. 343. 67 James Allen, Role Expectations Which Characterize The Position of Head Resident in the M e n 's Residence Halls. (Iowa State College: Master's Thesis, 195^4-) > pp. th© application of needs and concepts of the generalized other to the m e n ’s halls situation. He studied the role in relation to friendship, discipline, counseling, adminis­ tration, leadership, and example. A similar study was completed by Moser 68 who analyzed the functions and responsibilities of the housefellow at the University of Wisconsin. 69 Raines studied the role of the part-time student assistant in the M e n ’s Universities. Residence Halls of the Big Ten He found considerable disparity in the attitudes of the personnel staff members toward the functioning role of the student assistant. 70 Crossen discussed the role of the student assistant in w o m e n ’s residence halls. 71 Hopwood prepared a booklet in which the various problems that freshmen may bring to a student counselor are discussed. The relationship of the student assistant to the head resident was also outlined by Hopwood. Robert P. Moser, A Study Dealing with the Problems of Residence Halls, (Madison, Wisconsin: University of Wisconsin Master's Thesis, 1914-6 ), 93 pp* 69 Raines, 0£. cit. 388 pp. "^Marion H. Crossen, ”The Student Assistant in the D o r m i t o r y , J o u r n a l of the national Assoc, of Deans of Women, 10 (Oct., 1 9 5 5 7 7 p p . 27-29, 71 Kathryn L. Hopwood, The Student Assistant in the W o m e n ’s Residence Halls of the Ohio State University" TColumbus, Ohio: The Ohio State University Press, 1951-I-) > PP, Status and role of the head resident in m e n ’s residence halls was analyzed briefly in a doctoral thesis by Hotch72 kiss. Some of the studies which have been done in industry in regard to status and role contradictions of foremen have implications for studying status and roles of head residents. 73 71+ Notable among these are the writings of Wray, DeMan, and 75 Roethlisberjger who picture foremen as “marginal men,” either in the middle between management and labor, or to one side on the margin of the primary relationship between manage­ ment and labor. 76 In the professional field, Wardwell's study of the chiropractor reveals some of the problems involved in belonging to a “marginal11 profession. — — — . Hotchkiss, op. cit., 352 pp. 73 Donald IE. Wray, “Marginal Men of Industry: The Foremen,” American Journal of Sociology, 51+ (January, 191+9), pp. 298-301* 7*%enri DeMan, Joy in Work, (London: George Allen & Unwin, Ltd., 1929), pp, Iol+^05'. 75 Fritz J. Roethlisberger, “The Foreman: Master and Victim of Double Talk,” Harvard Business Review, 23 (Spring 191+5), PP. 285-291+. 76 Wardwell, loc. cit. 55 A thorough and interesting study of status and role of the college professor is contained in W i l s o n ’s sociological 77 work, The Academic M a n . Summary A composite of the foregoing data reveals that the residence halls can and should make a significant contribution beyond food and shelter to the education of students. That the educational potential in housing is not being realized leaves little room for doubt. There seemed to be consensus among writers that the educational program should take precedence over the business aspects, but there was consider­ able disagreement as to who should be responsible for housing. In general, the writers agreed that the interests of both business and personnel had to be represented somewhere at the policy-making level but there seemed to be no clear-cut organizational pattern for the implementation of this dual representation. Most of the literature related to status indicated that although college and university administrators espouse the importance of head residents, they are generally reluctant to grant them professional status and remuneration commensurate 77 L. Wilson, The Academic M a n , (New York: Press, 191+2), 21+8 pp. Oxford Univ., with their responsibilities. Most authors concluded that residence halls will never be able to make their maximum contribution to education until head residents are accorded faculty status. Writers dealing with role reveal that the functions of head residents are many and varied. responsibility emerged: Three general areas of those concerned with business and management, those related to recreational and social programs, and those broadly defined as educational. The writings concerned with the qualifications and training of head residents generally agreed that the fulfill­ ment of the educational potentialities in residence halls depends, to a large extent, upon the skill of head residents. Most writers concluded that a baccalaureate should be the academic minimum, although several personnel-oriented authors stated that the Master’s degree should be required. Certain personal characteristics were also considered but they were not as clearly defined as the academic. Personal morality, respect for students, personal adjustment, and sense of humor were mentioned most frequently as being desirable. CH A PTER III PROCEDURES AND TECHNIQUES OF THE STUDY Initial Activities. The planning phase of this study was begun by discussing with experienced housing officials the desirability of obtaining data about existing management and counseling practices in women’s residence halls. Several administrators belonging to the Association of College and University Housing Officers were contacted concerning the possibility of such a project. Each person with whom the proposed study was outlined indicated that the findings would provide valuable and much needed information for the field of housing research. Following this initial activity, the writer carefully examined studies which related to the proposed undertaking. Books, periodicals, bulletins, unpublished theses, pamphlets, conference proceedings, and reference encyclopedia were searched for appropriate material. It was determined that a paucity of objective research existed in the housing field, especially on the status and role of the head resident. Considerable material was found concerning aims and objectives of residence halls. It was discovered that writers have been expressing ideas on the educational missions of housing for some time. However, how these missions should be implemented and within what kind of personnel framework were Infrequently mentioned. Development of the Instrument. Development of the instrument proved to be a long and laborious process. The organization and administration of women’s residence halls is so lacking In uniformity that extreme care had to be taken to devise questions which would cover a variety of situations. Several types of questionnaires and check-lists were examined in order to discover the form which would best meet the desired criteria. The instrument had to reveal two types of data: (1) existing practices, and (2) opinions from housing administrators as to the desirability of such practices. A questionnaire check-list which had proved successful in obtaining similar information was found in an unpublished thesis, entitled The Role of the Part-Time Student Assistant in the Men's Residence Halls of the Big Ten Universities. The writer is grateful to the author of this dissertation, Dr. Max Reid Raines, for the many ideas obtained from his research project. 59 Seven members of the staff at Central Michigan College, two counselors, two profes.sors from the department of sociology, one mathematics instructor, the dean of women, and the dean of students, suggested modifications in form. The writer’s graduate committee reviewed the questionnaire and made' valuable suggestions for improving the clarity and conciseness of the instrument. The research committee of the National Association of V College and University Housing Officers reviewed the ques­ tionnaire. This committee consisted of the following persons: Ruth N. Donnelly, University of California at Berkeley Prank J, Dowd, Jr., University of Rochester Robert M. Jones, University of Arkansas Richard H. Neddersen, University of California at Berkeley S. Earl Thompson, Michigan State University Various members of the research committee cautioned the writer to design questions that would not force structured responses. It was pointed out that misinformation might be obtained unless opportunities for qualified answers were possible. It was further suggested that a modified check­ list be used to facilitate recording and also to save time for the respondents. Additional questions were proposed by the committee in order to provide frequently requested information on the salary and training of head residents. \ 60 With these recommendations the research committee endorsed the study and granted approval to distribute the question­ naire to the members of the Housing Association. The Pilot Study. Questionnaires were sent to housing administrators of twelve colleges and universities. An effort was made to select schools for the pilot study which would offer variety in size, location, and operations. A personal letter was Included asking each housing officer to indicate any problems he experienced in answering the questions. Responses were received from the following: Brigham Young University Eastern Michigan College Ferris Institute Mississippi State College Montana State College Northern Illinois University Purdue University Southern Illinois University University of Arkansas University of Rhode Island Western Michigan University Each administrator reported that he found the instructions and the questions to be reasonably clear. (Samples of typical letters from these housing officials may be found in Appendix A.) Several minor suggestions were made which were incorporated in the final instrument. The completed questionnaire check-list was designed to reveal the following types of information: 61 (1) factual data pertaining to the professional status of the head resident of women’s residence halls; (2) the administrative role of the head resident; (3) the counseling role of the head resident; (Ij.) the disciplinary role of the head resident; (£) the opinion of housing administrators concerning certain job conditions related to status of the head resident, and role preferences associated with administration, counseling, and discipline* (Appendix B includes a sample of the questionnaire.) Selection of the Sample. The following criteria were used to select the colleges and universities to be included in the survey; (1) member­ ship in the Association of College and University Housing Officers, and (2) operation of at least one college or university-owned residence hall for women. The Association of College and University Housing Officers included, at the time of the survey, 180 institutions in i).8 states and the District of Columbia. One hundred fifty- two schools in this organization operated at least one residence hall for women. Institutions belonging to this Association were selected because: (1) they represented variety in size and type; 62 (2) they included an adequate diversity of geographical locations; (3) administrators look to the Association of College and University Housing Officers for guidance and leadership in solving problems related to collegiate housing; (1|.) the study was of interest to the Association and was encorsed by its research committee; (£) an adequate response was likely because of the professional nature of the Association; (6) the writer had served in a number of capacities for the Association, including the national presidency, and had some insight into some of the problems confronting housing officers. Sach selected college and university was forwarded a copy of the questionnaire for completion and return. The material was sent to the chief housing officer as indicated on the Association membership list prepared by the national secretary. A cover letter explaining in detail the procedures to be followed accompanied each survey form. (See Appendix A for a copy of this letter.) stamped envelope was included. were returned within five weeks. A self-addressed, Kighty-seven completed forms A follow-up letter and questionnaire were sent to each institution that had not responded. This contact brought In another 37 forms, making 63 a total of 121}.. Twenty-eight colleges and universities did not return the questionnaire. cent. Pinal returns totaled 82 per Two administrators replied that college policy prevented them from supplying such Information unless requested by an educational organization, or governmental agency. All data from the completed questionnaires were tabulated and analyzed. The material revealed some of the existing functions and roles pertaining to head residents of women's residence halls. The information further indicated some of the practices which impinged upon the status concept of head residents. A summary of the results of the study, as well as rec­ ommendations concerning the professional status and roles of head residents based on the results of the information obtained from the survey, were made available to all participating institutions and to the research committee of the Association of College and University Housing Officers. Tabulation. Responses to each question were tabulated according to the following enrollment categories: (1) colleges and universities with an enrollment of less than 2,000 students; 6U (2) those between 2,000 and 5,000; (3) those between 5>000 and 10,000; (W institutions with more than 10,000 students. Total numbers and percentages, or averages where appropriate, were recorded for each category and for the combined groups. The write-in responses were carefully recorded and summarized. Summary The survey instrument used was of the questionnaire cheek-list type which revealed information about the status of head residents in women's residence halls and data relating to the roles of head residents as administrators, counselors, and disciplinarians. In addition, opinions concerning status and roles were obtained from housing administrators and these opinions were compared with existing practices. All of the responses were analyzed in terms of two hypotheses: (1) the professional status of head residents Is inferior t9 that of members of the academic faculty; and (2) college and university housing administrators are not in agreement in regard to the roles which head residents should play. The sample was taken from the member institutions of the Association of College and University Housing Officers. The findings were tabulated in four categories, according to size of enrollment. C H A P T E R IV THE PROFESSIONAL STATUS OF THE HEAD RESIDENT One hypothesis of this study was that the professional status of head residents is inferior to that of the academic faculty. Data on six factors relating to status were collected and analyzed. These factors were: title, age, marital status, professional training, faculty rank, and salary. Most academic positions maintain a fairly consistent set of titles. Within the teaching hierarchy for example, the terms instructor, assistant professor, associate professor, and professor are firmly established. Each level has certain requirements, rights, privileges, and remunerations. Most positions in the student personnel field have well-established titles. Students, Dean or Counselor for Such terms as Dean of Women, Dean of Men, Director of Admissions, Director of Placement, and Counselor are consistently used in their respective areas. Although title may not be as significant in determining professional status as other factors, this area was included because of the interest on the part of several members of the Housing 66 Association in determining the relative usage of the various titles. Item (1). What title is assigned to such persons (head residents) on your campus? Head Resident Housemother Resident Adviser ______ ___ (Check one) Resident Director Other ___ Table V reveals the wide range of titles used by colleges and universities to identify those persons who reside in w o m e n ’s residence halls and who are responsible for the general welfare of the students who live in such halls. The data revealed some interesting information. (1) No title is used by more than one-third of the respondents. (2) The term, counselor, while not used at all among the small institutions, was indicated by one-third of the largest universities. (3) The title, housemother, con­ sidered archaic by several housing administrators, is still being used by 37 per cent of the smaller colleges. Item (2). What title would you prefer for such persons? (Check one) Head Resident Housemother Resident Adviser ___ Resident Director ___ Other__________________ ____ As indicated in Table VI, Ipl administrators (33 P®r cent) preferred a title different from the one currently rH CO P O EH G O sO QD f - 0 0 l A n H H H H H H H H H feSj ( A H CM -d-c- CM rHCM _=Jt H _d* CM © © G o •H P G p •rH P © G H Uo G O rH a o o fcSJ o o o o « o o •I •»rH 1A £o| 51 P CO CM rHvO IS-vO rH (ACM rH rH vO rH O " 0 CM _d H CM (A 1A (A p C © H rH O G £ m O P 0sO CMT\\D vO CM CM rH CM O O (A1AOJ CM rH rH o o o o o o * »XA RESIDENTS G as x! o p o o 03 « 03CM © v £ ) 1A CM rH JS--d" fA (A -d- (A D-^d-d'-d- -d'-d'-d O i—1i —1rH rH rH rH rH (A t"CM © © G © TJ •H © © K OF HEAD TITLES 0[ Is;I p AS USED BY 121+ COLLEGES AND UNIVERSITIES © SR| CM rH'Lf\.=J-vO_d"CM (ACM H H m © pH P *H Eh fe w p G © O G O P o O G © P o PH G ra G G © © O CO •H o 3 TJ G •p © W t>p © *H *rH o cd GG © *rl G •o o p © P 5 © © O G p © 'OP O »H © EH -> P *>H G G rH in P O 4 G O © G G *H O © G H O © G P p3 < O P

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The findings indicate a lack of agreement among housing administrators as to what title should be assigned to persons who live in the halls of residence for women and are responsible for the welfare of the residents. Item (3). List the number of head residents presently employed according to marital status. Number who are single ___ Number who are married ___ Number who are widows Number who are separated or divorced Widows comprised 61 per cent of the 786 head residents reported in this study. Item (It-). (Table VII) List the number of head residents presently employed according to age. Number Number Number Number Number between between between between who are 21 31 [{.1 £l 61 and 30 inclusive ^0 inclusive and 50 Inclusive and 60 inclusive or over ___ ___ ___ ___ ___ With less than one in four head residents under forty years of age, and 65> per cent past fifty, it is obvious that young women are not attracted to the position. (Table VIII) Responses to item number five would seem to rule out the theory that administrators prefer older women for head residents. Since 72 per cent of the respondents indicated a preference for head residents under fifty, causes other 70 SSJ H a) P o EH § o m £ MARITAL STATUS OP HEAD RESIDENTS INCLUDED IN THE STUDY H ca rH sO XA O S5 xa o A- O' A-d _d 3" 6§J O' CM CA CM vO A- CM vO vO rH O UN & H <«H O rH CO oo A- vO rH CM CA XA CM P h © S rH ■—1 O b £ $ O P o o o cRJ o o o » • * xa O CM £ oi XI O P O O S&J cA 03 * ra CVJ • © o CM id -d CM XJ © O in O > T5 k o 03 rf P © -P CO i—! eO P •H "O b oS S rH © rH tlO £ B £ H Vl ID «i P hO • O rH o ! 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With 60 per cent of the respondents dividing their preference among the three specific choices relative to marital status and l+O per cent stating that marital status is not an important factor, one may conclude that there is not much agreement among housing administrators on this characteristic. In regard to age, there was a significant difference between the existing situation and that which housing administrators preferred. Sixty-five per cent of the reported head residents were past fifty. Seventy-two per cent of the administrators indicated that they preferred head residents to be less than fifty-one years of age. (See Tables IX and X) Item (6). What is the policy at your institution relative to minimum educational preparation for persons whom you might employ as head residents: High school graduate Two years of college College graduate Master's degree ___ Master's plus 1 year ______ of graduate study ___ Doctorate ___ Education not a factor 73 iH -d OJ cb 43 O • I o o EH CA § gsj vO d o CA rH rH UN O rA rH rH CA O _d 43 O CM o -d CA -d rH CM H o CM CA vO H o ca CS o •H +3 d 43 43 00 PS to <5 •H CO Eh a R eh Ph c a Eh CM H 2 o 43 o o o o o o o *fSj o CM •» rH H iH ITS CA © 3 H O fn O 43 O feSj O O O O o * ..UN CM ca CM -d U \ OO U\ U\ rH CA CM CA H iH o PQ ft ^ «© ft Eh PS H CO 03 CO < R oo rH -d H c»A vO -d CM -d u \ CA rH rH O' d cb d o 43 O O TO w 03 CM •1 0 °1 CM ft 21 EH H 03 Ph Ph O 43 C3 © ft 03 03 R pH r CM o 43 fi CO >H P3 Ph CO iH ITS «© f— I 2 • 1 O rH o| O M ft CO H K CO O B © « Sh O T3 © O Pi O > ♦H rO ca 43 3 © 43 CO rH © 43 Ph O •H in © 2 O •o £ as rH nO at at p O £ rH ° UN is ! n 43 O o o o o O •0 -0 CVJ § EDUCATIONAL © CO O £ *D US s H g OO i—1 o rH rH O' rH U \ H CVJ -d " CVJ CVJ o -= t CVJ CO i—1 rH rH NO CO O' CVJ b~ 1A CO o OO CVJ rH _ rt rH -= t rH sO -d “ rH rH -d pH tO "LTV vO rH -£ • 1-0 ITS rH CVJ rH -=± CVJ -= t CVJ -d CV1 tO _£* CO CO CO tO rH rH rH O CO jdr co 00 &\ •1 o is l «H 43 CO CO CD CVJ tO CO CVJ o c— £ 01 O © 43 ed © © cd GO rH rH O £ £ BO O rH O O u o m o cd XJ a 03 X3 bO •rH w o W £ © 43 © £ T3 CO £ b0 CVJ & IS H Q is © © £ bO © T3 mm* © © 00 © o rH rH O 43 O a Is Eh -d ' cO CO CO p £ •rl CVJ rH ♦I o o 43 O O 03 « 03 CVJ £ o CVJ rH o 43 O S^l xj MINIMUM •I O !s l rH £ © © cd © 43 O o Ph 01 pa os £ © £ cd •H 43 cd £ O 4> O O « o o £ •o 63 < EH O EH 77 c -d “ rl 0 43 o Eh •I § to d o XJ o 43 O o 0 « d O O i—1 S s S o ft co M ft ft <5 Eh O Eh 78 rH aJ -P o Eh •1 Ol S3! 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Eh O EH p aj p o Eh 3 © ft g 3 ft cA CA C A C O t T N O C'-xO _3-vO V O ft OJ CM OJ ft ft ft IA P COOCO-d-lACM^tOJ CO -3ft O O' O O OJ _d-lr\ C O C O ft < A C A rH ft ft ft O O _d-CM rH c A < A f t < A O J C— CA rH vO 3 aj ft o P o o Kb ft H ft H s Eh IS Kb W P P o o GO 3 o 3 © ft © « 3 O 3 O P ft ft •rH ft 3 ft ft ft 03 3 H «M o P 3 o © o ft o o o *§ o o ft •» p \A O p N H P o VI © bO g •H R C2 i3 RC ai PS g aS S § < rH R a! Pi •U TD o dd aS PJ PI t>sR R O faOP o o aS U P ra R Pi R g T5 ra 3 H w P o ® ra r t £ f i Pi P O R © ra >s ra s s o C ra 3 P to H P * CD O O CD P R ra ai O § oR 3 o o ra oS Pi R P CO Eh Is H Q fe O PM CO M K id <1 Eh O Eh 87 The data in Table XVIII include monthly cash salary only. In addition, head residents receive rent-free living quarters plus twenty or twenty-one meals per week. In the few cases where board, or board and room were not provided by the institution, the cash salary was reduced according to the “Michigan11 schedule. For tax purposes and salary schedules, the value of living quarters for a head resident in Michigan state-supported institutions of higher learning has been established at fifty dollars per month, and board at the rate of thirty dollars per month. It is assumed that a person could rent comparable facilities and feed himself for eighty dollars per month. This figure appears to the writer to be unrealistically low. Utilities are also paid by the college or university and the amount allotted to food and lodging (eighty dollars per month in Michigan) is tax deductible. Only four colleges listed additional perquisites for head residents. If food, living quarters, utilities, and the tax deductibility feature are worth $125 per month, the total median salary reported in this study is $355 per month or $3,550 for three terms or two semesters. Item (13). Taking into account the various remunerative factors such as cash, meals and housing, compare the average monthly salary (10 months basis) of a head resident with five 88 O O i—i e^l coco r-tiAO-zhoo_^hcvj o cd •p « 1A rH CM rH rH rH o O ol O'O mc*~H'LACT'_d-CM O Eh 5sl CM CM |H pH H rH ■— I pH o O O *— 03 3 rs o +3 o o o o o * o o rH O l 1A SSI -p •H ■P CO ti H COIAvO C OO 'rlO ' H lA o v O O' CM O to • CM COC"-0O A- 46= 46= o CM H W H CM I 1A O • HjI - vO o •H +3 in Cd H Is 02 CO o (X, cd 0 sti c 50 rH £ x: cd -p cJ o a .^r— CMF^CMC*—CMA-CMC^ pH H CMCMCOcO,rtJ-IAIXn I I I I I I I I I I iAu\'iA’tA’tA'LA\A\A'LA\A t — CMC — CMA-CMO ' -CMC ' —CM rHH CMCMcOcO_=|-J-Vf\ 46= Pi 0 to $100 more per month than assistant professor ____ Little or no difference in monthly salary___________________________________________ Head resident paid $50 to $100 less per month than assistant professor ____ Head resident paid $100 to $150 less per month than assistant professor ____ Head resident paid at least $150 per month less than assistant professor ____ With only 5 per cent of the head residents included in this study receiving higher salaries than assistant professors, and £6 per cent making at least $1^0 per month less, it should be obvious that the salary disparity at this level is con­ siderable. It is unfortunate that the questionnaire did not provide for greater salary ranges at the low end of the scale. Additional categories would have provided greater discrimina­ tion for the £6 per cent reported in the lowest salary grouping. The data reveal that after all perquisites were con­ sidered, the median salary of the 788 head residents included in this study was approximately $1,000 per year less than that of an instructor and $2,000 less than the salary of an assistant professor. The information in Tables XVIII and XIX becomes more meaningful when compared with the data in Tables XX and XXI. o O rHCMCM_=tC0 o O fel H CMsO EH O O 0 3 O 3 •k H O ft O i —I !ShI 09 a O •H 43 - CM CM-=h C—-d 32 o o o o * o o •»I —1 ITS CM CQ *3! EH r! 30 •H 43 m a H H CM_dr^C\t o 3 -P -Cf-d"O'C — CM rHrHT C \ 23 43 CM CM cr\ O - 0 " X > H H 1 A 107 H © tAUMTv f- on CM1A *< © Q| rH H rH vO m t rH 22 01 CM ai tio u © © 43 ft © £ o Ow o © O rH 43 ai ai cn ra © © •H pH 91 TABLE XX MEDIAN SALARIES PAID TO PXJLL-TIME INSTRUCTIONAL PERSONNEL IN 772 DEGREE-GRANTING INSTITUTIONS FOR TWO SEMESTERS OR THREE TERMS, 1957-58 Rank Median Salaries Instructor Assistant Professor Associate Professor Professor $1+, 562 5>595 6,563 8,072 TABLE XXI MEDIAN SALARIES PAID TO ADMINISTRATIVE OFFICERS IN 723 DEGREE-GRANTING INSTITUTIONS, 1957-58 Position Median" Salaries Dean of Women Registrar Director of Public Relations Director of Placement Director of Audio-Visual Services Director of Extension $ 6,006 6,032 6,1+20 6,1+91*. 6,900 8,083 "Salaries paid and Salary Practices in Universities, Colleges and Junior Colleges, 1957-58," Higher Education Series Research Report, N E A , (M a y , 1958), p p • 12-18. Ibid., pp. 30-31• 92 Summary The data support the hypothesis that the professional status of head residents is inferior to that of members of the academic faculty. findings of 1. This conclusion is based on the five areas related to status; The amount of professional training demanded of head residents proved to be considerably less than that required of members of the academic faculty.Twenty per cent of the institutions surveyed required a as the minimum educational preparation. university demanded the doctorate. M a s t e r 1s degree No college or Thirty-five per cent would employ new head residents with no college preparation and 12 per cent set two years of academic work beyond high school as the minimum. Only lj.0 per cent of the 788 head residents included in this study were reported as having completed an undergraduate major or minor. 2. Seventy-three per cent of the institutions surveyed did not grant faculty status to head residents. 3. The salaries‘paid to head residents was less than that paid to members of the teaching faculty. With all perquisites converted to cash salary, the median income for 93 assistant professors was approximately $2,000 per year more than the median income for head residents. 1}.. Nearly two-thirds of the head residents reported in this study were elderly widows. past fifty years of age. forty. Sixty-five per cent were Only 20 per cent were less than A recent survey of 1393 women faculty members in 3 the state of Michigan revealed an average age of 1 years. This age differential, together with the fact that only 17 per cent of the administrators indicated a preference for head residents past fifty, shows that the position is not an attractive one to young women. 5. The literature revealed that one of the causes of the low holding power among professionally trained head residents is the relatively low status accorded the position. ■a "Faculties of the Michigan Institutions of Higher Education," Staff Study No. 10, The Survey of Higher Education in Michigan, (June, 1958)', p* 23* CHAPTER V THE ADMINISTRATIVE ROLE OP THE HEAD RESIDENT 1 For this study, ZnanieckiTs definition of the concept role, with reference to specialized aetivites, was used. Within this frame of reference the individual has certain functions and responsibilities to fulfill in connection with his role. In an effort to select administrative areas for study which would be of most value to housing personnel, the writer carefully reviewed the proceedings of conferences of the Association of College and University Housing Officers Those role functions discussed most frequently in the con­ ferences were included. Questions pertaining to room assignments, room maintenance, food service, special privileges, educational and social programs, theft, equip­ ment maintenance, financial obligations, and the dissemina­ tion of information were developed to study the administrative role of the head resident. *1 Lionel J. Neiman and James W. Hughes, ”The Problem of the Concept Role— A Re-survey of the Literature,” Social Forces, 30, (December 19^1 )> PP* lij-6—ll|_7• 95 I In order to better relate the data to the hypothesis that housing administrators are not in agreement as to what roles head residents should play, it was important to study both the existing functions and the preferred functions* Thus, administrators were asked to respond to each Item in two ways: second, first, in regard to the existing situation, and in regard to their preference in the matter. The hypothesis was supported on an item when less than two-thirds of the respondents were in agreement on the preferred function. Or conversely, the hypothesis was rejected when two-thirds or more of the respondents agreed on the preferred function. The data revealed information relative to current functioning roles of head residents. An analysis of these practices should be valuable to administrative personnel who are responsible for developing policies related to the operation of w o m e n ’s residence halls Detailed instructions for answering the items in the questionnaire may be found in Appendix A. KEY TO RESPONSES: Existing 1. 2. 3. Is an existing function. Is not an existing function. Undecided. Preferred A. Should be a function. B. Should not be a function. C. Undecided 96 Item (111). Responsible for room assignments within the hall. Existing Preferred 1 2 3 A B C Sixty-eight per cent of the 120 administrators agreed that head residents should be responsible for room assign­ ments within their respective halls. (See Table XXII.) Only in those institutions having an enrollment of less than 2,000 students was this point of view not expressed by at least a two-to-one majority. In several small colleges, room assignments are made by the dean of women. Item (15). Responsible for seeing that student rooms are adequately maintained either by the residents, or by the custodial staff, or both. Three out of every four college administrators surveyed stated that this was a legitimate function of the head resident. (See Table XXIII.) Only in the largest institu­ tions was there lack of agreement. Some respondents expressed the point of view that head residents could not "inspect’* rooms and develop effective rapport with students. If this hypothesis is accurate, there are several head residents whose "rapport” leaves something to be desired. This question needs further study before any conclusions in this regard can be drawn. 97 CO (H © o pi © © (H P •o P © O O A © 3 *° © Pi P o oP Pi p ra p • As I ra © P O © 73 Pi P © 73 3 C M &H o Eh p fir-P OA P ©PS > O © © Pi p p 3 P (—1S-i © ra p © 3 P o © to P p S B P 73 •PH S r* m © O P O P H m —- Pi © to 98 -=fr pH CM CM CM CM l><—I ed P O Eh O o ra o d *>rH O Pj o o o o O CO CO CM o p o o o o o o •>\A | o CM 5251 CM vO rH C— CM CO rH rH CM O CD \A CO CO co O co O' co O' CM F cd XI o P o o EH ia "LA co H •>rH 3 P CM Pi­ \A <3 CM "LA O CM CO rH O P o o o CO r^ CM co CO or*- CO co CO o CM CM CM CM 1 © o* p F 40 d o 1 o F d © P boro FH P d p o ra X P ra lf\ CO © T3 © F t-I © © F ra fH F o &p cd o FI t»0d FI P P T3 P ra P X F o p p o F d o © © Fp i —1 ra PL, © p cd d CO 1—1 w OOP, w P P J5 P F! 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0 x0 . © -H •H P S rH O ® © dP p a *h ffi O ro pda £ rH ® ffi P P d rH © 'a O rH S a © P op ©p w Pk 109 for the dissemination of information to students. This study did not explore the head resident’s function in the over-all campus orientation program. Several experi­ enced housing officers stated that an effective orientation program for freshmen can be centered in the place of residence. Item (23). If these statements do not adequately describe the functioning administrative role, please describe the function of the head resident in this regard. Twenty-eight administrators responded to this open-end item. Most comments referred to the relationship of the head resident with the student government. student rooms, social, Inspection of educational, and recreational activities of the hall, care of property, and dissemination of information were mentioned most frequently as areas where the head resident and the officers of the student governing board cooperated. The respondents indicated that student involvement in administration of the hall was desirable. The degree of participation, determinable. however, was not There is generally a lack of agreement among housing personnel as to how much students should be permitted to assume administrative responsibilities for the operation of a hall of residence. Philosophies vary from almost complete student control at one extreme to 110 virtually no student participation at the other. One point of view which seems to be gaining in popularity is expressed as follows: residents should be given as much responsibility as they are willing and capable of accepting within the limits of their accountability. Item (2i\.). If these statements do n ot adequately describe your concept of the desired role, please describe the function of the head resident in this regard. Responsibility for creating a climate favorable to the effective functioning of student government was expressed in various ways by nineteen respondents. The relationship of the head resident to the numerous facets of residence hall student government is an area which should yield fruitful returns from research. The only other function mentioned more than once in response to this item had to do with the head resident's responsibility for the training and supervision of student employees who perform clerical and supervisory duties within the hall. Summary The hypothesis that housing administrators are not in agreement on the roles of the head resident was not supported by responses to the items on residence hall administration. Ill Housing administrators agreed on each of the nine specific items by at least a two-to-one margin. The only area which indicated lack of agreement was the complex relation­ ship of the head resident with the hall student government. Unfortunately, the questionnaire did not include specific items on the responsibilities of the head resident to student government. Information on this important function was obtained from the write-in responses. Administrators seemed to believe that students should be responsible for some aspects of hall administration. extent, For what and to what however, could not be determined. Part of this confusion stems from the lack of agreement among educators as to the functions of the residence hall in higher education. Until greater concensus exists among top-level college and university administrators on the place of housing in the education of young men and women, we can expect a wide range of practice in the utilization of students in the operation of residence halls. Some writers believe that hdusing officials should take a more active role in formula­ ting policies related to the over-all goals of residence halls. General agreement by housing administrators on the broad issues of housing is a desirable preliminary to the raising of housing standards, according to several members 112 of the profession. They argue that a united front is essential if the roles of collegiate housing are to be effectively interpreted to those who determine policy. Results of this study indicated that housing adminis­ trators generally agree on the administrative roles of the head resident. The following functions, based on responses to the items related to administrative role, were considered proper responsibilities for head residents: for room assignments, responsibility student room maintenance, administra­ tion of requests from residents who wish to be absent from the hall beyond prescribed closing hours, responsibility for the social, the hall, educational, and recreational activities of investigation of the loss or theft of personal property, the use and care of residence hall property, and the dissemination of information related to housing policies, college regulations and traditions. Housing administrators were in almost complete agreement that head residents should not be assigned responsibility for food service, or for seeing that students fulfill their board and room payment obligations. In general, most respondents tended to prefer those functions which were currently assigned to their respective head residents. CHAPTER VI THE COUNSELING ROLE OF THE HEAL RESIDENT Questions on counseling roles were developed (1) to determine some of the areas in which head residents are expected to provide counseling service; (2) to Identify the extent to which head residents should be responsible for professional counseling; and (3) to examine the differences between existing counseling functions and those which housing administrators prefer for their head residents. The hypothesis that administrators do not agree on the roles that head residents should play was supported on an item when less than two-thirds of the respondents agreed on a preferred function. In order to study both the existing and preferred counseling functions, housing administrators were asked to respond to each item in two ways: existing role; and second, first, in regard to the In respect to the role they preferred for head residents. Directions for answering items pertaining to counseling role were the same as those for the administrative role as described on page 11b m i TO RESPONSES: Existing 1. Is an existing function 2. Is not an existing function 3. Undecided Preferred A. Should be a function. B. Should not be a function C. Undecided Item (25). To counsel residents in a capacity similar to that of a professionally trained college counselor. Existing____ 1 2 3 Preferred A B C Respondents were almost evenly divided in their reaction to item 25. The data In Table XXXI reveal that lj.9 peP cent (item 2 plus item 1|) believed that head residents should not be expected to counsel students in a capacity similar to that of a professionally trained college counselor. Forty-six per cent (item 1 plus item 5) preferred to have head residents function as professionally trained counselors. The remaining 5 per cent were undecided on this issue. Only one administrator among thirty-four whose head residents functioned as professional counselors thought this policy should be changed. In the eight-five institutions where head residents were not assigned professional counsel­ ing responsibilities, 22 administrators preferred to have head residents function as professional counselors. An additional six respondents among the 85 were undecided as to what the role should be. 115 CO CM © -p o •i o rH CO tO f- CM CM H CO tO O U\ co S I CO -d to v£) vO -d CO -d co rH rH RESPONSES TO ITEM 2£: TO COUNSEL THAT OP A PROFESSIONALLY RESIDENTS IN A CAPACITY SIMILAR TRAINED COLLEGE COUNSELOR TO EH CO 03 G O feSj o O ra O G *4|-| •( O p o 1—1 SI co vO o to -d co vO -d pH CM •H -P G X o X O O O O TO O « O o G H •» pH o UN SI •H -d in CO CM CM CM v£> CM X vO to CO VO d to co CO -d CO o X G © S «-» rH O G G O CO -P o o o o o o * •*tO O CM SI G © -G O 43 O O ra « m CM •1 © ° sl 'O © G G © © rH -P EH ©M S © M > S >— P © © © S •rH X *H £ o rH H rH O pm © *■—-- © *rH P cn XI rvi PS P Eh O EH G o O •H _G o G G P O +3 © ^ H CO Eh O E! 4-3 © ra 3 -G H X3 £ * 3 © O X m G G o •H 4-3 © OOX3 G H4» 3 'O cp mh ra 3 3 ra o XI ra 4-3 ra 3 1 o 1 o G © 3 X3 ■P to o C^CM 1O O 4-3 G 3 ra G 3 bo ra x> *o WrH •H 3 G x> *H 44) <0 ®H -/H ^ H O K O ra ra bOrO o GG o rat4 M -P H 443 • xt • IX. vO rax3 G ra 1 3 G +3 <5J © x: G ra 44> 3 44) XJ O GG o rat4 m • XJ G © 13 •H 'DrH *P *H 3 m oo •H © XJ M 13 ra © G 3 443 G tH ra -p 3 G 44>X3 ra O X3 G G-P o © ra*h x* M -P |S GG tH a •H X3 <*s ra ® o \x C ?*H •H 4-3 g rH O © © C 44) X 3 iH o PM CO fel P P < E H O E H O ra x ra 3 Is rH © fX -P X C rH © 13 OlH E 3 © G O 44) ©X H PM ra • 118 With 9i|- per cent of the administrators agreeing that serious counseling cases should be referred, it is apparent that head residents are not expected to do much intensive counseling. As was stated previously, the responses are confusing because in item 2£, l\.6 per cent of those answering the question indicated that they preferred a situation where head residents counseled students in a capacity similar to that of a professionally trained college counselor. According to the data, nearly all head residents were expected to do minor counseling; but we do not know for sure what kinds of cases were included in this classification. In order to better understand the types of counseling problems handled by head residents, as well as to determine the extent to which administrators prefer counseling to be handled by head residents, additional research should be done. Item (27). To refer to the appropriate person or agency all residents who appear to need counseling. In short, to assume no responsibility for counseling other than as a referral agent. Responses to this item revealed that administrators expect head residents to do some counseling. Eighty-one per cent rejected the idea that head residents serve as referral agents on all cases, and an additional 6 per cent were undecided (Table XXXIII). with the responses to item 26. The findings are consistent 119 aS o ra ra CO ra ra ra ra CM ra _X O'— H CO P ca EH o O rH O' •viH ra CVS O rH o o o •» rH \A ra CM O vO CO CM tr \ o o o o o o 03 CO CD CM CM CO tr\ C M rH £ O •H P O C d © ? o £ +0 © a bo§ £fr •H P CO •H bO £ © •H X p C QX •H rH K d © o XI £ ra © XJ 03 £ H • rH n © bop £ o *H £ P WX •H iH * d © O X £ ra © P ra d H xi • C M CM ra CM rH ra O' NO • ra vO o £ ® dx <£ P bOO £ £ •H P X C QrH •H d K O ©X i o £ d £ Pt © d •H < + HE i— 1 © © ©p •H X © o X ra X d SP H O Pr P £ £ C M © ra ©H e d © £ O P © X H ra*w 120 Item (28). To attempt to resolve cases of serious conflict among room mates. This function was accepted as a proper responsibility by 88 per cent of the administrators (Table XXXIV). As in previous items, more accurate information would probably have been obtained if specific situations had been cited rather than the generalized statement, "cases of serious conflict." Item (29). To counsel residents who seek help in improving their study habits. Responses to this item revealed that 80 per cent of the housing administrators believed that head residents should counsel students who seek help in improving study habits. Table XXXV indicates that in IjJLj. institutions, where head residents were not responsible for this type of counseling, 20 administrators preferred a policy which would place counseling of this nature in the hands of the head resident. It is interesting to note that not one respondent, from a college or university where head residents were responsible for helping students with their study habits, thought this policy should be changed. Item (30). To serve as an academic tutor to those residents who seek such aid. 121 H aJ 43 O EH OP CO CO CM rH O pH CM •1 ol Si O 6^1 O ra o fl x rH •| O P O pH Si CASES *>rH LA ** . , vO 0| si vO pH CO H C \J _d- "LA CO CO O CO CM co o- xf O Si o pH H fl O tH 43 O fl s •+H 2 g rQ X § X> O fl bD fl fl X 43 CQ •H O ■LA CO CO CO CO CO CM bO fl 0 X X 43 ra ro •rH rH K fl © O X! cl ra S T5 ra fl H CSJ • rH fl O *H 43 O fl fl 0 X! bOX fl O X 43 C/J rQ X i—1 N fl © o X! fl ra ra 43 ra fl t-H X! • CM 1—1 UN fl o •rH 43 © CJ 0 Xl fl 43 -A fl W pH ra a bO 0 C *0 xs X © ra 43 ■fl ra *h 43 •H © »H © © •fl A c © c fl X! 43 ra 4> © ra fl X H X! 5 • co O fl © fl X 4> bO 0 C G •H 43 •fl TO rH X fl *i O © X ro fl ra *fl fl 4-> ra 0 _ C fl 0 ro X H 4> • -fl- p— C*“ -fl- rH 1 a rH CO CO si CO C M to X m CM 0 C M C M C M CO A XJ o 43 O o *0 ® a u 0 u CD o ra ® CM CO CA CO O 43 53SJ O O O O O O • 10 o| CM "UN CO vO CM o o o o « o o O iH CO 0 fl fl bD © fl XJ X 43 *fl tQ pH •rl fl K O © XJ m fl , ra 43 a 43 X 0 CO p s 0 s CO M Pfl tfl © X X © X 0 X 5 X fl © 0 fl © tQ © Pi 3® 122 IMPROVING IN HELP SEEK COUNSEL RESIDENTS MHO THEIR STUDY HABITS fl o +p3| +3 •H +3 r— H 1A IV -=JCM CM o LA 5- CO H IV o p. ° r~t H CM LA CM O' sO AtrH IV i— 1 -fl- LA vO Pi o -p f ml w B H LA CM IV CM CO rH ° A- O' v£> e&j x}- i —I C\J LA v\ CA LA 'O 1 fl © flx> Pi 43 50 O fl fl •H 43 fl TO1 —1 ♦H fl X O © X! TO fl © fl fl 43 © O fl fl O TO*H H 43 1 O fl fl Pi 50 © CA •H 43 fl TOiH •H fl x 0 © XJ TO C © 43 fl 43 X! O C fl 0 © «H H -P 1 O © fl A fl TO Pi © fl iH 50fl fl A © 0 *H «0 XJ 43 «H TO TO O •H © 43 X fl *H © fl fl fl F©h © 43 X! 43 4fl3 -P © O A CCS 0 ©•HO H 43 43 LA vO U -P o o o o o « o o «*iH LA o s m O o o o o o « iH O fl fl •1 o O TO O fl <*rH •f © C H »>\A CM A o ■P o o •1 o Sh I BS-I •1 iH TO « © ffl TO 29: ITEM TO RESPONSES •H -P in •H $ o CM CM CO CO CM sO CO 1A OLA © •rH ■P S rH U © © fl -P A fl»h Pi O © X © fl S rH © P, A A fl rH © fl O fH S 3 © fl O +a © X! IH fL. 03 v_^ 123 As can be seen from the data in Table XXXVI, adminis­ trators do not want tutorial duties assigned to head residents. Eighty-nine per cent rejected this role. Item (31), To serve as adviser to the residence hall student governing body. Table XXXVII reveals that respondents were in almost complete agreement (98 pen cent) that the head resident should be the adviser to the student government of the hall. It would be interesting to study the effectiveness of the head resident in this role. Most housing personnel express a deep regard for the educational potency of student participation in the various activities associated with residence halls. Item (32). To give group and/or individual instruction to residents who seek to improve their skill in such areas as courtesy and etiquette. The data in Table XXXVIII show that 95> per cent of the administrators agreed that giving instruction to residents who seek to improve their skill in such areas as courtesy and etiquette is a proper function for head residents. Item (33). To give group and/or individual instruction to residents whose behavior indicates they need to improve their skill in such areas as courtesy and etiquette. 12k 1— 1 CM fcS.1 co O' CO co © -P O EH c— CM \A o O O ra O * Pt A •iH -P ra E H «P O CA o o •vH E O •H A 3 H CM 00 ir\ CM O p. ra XA o -P o o o o o *l o o “H XT', H vO OA CM CM H CM sO vO r flpd© 3 •H tr\ O H C M C OS co C M 00 ro CM rH -=t O' nd* co CO CM < K W > > « W co o E h -C o P o o § ra •> TO CM o © In CO SI CO Eh H O Eh C O ro TO fl fl TO P (D fl TO C o m p o *u «H G -P TO O C O p co m p bQ fl •H |4-5 ra •H X 69 CM O' -fl- -fl- co CM rH rH fl O •H 4-> O fl fl P bO fl TO •H S 3 4-5 ra ro •H H K fl TO O X! fl ra TO •o TO fl H TO # 1 a fl fl P vO O' lO CM C o •H 44> O fl fl TO P XI bOP fl o •H fl -P TO rO •H i—1 M fl TO O Si fl TO TO 445 TO fl M S fl O •ir\ 445 © O O X fl -p fl rO P m pH TO fl bQ o fl *0 jfl •H ® ra 44 ro ra *H P •H O *H X TO TO T3 fl fl TO fl 3 -fl TO P P TO ra fl X! H XJ !S 1 O fl TO fl XI P 44> bO o fl fl •H 4-> 'TO m rH •H fl « o © XI ra fl TO rO fl 4-3 TO O c fl O ra *h H P b0 TO fl X •rl 4-5 T3 ra H •H fl !*! O TO X! ra fl TO 445 fl 44 X O c fl O ra .h H 44) 1 © o X fl r a fl p TO 'U pH bO'O fl C TO O • H U S 4-5 •h m ra c •H TO 4-5 K ' O *H TO C „ fl fl fl TO TO 4-3 X fl P P X TO -fl O c C 5 o ra •r4 o H -P 445 • CM • CO • _fl- • U\ * vO CO EH S to « s o p co M P kJ < EH O EH ra •H XI P TO fl'-' > o to TO •H •rl P s pH O © TO fl P X fl *H P O ra X TO fl 5 rH to a P X fl rH TO ffl TO HrV S *T\ fl O P TO X M P ras—- 126 ^1 -d rH CM Eh O •HrH O fl rH o A O CM S o o w O fl ra CM tO CO © p o O co CO co i —I iH H CM rH CO CO • o V- co U\ SI rH CM IV C M •H P O fl p P O o o o o « o o P ra fl H CO •J •si—1 ° to to CO vO sO CM CM lf\ CO Vt O P H c © s rH rH O fl fl o p ^4 o o o o o o « • iv CM o s § *R| -d •vtO X! O P o vO -d CO CO CM CO to C M iH v£> CM X± CO o o vO rH CO o ra « ra CM •1 CD 'D © fl fl © 0 fl 'O Xl •H © ra P •o ra•h P •H o •H © © T3 fl fl © fl fl X! P © P © ra fl X! H X! fl X P 1 O 3 1 o fl 3 fl ra bD © fl fl •H P TJ rai —1 •H 3 C XJ •H P •o ra1—1 •H 3 * O © X! ra fl ©P O © ■© P O fl fl O ra •H H P ra •H o to rH oO'O fl C © O •H 'O X P •h ra ra o •H © P 'O •H © fl 3 fl © fl ©P X fl p P X © O X fl fl o ra•H o H P p o PH C O Ph tfl E H O EH © *rH •H p s rH © © © fl p X fl•H O X & T O © fl i —1 © Ah p X rH c © TJ o rH £ fl O p CM CO _d to vO © X H Ph ra 127 The reader will note that the difference between items 32 and 33 is in the words “seek" and “need." Most experienced counselors agree that this difference could be highly important in a counseling situation, especially in those areas which may threaten the social sophistication status of students. Many professionally trained counselors argue that it is unwise for a counselor to attempt to change or correct an individual’s social behavior unless the per­ son seeks help. To force the contact is to invite deep resentment and loss of rapport, they maintain. To arbitrarily give instruction to residents whose behavior indicates they need to improve their skill in courtesy and etiquette may have deleterious effect upon the relationship between the giver and the recipient. Since the head resident must literally “live with” her students, her position is made especially vulnerable if she is thought of as a “watchdog." In spite of this possibility, Table XXXIX reveals that 90 per cent of the administrators preferred to have their head residents assigned responsibility for instructing students who need to improve their social graces, irrespective of whether they seek such help. Such a role raises some serious questions as to the probable counseling effectiveness of head residents. 128 W*J 1—1 CO C*- ro x 0 0 s i O e&l O ra O fl •t rH •I O fl 0 rH s | fl 0 V •rH X fl X l_ : M S CO O O' -TO- 0^ iH O' co vO CM O X +5 H C"\ r-H •I EH ra CM X fl ® s X rH O 0 +3 0 O O O O O m •j *1A 0 fl fl CM w SI o 00 vO co 00 fA 8 fl cd XJ 0 0 EH CO H O O *3 Eh 1 •H -p ro © fl fl © 0 fl fl 0 U © fl ra PH fl EH pas 0 11 0 CO ja s S O fl GO 3 C Ph •H p O M Ph CO co ea W Ph PS fl 0 •H +3 O 0 ra *H M 60 fl © X XJ -P ra T3 X pH fl ® O XI f l ra a) *3 ra fl H ro 1A rH 00 rH fl CO CO vO O' 0 ro * ra CM • 1 ® 0 S I O P H OKffi Eh O UJ ••«al O (OW p CO _ tQ S S rH CM 1A l> - O •rH X fl fl © <*H XI 60+3 fl O X c X ra t j •H rH K fl © O X! § O fl 03 -P © O O X fl H3 fl ■© q_t ro rH ro fl 60 O fl TJ XJ •H ® ra -P 'O ra X x X O X X ® © X fl fl © fl f l X ro x X © ra fl xi fl ® fl X X X 60 0 •* r5 tc C X 'O ra rH X 3 K O ©X ro 3 ro 'o fl x ro 0 fl fl 0 ra *H 1 0 fl S ft -flCM 1 0 60 © fl X •h X 'V m x X 3 X O © X fl ro x fl X X 0 c fl 0 X ra x m fl H X H X 5 X x M © fl • CM • CO • xt • "Lf\ fl fl • A © ro x x fl X X X ® 0 X fl fl £ 0 ra x 0 H X X W t—1 © O X 'O -C x x ra ra 0 X © X X TO X ra fl © fl X fl m ft CCST3 I—1 60TJ fl ft NO ra X CO Eh S M Q O ft co K « 0 O U\ © •H X X s 0 © X fl X ft 0 ro X ro a X & © s x x X c © nj 0 x e fl © A 0 X © X X PH m — X © fl X 129 Item (3I4.). If these statements do not adequately describe the existing counseling role, please describe the function of the head resident in this regard. Six administrators mentioned the counseling function of the head resident in relation to her student counselors or student assistants. Their respective head residents were consultants for the student employees on various kinds of counseling situations in which the assistants were involved. Help was given by individual consultations and through the technique of case conferences. Undoubtedly, this function is more prevalent than the data indicate, and the reader should not conclude that only six institutions among the 12ij. reported in this study expected their head residents to serve in this capacity. The role of the head resident as a referral agent was emphasized by nine housing administrators. As in the con­ sultant role, one should not assume that only nine schools expected head residents to provide referral service. The degree to which such service is actually provided deserves further study. The literature reveals that referral service is among the most important personnel functions a residence hall staff member can perform. Item (35). If these statements do not adequately describe your concept of the desired counseling role, please 130 describe the function of the head resident in this regard. The same factors mentioned in the previous item were listed as desired functions. The only additional comment made more than once was expressed by respondents from three small colleges. They indicated that most counseling activities carried on by the head resident should be done in cooperation with the dean of women. Summary Except for the question of the degree to which serious counseling cases should be handled in the residence hall, respondents generally agreed on the counseling role of head residents. Thus, the hypothesis that housing adminis­ trators are not in agreement on the roles of head residents was not supported on the items concerned with counseling. Agreement by at least a two-to-one margin was achieved on every item except number twenty-five. This item raised the issue of whether head residents should counsel students in a capacity similar to that of a professionally trained college counselor. Opinion as to preferred practice was about equally divided. On the next item, however, 91+ per cent of the 122 administrators who answered the question preferred to have head residents counsel those students whose problems were considered to be relatively minor and to refer those 131 whose problems appeared to be serious. This apparent dichotomy in the two positions may be attributed to semantic interpretation. Specific situational items would undoubtedly have yielded more valid discriminatory information on the degree to which head residents should perform professional counseling activities. In addition to those areas mentioned above, adminis­ trators generally agreed that head residents should do some counseling. They rejected the position that the head resident should assume no responsibility for counseling other than as a referral agent. They believed she should attempt to resolve cases of serious conflict among room mates, counsel students who sought help in improving study habits, serve as adviser to the hall student government, and give help to students whose behavior indicated they needed to improve their social skills (such help to be given whether or not the student sought aid). Respondents further agreed that head residents should not serve as academic tutors. In general, preferred practice tended to conform with existing practice. Only on the items dealing with professional counseling and counseling to improve study habits did any substantial number of administrators prefer to change exist­ ing functions. In both cases the trend was to prefer a greater degree of professional counseling on the part of the head resident. CHAPTER VII .THE DISCIPLINARY ROLE OP THE HEAD RESIDENT Williamson defines a college disciplinary situation as follows: KWhen one or more students commit, or are alleged to have committed, behavior which is alleged to be, or actually is, in violation of good taste, generally accepted mores, and ethical codes, or in violation of specific and detailed regulations established by the 1 institution.11 School discipline traditionally has meant punishment, or threat of punishment, of the institution. of the student for the protection There are several points of view in regard to the disposition or treatment of persons whose behavior is considered undesirable to the school or com­ munity. These approaches may be summarized as follows: (1) strict enforcement on an impersonal basis; (2) indulgent laxity: (3) the punitive philosophy; (1+) preventive group 2 work; or (!?) individual counseling as prevention. IE. G. Williamson and J. D, Poley, Counseling and Discipline, (New York: McGraw-Hill Book Co., 191+9), p. 133. Ibid., p. 12. 133 It is the thesis of Williamson and Foley that individual counseling contributes materially to the pre­ vention of disciplinary behavior by early identification of frustrations and aggressions. They further contend that such counseling should be done by someone who is trained 3 to identify the early symptons of antisocial behavior. Two basic principles of discipline, generally accepted k by student personnel workers, are clearly stated by Wrennj (1) prevention should be given more attention than cure; and (2) the learning values of the experience for the student should be the first concern of those responsible for handling discipline situations. Head residents are in an excellent position to observe the behavior of students. In addition to the possibilities of individual counseling, they have the resources of the 5 peer group at their disposal. Redl has said, “Prevention of social behavior through group experiences is a concept which has many ramifications and possibilities that are only vaguely sensed as yet.” Adequate research on the value of group activities is lacking. We do know that many — Ibid., p. 21. ^C. Gilbert Wrenn, Student Personnel Work in College, (New Yorks The Ronald Press Co., 1951)» P* ^Ibid., p. U59. 13k aspects of delinquency are rooted in differential associa­ tion, thus, the group may provide the base for social growth and emotional stability of its members. Items on discipline were designed: (1) to determine the extent to which head residents were responsible for enforcing certain regulatory processes; (2) to obtain an i expression from housing administrators on the preferred disciplinary role of head residents; and (3) to examine the degree of difference between the existing disciplinary functions and those which administrators preferred for their head residents. The hypothesis that persons responsible for the administration of residence halls are not in agree­ ment on the roles of head residents was supported on an item when less than two-thirds of the respondents agreed. Directions for marking the items were the same as for the items on administration and counseling. marked in two ways: Each item was first, in regard to the existing function of the head resident; and second, according to the function which the administrator preferred for head residents. KEY TO RESPONSES: Existing 1. Is an existing function. 2. Is not an existing function. 3. Undecided Preferred A. Should be a function. B. Should not be a function. C. Undecided. 135 Item (36). To investigate cases of misbehavior which occur in the residence hall and assess penalties to known violators. Existing_____ 1 2 3 Preferred A B C Seventy per cent of the administrators agreed that head residents should not assess penalties to known violators. It is perhaps somewhat surprising to note that one-fourth of the respondents preferred their head residents to be assigned this responsibility. Twenty-six of the 36 institu­ tions where head residents had this function preferred the existing policy. The data in Table XL reveal relatively little differentiation in policy among the four categories of colleges and universities. Item (37). To assess appropriate penalties on all known minor cases of misbehavior which occur in the residence hall and refer the more serious cases to designated authorities. Administrators were almost evenly divided on this item. Forty-nine per cent viewed such responsibility as a preferred function while 50 per cent indicated the head residents should not assess penalties. Twenty-two deans (See Table XLI.) of women and 27 housing directors preferred their head residents to be assigned disciplinary responsibility as stated in item 37. This function was rejected by 28 deans of women and 21 directors of housing. 136 OJ OJ rH ed 43 o Eh o| S31 O O ra O 3 O ft O CA vO -=fr CA CA -3" fA CA vO sO CA OJ O- O' CO 1A OJ U\ vO CO [— OJ _3vO CA rH rH O 0— vO rH rH CA AvO OJ O 43 O ^ j=t O OJ O O O • O O •*rH OI GO tf\ !S o o o o cA OJ feSJ O vO vO OJ OJ -■LA C\1 CA CA C M OJ vO vO rH OJ UN OJ o o o O C— co 1A CA P PQ <1 3 EH O0- d xi o 43 O o ra OJ •I © ° rH 00 CO Hi 1 O 1 3 o •n 0 PI © •H XI 43 TOT3 •H rH « 3 © rH •H p! X O © XI © 3 CD 43 3 3 © <*H d © X2 bo*© 3 © •H 'D H 43 vH zS ra 0 0 *rH © X! ^ no © 3 3 © 3 3 43 3 •H d 43 3 to 43 x © 0 SI 3 3 43 ra *H H 43 ra iH H 43 © H U H 43 £ • -Ct­ • 1A • vO £ © 3 ro 3 43 © O 3 PI O 43 XI 0 0 0 © ra •H X! ca J2h Q is 0 (to Kfl w P5 P 3 © 3 •H < m I © ed 43 XI •rH © ra 3 43 rH O ft 43 c OJ 3 © •© O rH e 3 © to O 43 © si H (to ra O Si .3 137 sO CASES ■—I TO 43 O CO 0J CO CM CO -d* -d" -=± vO EH -d- OJ 1-0 O tOl ro iH RESPONSES TO ITEM 37: TO ASSESS APPROPRIATE PENALTIES ON ALL KNOWN MINOR OP MISBEHAVIOR WHICH OCCUR IN THE RESIDENCE HALL AND REFER THE MORE SERIOUS CASES TO DESIGNATED AUTHORITIES rH o 6&| CO ro o d *»rH •I co O TO ra £ o •H d +3 •H +3 ra £ O rH S5| -dCM O rH O 43 O O o o o o o •»rH to CM sO Jd- CM vO iH CM to OJ rH rH o MD co sO ro & CM co -d" to -d" OJ CM ro o 43 £ © S r4 rH O £ o 43 O oo oo feSj CO -d- o « *to j OJ rO sO ® to S31 rH £ TO 42 O 43 O ro vO CM rO rH to ro OJ r= t o ro sO to -d -d" U\ .o ra * ra oj © o £ O •H 43 O £ d £ ■o 0 H -P *H d ra o o •H © 42 K ra ® £ d 43 £ *H TO 43 d £ -P 42 © O 43 £ £ 43 o © m T-i 42 H -P 55 • -d* • to • sO -P to o £ £ •H 43 TJ m rH •h d « o © 43 ra £ TO ■© § rH l/l TO •H 43 43 S © 4> H — © £ EH fe P3 > O ft © *H !z; •H 43 rH © o (H © £ CO 4 2 d £-d © d •H «H g H © © TO 43 42 iH © O 43 ra 43 d S 43 rH O ft 43 £ £ OJ © T3 © rH 6 d © £ O 43 © 43 IH P-i raw- 138 Item (38). To Investigate and refer to designated authorities all cases of m isbehavior which seem to require attention. The data in Table XLII reveal that housing administrators are about evenly divided on this issue. Forty-seven per cent wanted head residents to refer all cases of misbehavior requiring attention while 5l per cent believed that some disciplinary cases should be handled in the hall. Existing policies were about the same irrespective of size of institution. Thirty deans of women preferred the function as stated in item 39, and 2$ rejected it. Twenty-one housing directors favored the idea while 28 were opposed. Thus, the deans appear to be somewhat more reluctant than the housing directors to assign disciplinary responsibility to head residents. Item (39)» To serve as adviser to the student judicial body on those cases of misbehavior which are referred to the residence hall student government. The role of adviser to the residence hall student judicial body was generally considered to be a proper function for head residents. Eighty-six per cent of the 121 administrators who marked the item preferred their head residents to be assigned this responsibility. reveals that Table XLIII only in those institutions with an enrollment 139 © ir\ pt OJ XA CM o A- CM Pt rH XA Pt p o Eh XA CA rH ca XA CM rH o E&l O o ra XA \A ••rH •j O ft O CA P 5S| H cA rH O O d 03 a O O O XA XA vO CVJ H |P o p o -P 6^1 i—I O o -do o o «. o o •*P O XA !s| H P P 03 fl P Sh CO sO XA CM 0- o Pt Pt Pt CA rH O P S o p n o o o o o o « rH rH CO o d sssq -x a I OJ id CQ < Eh CA CA CO XA xt Pt Pt XA vO xa H CA CA d as O sO _d p o p o o XA Pt 03 - © OJ •I © o| id IsI rH 8 P O d d Oh 03 fi O ’D P P § O d bo d clfo P P TO P X CO M d ® •H P P TO TJ •H rH X d © O X! d © © 'O m £ H oi + CM d o •rH P o d d © Oh X J OOP d o p d p ra 'V rH X d © o X! d ra © P 03 d p h d o •H P © O O P d p d *o ?H W »—1 © d &o o d tJ -d •H © m P tO © X! •H O *rl d © X © © 'O d d © cldt © p p © ra d xi H P Is CA 1 o 1 O O P ft ft © © bO © d p P P no bDtJ d © *© •H©H p p d w o o •rH © XI ra H •H © K O © P K © ro d p © o d d o H P M P • Pt • • XA p ra p s P d © p d p p o d d o ra P § <0 © d d d © p d p p O o d o ra P H P ra iH P • CM 1 o d © d p <»H P bO O c d P P *o OQ rH •rH d « o xa XA CO OA P XA ra ra tH vO CO EH IS W P fe O ft p **H d © P p © P Is to » ft P Eh O E h ra © P p P M P © > o ©p p p P o © d p d o p & p d © O d ft © ra p d P o p p p © or> > dxt © d P rH •I CO O £ o rH H CM O o o CO CO vO C M 0s Is- O' CO * •» rH o j vO 5z;l cm S&J CM 1A O P rO Oco co vO vO CM tf\ 6- o o o *tA] H H rH CM rH sO O' CM o o o rH CO S^| O o o o CO U\ rH rH o +5 O vO CM CO C M C M £ aJ &9J tr\ CO CO CO CM ro 6 S EH rH O' SO CO vO X! O P O O ra » wC M © CO o IS5^:1 rH Pi £ £ 73 ♦rH •H •H U u £ O o to © «H H P E H O # © £ p X £ *H

5 rH © £ P X £ rH © 73 O H g £ © (HOP © X IH Pn 114-1 of less than 2,000 was there any appreciable number (31 per cent) who preferred not to have their head residents function in this capacity. (it-Q). To assume no responsibility for discipline. Eighty-four per cent of the 119 respondents rejected the idea that head residents should assume no responsibility for discipline. Table XLIV indicates that only one adminis­ trator from the largest schools agreed with the statement, while seven officials from the smallest institutions thought head residents should have no disciplinary responsibility. Item (111) . To assume no responsibility for discipline other than as a counselor to those residents who are accused of committing an act of misbehavior. Table XLV reveals that two-thirds of the respondents preferred their head residents to have responsibilities for discipline beyond those of a counselor. One-third of the smaller schools and one-fourth of the largest institutions, however, reported their women’s halls were managed by head residents whose sole disciplinary function was counseling students who had violated campus or community regulations. Nine administrators in institutions where this role, as stated in item J4.I, was not assigned, thought it should be. Only one person from those schools operating under this system thought it should not be. 1U2 o vO ro co fl -fl" co p o H CO o o -fl- o rH ro O O o P o fl P P 00 fl H U O ro CO O O fl 'i —I •i O AJ o pH tel TO fl P ra tO rH O J , P ofe^j o o o o o o Oj to“rH tel VO tO v£) ro OJ CO OJ rH to vO vO co oi OJ Ol Ol OO 00 OJ t~- OJ to CO CO ro P 8 O P A i —i o fl w ro o o o o o o •''UN CO OJ § ^1 o P o CM p o o ra •> ra oj •( © ol to tel *0 © fl fl © <*H © fl « te fl O fQ *«H fl P fl O bO fl fl fe • * X! O p O CO pH P t vO rH CO CM sO O 03 * 03 CM © o d;| rH 1 •o © d d © © d ro CH G O •O *H d -p ro o d &o d d P •P © »r-f d 0 P P O d ro ©

0 P 1— 1 d x t © d p © CO X3 W Pi d d ■p x © 0 xi d d p 0 © 03P Xi H P £ P X xa © P <1 Eh O Eh O S © ro p •H © XJ CQ d ? P H 0 Ph P d CM d © T3 O P s ro © d 0 p © X M PH ra ■>—- lljij. Item (i|.2). To do follow-up counseling, in certain cases, on those residents whose conduct has been inappropriate. There was almost unanimous agreement that head residents should be responsible for follow-up counseling on those residents whose conduct had been inappropriate. Ninety-five per cent of the administrators agreed on this function. It is interesting to note from Table XLVI that no one repre­ senting schools, where this was an assigned function, thought the policy should be changed. Thirteen per cent from colleges or universities not having such a policy preferred their head residents to be assigned this responsibility. Item (I|.3). To assume responsibility for enforcing regulations pertaining to quiet hours in the residence hall. Consensus was not reached on this item. Sixty-one per cent of the administrators preferred to have their head residents responsible for enforcing regulations pertaining to quiet hours. Thirty-five per cent did not. categories 1, 2 and 3 in Table By adding XLVII, it is apparent that 71 per cent of the institutions surveyed do make their head residents responsible for quiet hours. Most of those who opposed this function expressed the belief that the head resident should not be cast in the image of a police woman. To do so, they said, tends to destroy her effectiveness as a counselor. Ul-5 feSJ CVJ CO 1A CO p a5 O P O Eh ' o bo fel O VA P vO CT' i—I P o S&J bO ra co O*»pfl •1 Pt CO O p. Ol 1—1 S| p CVJ CO O' P CVJ o o o o o 00 H Ol rH SI CO co 6?J pt -P o 1 o o \s\ o p CO c\l P P P P CO co 1 fl o P p O fl fl u TO fl ro o •rl fl p TO o fl bO fl fl Jin •H p TO P H bQ fl © P P P TOT3 P P * 3 ® O o fl © fl p P bO O fl fl P P T3 TO P P fl P P fl o p p TO o O P C P fl •»v a ] CVJ Sol ct Kl m 1A O' CO CO o CO bcvj 1 TO O fl P fl m OVA TO •H P p s P O © TO fl P P fl P TOh ra O P TO fl P 5 TO PL P P P C TOr O O P S fl TO fl O P ©PM (fl IB<— - llj.6 S&J p o o LA 00 p o CA ro ro P- O 55 vO p (A o o o so ra O fl •* i—I O 0 o •H P CVJ P CO la o p on O vO a ra «— i s£ OJ LA ro • o EH O CVJ **0 © 0- 1—I CO ,0s 00 CVJ -d a • CVJ a o 0 P P P P o o o ra fl M O' o *»p •LA ro ro o CVJ LA - * O' LA ro LA • o ro O is; o p P i— j -d ro O P C w © S rH P O o p o o o &3J « • *LA o CVJ ss fl fl s ro CVJ A- o o o A- P AJ fl ro © W &H ffl 1 © ffl 0 P •H P O o fl oo fl fl fc •H -P © •rH K M •d* d O 0 0 u fl 3 © «M P P P © P W *0 M 0 © O X! 0 ta P H © ra H P 1 o C o bO 0 A- O' CVI fl o p p P fl ra © I—) P © ro ro O © fl fl fl • o is fl P CVI ■LA o o ra oj © id -d ro Sl O P O' CO OJ CVJ bDP c o P C p m P P i— 1 o •rH P © © O P fl p 3 p On ra P © fl E>0 O fl p P P © ra P P ra P P P O P K fl K © O © P fl m © P ra fl H P fl fl P © P P © ra flP P P 12 • CVJ ro Sl ® fl fl © • C © flP q-H P DD O f l fl P P P CO p p fl I o 1 O O P fl fl fl m Qh © © P fl «H bD © -C P p p p ra P fl p K o K o © p ra C © P C P © O G fl O © P ra fl © P fl P P o ra ra *H P p tiOp CO p fl © P EH P p P is © S ' — P p fl M > O LA m o o fi © P p © -fl is p P g K p ra o p O © © fl ffl © fl P fl P CO p 0 P «*H fl P ca ra o © P « p © 0 fl fl p p © tJ is © P, o P <1 p P A c p u o © EH O c raP P Eh © P H P 12 o P S raP H P fl fl o rap H P • -d • • LA sO SI P © 0 o P P o > © §■* P P © p . Dunaway, Margaret, "A Study of Certain Group Living Problems in W o m e n s Residence Halls," Journal of the National Association of Deans of Women, 15:13U-13o, March, 1952. Gibbs, Elizabeth C., "Cross-Educating the Residence Hall Staff." Journal of Home Economics, 3k:17-21, January, 19*|2. Harvey, Janice, "The Lament of the Young Head Resident," Journal of the National Association of Deans of Women, 13 :85-87, January7 1950. Kilbourn, Donald W., "The Function of Housing in Higher Education," Personnel-O-Gram. 12:8-11, October, 1957. Lind, Melva, "The College Dormitory as an Emerging Force in the New Education," Association of American Colleges Bulletin, 32:529-538, December, 191*67 Neiman, Lionel J., and James W. Hughes, "The Problem of the Concept of Role--A Re-survey of the Literature," Social Forces, 30:11*1-11*9, December, 1951* Ohlsen, Merle M., "Developments in Residence Hall Counseling, Educational and Psvchological Measurement, 10:1*55-1*61** Autumn, 1950, Piekel, Margaret B., "Contributions of Types of Housing to the Education of University Women Students," Journal of the National Association of Deans of WomenT 12:79Bl, January, 191*9• Roethlisberger, Fritz J,, "The Foreman: Master and Victim of Double Talk," Harvard Business Review, 23:285-291** Spring, 191*5. Rork, John B,, "Trends in Residential Construction in Institutions of Higher Education," Higher Education, ll*: 59-62, December, 1957, Schleman, Helen, "Women's Housing," Journal of the National Association of Deans of Women, 11:31-38, October, 191*7* Smith, H. D., "Designing College Dormitories," American School and University, 12:1*21-1*31** 19l*0* Southard, Lydia, "Qualifications and Training of the Head of a College Dormitory," The Journal of Home Economics, 2:1*96-1*99, October, 1910, Stewart, Robert B., "Supervision of Halls," College and University Business, 9:6, August, 1950. Thompson, Florence M . , "Residence Halls and the Educational Program," Educational Record, 29:6i*-71, January, 191*8* 167 Wardwell, Walter W., "A Marginal Professional Role: The Chiropractor, Social Forces. 31:339-31*8, March, 1952. Warren, Katherine, "Education by Living in Dormitories and Residence Halls," Journal of the National Association S L Deans of Women. 12t75-7%? January, 2.92*9" Williamson, E. G., "Student's Residence: Shelter or Educa­ tion?" The Personnel and Guidance Journal. 36:392-397. February, 195o. Wilson, Margaret, "Dynamics of a Residence Hall Program," Occupations. 29:116-122, November, 1950. Wise, Max W*, "Residence Halls and Higher Learning," The Personnel and Guidance Journal, 36:398-1*01, February, 1958. Wray, Donald E . , "Marginal Men of Industry: The Foreman," American Journal of Sociology. 5k:298-301, January, 19k9. C. PUBLICATIONS OF LEARNED ORGANIZATIONS Adams, Arthur S., "The Housing Officer as Educator." Sixth Annual Conference, Association of College and University Housing Officers. Ithaca, New York, Cornell University, 195k. PP* 3-10. Hargrove, Ralph ®. and Jessie E. Latham, "Guidance in Teacher Education." Thirty-sixth Yearbook, The Association for Student TeachlngT Edwards Brothers, Inc., Ann Arbor, Michigan, 1957. PP. 155-177. Jorgensen, A. N., "The Growing Importance of Student Housing in Educational Planning." Seventh Annual Conference, Association of College and University Housing Officers. A m e s , Iowa7 Iowa State College, 1955>. PP. 3-8. Robert, Moser, "Educational Philosophy in Residence Halls." Second Annual Conference, Association of College and University Housing Officers. Lafayette, Indiana, Purdue University, 195(7 pp. 12-19. "Report of Committee on Training Residence Hall Administrators, Thirty-ninth Annual Conference, The National Association 168 of Student Personnel Administrators. Raleigh, North Carolina, North Carolina State College, 1957. p. 178. "Salaries Paid and Salary Practices in Universities, Colleges and Junior Colleges." Higher Education Series Research Report, National Education Association. Washington. 5 T c .T M^y— m ~ T 5 Pp .---------------------- Stewart, R. B., Fourth Annual Conference. Association of College and University Hou sing Offleers. Berkeley, California, University of California, 1952. pp. 3-11. Stratton, Dorothy C., "The Professional Training of Residence Hall Directors." Proceedings of The National Education Association. Washington. D. C.. l9i0, pp. 519-524. "Housing of Students." Committee on Student Personnel Work. American Council on Education. Washington, D. C., 19 50. S'S pp. Swanson, Robert D., Ninth Annual Conference. Association of College and University Housing Officers. Ypsilanti, Michigan, Eastern Michigan College, 1957. pp. 6-lij.. "The Residence Hall for Students." Committee on Residence Halls, National Association of Women Deans and Counselors. 19571 k o P P . Thompson, Ronald B., "The Impending Tidal Wave of Students." Bulletin. American Association of Collegiate Registrars and Admissions Officers^ 195^* ^7 pp. Willey, Malcolm, "Student Housing in the Transition from Home to Community." Fifth Annual Conference. Association of College and U niversity Housing Officers. Minneapolis, Mlnnesota, University of Minnesota, 1953* pp. 2- 8 . Wright, Theodore P., Sixth Annual Conference. Association of College and University Housing Officers. Ithaca, New York, Cornell University, 195f* PP* 1-3* 169 D. Allen, James, Position Halls.” College, UNPUBLISHED MATERIALS "Role Expectations Which Characterize the of Head Resident in the Men's Residence Unpublished Master's Thesis, Iowa State Ames, Iowa, 195^4-* 161* PP* Gray, Malcolm, “Housing Administration." (An address) privately mimeographed and presented at the Annual Conference of the Southern Association of Deans of Men and Personnel Administrators, Louisiana State University, Baton Rouge, Louisiana, January 16, 1958. 7 PP* Hotchkiss, Courtlyn, "The Development of a Men's Residence Hall Program at Colorado A and M College." Unpublished Doctor's Dissertation, Colorado State College of Education, Greeley, Colorado, 195^* 352 pp. Moser, Robert P., "A Study Dealing With the Problems of Residence Halls." Unpublished Master's Thesis, University of Wisconsin, Madison, Wisconsin, 191*6. 53 PP* Thompson, S. Earl, "The Place of Housing in the Student Personnel Program for Institutions of Higher Learning." Unpublished Doctor's Dissertation, The University of Illinois, Urbana, Illinois, 191*8. 217 PP* E. MISCELLANEOUS "Faculties of the Michigan Institutions of Higher Education." Staff Study No. 10. The Survey of Higher Education in Michigan. Prepared for the Michigan Legislative Study Committee on Higher Education, Lansing, Michigan, June, 1958. 201* pp. APPENDIX A Section Is Copy of letter sent to twelve housing officers requesting critique of pilot questionnaire. Section 2; Samples of replies from housing officers who reviewed the pilot questionnaire. Section 3s Copy of cover letter accompanying survey questionnaire. Section 1*. Copy of postal follow-up letter. Section 5. Copy of survey questionnaire. 171 Section 1 March 11*, 1958 Dear s It is m y hope that you will permit me to prevail upon you for some assistance. I know that the task of filling out questionnaires is frequently tedious. I have tried to make this document reasonably free of time-consuming data hunting, however, and still provide the necessary informa­ tion. This is a pilot study preparatory to a doctoral dissertation. I have selected twelve housing administrators to find the “bugs” in the present questionnaire. As you respond to the questions, please indicate any problems you have relative to clarity of questions and directions. Are any statements misleading or poorly phrased? Please feel free to offer all the criticism you believe should be made. Many thanks for your cooperation. Cordially, Donald W. K i l b o u m Director of Housing DWKsKH 172 Section 2 PURDUE UNIVERSITY Residence Halls for Women Lafayette, Indiana March 31, 19£8 Mr. Donald W. Kilbourn Director of Housing Central Michigan College Mount Pleasant, Michigan Dear Mr. Kilbourn: I had very little difficulty in filling out your questionnaire. I usually find that I want to qualify almost every response, but not so in your case. It is not time-consuming, and the instructions are quite clear. I am sure you could use it as it is and get quite good results, but since you asked me to review it from a more critical standpoint, I'll mention some minor considerations which occurred to me. I hope I have not confused the issue by bringing up points which are irrelevant to your study. I think that you have excellent material, and if you have available a summary of your conclusions, I should be interested in reading it. Good luck on your dissertation'. Sincerely, Betty Arnaman Director UNIVERSITY OP ARKANSAS Fayetteville Housing Office 173 March 2£, 19^8 Mr, Donald W. Kilbourn Director of Housing Central Michigan College Mount Pleasant, Michigan Dear Mr, Kilbourns Thank you for your letter of March 13 and I am glad to assist in completing your well planned questionnaire. After looking over all of the questions it appeared to fall closer within the bailiwick of the Dean of Women, so you will note I have secured her compliance for you. The questionnaire appears to me to be very well organized and the instructions are certainly very clear. I think #9 was not answered purely because it involved checking with each head resident and the Dean of Women did not have time at that hour. We have only five head residents in w o m e n s housing and I believe one has a degree in Business Administration, one in Arts and Science, and the others did not complete their degrees. Question 13 is not confusing, it is just that the procedure for making room assignments in freshman housing is different from upper cl ass housing. Personally, I would have the head resident make all room assignments in cooperation with the Dean of Women. Sincerely yours, Robert M. Jones Assistant Dean and Supervisor of Housing m BRIGHAM YOUNG UNIVERSITY Provo, Utah March 31, 1928 Office of Student Housing Mr. Donald W. Kilbourn Director of Housing Central Michigan College Mt. Pleasant, Michigan Dear Dons I have marked up your questionnaire in a rough style. I believe it to be a very complete one and very objective. I am sure you could now go ahead and widen the scope of your’ replies and come up with adequate information without any major revisions to the format of the survey. Sincerely, Fred A, Schwendiman Director of Student Housing 175 NORTHERN ILLINOIS UNIVERSITY DeKalb, Illinois Division of Business Services March 18, 1958 Mr. Donald W. Kilbourn Director of Housing Central Michigan College Mt. Pleasant, Michigan Dear Don: I was happy to read and fill out your questionnaire - and have made m y comments thereon which I hope will prove to be helpful. Questions 12 and bS are only ones which I felt needed particular attention-; in general, this is an excellent questionnaire and you should be very successful with it. With best personal regards, Paul Fairbrook Manager, Auxiliary Enterprises 176 UNIVERSITY OP RHODE ISLAND Kingston, Rhode Island Director of Housing March ,1958 Mr* Donald W. Kilbourn Director of Housing, Central Michigan Collage, Mount Pleasant, Mich. Dear Dons Your analysis of job conditions are excellent. It Is the result of a tremendous amount of work* A few suggestions: .... Sincerely, Margaret E. DeWees Director of Housing 1^Jay 12, 1958 Section 3 Dear At the present tim e, 1 am engaged in making a nation-wide survey of the professional status and roles of Head Residents. The study is confined to women's housing only. As you know, the position of head resident is frequently misunderstood by administrators, students, faculty, and parents. The functions of housing personnel are difficult to define clearly. It is hoped that this study w ill bring into focus some of the problems of residence halls operation. This survey has been approved by the Research Committee of the Association of College and University Housing Officers. The Committee believes that the information which this study w ill provide is much needed and w ill be particularly useful. Copies of the summary w ill be made available to the members of the Association of College and University Housing Officers. The questionnaire should be completed by the administrative officer who is responsible for the work of the head residents in women's halls. If you are not responsible for this phase of housing, I would appreciate it if you would send the m aterial to the appropriate person. I know the task of fillin g out questionnaires is often tedious. This document can be answered without a lot of time-consuming data-hunting, however, and you should be able to complete it in a few minutes. A ll replies w ill, of course, be strictly confidential. No responses w ill be identified in the final report. I hope that you may find it possible to help me in this difficult process of collecting the necessary data. An addressed, stamped envelope is enclosed for your convenience. Your cooperation is deeply appreciated. Cordially, Donald W. Kilbourn, Director of Housing Central Michigan College M t. Pleasant, Michigan 178 Section ij. June 20, 1958 On May 12, I sent you a questionnaire concerning the professional status and functions of Head Residents. To date, completed questionnaires have been received from 87 of the 152 Colleges and Universities who make up the sample. During interviews and in correspondence, Housing Officers have expressed considerable interest in the outcome of this study. I am anxious to collect as much data as possible for the report and am asking for your help. I have enclosed a stamped envelope and another copy of the questionnaire. 1 w ill be grateful if you would complete the fo rp and return it to me. Cordially yours, DWK:mc Donald W. Kilbourn Central Michigan College Mt. Pleasant, Michigan Section 3> THE PROFESSIONAL STATUS AND ROLES OF HEAD RESIDENTS IN COLLEGE AND UNIVERSITY RESIDENCE HALLS FOR WOMEN 17? This questionnaire is to be answered by the administrative official who is responsible for the work of the Head Residents in the college or university residence halls for women. This survey is an attempt to study the status and roles of persons who reside in halls of residence for women and who are responsible for the general welfare of students living in such halls. These persons may be called Head Residents, Housemothers, Resident Advisors Resident Directors, etc. Throughout the questionnaire this position w ill be referred to as Head Resident. Your name and the name of your college or university w ill not be disclosed. All questions are concerned with Head Residents of halls for WOMEN only. _ 1. What title is assigned to such persons on your campus? (check one) Head Resident Resident Director _______ Housemother ______ Resident Advisor Other 2. What title would you prefer for such persons? (check one) Head Resident ______ Resident Director Housemother ______ Resident Advisor Other ________ 3. List the number of Head Residents presently employed according to m arital status. Number who are single ______ Number who are widows ____ Number who are m arried _______ Number who are separated or divorced__________ ___ 4. List the number of Head Residents presently employed according to age. Number between 21 and 30, inclusive _____ Number between 31 and 40, inclusive _____ Number between 41 and 50, inclusive _____ Number between 51 and 60, inclusive _____ Number who are 61 or over 5* Assuming equal qualifications, please indicate your preference relative to m arital status and age for Head Residents. M arital status (check one) Age (check one)__ Single women _____ 21-30___ ______ M arried women* ______ 31-40------ ----------Widows _____ 41' 50 ______ Separated or divorced _ 51-60 ______ M arital status not a factor ______ Over 60 ----------♦Assumes adequate facilities for Not a factor -----m arried couple. 6. What is the policy at your institution relative to minimum educational preparation for persons whom you might employ as Head R esidents ? 180 ___ Masters plus 1year graduate study High school graduate Two years of college ____ Doctorate _____ College graduate ___ Education not a factor___________ ____ Masters degree ___ 7, Irrespective of your present policy what do you believe should be the minimum educational preparation for Head Residents? (check one) High school graduate ___ Masters plus 1 year of graduate study___ Two years of college ___ Doctorate _____ College graduate Education not a factor __ _ Masters degree ___ 8* Do your Head Residents have faculty status? That is, are they considered members of the faculty? Yes No ., 9. Do you believe Head Residents should have faculty status? Yes Undecided . 10. List the number of Head Residents who have minor) in the following areas: Business Administration ___ Counseling and Guidance ____ Educational Administration___ Institutional Management ___ No specialized college training (a major or Psychology Sociology Others ___ ___ _______ 11. Assuming other factors to be equal, if you were employing a Head Resident and could select from among applicants who had specialized training, from which area would you be most likely to choose? (check one) ___ Psychology ____ Business Administration Counseling and Guidance ____ Sociology ____ Educational Adm inistration___ Institutional Management ___ Others __________________ 12. What is the average monthly salary (10 months basis) of your Head Residents? A. Cash $_________ B. In addition to the cash salary, are Head Residents provided rent free living quarters? Yes No . C. In addition to the cash salary, how many meals per week are provided Head Residents? . D. Please lis t other perquisites accorded Head Residents which generally are not part of the salary arrangements fo r the teaching staff: ______ 13. Taking into account the various remunerative factors such as cash, meals and housing, compare die average monthly salary (10 months basis) of a Head Resident with five years of service with that of an Assistant Professor who has been teaching for five years, (check one) -2- Head Resident paid at least $150 more per month than Ass't Prof. " '* " $100 to $150 M " •• » " " M " M $ 50 to $100 M M M " u " L ittle or no difference in monthly salary Head Resident paid $ 50 to $100 less per month than Ass't Prof. " " ” $100 to $150 " 11 " " " " " " " at least $150 per month less ROLE OF THE HEAD RESIDENT The remaining questions are concerned with the role of the Head Resident in three general areas; administrative, counseling, and disciplinary. You are asked to respond to each question in two ways: firs t, in regard to the existing situation, and second, in regard to your preference in the matter. Directions for answering questions pertaining to role. For each question on the line marked EXISTING, if the statement describes an existing function of the Head Residents, encircle number 1. If the statement does not describe an existing function, encircle number 2, If you are undecided as to whether the statement describes a function of your Head Residents, encircle number 3. For each question on the line marked PREFERRED, if you believe the statement describes a function which should be assigned to Head Residents, encircle letter A. If you believe the described function should not be assigned to Head Residents, encircle letter B. If you are undecided whether the described function should be assigned, encircle letter C. When responding to the PREFERR ED part of each question, try to think in terms of die desired role of the Head Resident rather than in terms of whether specific persons could or could not perform the stated function. Responsibility does not mean that the Head Resident, herself, necessarily performs the function. If she is held accountable for the success or failure of the function she is,of course, responsible. EXAMPLE: Existing ^ )2 3 Responsible for room assignments within hall. Preferred A C If this is an existing function of your Head Residents you should encircle number 1. If you believe this Bhould not be a function of Head Residents you should encircle letter B. (For each question encircle one number and one letter) KEY TO RESPONSES: Existing Preferred 1. Is an existing function. A. Should be a function. 2. Is not an existing function. B. Should not be a function. 3. Undecided. C. Undecided. ADMINISTRATIVE ROLE 14, Existing 12 3 Preferred A B C Responsible for room assignments within the hall. -3- KEY TO RESPONSES: Existing 1. Is an existing function. 2. Is not an existing function. 3. Undecided. Preferred A. Should be afunction. B. Should not be afunction. C. Undecided. •L81 1 *?,?.„ Responsible for seeing that student rooms are adequately maintained Preferred A B C either by the residents, or by the custodial staff, or both. 13* Existing 1 2 3 Preferred A B C Responsible for food services within the hftll . 17. Existing 1 2 3 Preferred A B C Responsible for ruling upon requests from residents who wish to be absent from the residence hall beyond prescribed closing hours. 18. Existing 1 2 3 Responsible for the social, educational, and recreational Preferred A B C activities of the hall. 19. Existing 1 2 3 Preferred A B C Responsible for investigating cases of reported lost or stolen property belonging to the residents. 20. Existing 1 2 3 Preferred A B C Responsible for seeing that property belonging to the residence hall is not abused or damaged beyond normal usage. 21. Existing 1 2 3 Preferred A B C Responsible for seeing that residents meet their board and room payment obligations. 22. Existing 1 2 3 Preferred A B C Responsible for explaining house policies, college regulations and traditions to residents. 23. If these statements do not adequately describe the functioning administrative role, please describe the function of the Head Resident in this regard. (If additional space is needed please use the back of this page) 24, If these statements do not adequately describe your concept of the desired role, please describe the function of the Head Resident in this regard. (If additional space is needed please use the back of this page) COUNSELING ROLE 25. Existing 1 2 3 Preferred A B C To counsel residents in a capacity sim ilar to that of a professionally trained college counselor. 26, Existing 1 2 3 Preferred A B C To counsel those residents whose 'problems are considered to be relatively minor and refer to the appropriate person or agency those whose problems appear to be serious. -4- KEY TO RESPONSES: Existing 1. Is an existing function. 2. Is not an existing function. 3. Undecided. Preferred A. Should be a function. B» Should not be a function. C. Undecided 27* Existing 1 2 3 Preferred A B C To refer to the appropriate person or agency a ll residents who appea to need counseling. In short, to assume no responsibility for counseling other than as a referral agent. 28« Existing 1 2 3 Preferred A B C To attempt to resolve cases of serious conflict among roommates. 29. Existing 1 2 3 Preferred A B C To counsel residents who seek help in improving their study habits, 30. Existing 1 2 3 Preferred A B C To serve as an academic tutor to those residents who seek such aid. 31. Existing 1 2 3 Preferred A B C To serve as adviser to the residence hall student governing body. 32. Existing 1 2 3 Preferred A B C To give group and/or individual instruction to residents who seek to improve their skill in such areas as courtesy and etiquette. 33. Existing 1 2 .3 Preferred A B C To give group and/or individual instruction to residents whose behavior indicates they need to improve their skill in such areas as courtesy and etiquette. 34. If these statements do not adequately describe the existing counseling role, please describe the function of the Head Resident in this regard._________________________ (If additional spaoe is needed please use the back of this page) 35. If these statements do not adequately describe your concept of the desired counseling role, please describe the function of the Head Resident in this regard. ___________ (If additional space is needed please use the back of this page) 36. Existing 1 2 3 Preferred A B C To investigate cases of misbehavior which occur in the residence hall and assess penalties to known violators. 37. Existing 1 2 3 Preferred A B C To assess appropriate penalties on a ll known minor cases of mis­ behavior which occur in the residence hall and refer die more serious cases to designated authorities. 36. Existing 1 2 3 Preferred A B C To investigate and refer to designated authorities all cases of misbehavior which seem to require attention. 39. Existing ____ 12 3 Preferred A B C To serve as adviser to the student judicial body on those cases of misbehavior which are referred to the residence hall student government. -5- KEY TO RESPONSES: Exigting L Is an existing function. 2. Is not an existing function. 3. Undecided. Preferred . A. Should be afunction, B. Should not be afunction. C.Undecided. 40. Existing 1 2 3 To assume no responsibility for discipline. Preferred A B C 41. Existing 1 2 3 To assume no responsibility for discipline other fa n as a counselor Preferred A B C to those residents who are accused of committing an act of misbehavior. 42. Existing 1 2 3 To do follow-up counseling, in certain cases, on those residents Preferred A B C whose conduct has been inappropriate. 43. Existing 1 2 3_To assume responsibility for enforcing regulations pertaining Preferred A B C to quiet hours in the residence hall. 44. If these statements do not adequately describe the existing disciplinary role, please describe the function of the Head Resident in this regard.__________________________ (If additional space is needed please use die back of this page) 45, If these statements do not adequately describe your concept of the desired disciplinary role, please describe the function of the Head Resident in this regard.______________ (If additional space is needed please use die back of this page) 46. If the present functions of Head Residents at your college or university are considerably different from what you would prefer please indicate the major factors which prevent you from changing them.____________________________________________________ (If additional space is needed please use the back of this page) Name and title of person who answered this questionnaire. Name of college or university. Current enrollment THANK YOU FOR YOUR COOPERATION APPENDIX B Samples of Unsolicited Letters from Housing Administrators 185 UNIVERSITY OP FLORIDA Gainesville Office of Director of Housing May 20, 1958 Mr* Donald W. K i l b o u m Director of Housing Central Michigan College Mt. Pleasant, Michigan Dear Don: Returned herewith is the completed questionnalr e received recently In connection with your survey of the professional status and roles of Head Residents in women’s residence halls* May I congratulate you on the quality of the ques­ tionnaire which you prepared. I trust that the information we have provided will be helpful to you. Needless to say, I would appreciate very much receiving a copy of the results of your survey. Best personal regards. Cordially, Dr. H. C. RIker Director 186 WAYNE STATE UNIVERSITY Detroit 2, Michigan Division of Student Personnel Office of Housing Counselor July 7, 1958 Mr. Donald Kilbourn 715 Preston Mt. Pleasant, Michigan Dear Don: I have no doubt but what you may find it difficult to fit the situation at Wayne in with that of other Institutions of this size. If you need more Information, or some kind of clarification, please let me know. I shall be most interested in knowing the results of your study. I might add that I found it somewhat difficult to work through your questionnaire at first, but after I had completed It, I decided that it made a lot of sense. It looks to me as if you have a very good instrument. Yours very truly, Earl D. Sumner University Housing Counselor 187 DEPAUW UNIVERSITY Greencastle, Indiana Office of the Dean of Students July 7, 19£8 Hr, Donald Kilbourn 715> Preston Mt, Pleasant, Michigan Dear Mr, Kilbourns So often questionnaires are an annoyance to complete because directions and statements are confusing, I think this is the best questionnaire I have seen all year. Really, it was fun filling it out. Good luck with your survey. If copies are mimeographed I would appreciate your sending me one. I ’ll be glad to purchase a copy. Sincerely, Nelle Barnhart Associate Dean of Students 188 THE UNIVERSITY OP NORTH CAROLINA Chapel Hill Office of The Dean of Women June 8, 19£8 Dear Mr* Kilbourn: I am happy to fill this out. Please give me the results of your questionnaire, whenever you make compila­ tion. I especially want this question answered: whatTs the usual title of the position which you survey? you give me this answer when you know it. Katherine Carmichael Dean of Women Will