IN F O R M A T IO N T O U S E R S

This dissertation was produced fro m a m icrofilm copy o f the original docum ent.
W hile the most advanced technological means to photograph and reproduce this
docum ent have been used, th e quality is heavily dependent upon the q u ality of
the original submitted.
T h e follow ing explanation o f techniques is provided to help you
m arkings or patterns which m ay appear on this reproductio n.

understand

1.

The sign or " ta rg e t" fo r pages apparently lacking from th e docum ent
photographed is "Missing Pagels)". If it was possible to o b ta in the
missing page(s) or section, they are spliced into the film along w ith
adjacent pages. This may have necessitated cutting thru an image and
duplicating adjacent pages to insure you com plete continuity.

2.

When
mark,
copy
image.

3.

When a map, draw ing or chart, etc., was part of the m aterial being
p h o to g ra p h e d th e photographer fo llo w e d a definite m eth od in
"sectioning” the m aterial. It is custom ary to begin photoing at the
upper left hand corner o f a large sheet and to continue ph otoin g fro m
left to right in equal sections w ith a small overlap. If necessary,
sectioning is c o n tin u ed again — beginning below the first ro w and
continuing on u n til com plete.

4.

Th e m ajority of users indicate that the te x tu a l content is o f greatest
value, however, a som ewhat higher q u a lity reproduction could be
made from "photographs" if essential to the understanding o f the
dissertation. Silver prints of "photo grap hs" may be ordered at
additional charge by w riting the Order D epartm ent, giving the catalog
number, title, a u th o r and specific pages y o u wish reproduced.

an image on the film is o b lite rate d w ith a large roun d black
it is an in dication that the photographer suspected th a t the
may have moved during exposure and thus cause a blurred
You w ill fin d a good image of th e page in the adjacent frame.

University Microfilm s
300 North Z eeb Road
Ann Arbor, M ichigan 4010 6
A Xerox Education C o m p an y

I
I

72-3 0,02 2
NORTE, Gary Burgess, 1937A STUDY OP EXP ECTATIONS ItBLD BY SIGNIFICANT
REFERENCE GROUPS FOR TEE POSITION OF HEAD
RES ID ENT ADVISOR AT MICHIGAN STATE UNIVERSITY,
Mi ch iga n State University. Ph.D..
Education, administration

1972

U n iv e rs ity M icro film s, A XEROX C o m p an y , A n n A rb o r, M ic h ig a n

THIS DISSERTATION HAS BEEN MICROFILMED EXACTLY AS RECEIVED

A S T U D Y OF E X P E C T A T I O N S

HELD

BY SIGNIFICANT

R E F E R E N C E G R O U P S F O R T H E P O S I T I O N OF
H EA D R E S I D E N T A D V I S O R A T M I C H I G A N
STATE UNIVERSITY
By
Gary Burgess North

A THESIS

S u b m i t t e d to
Mi c h i g a n State U n i v e r s i t y
in p a r t i a l f u l f i l l m e n t of t h e r e q u i r e m e n t s
for t h e d e g r e e o f
D O C T O R OF PHILOSOPHY
C o l l e g e of

Education

1972

PLEASE

Some

NOTE:

pages

may

i n d ist in e t
Filmed

University

as

Microfilms,

have

print.
received.

A

Xerox

Education

Company

ABSTRACT
A S T U D Y O F E X P E C T A T I O N S HE L D BY S I G N I F I C A N T
R E F E R E N C E G RO U PS F O R T H E P O S I T I O N OF
H E A D RESIDENT A D V I S O R AT M I C H I G A N
STATE UNIVERSITY
By
Gary Burgess North
The P r o b l e m
T h e p u r p o s e o f t h is
role
gers,

expectations which counselors,
Head Resident Advisors,

faculty,

and

students

the p o s i t i o n of
University.

expectations
Advisor.

It w a s

held

for th i s

Student Affairs

Personnel,

in r e s i d e n c e h a l l s

hypothesized

h o ld

St a te

s t u d i e d on

for the p o s i t i o n of H e a d

study,

m e a s u r e d by t h e

Resident
instrument

w e r e e x a m i n e d to d e t e r m i n e o v e r a l l

th e gr o ups.

A r e a s of

agreement

and

of c o n f l i c t w e r e n o t e d a m o n g e x p e c t a t i o n s h e l d

by Head Resident Advisors
expectations

for

t ha t no s i g n i f i c a n t d i f ­

a m o n g the g r o u p s b e i n g

The expectations,

differences among
areas

living

r e s i d e n c e hall m a n a ­

H e a d Resident Advisor at M i c h i g a n

ferences existed

used

s t u d y was t o i d e n t i f y the

for

their role and other's

of t h e H e a d R e s i d e n t A d v i s o r ' s

role.

Gary

Burgess North

Pr oc e d u r e
A r a n d o m s a m p l e of
to r e s i d e n c e
Advisors,

halls,

residence

students living
"significant

in r e s i d e n c e
in r e s i d e n c e

reference groups"

and

instrument concerning

Head R e s i d e n t A d v i s o r ' s
ment contained

Resident

and u n d e r g r a d u a t e
were

i d e n t i f i e d as

selected

as

functions;

(2)

subjects

(1) e x p e c t a t i o n s

expectations

for

for i n d i v i d u a l

(4) e x p e c t a t i o n s

for s t u d e n t

for

and

expectations

instalment was

Spring

term,

1971.

A multivariate

six g r o u p s o n

advising

f unctions;

functions;

functions;

the

scale.

th e m e a n

by the S c h e f f ^

administrative

A total
were

of 489,

or

(5) e x p e c ­

f un c ti o ns .

differences

six s u b — s c a l e s .
to

Following
scores o f

71.2 per

re t urned.

a n a l y s i s of v a r i a n c e

v a r i a n c e t e c h n i q u e was u s e d

variance,

for p r o g r a m

s u b m i t t e d to 67 2 s u b j e c t s

to d e t e r m i n e o v e r a l l

as a s i n g l e

instru­

sub-scales.

group advising

behavior

for

cent usable questionnaires,

was u s e d

The

liaison functions w i t h residence hall m a n a g e ­

(6)

The

a s p e c t s of t h e

items within six

(3) e x p e c t a t i o n s

tations

selected

role was developed.

n i n e t y — seven

The su b — s c a l e s were:

during

Head

University College

halls,
halls)

assigned

study.
An

ment;

(counselors

hall managers.

Student Affairs Personnel,

faculty t e a c h i n g

for the

six groups

technique

among

t he

A o n e - w a y a n a l y s i s of

examine

the q u e s t i o n n a i r e

t h e o n e - w a y a n a l y s i s of
th e

six g r o u p s

po s t hoc c o m p a r i s o n t e c h n i q u e

were analyzed
to p r e c i s e l y

G a r y B ur g e s s N o r t h
locate d i f f e r e n c e s among g r o u p s .

The i n d i v i d u a l

of the q u e s t i o n n a i r e were a n a l y z e d by the c h i
technique.

In addition,

items

square

t he p e r c e n t a g e r e s p o n s e s of

each g r o u p w e r e ranked to d e t e r m i n e d e g r e e s of c o n c e n s u s
or d i s a g r e e m e n t

for each r ol e

i nstrument d e v e l o p e d for the

segment m e a s u r e d by the
study.

Findings
T h e m u l t i v a r i a t e a n a l y s i s of v a r i a n c e
significant differences among
the sub-s ca l es .

the six g r o u p s

indicated
for each of

The on e - w a y an a ly s is of v a r i a n c e in d ic a te d

signi fi c an t d i f f e r e n c e s a m o n g

the six g r o u p s o n the total

instrument.

hoc c o m p a r i s o n s

indicated

e x is t ed bet ween:

tl) Head

T he Scheffe po s t

that s i g n i f i c a n t d i f f e r e n c e s

R es i de n t A d v i s o r s and students,
dent Affairs

Personnel,

faculty,

(4)

and

It m ay be n o t e d

(3)

(2) c o u n s e l o r s a n d S t u ­

Student Affairs

Student A f f a i r s Personnel and

students.

that S tu dent A f f a i r s P e r s o n n e l h e l d the

h ighest e x p e c t a t i o n s for al l the selected
measured

P e r s o n n e l and

in th i s

r ol e

segments

study.

T h e g e n e r a l i s t n a t u r e of the p o s i t i o n o f Head
Re sident A d v i s o r was s u p p o r t e d by the d a t a g a t h e r e d
the study.

Generally,

high expectations
advising,

all g r o u p s

for

indicated r e l a t i v e l y

for p r o g r a m re s po n si b i l i t i e s ,

group

a nd w o r k i n g w i t h d i s c i p l i n e and s t u d e n t behavior.

V e r y li t t l e s u p p o r t was e x p r e ss e d,
ta tions t ha t

however,

for e x p e c ­

req uired the H e a d Resident A d v i s o r

to f un c t i o n

Gary Burgess North
in a c o u n s e l i n g

capacity*

All

groups

tended

Hea d R e s i d e n t A d v i s o r as a r e f e r r a l a g e n t ,
agent,

or

primary

to v i e w

the

a resource

i n f o r m a t i o n a g e n t an d not a s o n e w h o d e l i v e r e d

specialized

expectations

that

services.

the H e a d

All g r o u p s

Resident Ad visor

r o l e in t h e m a n a g e m e n t of a r e s i d e n c e
functions w e r e

tended

p l ay a p r i m a r y

hall-

s e e n as t h a t of m a i n t a i n i n g

to r e j e c t

The A d v i s o r ' s
regular c o m ­

m u n i c a t i o n w i t h hall m a n a g e m e n t and p r o v i d i n g

assistance

w i t h i n t e r p r e t a t i o n and c l a r i f i c a t i o n o f p o l i c i e s

and

regulations.
S i g n i f i c a n t d i f ferences were
between

the

included

positive

Since

support

a significant

been indicated between Head

nificant
define

and s t u d e n t s ,

to c o m m u n i c a t e

be

initiated

expectations

campus community.

it e ms

s t ud i ed .
has

it is r e c o m ­

identified

sig­

to m o r e c l e a r l y

of the H e a d R e s i d e n t A d v i s o r .

p o s i t i o n has b e e n m o r e

effort should

items

R e s i d e n t A d v i s o r s and s t u d e n t s ,

a c o m m i t t e e c o m p o s e d of the

responsibilities

being

statistical difference

r e f e r e n c e g r o u p s be e s t a b l i s h e d

th e

A f t e r the

S i x t y — e i g h t of the

by the g r o u p s

and Student Af f a i r s Personnel
mended that

to e x i s t

g r o u p s on f i f t y - t w o o f t h e n i n e t y - s e v e n

in the questionnaire.

were given

found

clearly defined,

by the O f f i c e
h e ld

for

an

of S t u d e n t A f f a i r s

the p o s i t i o n

to

the

ACKNOWLEDGMENTS

The writer w i s h e s

to e x p r e s s

his a p p r e c i a t i o n to

t h e m e m b e r s of h i s g u i d a n c e c o m m i t t e e

for t h e i r m a n y

siderations during

his degree program.

maker,

the committee,

of

Chairman of

thanks

for h i s p a t i e n c e and

Dr.

con­

Eldon Nonna—

is d u e a s p e c i a l

note

"willingness to help"

whenever called upon.
Deep a p p r e c i a t i o n
of

the R e s i dence

m e n t of

Hall

is a l s o e x p r e s s e d

to t h e m e m b e r s

staff who assisted w ith the d e v e l o p ­

t h e q u e s t i o n n a i r e and p a r t i c i p a t e d

in t h e

It is h o p e d t h a t t h i s

study will

contribute

w a y to t he p r o f e s s i o n

for w h i c h t h e y ha v e g i v e n

study.

in s o m e

sm all

so w i l l ­

i n g l y — so much!
T h e s t a f f m e m b e r s of t h e o f f i c e of r e s e a r c h c o n ­
sultation offered
of

the

invaluable assistance during

study— fro m the initial

m e n t o f the q u e s t i o n n a i r e ,
analysis
during

of data.

the p i l o t

through the d e v e l o p ­
study,

Ray Gabriel was

an d

t he

extremely helpful

t h e p r o c e s s of d a t a a n a l y s i s .
To m y w i f e ,

all m y

Mr.

idea,

the tenure

l o ve

Marty,

for t h e i r

and

patience,

sons,

Michael

support,

an d M a t t h e w ,

and e n c o u r a g e m e n t

d u r i n g my p r o c r a s t i n a t i o n s .
stant prodding,
And

her ho me a n d

this w o r k w o u l d

f i na l l y ,

w h o had e n o u g h

f a i t h to t a k e

through college.

be y e t

an educator,

a 17-year—old dropout
into high

Without her
times,

faith and c o n ­

in c o m p l e t e .

to M a r y M c C l a f f e r t y ,

guide him back

those difficult

Without their

s c h o o l and o n

s u p p o r t a nd

t hi s d a y w o u l d

possible.

iii

into

trust during

have never been

T A B L E OF C O N T E N T S
Chapter
I.

Page
T H E P R O B L E M ................................
I n t r o d u c t i o n ............................
T h e P r o b l e m ............................
S t a t e m e n t o f the P r o b l e m .............
H y p o t h e s i s ............................
I m p o r t a n c e of the S t u d y .............
D e f i n i t i o n of T e r m s .................
S c o p e a nd L i m i t a t i o n s o f t h e S t u d y
.
O v e r v i e w of t he S t u d y .................

II.

R E V I E W OF

RELATED LITERATURE

1
1
4
9
13
15
17
.

...............

Historical D e v e l o p m e n t of RoleT h e o r y
.
R o l e T h e o r y in E d u c a t i o n ..........
S t u d e n t P e r s o n n e l L i t e r a t u r e R e l a t e d to
t h e P o s i t i o n of H e a d R e s i d e n t A d v i s o r
*
S u m m a r y ................................
III.

RESEARCH METHODOLOGY

19
20
22
22
34
49
58

..........................

Hypotheses
.
T h e S a m p l e ............................
S e l e c t i o n of the S a m p l e .............
C o u n s e l o r s ........................
R e s i d e n c e Hall M a n a g e r s ...............
H ea d R e s i d e n t A d v i s o r .............
Student Affairs Administrators.
.
.
University College Faculty. . . .
S t u d e n t s ........................ .

60
60
61
62
62
62
62
63
63
64

I n s t r u m e n t a t i o n ........................

65

S c a l i n g ............................
P i l o t S t u d y ........................
R e l i a b i l i t y ........................
V a l i d i t y ............................

65
66
67
68

iv

Page

Chapter
A d m i n i s t r a t i o n of the Q u e s t i o n n a i r e .
S t a t i s t i c a l A n a l y s i s ......................
IV.

68
69

A N A L Y S I S OF D A T A ..................................
..............................
Introduction
R e v i e w o f the S u b - G r o u p s a n d t h e P r o ­
c e d u r e of t h e S t u d y ...................
H y p o t h e s e s to b e T e s t e d ...................
T e s t s o f H y p o t h e s e s ......................
S u m m a r y of H y p o t h e s e s F i n d i n g s .
.
.
.
A n a l y s i s of t h e S u b - S c a l e s ...............

72
73
74
82
83
84
92
101
107
116
1 22

S u m m a r y .....................................

137

of
of
of
of
of
of

S u b — Scale
Sub-Scale
Sub-Scale
Sub-Scale
S u b —Scale
Sub-Scale

S U M M A R Y , CONCLUSIONS,

SELECTED

71

I ..............
I I ..............
III
. . . .
I V ..............
V ..............
V I ..............

Analysis
Analysis
Analysis
Analysis
Analysis
Analysis

V.

71

.

138

M e t h o d o l o g y .................................
C o n c l u s i o n s .................................
G e n e r a l R e c o m m e n d a t i o n s ...................
I m p l i c a t i o n s of the S t u d y ...............
C o n c l u d i n g S t a t e m e n t .............. ....

138
140
156
159
180

BIBLIOGRAPHY

AND RECOMM E N D A T I O N S

.....................................

182

APPENDICES
Appendix
A.

Letter

to P a r t i c i p a n t s .......................

B.

Instrument Used

C.

J o b Description, Head ResidentAdvisor
P o s i t i o n , M e n a n d W o m e n ...................

in th e S t u d y ...............

v

167
168
172

L I S T OP T A B L E S
Table

Page

3-1.

T h e M a k e - U p o f t h e S a m p l e a n d the P e r c e n t a g e
of t h e S a m p l e R e t u r n i n g t h e Q u e s t i o n ­
n a i r e ................................................. 64

3-2.

R e l i a b i l i t y C o e f f i c i e n t s C o m p u t e d for the
S ix S u b — S c a l e s ......................................67

4 — 1.

M u l t i v a r i a t e A n a l y s i s T e s t for No D i f f e r e n c e
B e t w e e n G r o u p s o n the S i x S u b — S c a l e s of
t he Q u e s t i o n n a i r e .................................. 74

4-2.

T a b l e of C e l l M e a n s .................................. 75

4-3.

One-Way Analysis
o f V a r i a n c e T e s t for N o
D i f f e r e n c e B e t w e e n G r o u p s o n the T o t a l
I n s t r u m e n t ......................................... 77

4-4.

P o s t Hoc C o m p a r i s o n s .................................. 78

4-5.

R e s u l t s of S c h e f f ^ P o s t H oc C o m p a r i s o n s .

4-6.

E x p e c t a t i o n s for P r o g r a m R e s p o n s i b i l i t i e s
H el d for t h e H e a d R e s i d e n t A d v i s o r
.

.

80
.

85

4-7.

Expectations

for

G r o u p A d v i s i n g ....................93

4— 8.

Expectations

for

4 — 9.

Expectations

for S t u d e n t B e h a v i o r .................. 108

Individual

Advising.

. .

.

102

4-10.

E x p e c t a t i o n s f o r L i a i s o n w i t h R e s i d e n c e Hall
M a n a g e m e n t ........................................ 117

4-11.

Expectations

for G e n e r a l A d m i n i s t r a t i o n .

vi

.

.

123

CHAPTER I
THE PROBLEM
Introduction
This

study

is an a t t e m p t to c l a r i f y

the e m e r g i n g p r o f e s s i o n a l r o le o f
A d v i s o r at M i c h i g a n

the Head

State University.

o u t c o m e of an e m p i r i c a l

s t u d y of r o l e

by s i g n i f i c a n t r e f e r e n c e g r o u p s
essential purpose o f the
t h e r e a re d i f f e r e n c e s

f or

and d e s cribe
Resident

It r e p o r t s
expectations

held

the position.

The

study is t o d e t e r m i n e w h e t h e r

in e x p e c t a t i o n s h e l d

for t h e

p o s i t i o n by s i g n i f i c a n t r e f e r e n c e

groups.

developed

psychology,

in the

the

f i e l d s of s oc i al

Role concepts

and a n t h r o p o l o g y a r e u s e d as the t h e o r e t i c a l

sociology,
base

for the

study.
Michigan State University
national

leader

is r e c o g n i z e d

in t h e field of r e s i d e n t i a l

The U n i v e r s i t y o p e r a t e s

thirty-six

17 , 0 0 0

takes great pride

"providing m o r e

to e a t and s l e e p

Lansing,

for

students

students."^"

housing.

residence halls

annually houses over
in

as a

on campus.
than just

and

It
a place

A w i d e v a r i e t y of

^M i c h i g a n S t a t e U n i v e r s i t y C a t a l o g u e , 1970,
M i c h i g a n , pT 237.

East

2
housing

facilities

developed

to m a k e

o f th e s t u d e n t ' s

and educational
residence halls

programs has
a more

total educational

c o n c e p t in h o u s i n g ,
as

were constructed

the U n i v e r s i t y a t t e m p t e d

outside

Classrooms,
s pace,
areas

to a v e r y

old

to b r e a k

60's

away f r o m m o r e

tra­

integrate e xp e r ­

the class r o o m w i t h classroom experiences.

faculty offices,

and o t h e r
in o r d e r

"Living-

in the e a r l y

d i t i o n a l m o d e l s o f h o u s i n g and b e t t e r
iences

i m p o r t a n t part

pro gram.

L e a r n i n g C e n t e r s ," a n e w p h r a s e a p p l i e d

been

lecture

facilities were

rooms,

recreation

a d d e d to the

living

to c o p e w i t h t h e p r o b l e m of a g r o w i n g

i n s t itution and to make m a x i m u m u s e
As P r e s i d e n t J o h n A.

of s p a c e a n d

time.

2

Hannah stated:

It is p r o p o s e d to i m p r o v e t h e e n v i r o n m e n t o f l e a r n i n g
b y m a k i n g g r e a t e r a c a d e m i c u s e o f r e s i d e n c e h al l s,
a n d o f the t i m e s t u d e n t s s p e n d in them, t h u s e l i m i ­
n a t i n g as b e s t w e c a n p h y s i c a l i n c o n v e n i e n c e s as an
i m p e d i m e n t t o l e a r n i n g and c a p i t a l i z e u p o n o u r
g r e a t e s t a d v a n t a g e as a r e s i d e n t u n i v e r s i t y . 3
T h e n e w f o c u s o n the a c a d e m i c e n v i r o n m e n t o f r e s i ­
dence

halls b r o u g h t with

the living units,

it the a s s i g n m e n t o f

f a c u l t y to

the d e v e l o p m e n t of decentr a l i z e d

2

H o w a r d R. Ne v i l l e , " H o w to Live w i t h B i g n e s s , "
Phi D e l t a K a p p a , A p r i l , 1966, pp. 4 3 0 — 32; E d w a r d Bl a ck m a n ,
" R e s i d e n c e H a l l s as a n I n t e g r a l P a r t of the L e a r n i n g
E n v i r o n m e n t , " C u r r e n t I s su e s in H i g h e r E d u c a t i o n (Washing­
ton, D . C . : W a s h i n g t o n N a t i o n a l E d u c a t i o n A s s o c i a t i o n ,
1966) .
3

J o h n A. H a n n a h ( ad dress t o fa culty a n d a d m i n i s ­
t r a t i o n , M i c h i g a n S t a t e U n i v e r s i t y , East L a n s i n g , M i c h i g a n ,
M a r c h 27, 1961).

3
c o u n s e l i n g center

facilities,

ness o f f i c e r s

to m a n a g e

f a c i l i t i e s of

the ha l ls .

directed by
e a c h of

been

affairs

student affairs

in the past,

organization.
trained

had b e e n e m p l o y e d
aim of

centers,

and o r i e n t a t i o n a s s i s t a n c e ,

developed

programs

and grew,

female Head
Prior

to

the

Resident

halls.

some

forms of the

in s hort,

counseling

and m o r e c u l t u r a l ,
As

first

social,

the c o n c e p t

"living-learning"

to v i r t u a l l y all o t h e r r e s i d e n c e

campus.

th e

of e n r i c h i n g

role o f c a t a l y s t or
the r e s i d e n c e

through student government,
f aculty,

structure

a greater

contacts, m o r e

T h e Head R e s i d e n t A d v i s o r
assumed

the p o s i t i o n

this date,

for w o m e n ' s

f o r s t ud e nt s .

idea h a v e b e e n e x t e n d e d
halls o n

but with

the n e w h o u s i n g p r o g r a m was,

faculty-student

and a c a d e m i c

Residence

In 1961,

to d e v e l o p an e n v i r o n m e n t w h i c h p r o v i d e d
variety of

to

too k on a n e w l e v e l of e d u ­

A d v i s o r w a s e m p l o y e d b y M .S . U .

The

assigned

in the a d m i n i s t r a t i v e

professionally

housemothers

staff

the D e a n o f S t u d e n t s .

"Living-Learning"

responsibility

full-time

A student

similarly

Resident Advisor

cational
of the

t h e food s e r v i c e a n d p h y s i c a l

by

staffed

the a d v e n t of the
of H e a d

the a s s i g n m e n t of b u s i ­

a Head R e s i d e n t A d v i s o r wa s

the buildings

h alls h a d

and

the counseling

and his

s taff h a v e

facilitator

hall e n v i r o n m e n t .

in the p r o c e s s
Working

ad h o c , s t u d e n t gr oups,

staf f,

and other university

4
personnel,

the Head R e s i d e n t A d v i s o r has assumed th e

initiative

for o r g a n i z i n g and c o o r d i n a t i n g hall o r i e n ­

t a t i o n pr ograms, e n c o u r a g i n g f a c u l t y - s t u d e n t i n t e r a c t i o n ,
m a k i n g u s e of U n i v e r s i t y re ferral re s ou r c e s ,

and p r o v i d ­

ing s t u d e n t s with a p r i m a r y staff c o n t a c t at the h o u s e
and h a l l

level.
T he P r o b l e m
T h e pos ition o f Head R e s i d e n t Ad v i s o r has b e g u n

to e m e r g e
in t h e

and grow t o w a r d a fu l l- t i m e p r o f e s s i o n a l

l e ve l

st u de n t a ff a i r s o r g a n i z a t i o n at M i c h i g a n S t a t e U n i ­

v er s i t y .

As the p o s i t i o n has d e v e l o p e d ,

however,

incum­

b e n t s h a v e often e n c o u n t e r e d p r o b l e m s o f ambiguity,
identity,

and status

as they have a t t e m p t e d to m o r e

specifically delineate

an a p p r o p r i a t e r ol e for t h e m s e l v e s

in th e p r oc e ss of e d u c a t i o n .

He ad R e s i d e n t A d v i s o r s

h a v e o f t e n e n c o u n t e r e d c o n f l i c t in r o l e e x p e c t a t i o n s
they

f u n c t i o n as a d m i n i s t r a t o r s ,

and d i s c i p l i n a r i a n s .
unclear

And,

inadeq ua t e,

counselors,

incons i st e nt ,

i n t e r p r e t a t i o n s o f the p o s i t i o n from h i g h e r

administrators often m a k e

or
level

for a m b i g u o u s and i n c o n s i s t e n t

d e f i n i t i o n s of e x p e c t a t i o n s .
permits

ad v is or s ,

as

S u c h a lack of c l a r i t y

a high d e g r e e o f l a ti t ud e o n the part of He a d

R e s i d e n t Advisors in s e t t i n g job p r i o r i t i e s and c o n t r i b u t e s
even

f u r t h e r to m i s u n d e r s t a n d i n g a nd c o n f u s i o n a b o u t the

position.
research

In ad d it i o n ,

little has b e e n done by w a y o f

to a d e q u a t e l y j ustify a n d d e f i n e the p o s i t i o n as

5
a part of the e d u c a t i o n a l
h a v e no t b e e n
other

immediately r ecognized and

segments of

p r o b l e m has b e e n
the

the U n i v e r s i t y .
a result of

inadequate

faculty and

found hi m s e l f

for his a c c o m p l i s h m e n t s

doctoral

t h a t of

in limbo,

t h us

had prior

training program rather than

it is o f t e n v i e w e d

position which

has

students

This

status

often perceive

than professional

and

significantly

recognition

i n t e r p r e t a t i o n o f his r o l e

and beliefs

as h e p e r c e i v e s
toward

hi s role,

role definitions which communicate
tations

turnover

for

in t h e U n i v e r s i t y c o m m u n i t y .

expectations of others
attitudes

staff

alone has c o n tributed

the p r o b l e m o f a c q u i r i n g

One's

to the e d u c a t i o n a l

incumbents

first rather

f ac t or

a full-time p r o ­

In a d d i t i o n ,

h a s b e e n r e l a t i v e l y r a p i d an d

in h i g h e r

as p a r t of an

importance

p u r p o s e s of the U n i v e r s i t y .

the p o s i t i o n

between

p r i m a r i l y by

experience

internship

educators.

Resident

Recognition

T h e p o s i t i o n has b e e n s t a f f e d

as

about

somewhere

faculty.

and

to

information

The H e a d

education,

themselves

of the

ha s o f t e n g o ne u n n o t i c e d and

s t u d e n t s wh o h a v e

fessional

part

t he n o n - a c a d e m i c e m p l o y e e s w i t h a p a y

scale consistently below

unrewarded.

its f u n c t i o n s

a c c e p t e d by

Th u s,

n e w d i m e n s i o n s o f the p o s i t i o n .

Ad v i s o r has o f t e n
the

p r o c e s s , and thus

for hi s role.

As

Gross

is

them,

s haped b y
by his

a n d by the

institutional

p o i n t s out:

the

own

formal
expec­

6
T h r e e b a s i c i d e a s w h i c h a p p e a r in m o s t of the c o n ­
c e p t u a l i z a t i o n s (of r ol e a n a l y s i s ) if not in t h e
d e f i n i t i o n o f r o l e t h e m s e l v e s are t h a t i n d i v i d u a l s :
(1) in s o c i a l l o c a t i o n s (2) b e h a v e (3) w i t h r e f e r e n c e
to e x p e c t a t i o n s .^
Th e

He a d

Resident Advisor

is v i e w e d

f e r e n t l y by e a c h g r o u p w i t h w h o m he c o m e s
S o m e v i e w hi m as
others
hotel

an e d u c a t o r ,

as a c o u n s e l o r ,

while

others

has c o n t r i b u t e d
confusion

others often

the p a rt o f

incumbents.

regarding

the p o s i t i o n of H e a d

necessary

if p o t e n t i a l ,

Thus

Advisor

has b e e n o n e

educational

history,

colleges

education

Dormitory
such rules
assist

frustration,

and r o l e

conflicts

Resident Advisor
an d

and

the identif i c a t i o n

is

perceived

conflict

the p o s i t i o n of H ea d

Resident

of c o n t r o l .
dormitory

of s t u d e n t co n trol.

colonial
day

real,

groups

is

re s olved.
Traditionally,

agents

l a ck o f c o m m o n

significant reference

of a r e a s of d i v e r g e n t e x p e c t a t i o n s

to be

see h i m as a

Such

to r e d u c e d p r o d u c t i v i t y ,

for r o l e

in c o n t a c t .

as an a d m i n i s t r a t o r ,

c l e r k or r e c r e a t i o n d i r e c t o r .

understanding on

somewhat dif­

in

staffs

staffs have

This

th e

and p o l i c i e s .

social

rules

to c o m m u n i c a t e

If a t
and

rooted

as
in

on t h r o u g h m o d e r n -

form o f p a r e n t a l

functioned

functioned

tradition was

a n d has c o n t i n u e d

students w i t h
4

Throughout American

and penalties.
and

enforce

the s a m e

time they could

academic

concerns,

it was

Neal C. Gross, W a r d S. M a s o n , a n d A. W. M c E a c h e r n ,
E x p l o r a t i o n in R o l e A n a l y s i s (New York:
J o h n W i l e y , 1958),
p. 17.
( H e r e i n a f t e r r e f e r r e d to as R o l e A n a l y s i s .)

7
appropriate
job.
has

5

but

not as a p r i m a r y r e s p o n s i b i l i t y o f

However,

grown,

the

as the e m p h a s i s on l e a r n i n g e n v i r o n m e n t
c o n t r o l e l e m e n t of the H e a d

position has declined.
significant

the

During

shifts occurred

regulations which

Advisor's

the m i d - 6 0 ' s ,

in

the a re a o f

a n u m b e r of

student social

changed

the emphasis of

the position.

The University moved away

f r o m its s t r o n g

in. l o c o p a r e n t i s

orientation

toward a more

liberal posture

i n the a r e a s of

visitation,

selective hours

alcohol o n campus.
students'
of

As m o r e

for women,

attention was

r i g h t s as c i t i z e n s ,

rather

community

making authority
governance,

ning

on pers u a s i o n and

and m e diate disputes.

student

Thus,

to r e l y m o r e

as

for m o r e

in the a r e a s

a n d mo r e p e r s o n a l

the p o s i t i o n o f

to t a k e

dimensions,

a nu m b e r of

pri vacy,
of s o c i a l

some

the

lo g i c

to r e s o l v e

greater
and

independence

in

decision­

academic
a nd

au t on o m y .

Resident A d v i s o r was b e g i n ­

internal

ta ki ng a w a y

a part

A press a l s o d e v e loped

o n new o r g a n i z a t i o n a l

definition by

5

Head

to

W i t h t h is c h a n g e ,

than arbitrary d e c i s i o n - m a k i n g po w e r

problems
t he

had

given

du e p r o c e s s b e c a m e

the d i s c i p l i n a r y p r o c e d u r e s .

Head Advisor

an d u s a g e of

and e d u c a t i o n a l

forces

added

another

of its t r a d i t i o n a l a u t h o r i t y .

J o h n R. Powell, S a m u e l A. P l y l e r , B a r b a r a A.
D ic k s o n , a nd S t e p h e n D. M c C l e l l a n , The P e r s o n n e l A s s i s t a n t
in C o l l e g e R e s i d e n c e H a l l s (Boston:
Houghton Mifflin
C o m p a n y , 1969) , p'p. 6-10.

8
E f f o r t s by o t h e r

University a g e n c i e s have also

f ai l e d

to d e a l a d e q u a t e l y w i t h th e q u e s t i o n

priate

r o l e of the H e a d

Committee
of the

Resident Advisor.

recommendations

and r e s i d e n c e and
committee

p r o g r a m for

suggested

program into

however,

(2)

(1)

students.

in the r e c o m m e n d a t i o n s

in

A Faculty

investigating

dency

r e q u i r e m e n t by t h e

committee,
itie s,

regulations,

p r o g r a m as a p ar t of

influence

in 1968,

its

"living-

Student Affairs,

Off-Campus Council,

staffing,

Resident

to the U n i v e r s i t y r e s i ­

the residence

established

not,

remarks on h o u s ­

Committee o n

student government which represents

to s t u d y

Head

for e x p a n d i n g t h e

a challenge

however,

an

instruction

The c o m m ittee does

its p r e l i m i n a r y

after

a committee

living-

all—University

ing n o r

did,

the

the appointment of

a t any p o i n t

off c a m p u s ,

Their

of

m a k e m e n t i o n o f t h e p o s i t i o n of

p r ogram.

th e v a l u e

the e x t e n s i o n of

on residence halls.^

learning"

the

intercollegiate units

Advisor

of

In 1967

on Undergraduate Education endorsed

"living-learning"

learning

of t h e a p p r o ­

an agency

students

l iving

the P r o v o s t
ha l l

system.

considered

to a p p o i n t
7

The

physical

facil­

a n d the l i v i n g - l e a r n i n g

study.

Here again,

however,

the

^Ar t h u r A d a m s , et a l ., I m p r o v i n g U n d e r g r a d u a t e
E d u c a t i o n (East L a n s i n g !
Michigan State University,
1967), p. 52.
7

Faculty Comm i t t e e on Student Affairs, "Report on
Off-Campus Council's Proposal Regarding Housing Regu­
l a t i o n s " (East L a n s i n g :
M i c h i g a n S t a t e U n i v e r s i t y , 1968).

9
committee

report,

while

strongly

s u p p o r t i v e of

c e p t t h at r e s i d e n c e h a l l e x p e r i e n c e s
p a r t o f a s t u d e n t ’s o u t - o f - c l a s s
give

anything more

that

the H e a d

structure.
Halls,
hall

education,

to

fact

is a p a r t o f the h o u s i n g

specifically

s t a f f i n g as o n e p a r t o f

so t ha t

to loo k a t r e s i d e n c e

its r e s p o n s i b i l i t y ,

to c l a r i f y a n d i n t e r p r e t

Resident Advisor

failed

the P r o v o s t ' s C o m m i t t e e on R e s i d e n c e

although charged

completely

con­

are a s i g n i f i c a n t

than c u r s o r y a t t e n t i o n to the

Resident Advisor

Th u s ,

the

the

role o f

failed
the Head

it m i g h t be b e t t e r u n d e r s t o o d

by

g

the University community.
S t a t e m e n t of
T he b a s i c
and

analyze

groups

s t u d y are to d e s c r i b e

h e l d by s i g n i f i c a n t r e f e r e n c e

for t h e r o l e of H e a d R e s i d e n t A d v i s o r at M i c h i g a n

t h a t e a c h of

to w h i c h

divergent

T h e s t u d y is b a s e d

these groups

w h i c h have primary

defined

p u r p o s e s of th i s

expectations

State University.

extent

the P r o b l e m

by r o l e

holds specific

importance

for

influences

incumbents.

the way

statements of

role

and

th e

convergent o r
th e p o s i t i o n

In a d d i t i o n

that role conflicts will result

expectations

the position,

such expectations are

strongly

on the a s s u m p t i o n s

is

it is a s s u m e d

from ambiguous or

unclear

expectations.

g

A n n G a r r i s o n , e t a l ., T h e R e s i d e n c e H a l l S t u d y ,
T h e P r o v o s t ' s A d Hoc C o m m i t t e e o n t he R e s i d e n c e H a l l s
(East L a n s i n g :
M i c h i g a n S t a t e U n i v e r s i t y , 1 969), pp. 2430.

10
To

illustrate

expectations
which

prevail,

the e x t e n t
one m i g h t

to w h i c h d i f f e r e n c e s
p o i n t out s o m e

h a v e b e e n v e r b a l i z e d by m e m b e r s of

groups about
advisor

the p o s i t i o n .

Students

to f u n c t i o n i n a s u p p o r t i v e

g e n e r a l l y e x p e c t the
r o l e — as

t h a n as an a d m i n i s t r a t o r ,

or disciplinarian

for

staff often views

the Head R e s i d e n t Advisor

the U n i v e r s i t y .

h e l p i n g m a i n t a i n orde r,

money

for the o p e r a t i o n ,

and e n f o r c i n g

Counselors

as

and referral

Faculty often perceive
social director,
keeps

students

f or t s .

see

te n d

the H e a d

e n t e r t a i n e d and

University objectives.

Advisors

there prevails

position;

Som'i see

administrative with

for

t h r o u g h them.

" b a b y s i t t e r " who
for c r e a t u r e c o m ­

value to

as one

the

f u n c t io n s

as a d m i n i s t r a t i v e

to w o r k
Among

in a w a y
Head

tend

supervisory,

and

that

Resident

a host o f d e f i n i t i o n s

still

saving

regulations

the position

it as a d v i s o r y ;

while others

responsible

Student affairs adminis­

to v i e w the p o s i t i o n
incumbents

or

provides

the c l a s s r o o m .

reflects

position.

as

R e s i d e n t A d v i s o r as

service personnel,

u s u a l l y expect role

supervisor,

The m a n a g e m e n t

agent working

w h i c h has c o m p l e m e n t a r y e d u cational

trators

ad v i s o r

t h e Head R e s i d e n t A d v i s o r

Facu l t y do not often v i e w

t h e y p e r f o r m in

an

protecting property,

the U n i v e r s i t y .
a facilitator

opinions

the d i f f e r e n t

and helper rather

for

in

ot h e r s a s

to see it as

for

the

a s e rvice
eclectic—

counseling/advising,

11
and c o n t r o l

responsibilities

Such d i v e r g e n c e
there e xists

included

in its

i n p o i n t s of v i e w s u g g e s t s

h ig h d e g r e e o f
While

it

is r e c o g n i z e d
aspects,

the primary

the p o s i t i o n of H ea d
be m a d e

t h e po s it i o n .

focus

and the

o f this

impact

Resident Advisor.

of the e x p e c t a t i o n s

they

An exami­

incu m b e n t s hold

for s e l e c t e d a s p e c t s of the r o l e .

These w i l l

with

administrators who

those held

formally define

by

student affairs

the

role

an d a l s o w i t h o t h e r

groups which

impact

They are the

rules

of an i n c u m b e n t
Incumbents
according

a re
to

the p o s i t i o n .

are w h a t

i.e.

reference

Bentley points
for

an d are w h a t

out

a p o si t i o n .
is e x p e c t e d

in a c e r t a i n p o s i t i o n o f a s o c i a l

system.

j u d g e d and e v a l u a t e d as b e i n g c o m p e t e n t

the e x t e n t to w h i c h

they a r e o b s e r v e d

to e x p e c t a t i o n s

If a p e r s o n is s i g n i f i c a n t

(supervisor,

Q

significant

is p r e s c r i b e d

of the g a m e

c a r r y i n g o u t or c o n f o r m i n g
by o t h e r s .

be c o m p a r e d

to d e t e r m i n e c o n g r u e n c e s of

expectations

that e x p e c t a t i o n s

a

t h a t the d e f i n i t i o n of

paper will be o n role e x p ectations

nation will

that at best

and at worst,

conflict exists regarding

includes many

have on

9

a c o n s i d e r a b l e d e g r e e of a m b i g u i t y r e g a r d i n g

the p o s i t i o n o f H e a d R e s i d e n t A d v i s o r ;

role

functi o ns .

primary

for a position

to t h e

i n t e r a c t o r ) , then

as

incumbent,

th e

These opinions have b e e n drawn fro m the writer's
c o n t a c t s w i t h t h e v a r i o u s r e f e r e n c e g r o u p s d u r i n g his
e x p e r i e n c e s as a r e s i d e n c e h a l l a d m i n i s t r a t o r .

12
e x p e c t a t i o n s of. t ha t p e r s o n
t o . 11

Bentley

further

for t he

states

t h at r o l e e x p e c t a t i o n s

anticipated actions pertaining
s t r u c t u r e and
(1)

that th e y

fa l l

the a c t i o n s e x p e c t e d

role must be a t t e n d e d

to p o s i t i o n s

into

of a ro l e

which he

i n c u m b e n t of a
an d

(2)

the a c t i o n s

could n o t

co mments,

one

r ig h t s .

could assume

adequately perform

a ro le

12

that

for

lacks an a w a r e n e s s o f n e c e s s a r y role e x p e c ­

tat ions.

T h e c o m m u n i c a t i o n and

priate role

expectations

r e s p o n s i b i l i t y of
incumbent,

the

i n t e r p r e t a t i o n of

f o r m a l r o le d e f i n e r s

not the r o l e

appro­

for a p o s i t i o n are a r e c i p r o c a l

incumbent himself.

m u s t be p r o v i d e d w i t h c l e a r
tations

categories:

to be a b l e to perforin— his

Drawing on these
an i n c u m b e n t

in a s o c i a l

two g e n e r a l

p o s i t i o n — his o b l i g a t i o n s or d u t i e s ,
an i n c u m b e n t e x p e c t s

are

and
An

the

role

incumbent

and c o n s i s t e n t ro l e e x p e c -

if he is to p e r f o r m in a s a t i s f a c t o r y m a n n e r .

13

^''''Joseph B e n t l e y , T he C o u n s e l o r ' s Role:
Commentary
and R e a d i n g s (New Y o r k : H o u g h t o n M i f f l i n C o m p a n y , 19 6 8),
p.” 7 4 7 --1 2 I b i d ., p.
13

75.

C l i n t o n S n y d e r , " V a r i a t i o n s in E x p e c t a t i o n s
the T e a c h e r Role, as R e l a t e d to G e n e r a l and S p e c i f i c
Roles, E x p e c t a t i o n C a t e g o r i e s , a n d S o c i a l D i s t a n c e "
( u n p u b l i s h e d Ph.D. d i s s e r t a t i o n , M i c h i g a n State U n i ­
v e r s i t y , 1965), pp. 122- 24.

for

13
B r o o k o v e r a n d o t h e r s h av e p o i n t e d
give c a r e f u l

a t t e n t i o n to

The y c o n c l u d e

that w h e n

t h e i m p a c t of r o l e

role

expectations

inadequate,

uncertain cautious

to follow.

S a r b i n e x t e n d s o n t hi s

" . . . c o n f l i c t s a re

o u t the n ee d

likely

to

expectations.

14

are unclear or

role p e r f o r m a n c e
idea b y

is l i k e l y

stating,

to f o l l o w f r o m a m b i g u o u s

role e x p e c t a t i o n s .
Thus,

a p r i m a r y a s s u m p t i o n of t h i s

role c o n f l i c t m a y a r i s e w h e n
incumbent

(Head R e s i d e n t A d vi so r )

from t h e

role expectations

in o r d e r

to minimize

v id e g r e a t e r
a more

the a c t i o n s

study

is t h a t

o f a role

differ

appreciably

of s i g n i f i c a n t o t he r s.

the p o t e n t i a l o f c o n f l i c t and p r o ­

c la r it y a n d p r e d i c t a b i l i t y

for

the p o s i t i o n ,

t h o r o u g h u n d e r s t a n d i n g of role e x p e c t a t i o n s

necessary.

Such und e r s t a n d i n g can best b e

by a t h o r o u g h

An d,

is

accomplished

study of r o l e e x p e c t a t i o n h e l d by s i g n i f i ­

cant r e f e r e n c e g r ou p s

for

th e p o si t io n .

Hypothesis
T h e m a j o r h y p o t h e s i s of

the s t u d y

is;

T h e r e a r e m a j o r d i f f e r e n c e s in e x p e c t a t i o n s held b y
s i g n i f i c a n t r e f e r e n c e g r o u p s for the p o s i t i o n o f H e a d
R e s i d e n t A d v i s o r at M i c h i g a n S t a t e U n i v e r s i t y .
14

W i l b u r B r o o k o v e r , " R e s e a r c h o n T e a c h e r and
A d m i n i s t r a t o r Roles," T h e J o u r n a l of E d u c a t i o n a l S o c i o l o g y ,
X X X I X ( S e p t e m be r , 19 5 5T^ 317-53.
1 5 T h e o d o r e S a r b i n , "Role T h e o r y , "
So c i a l P s y c h o l o g y , Vo l . I, e d . by G a r d n e r
b r i d g e , M a s s .:
A d d i s o n — W e s l e y , 1954), p.

in H a n d b o o k o f
L i n d z e y (C am—
227.

14
T h e d a t a w i l l b e a n a l y z e d to d e t e r m i n e e x p e c ­
tations h e ld by s i g n i f i c a n t r e f e r e n c e gr o u p s
formance of the Head R e s i d e n t A d v i s o r

in s el e ct e d a r e a s

of r e s p o n s i b i l i t y d e f i n e d by the c u r r e n t
for the p o s i t i o n
gr am functio n s,

(see A p p e n d i x C) .

r elations,

and

job d e s c r i p t i o n

They are:

(2) g r o u p a d v i s i n g functions,

vidual a d v i s i n g functions,

for the p e r ­

(4) d i s c i p l i n e ,

(1) p r o ­
(3)

indi­

(5) m a n a g e m e n t

(6) g e n e r a l a d m i n i s t r a t i o n .

Included
to study are the

in the m a j o r h y p o t h e s i s but also s u b j e c t
f ol l ow i ng s e c o n d a r y h y p o t h e s e s .

A.

T h e r e ar e s i g n i f i c a n t d i f f e r e n c e s in e x p e c t a t i o n s
h e l d b y the Hea d R e s i d e n t A d v i s o r for his p o s i t i o n
a nd those held b y r e s i d e n c e hall c o u n s e l o r s as
m e a s u r e d by the i n s t r u m e n t d e v e l o p e d for this study.

B.

T h e r e are s i g n i f i c a n t d i f f e r e n c e s in e x p e c t a t i o n s
h el d by the Hea d R e s i d e n t A d v i s o r for his p o s i t i o n
and those held by r e s i d e n c e hall m a n a g e r s as
m e a s u r e d by the i n s t r u m e n t d e v e l o p e d for this study.

C.

T h e r e are s i g n i f i c a n t d i f f e r e n c e s in e x p e c t a t i o n s
held by the H e a d R e s i d e n t A d v i s o r for his p o s i t i o n
and those he ld by S t u d e n t A f f a i r s P er s on n el as
m e a s u r e d by the i n s t r u m e n t d e v e l o p e d for this study.

D.

T h e r e are s i g n i f i c a n t d i f f e r e n c e s in e x p e c t a t i o n s
hel d by the Head R e s i d e n t A d v i s o r for his p o s i t i o n
and those held b y faculty w o r k i n g in r e s i d e n c e h al l s
as m e a s u r e d by the i n s t r u m e n t d e v e l o p e d for this
study.

E.

T h e r e are s i g n i f i c a n t d i f f e r e n c e s in e x p e c t a t i o n s
h el d by the H ea d R e s i d e n t A d v i s o r for his p o s i t i o n
a nd t hose held b y s tu d e n t s l i v i n g in r e s i d e n c e h a ll s
as m e a s u r e d by the i n s t r u m e n t d e v e l o p e d for this
study.
These

five s e c o n d a r y h y p o t h e s e s a r e b e i n g s t u d i e d

b ecause of the e m ph a si s

in l i t e r a t u r e on role t heory a b o u t

the i m p o r t a n c e o f u n d e r s t a n d i n g h o w a rol e

i nc u mb e nt v i e w s

15
his p o s i t i o n
writers

in c o m p a r i s o n to o t h e r g r o u p s .

(Gross,

Bentley,

of studying differences
i n c u m b e n t and
position.

Brookover)

f o rm a l

the p u r p o s e s of

as

T h e h y p o t h e s e s w i l l be

this

paper,

formal

stated

for the p u r p o s e of s t a t i s t i c a l

importance

by a role

role definers

t h is

A d m i n i s t r a t o r s w i l l be d e f i n e d

number of

affirm the

in e x p e c t a t i o n s h e l d

those h e l d b y

For

A

Student Affairs

r o le d e f i n e r s .

in t h e

analysis

o f the

null

form

in C h a p t e r

III of

study.
I m p o r t a n c e of

the St u dy

T h e p o s i t i o n of H e a d R e s i d e n t A d v i s o r
u niversity has never been
this n a t u r e

in depth.

A s t u d y of

implications

for all m e m b e r s of

the s t u d e n t p e r s o n n e l p r o f e s s i o n an d

for m e m b e r s o f the

academic
about

should have

studied

in a l a r g e

community w h o hold d i f f e r e n t points of v iew

t he

p o s i t i o n or w h o d o n o t u n d e r s t a n d

its

role

and

functions.
T he

issue o f

the

has b e c o m e m o r e c e n t r a l
professionalized.
zation

This

as the p o s i t i o n h a s b e c o m e m o r e

A part

is d e f i n i n g a n d

position.

r o le of the H e ad R e s i d e n t A d v i s o r

of the p r o c e s s o f p r o f e s s i o n a l i ­

limiting

study attempts

of c l a r i t y and p r e d i c t a b i l i t y
out

its

functions and

concepts

to p r o v i d e

to b e t t e r d e f i n e
to the a n a l y s i s

and p o i n t

Role t h e o r y

Resident Advisor

the p o s i t i o n and

a

a greater degree

for the p o s i t i o n

limitations.

to s t u d y the p o s i t i o n of H e ad
attempt

the a c t i v i t i e s of

is u s e d
in an

to a p p l y r o l e

of a p o s i t i o n in th e

student

16
personnel

profession.

for b e t t e r m e t h o d s

Professions

for d e s c r i b i n g ,

i n g p o s i t i o n s w i t h i n their
assumption of this
to be a u s e f u l
Since
to M i c h i g a n

field of

University,

and evaluat­

i n t e r es t .

A basic

a pilot nature
t he

to a p p l y the

cross

section of

other

schools where

and

findings m a y

Head Resident Advisors'
the p o s i t i o n

le v e l

of

T he

study

s ho u ld p r o v i d e

is e m e r g i n g

s t u d y c o u l d a ls o h a v e
are w r i t t e n

implications

selection and

for

training programs

for the

are developed.

c l e a r e r d e f i n i t i o n of the p o s i t i o n
responsible

for the

for the p o s i t i o n and

education programs

for those people

in

a bench mark whi c h Head

their own role.

in-service

to a

importance.

interpretation of

way

that

to a m o r e

can use as a p o i n t of r e f e r e n c e

job d e s c r i p t i o n s

localized

positions

Resident Advisors

way

prove

suggest

study more broadly

significant

The

looking

for th is p u r p o s e .

t h i s s t u d y is of

i t is a p p r o p r i a t e

analyzing,

study is t h a t r o l e t h e o r y w i l l

t oo l

State

are constantly

the

A

s hould be p r o v i d e d

the d e v e l o p m e n t of
for n e w He ad

Resident

Advisors.
T h e r e s u l t s of the s t u d y
f or

faculty

implications

a nd o t h e r g r o u p s o n c a m p u s w h o h a v e

knowledge of

the position.

vide

for

a basis

should have

Such

information

f u r t h e r c o m m u n i c a t i o n and

about

the

functions

a n d r e s p o n s i b i l i t i e s of

staff

in the e d u c a t i o n a l

p r o c e s s of

a limited

should p r o ­

clarification
t he

housing

the U n i v e r s i t y .

17
The

study

building a more
p o s i t i o n of
some

is a l s o a n

Head Resident Advisor.

selected

nature of

instrumental
a nd

clarify

areas

of confl i c t s

in h e l p i n g
points

insight

about

in expectation

specifically pinpoint

the c o n f l i c t .

Such

for

information

understand,

in the p o s i t i o n .

in to the r o l e o f

The

that would c ontribute
the H e a d

Resident

It s h o u l d h e l p i n c r e a s e o r g a n i z a t i o n a l

tiveness,

improve morale,
for r o l e

the s t u d y c o u l d

also be used

h e n s i v e job d e s c r i p t i o n
Finally

effec­

greater personal

Data generated

to d e v e l o p a m o r e

from

compre­

for t h e p o s i t i o n .

the study will

t h e o r y as a m o d e l
personnel

and generate

incumbents.

the

should be

Advisor.

satisfaction

th e

the l o c a t i o n

a d m i n i s t r a t o r s define,

of c o n f l i c t

toward

It w i l l p o i n t o u t

study will h o p e f u l l y generate data
to g r e a t e r

first step

systematic body of knowledge

p o s i t i o n and w i l l m o r e
and

important

test

for e v a l u a t i n g

the v a l u e o f

positions

role

in the s t u d e n t

profession.
D e f i n i t i o n of T e r m s

R o l e .— A
descriptions,
of

set of s t a n d a r d s ,

norms,

or c o n c e p t s

a p e r s o n or p o s i t i o n .

Here

expectations,

held

role

for the b e h a v i o r

is d e f i n e d

as

a

18
normative
behavior

concept emphasizing
h e l d by o t h e r s

P o s i t i o n .— T h e
class of

individuals
Role

to an

the e x p e c t a t i o n s of

for a ro l e i n c u m b e n t . ^
l o c a t i o n of an i n d i v i d u a l

in a s y s t e m o f s o c i a l r e l a t i o n s .

E x p e c t a t i o n s .— A n e v a l u a t i v e

i n c u m b e n t of a p o s i t i o n ,

expected

to d o
Role

i.e.,

in a g i v e n s i t u a t i o n .

I n c u m b e n t .— T h e

F o r th e p u r p o s e s of t h i s
w il l be r e f e r r e d

to as

held

17

standard applied
a person

is

18

focal p e r s o n

study

the

what

the H e a d

in a p o s i t i o n .

Resident Advisor

"role i n c u m b e n t . "

R o l e C o n f l i c t s .— I n c o n s i s t e n t
standards

or a

19

prescriptions

or

for a p e r s o n or p o s i t i o n by o n e or m o r e

.i
ot
h e r s .2 0

R o l e C o n c e n s u s .— S a m e n e s s of c o m m o n l y h e l d
expectations,

.

.

or c o n c e p t i o n s of a p o s i t i o n .

norms,

21

B r u c e J. B i d d l e a n d E d w i n J. Th o m a s , R o l e
Theory:
C o n c e p t s and R e s e a r c h (New Y o r k :
John W i T e y ,
1966} , p~. 12.
( H e r e i n a f t e r r e f e r r e d to as R o l e T h e o r y . )
17
p.

G ro s s,

Mason,

and McEachern,

Role A n a l y s i s ,

58
1 8 1b i d .
20

Biddle

2 1 ,.,

Ibid.

19Ibid.
and T h o m a s ,

Role T h e o r y , p.

12.

19
Formal

R ol e D e f i n e r s ,— S t u d e n t a f f a i r s

adminis­

t ra t or s .
H e a d R e s i d e n t A d v i s o r .— The c h i e f a d m i n i s t r a t i v e
o f f i c e r of

a r e s i d e n c e hall;

a m a l e or

to the D e a n o f S t u d e n t s O f f i c e

female responsible

for t h e d e v e l o p m e n t

m a i n t e n a n c e of a p e r s o n n e l p r o g r a m in a s p e c i f i c
h al l and

for

either

For

He a d

of this

II.

as:

o n the d e f i n i t i o n

s tu d y,

I.

significant

Counselors

assigned

Residence halls managers,

Resident Advisors,
V.

an

a p o s i t i o n w i t h i n a s y s t e m of s o c i a l

are defined

hall s,

administrators,
and VI.

informally,

the p u r p o s e s

reference groups

III.

R e f e r e n c e G r o u p .— A g r o u p h a v i n g

formally or

of e x p e c t a t i o n s o f

to r e s i d e n c e

and

s tu d ents.

Significant

r elatio n s.

residence

the s u p e r v i s i o n of a s t a f f o f g r a d u a t e

undergraduate

impact,

and

Faculty

IV.

Student

teaching

affairs

in r e s i d e n c e h a l l s ,

Students.
E x p e c t a t i o n s .— A

of a pe rson.

standard held

22

Scope and Limitations of
Because
research on

for t he b e h a v i o r

of

the

l ac k of

the S t u d y

t h e o r e t i c a l or e m p i r i c a l

t h e p o s i t i o n of H e ad R e s i d e n t A d v i s o r ,

study is c o n f i n e d to a n e x a m i n a t i o n of e x p e c t a t i o n s

^ I b i d ., p.

10.

this
held

20
for t h e p o s i t i o n at M i c h i g a n S t a t e U n i v e r s i t y .
n a t u r e o f the s t u d y

limits

can be generalized.
to t e s t
model

the

this

as p o s s i b l e

to w h i c h r e s u l t s

the study,

tools

however,

the role

theory

for a m o r e e x p a n d e d

the

s t u d y is l i m i t e d b y

in the u s e of a ny q u e s t i o n n a i r e .

factors
These

the d i f f i c u l t y o f s e c u r i n g c o m p l e t e c o o p e r a t i o n
sample,

the b i a s e s o f

getting consistent
asked,

an d the

be unable

fact

the r e s p o n d e n t s ,

interpretations
t h at

to a d e q u a t e l y

p o s i t i o n of He a d
The

is

na t u r e .

In a d d i t i o n
inherent

A p u r p o s e of

i n s t r u m e n t b e i n g u s ed a nd

of analysis

study of

the e x t e n t

The pilot

i n cl u de
of the

the d i f f i c u l t y of

of t h e q u e s t i o n s b e i n g

so m e e l e m e n t s o f

t he s a m p l e m a y

reflect perceptions of

the

R e s i d e n t A dv i s o r .

f i n d i n g s of

the

study ar e

p o s i t i o n of H e a d R e s i d e n t A d v i s o r

limited

at M i c h i g a n

to

the

State

Uni­

versity .
O v e r v i e w of
T h i s s t u d y of
dent Advisor

used,

in five c h a p t e r s .

the p r o b l e m s t a t e m e n t ,

of the st u d y ,

a d e f i n i t i o n of

terms

t he
to ne

a n d an o v e r v i e w o f t h e study.
Chapter

ature

the H e a d R e s i ­

I d e a l s w i t h an i n t r o d u c t i o n a n d d e l i n ­

e a t i o n of t h e p r o b l e m ;
importance

r o l e e x p e c t a t i o n s of

is p r e s e n t e d

Chapter

the S t u d y

II c o n s i s t s

in t h e a r e a s

of

role

of a r e v i e w of
theory and

related

liter­

its a p p l i c a t i o n to

21

research
of r o l e
u se

in e d u c a t i o n .
theory

in s o c i a l

in d e s c r i b i n g

and s e c t i o n

three

Section one
s ci ence;

treats

s e c t i o n two c o v e r s

and a n a l y z i n g p o s i t i o n s
treats

the d e v e l o p m e n t

literature

its

in e d u c a t i o n ,

related

to the

position of Head Resident Advisor.
Chapter
used

to d e v e l o p

designing
and d a t a

III d e s c r i b e s
and a n a l y z e

the study,

the study,

analysis of

and

the data.
a s u m m a r y of

a b o u t the r e s e a r c h

about possible
for

for

are discussed.

IV d e a l s w i t h the p r e s e n t a t i o n

Chapter V presents
conclusions

procedures

the d e v e l o p m e n t o f the q u e s t i o n n a i r e ,

collection and analysis
Chapter

areas

the r e s e a r c h m e t h o d o l o g y

implementations,

further research.

findings,
and

the s t u d y ,
makes

recommends

draws

suggestions
possible

C H A P T E R II
R E V I E W OF R E L A T E D L I T E R A T U R E

This c h a p t e r

is d e v o t e d

to a r e v i e w of l i t e r a t u r e

r e l a t e d to the o r i g i n and d e v e l o p m e n t of e m e r g i n g t h e o ­
r e t i c a l c o n c e p t s of role analysis,
c a t i o n using r o l e concepts,

to r e s e a r c h in e d u ­

and to a r e v i e w of l i t e r a t u r e

d e a l i n g w i t h the p o s i t i o n of H e ad R e s i d e n t A d vi s o r .
H i s t o r i c a l D e v e l o p m e n t o f Role T h e o r y
Role t h e o r y
in the b e h a v i o r a l

is a r e l a t i v e l y n ew field of

sciences.

It has d e v e l o p e d

in quiry

primarily

t h r o u g h the i n t e r d i s c i p l i n a r y areas of a n t h r o p o l o g y ,
sociology,

p s y c h ol o gy ,

and educat i on .

Role c o n c e p t s

h a v e been us e d

to analyze and d e s c r i b e a v a r i e t y o f real-

life b e h a v i o r s

such as an i n d i v i d u a l ' s a p p r a i s a l of h i m ­

self,

the a d e q u a c y of a p e r s o n ’s p e r f o r m a n c e

position,

e x p e c t a t i o n s groups hold

in a

for a role or position,

a nd m a n y more.
Since

the

issue of r o l e a p p e a r s

an a d e q u a t e u n d e r s t a n d i n g of

to be c e n t r a l to

the p o s i t i o n of Head R e s i d e n t

22

23

Adv i s o r ,

it w o u l d a p p e a r

appropriate

that

t e c h n i q u e to u s e

role t h e o r y w o u l d

be an

in a n a l y z i n g a n d d e s c r i b i n g

the position.
Brookover

and G o t t l i e b

support

their e s t i m a t i o n o f the v a l u e o f ro l e
for a n a l y s i s .

th i s a s s u m p t i o n in
t h e o r y as a tool

T h e y state:

Recent studies d e m onstrate that s t a tus-role theory
p r o v i d e s a f r a m e w o r k for f r u i t f u l a n a l y s i s of v a r i o u s
p o s i t i o n s in the sc h oo l system. . . . U n d e r s t a n d i n g
o f the e x p e c t a t i o n s h e l d for teachers, a d m i n i s t r a t o r s
a n d o t h e r p o s i t i o n s in the school is a n e s s e n t i a l
f o u n d a t i o n for the e d u c a t i o n of sc h oo l p e r s o n n e l and ^
th e e f f e c t i v e f u n c t i o n i n g o f the s c h o o l system.
Gros s,
an d

Mason,

an d M c E a c h e r n c o n c u r

Gottlieb by asserting

sciences
central

students

f r e q u e n t l y m a k e u s e of
term

for

f u n c t i o n i n g of
,

"that

.

.

individual

behavior."

researchers
concepts
positions

s y s t e m s a nd
2

as a n c h o r p o i n t s
in s o c i a l

so w i d e l y u s e d
to c o n s i d e r

Parsons,

in t h e b e h a v i o r a l
in

in a v a r i e t y of

t h e s oc i al

the s t r u c t u r e a nd
for the e x p l a n a t i o n of
Ne w comb,

and

other

s c i e n c e s m a k e u s e of r o l e

their

s ys t e m s .

of

the c o n c e p t of r o l e as a

the a n a l y s i s of

social

wit h Brookover

framework

for

W i t h ro l e c o n c e p t s
fields,

analyzing
becoming

it is a p p r o p r i a t e

its o r i g i n s and d e v e l o p m e n t and

s om e of the

■^Wilbur B r o o k o v e r a n d D a v i d G o t t l i e b , A S o c i o l o g y
of E d u c a t i o n (New York:
A m e r i c a n Book C o m p a n y ^ 1964),
p~. 353.
( H e r e i n a f t e r r e f e r r e d to as S o c i o l o g y of E d u c a t i o n .)
N e a l C. Gross, S. M a s o n , and A. W. M c E a c h e r n ,
E x p l o r a t i o n in R o le A n a l y s i s (New York:
J o h n W iley, 1958),
p . 3.
( H e r e i n a f t e r r e f e r r e d to as R ol e A n a l y s i s .)

24
definitional
cept

problems encountered

in a d v a n c i n g

to a c o m m o n l e v e l of u n d e r s t a n d i n g an d a c c e p t a n c e .
A r e v i e w of the t h e o r e t i c a l

cepts

soon becomes

attempt will

be m a d e

and c l a r i f y i n g

to d e s c r i b e

the t e rm

T h e w o r k s of Gross,
been used

aspects

extremely detailed

r ol e a n a l y s i s a n d p r o v i d e a

Ma s o n ,

extensively

The
summarized

and

for u n d e r s t a n d i n g

its r e l a t e d c o m p o n e n t s .

McEachern,

and

Biddle have

for b a c k g r o u n d m a t e r i a l

vidual,

and

into

norms

prevailing definitions
in t h r e e c a t e g o r i e s :
(3)

Behavioral.

o n the

role concepts.
are generally

(1) N o r m a t i v e ,

(2)

Indi­

D e f i n i t i o n s of r o l e w h i c h

of o c c u p a n t s of

the a c t u a l b e h a v i o r o f
follow

of r o l e

the n o r m a t i v e c a t e g o r y r e f e r

expected

An

the b a s i c c o n s t r u c t s o f

framework

"role"

of role c o n ­

a nd c o m p l e x .

d e v e l o p m e n t and c l a s s i f i c a t i o n o f e m e r g i n g

fall

the con­

to s t a n d a r d s or

positions

individuals.

rather

Iv e y a n d

t h a n to

Robins

the n o r m a t i v e c a t e g o r y w h e n t he y d e f i n e r o l e

an e x p e c t a t i o n of b e h a v i o r ,

stemming

a g r e e m e n t or

judgements are psychologi3
incumbent."
T h e w o r k of

cally

R o b i n w il l

section on role

3

social

fr o m t h o s e w h o s e

s i g n i f i c a n t to a r o l e

I ve y a n d

from a general

"as

be d i s c u s s e d

theory

in m o r e d e t a i l

in the

in e d u c a t i o n .

A l l e n E. I ve y a n d S t a n l e y S. R o b i n , " Role T he o r y ,
R ol e C o n f l i c t a nd C o u n s e l i n g , A C o n c e p t u a l F r a m e w o r k , "
J o u r n a l o f C o u n s e l i n g P s y c h o l o g y , X I I I (Spring, 1966), 30.
( H e r e i n a f t e r r e f e r r e d to a s "R o l e T h eo r y, A C o n c e p t u a l
F r a m e w o r k .")

25
In t h e i n d i v i d u a l
behavior

that

a social

s et t i n g .

individual
and

is s e e n as a p p r o p r i a t e

Parsons and

situation.

role

is d e f i n e d

category

focus o n the b e h a v i o r
Davis,

G ro ss ,

this d e f i n i t i o n o f r o l e
has

been,

individual

as w h a t

in

the

to his o r i e n t a t i o n

as D a v i s

4

includes definitions
of r o l e

Roeber,

to d e v e l o p

to a s i t u a t i o n ,

states,

incumbents

and o t h e r s
their wo r k .

not on wha t an incumbent

i n c u m b e n t a c t u a l l y d o e s as
Or,

by a n

as

of a n i n d i v i d u a l ' s d e f i n i t i o n o f h i s

s oc i a l p o s i t i o n s .

emphasis

is d e f i n e d

to be a p p r o p r i a t e b e h a v i o r .
Sargent
5
Shills
a r e w r i t e r s w h o t r e a t r o l e from

The behavioral

of r o l e w h i c h

nor

Here,

role

considers

the p e r s p e c t i v e

used

category,

should

in

ha ve
Their

do,

b u t w h a t an

the o c c u p a n t o f a p o s i t i o n .

" R o l e is the m a n n e r

in w h i c h a

4

S t a n s f e l d S a r g e n t , " C o n c e p t s of R o l e a n d E g o m
C o n t e m p o r a r y P s y c h o l o g y , ” in S o c i a l P s y c h o l o g y a t the
C r o s s r o a d s , e d . by J o h n H. R o h r e r a n d M u z a f e r S h e r i f (New
Y o r k : H a r p e r and B r o t h e r s , 1951), p. 360.
( H e r e i n af t er
r e f e r r e d to a s " C o n c e p t s of R o l e and Ego.")
~*Talcott P a r s o n s and E d w a r d A. Shills, T o w a r d A
G e n e r a l T h e o r y of A c t i o n (Cambridge:
Harvard University
P r e s s ,1951) , p p . 5 3 - 5 W T
^ K i n g s l e y Davis, H u m a n S o c i e t y (New York:
T he
M c M i l l i a n C o m p a n y , 1948) , p . 9 O',
(Hereina f ter r e f e r r e d
to as H u m a n S o c i e
); Gross, Ward, a n d M c E a c h e r n , Role
A n a l y s i s , p"I 14;

26

p e r s o n a c t u a l l y ca r r i e s o ut the r e q u i r e m e n t s of his
posit io n .

It is the d y n a m i c as p e c t of status.

Gross, Mason,

an d M c E a c h e r n us e

g o r i e s — normative pa tterns,

. . . ”7

the three c a t e ­

individual's definitions,

and b e h a v i o r of i n c u m b e n t s — as one m e t h o d of p a r t i t i o n i n g
d e f i n i t i o n of role into segments w h i c h p r o v i d e g r e a t e r
c l a r i t y an d u n d e r s t a n d i n g of the c o n c e p t as it has be e n
g

f o r m u l a t e d ov er time.
James,

Baldwin,

a n d C o o l e y laid

for the concept of "role" as they w o r k e d

the f o u n d a t i o n
toward an

i m p r o v e d u n d e r s t a n d i n g of "self" in p e r s o n a l i t y d e v e l o p g
ment.
M e a d and L i n t o n followed u p o n the ideas o f "self"
a d v a n c e d b y Cooley,
theorists

a n d M e a d wa s one of the first A m e r i c a n

to employ the term "role"

problems.^

Mead u s e d

p r a g m a t i c concept,

in w r i t i n g o n r o l e

the term "role,"

not so m u c h as a

b ut as a t h e o r e t ic a l m e a n s of g e t t i n g

at a b e t t e r u n d e r s t a n d i n g of s o c i a l i z a t i o n p r o c e s s e s as

7

g

pp.

Davis,

Gross,
11-17.

H u m a n S o c i e t y , p.
Mason,

90.

and Mc Eachern,

Role A n a l y s i s ,

g

Bruce J. B i d d l e and E d w i n J. Thomas, R o l e T h e o r y :
C o n c e p t s and R e s e a r c h (New York:
J o h n Wiley, 196 6 ) ,
p p . 4-7.
(H e r e i na f te r r e f e r r e d to as Role T h e o r y .)
" ^G e or g e H. Mead, Mind, Self a nd S o ciety
U n i v e r s i t y of C h i c a g o Press', 1934) , pT 72.

(Chicago:

27
he a n a l y z e d in d e t a i l
involved

the m e n t a l and

social p r o c e s s e s

in t aking the r o l e o f the o t h e r .11
Such c o n c e p t s as

"status," or

"position," a n d

"role" co m e p r i m a r i l y from the w o r k of a n t h r o p o l o g i s t
R a l p h L i n t o n a l t h o u g h they r e m a i n e d h i g h l y a b s t r a c t
until

the late 3 0 ps and e a r l y 4 0 ' s. 12

concept of
pattern"

" s t a t u s ” as

and

"a p o s i t i o n

Linton defined

the

in a p a r t i c u l a r

"role" as the p e r f o r m a n c e of the status

r e q u i r e m e n t s by the in di vidual.

For Linton,

a st a tu s

w a s s i m p l y a c o l l e c t i o n of r i g h t s and d u t i e s w h i l e a
role represented

the d y n a m i c a s p e c t s of status.

When

the r i g h t s and d u t i e s of a s t a t u s are put into effect,
an i n di v i d u a l c o u l d be said
In T h e C u l t u r a l

to be p e r f o r m i n g a role.

B a c k g r o u n d of P e r s o n a l i t y , L i n t o n

d e f i n e s role as a n or m a t i v e cu l tu r al
that

it c o n s i s t s of

ascribed

13

fu r ther

p a t t e r n by s t a t i n g

. . . "attitudes,

by the so c ie t y to a n y and all

v a l u e s and b e h a v i o r
persons o c c u p y i n g

this s t a t u s . " 1 ^

1 1 B iddle and Thomas,

Ro l e T h e o r y , p.

6.

12

Ra lph Linton, T h e S t u d y of Ma n (New York:
A p p l e t o n C e n t u r y Crofts, Inc., 1936), p. 113.
(H e r e i n ­
a f t e r r ef erred to as Study of M a n .)
1 3 I b i d ., p.

ality

114.

14 R a l p h Linton, T he C u l t u r a l B a c k g r ou n d of P e r s o n ­
(New Y o r k : A p p l e t o n C e n t u r y Co., 1945), p"I 77.

28

N e w c o m b fo llows m u c h the same d e f i n i t i o n for role
as d o e s

Li n t o n

in his c o n c e p t u a l

framework.

He says

. . . "the w ay s of b e h a v i n g w h i c h are e x p e c t e d of any
i n d i v i d u a l who o c c u p i e s a c e r t a i n p o s i t i o n c o n s t i t u t e s
the r o l e as s oc i a t e d w i t h that position."
S a r g e n t gives e m p h a s i s
d e f i n i t i o n of role.

ationally appropriate

personal

"roles ha v e

"a p e r s o n ' s role is

behavior w h i c h

seems situ-

in his g r o u p . "

He further

ingred i en t s of c u l t u r a l ,

and of s i t u a t i o n a l d e t e r m i n a t i o n .

is a r ol e wh o l l y c u l t u r a l ,
situational."'*'^

Th u s

in his

to h im in terms o f the de m an d s

and e x p e c t a t i o n s of t ho s e
states t h a t

to the i n d i v i d u a l

He s tates that

a p a t t e r n or type of s ocial

15

of

B u t never

w h o l l y p e r s o n a l or wholly

for S a rgent a ro l e

is de f in e d as

a n i n c u m b e n t ' s o r i e n t a t i o n to a situation.
In a broader d e f i n i t i o n of role,
to it a s

"that o r g a n i z e d

Pa rsons refers

sector of an a c t o r ' s o r i e n t a t i o n

w h i c h c o n s t i t u t e s a n d d e f i n e s his p a r t i c i p a t i o n
i n t e r a c t i o n p r o c e s s ."

17

One of the m o s t

s i g n i f i c a n t c o n t r i b u t i o n s to the

c l a r i f i c a t i o n of the m u l t i t u d i o u s d e f i n i t i o n s

York:

in an

for the

1 5 T he o do r e M. Newcomb, Social P s y c h o l o g y
T h e Dr y d e n Press, 19 51), p. ^8 0.
■^Sargent,
17

" C o n c e p t s of Role an d Ego,"

T al c o t t Parsons, T h e Social S y s t e m
The F r e e Press, 1951), p. 23.

p.

(New

360.

(Glencoe:

29
concept

"role" was a study by N e i m a n and H u ghes

This article reviewed

l i t e r a t u r e of rol e t h e o r y f r o m

1900 to 1950 and d i d m u c h
a nd

in 1950.

to c l e a r a w a y the c o n f u s i o n

se m an t ic p r o b l e m s w h i c h had d e v e l o p e d over t i m e .

In the v a r i o u s c o n c e p t u a l i z a t i o n s of role,

anthropolo­

g i s t s have given e m p h a s i s to n o r m a t i v e pa t te r ns w h i c h
i n f l u e n c e be h av i or w i t h o u t r e f e r e n c e to i n d i v i d u a l s
being

included.

Sociologists have

strongly emphasized

the i n t e r a c t i o n s i t u a t i o n as the s t a r t i n g p o i n t w h i l e
s o c i a l p s y c h o l o g i s t s have gi v e n e m p h a s i s to the i n d i ­
vidual

and his o r i e n t a t i o n to a situati o n.

situations

the d i f f e r e n c e s

In m a n y

in d e f i n i t i o n have b e e n

found

to be p r e v i o u s l y of a s em a nt i c nature.
In d i s t i n g u i s h i n g v a r i o u s d e f i n i t i o n s and u s a g e s
of the co n c e p t

"role"

in terms of

p e r s o n a l i t y d e v e l o p me n t,

(2 ) f u n c t i o n a l d e f i n i t i o n s

t erms of society as a whole,
t erms o f specific groups,

(1 ) the d y n a m i c s of

and

(3) d e f i n i t i o n s

N e i m a n and H ughes

found

in

in
three

e l e m e n t s of similarity:
1.

In all the d e f i n i t i o n s and u s a g e s of the concept,
there

is i n volved either a n i n d i v i du a l d e f i n i t i o n

of a specific

s i t u a t i o n or a n individual

a c c e p t a n c e of a g r ou p ' s d e f i n i t i o n of a
specific sit uation.

30

2.

Role

behavior,

even

when

of a

process

no m a t t e r h o w it

is d e f i n e d ,

it is d e f i n e d , i n v o l v e s

the a s s u m p t i o n

of symbolic interaction,

munication

as a p r e r e q u i s i t e ,

to f u r t h e r

generalization;

the o n l y r o l e - p l a y i n g a n i m a l

or c o m ­

which leads

namely

or

then

that m a n

is

and t h a t is o n e

the c h a r a c t e r i s t i c s w h i c h d i s t i n g u i s h e s m a n

of
fr om

other animals.
3.

H u m a n b e h a v i o r c a n n o t be
b y the u s e o f

traits or

but m u s t b e v i e w e d
and

use
most

of

other

fr o m t h e

integrated patterns

Neiman and

explained nor described

concensus was

the o n e

t h e trend

toward

the c o n f u s i o n and

l a c k of c o n c e n s u s ,

although

implication
perception,"

integral

point

the w o r d

out

associating

and

p ar t o f

that

sociological

in such c o n c e p t s

"self-awareness."

18

the c o n ­

th e c o n c e p t

b e used
as

is the

in s p i t e of

that in p s y c h o l o g i c a l

"role" m a y n o t

is f o u n d
and

18

about which there

t h a t of s t a t u s

fu r t h e r

framework of organized

o f b e ha vior.

cept of role with

They

concepts,

H u g h e s c o m m e n t t h a t the m o s t d e f i n i t i v e

the c o n c e p t a n d

is a t p r e s e n t an

atomized

"role"

literature.

literature,

i t s e l f , the
"s e lf , "

"self-

19

L . J. N e i m a n and J. W. Hugh es, " P r o b l e m s of
the C o n c e p t of R o l e — A R e - S u r v e y of the L i t e r a t u r e , "
S o c i a l F o r c e s , X X X (1951), 1 41-49.
1 9 I b i d .,

p.

149.

31
N e i m a n and H u g h e s c o n c l u d e i n t h e i r
literature

that

re-survey of

the c o n c e p t of r o l e

. . . is s t i l l r a t h e r va g u e , n e b u l o u s a n d n o n ­
definitive.
F r e q u e n t l y in l i t e r a t u r e , the c o n c e p t
is u s e d w i t h o u t an y a t t e m p t on t h e p a r t of the
w r i t e r to d e f i n e or d e l i m i t the c o n c e p t , the
a s s u m p t i o n being t ha t b o t h the w r i t e r a n d the
reader w ill achieve an immediate compa t i b l e
c o n c e n s u s . . . .20
This

comment made

in 1950

In the l i t e r a t u r e of e d u c a t i o n
dous amount of material
"roles"
work

in e d u c a t i o n a l

is p l a c e d

as d e v e l o p e d

systems

advancing

theoretical

through

studies having

role

concepts

is a t r e m e n ­

l ittle

f r a m e w o r k o f r o le
The

a generic

t er m

" r o l e ” is

ter m rather

significance

acceptance

than

for

as a l e g i t i m a t e

b o d y of k n o w l e d g e a r e those b y Gross,

s t u d y by Gr o s s ,

theory

r e se arch.

paramount

toward

and M c E a c h e r n a n d by B i d d l e
The

there

but r e l a t i v e l y

s c ie n ce s .

i n c l u s i v e l y as

as a c o n c e p t d e v e l o p e d

ap p l i c a b l e .

being written about various

the s o c i a l

generally used

Two

today,

in a t h e o r e t i c a l

in

is s t i l l

Mason,

a n d Th omas.
Mason,

a t i o n s in R o l e A n a l y s i s , a t t e m p t s

and M c E a c h e r n ,
to c o m b i n e

Explor­

theoretical

and e m p i r i c a l

research efforts

in a r e v i e w of r o l e and

r ol e c o n f l i c t

in public

administration.

school

An exten­

si ve e f f o r t w a s m a d e to e x a m i n e and d e a l w i t h a n u m b e r
of theoretical

and o p e r a t i o n a l

which have restr i c t e d
2 0 T. . ,
Ibid .

problems

of

the d e v e l o p m e n t of a

role analysis
systematic

32

b o d y of

role

size prior
model

theory.

These writers

research efforts

and

attempted

and d e f i n i t i o n a l

associates developed a

problems.

language

thinking

and c o n t r i b u t i o n s of e a r l i e r

concepts

and

three basic
zations

hel d

(3)

r e s earch shows
for

a position

supported

by

of role
them­

Gross concludes

individuals

that

(1 ) in s o c i a l

with reference

to e x p e c t a t i o n s .

element

social b e h a v i o r .

formulations

21

of Li n ton,

the extent

of a n y m o d e l

22

This

P a rs o n s ,

to w h i c h b e h a v i o r

i d ea

Davis,
is

is

and

influ­

by expectations.
G ro s s,

Mason,

lation by d i scussing
locations.

a n d M c E a c h e r n e x t e n d on t h e i r
the

importance of

T h ey c o m m e n t

positions
21

in so c ia l

Gross,

systems

Mason,

and

their

122.

formu­
social

are a s s i g n e d

l o c a t i o n s of

that such locations must

an d M c E a c h e r n ,

17.
2 2 I b i d ., p.

identifying

that e x p e c t a t i o n s

to i n d i v i d u a l s o n t h e b a s i s of

p.

researches

in m o s t c o n c e p t u a l i ­

is a n e s s e n t i a l

for p r e d i c t i n g

enced

u p of c o m b i n e d

t h a t an u n d e r s t a n d i n g of e x p e c t a t i o n s

developed

others describing

that

to c o n c e p t s w h i c h l e n d

appeared

that

(2) b e h a v e

is m a d e

definitions.

ideas w h i c h

of role were

locations
Their

nature--it

to o p e r a t i o n a l

and h i s

for r o l e a n a l y s i s

in e c l e c t i c

selves

a m i n i m u m of

Gross

reflects

is r e s t r i c t e d

synthe­

to d e v e l o p a c o n c e p t u a l

for ro le a n a l y s i s w h i c h r e f l e c t s

semantic

to

Role Analysis,

33
be specified,
held

in o r d e r to d e t e r m i n e w h a t

for a s p e c i f i c

p o si t i o n .

The a n a l y t i c a l m o d e l

expectations are

23
generated

by

Gross,

et a l .,

has b e en w i d e l y u s e d at M i c h i g a n S t a t e U n i v e r s i t y
emperically based

st udies o f

positions

for

in secondary

and

higher education.
The w o r k
influenced

by

of B id d le a n d

t h a t of G r o s s

d u r i n g the p a s t
t h a t they far

ten y e a r s

surpass

Thomas has

been greatly

and associates.

h a v e be e n of

the s c o p e of this

Their e f f o r t s

such magnitude
study

in so

far

as r e v i e w o f r e s e a r c h is c o n c e r n e d .

Biddle attempted

s t u d y the

school

"total

role" of

through a seri e s of
of Mi s so u ri .

His

the public

studies o r i g i n a t i n g a t

ef f o r t to a c c o m p l i s h

Concepts and

on

of

school

status

positions.

In this m o s t

c ussed.

for

Their

role,

the

th e v a r i a b l e s

Role T h e o r y :
is a c u l m i ­
by B i d d l e

recent

text

the c o n c e p t u a l

structure

ba s i c c o n c e p t s of r o l e
for r ol e p h e n o m e n a are d i s ­

r e v i e w of t h e d e v e l o p m e n t o f r ol e c o n c e p t s

2 3 I b i d . , p.
24

and

task is

the d e v e l o p m e n t and

o f role a n a l y s i s ,

for c l a s s i f y i n g
properties

24

the p r e v i o u s r e s e a r c h d o n e

the s u b j e c t of role t h e o r y ,

present

the U n i v e r s i t y

R e s e a r c h , by B i d d l e and T h o m a s ,

n a t i o n of m u c h
o n public

teacher

this

s om e w h a t g r a n d i o s e and e x t r e m e l y c o m p l e x .

to

Biddle

18.

and T ho m as ,

R o l e T h e o r y , p.

1.

34
and

the c u r r e n t

s t a t u s of the

the most comprehensive
t od a y.
role

It is p o i n t e d

theory

statements available

b y their

individual

is o n e of

on the subject

o u t by B i d d l e an d T h o m a s

the b e h a v i o r o f a n

t e r m s of h o w it is
others,

l a n g u a g e of r o l e

that

is e x a m i n e d

s h a p e d by t h e d e m a n d s a n d r o l e s

sanctions

conforming behavior,

for

in

his conforming and

in

of
non-

a n d by t h e i n d i v i d u a l fs o w n u n d e r —

s t a n d i n g and c o n c e p t i o n of w h a t

his behavior

s h o u l d be.

25

Role Theory in Education
R ol e
cational

theory

researchers as a technique

positions

in s c h o o l

c o n c e p t of r o l e
profession.
of

role

stated

has b e e n u s e d e x t e n s i v e l y b y e d u ­

systems.

In 1932,

in a d e s c r i p t i v e

He g a v e

particular

in d e s c r i b i n g

so ci al

for a n a l y z i n g
Waller

s t u d y of
emphasis

life

used

the

the teaching
to

the c o n c e p t

in schools.

Waller

that:

T h e r ol e a p p e a r s as the o r g a n i z a t i o n of the i n d i ­
v i d u a l w i t h r e f e r e n c e to a n e n t i r e s i t u a t i o n ; it is
the r e s p o n s e of t he i n d i v i d u a l to the e n t i r e s i t u a t i o n
as it has t a k e n s h a p e in h i s mind.
S om e i n s i g h t
(correct or in c or r e c t ) in to th e a t t i t u d e s of o t h e r s
is implied.
T h e i n s i g h t m a y be i n c o m p le t e, b ut to
p l a y a r o l e is to r e g u l a t e o n e ' s b e h a v i o r b y the
i m a g i n e d j u d g e m e n t of o t h e r s . 26
Of c o u r s e ,
in a rather

W a l l e r m a d e u s e of the c o n c e p t

general

2 5 I b i d . , pp.
26

York:

sense.

However,

his

"role"

study was among

17-18.

W i l l a r d W a l l e r , T h e S o c i o l o g y of T e a c h i n g
J o h n W i l e y a n d Sons^ 1932) , p . 322.

(New

the

first recorded

Waller used

the c o n c e p t

and r e p o r t e d
use

in e d u c a t i o n u s i n g r o l e c o n c e p t s .

h is w o r k

statistical

"role"

as a p p l i e d

in d e s c r i p t i v e

analysis and role

to the t h e a t e r

terms rather

t h e o r y as

than

it is v i e w e d

today.
Brookover
role concepts
cation.

has w r i t t e n e x t e n s i v e l y o n

for

the u s e s

s t u d y i n g a v a r i e t y of p o s i t i o n s

He c o n t e n d s

theoretical model

that role

theory

systems

He a l s o a s s e r t s

t he

i m p o r t a n c e of u n d e r s t a n d i n g e x p e c t a t i o n s h el d

for

positions.

He r e c o m m e n d s

r e s e a r c h on three

e x p e c t a t i o n s w h i c h g r o u p s m a y h ol d

i n edu

is a n i m p o r t a n t

f or a n a l y z i n g e d u c a t i o n a l

their c o n s t i t u e n t p o s i t i o n s .

of

levels

for a r o l e

and

of

incumbent.

They a r e :
(1)

G e n e r a l or
an actor

(2)

Status

normative

expectations which apply

in a g e n e r a l

st atus;

in s i t u a t i o n e x p e c t a t i o n s w h i c h a p p l y

an actor occupying
situation,
(3) A g r o u p ' s
atio n.

a status

expectations

Wilbur

in a p a r t i c u l a r

of a p a r t i c u l a r

image and

e x p e c t a t i o n of

and Gottlieb also

st atus-role expectations of three
27

to

and

Public

Brookover

to

Brookover,

situ­
teachers

suggest examining

types:

36

(1)

Differences

in e x p e c t a t i o n s

the wide range of
m o s t positions.
f e r e n c e s as

{2}

Differences

in

to

th e e x p e c t a t i o n s
s a m e group.

within a group

is

called

similarities

held by

in

s ev e r a l

D e g r e e s of similarity

"consensus"

by B r o o k o v e r

Gottlieb;

Differences

in general e x p e c t a t i o n s held
and e x p e c t a t i o n s

specific person occupying
Brookover offers
understanding
to

intra-group dif­

"convergence";

p o s i t i o n or s t a t u s

apply

to

and

m e m b e r s of t h e

and
(3)

They refer

as

by a n u m b e r of

r e l e v a n t g r o u p s w h i c h e x i s t for

‘'div ergence"

expectations

held

the

a conceptual

held

of

positions

for a

g i v e n role.
framework

the r e l a t i o n s h i p s of r o l e c o n c e p t s

the a n a l y s i s

for a

28

for b e t t e r
as they

in education:

A n actor e n t e r s a s i t u a t i o n w i t h his p r e v i o u s
e x p e r i e n c e in a r e l a t e d s i t u a t i o n , p e r s o n a l i t y n e e d s
a n d t h e m e a n i n g (for him) of t h e p r e s e n t s i t u a t i o n .
S e l f — i n v o l v e m e n t b y the a c t o r is his i m a g e of
t h e e n d s a n t i c i p a t e d f ro m p a r t i c i p a t i o n in t h e s tatus
a s he p r o j e c t s h i s s e l f - i m a g e i n t o the role.
D e f i n i t i o n is t h e a c t o r ' s p e r c e p t i o n of w h a t he
thin3cs o t h e r s e x p e c t of him in t h e role.
A c t o r ' s b e h a v i o r in i n t e r a c t i o n w i t h o t h e r s w h i c h
c o n t i n u a l l y r e d e f i n e s roles and a c t o r ’s d e f i n i t i o n .
R o l e — o t h e r s 1 e x p e c t a t i o n s o f a g i v e n a c t o r in a
given situation.

28

pp.

Brookover and
32 1 - 2 2 .

Go ttlieb,

S o c i o l o g y of E d u c a t i o n

37

S t a t u s in S i t u a t i o n — others' e x p e c t a t i o n o f a n y
ac tor in a p a r t i c u l a r s i t u a t i o n .
G e n e r a l S t a t u s — others' e x p e c t a t i o n s of any actor
in a b r o a d l y d e f i n e d p o s i t i o n , s u c h as a t e a c h e r . 29
B r o o k o v e r p o i n t s o u t that b e h a v i o r
or s t a t i c
regards

but

is a f u n c t i o n of c o m m u n i c a t i o n .

it as s i g n i f i c a n t

involves

t h at b e h a v i o r

c o n t i n u a l r e d e f i n i t i o n of r o l e

definition.

is n o t

As c o m m u n i c a t i o n oc c u r s ,

fixed

Brookover

in i n t e r a c t i o n
and

actor's

new expectations

an d the a c t o r ' s u n d e r s t a n d i n g of t h e m r e p l a c e s p r e v i o u s
expectations
dynamic

and

and u n d e r s t a n d i n g s .
changing

Brookover

Thus

the p r o c e s s

in definition over

is a l s o

on role expectations.

He

is

time, 3 0

s u p p o r t i v e of r e s e a r c h

focusing

states:

It w o u l d seem i m p o r t a n t to i d e n t i f y s i g n i f i c a n t s u b ­
g r o u p s o f s t ud e n t s w i t h v a r i e d e x p e c t a t i o n s of
teachers. . . . We w o u l d hypothesize that teachers
w ho a r e a w a r e of th e p o s s i b l e v a r i a t i o n s in the
e x p e c t a t i o n s w h i c h s t u d e n t s h a v e o f t he m w o u l d be
m o r e l i k e l y to c o m m u n i c a t e e f f e c t i v e l y w i t h t h e i r
s t u d e n t s .31
If
it has m a n y
t at i on s
s tudy

t h i s a s s u m p t i o n m a d e by B r o o k o v e r
implications

in o t h e r a r e a s o f

is

to

for r e s e a r c h o n r o l e
education.

is v alid,
expec­

A purpose of

this

t e st the a s s u m p t i o n t h a t e x p e c t a t i o n s

he ld

by " o t h e r s "

has an i m p a c t o n

the

position of

H.R.A.

2

the d e f i n i t i o n or on

9

W i l b u r Brookover, "Research on Teacher and
A d m i n i s t r a t o r Roles," T h e J o u r n a l o f E d u c a t i o n a l S o c i o l o g y ,
XXXIX ( September, 195 57^ 2-3.
30I
t,b i•jd ., p.

7.

^I b id . , pp.

8-9.

38

Brookover and Gottlieb
of

research on r o l e

further

expectations

by

in expectations

suggested

groups

of the w i d e r a n g e of

as

in e x p e c t a t i o n s h e l d

are i d e n t i f i e d

as

that

s t u d y is d i f f e r e n c e s

r e l e v a n t g r o u p s w h i c h e x i s t for m o s t
differences

idea

in t h r e e a r e a s .

for

h e l d by a n u m b e r

the

suggesting

s t a t u s ro l e e x p e c t a t i o n s be s t u d i e d
The first area

support

positions.

The

by significant reference

"divergence"

and

the

similarities

"convergence."
The s e c o n d

difference

a r ea

in e x p e c t a t i o n s h e ld

m e m b e r s of the s a m e
census.

groups.

And a t h i r d

expectations held
t h o s e held

suggested

for a

for r e s e a r c h

is

the

for a p o s i t i o n

by

several

Brookover calls

area s u g g e s t e d

for all
specific

t hi s

is the g e n e r a l

incumbents

in a p o s i t i o n

person occupying

con­
s ta t us
and

the g i v e n

i e . 32
rol

Charters

a l s o u se d r o l e c o n c e p t s

s c h o o l as a s o c i a l
of

h i s study w a s

strongly

33

Brookover
p p . 331-32.

the

the ba s i c a s s u m p t i o n s
is

by the e x p e c t a t i o n s w h i c h m e m b e r s

i m p o r t a n t groups have of

s h i p s w i t h th e m. "

32

One o f

" t h a t an i n d i v i d u a l ' s b e h a v i o r

influenced

of v a r i o u s

system.

to s t u d y

him and h i s

relation-

In the c o n t e x t of o r g a n i z a t i o n a l

an d G o t t l i e b ,

Sociology of

Education,

33
W. W. C h a r t e r s , "The S c h o o l as a S o c i a l S y s t e m , "
R e v i e w of E d u c a t i o n a l Re s ea rc h , X X I I (February, 1952), 41.

39
theory,

role has added

s i g n i f i c a n c e b e c a u s e c e r t a i n of

these e x p e c t a t i o n s b e c o m e
vidual

is p e n a l i z e d

deviates

from

studying

the

by t h e o r g a n i z a t i o n

that which

Charters,

institutionalized

is e x p e c t e d

and a n

indi­

if his b e h a v i o r

f r o m him.

like m a n y o t h e r r e s e a r c h e r s ,

internal organization and

suggests

its r e l a t i o n s h i p s

. ,.
■ ,
34
w i t h i n a s o c i a l system.
The
conflict

s t u d y by G e t z e l s

in t h e t e a c h i n g

under consideration
expectations

e f f e c t of

to t he

th e s e

issues

the n a t u r e o f

t e a c h e r ' s role;

expectations;

and

the e x t e n t

the d i f f e r e n t i a l

social characteristics.

the t e a c h e r ' s ro l e c h o s e n

economic

The major

s u c h c o n f l i c t o n the t e a c h e r as a f u n c t i o n of

c e r t a i n p e r s o n a l and
of

position.

focused on role

in t h e i r w o r k w e re :

attached

of c onflict a m o n g

and Guba

role,

for s t u d y were:

(2) c i t i z e n ' s role,

and

(3)

Three

a r ea s

(1 ) s o c i o ­

the p r o f e s s i o n a l

role.
From
1.

2.

3.

this

study,

the a u t h o r s c o n c l u d e d

that:

T h e t e a c h e r is d e f i n e d by b o t h c o r e e x p e c t a t i o n s
c o m m o n to the t e a c h i n g s i t u a t i o n in g e n e r a l and
by s i g n i f i c a n t l y v a r y i n g e x p e c t a t i o n s t ha t a r e a
f u n c t i o n of local s c h o o l and c o m m u n i t y c o n d i t i o n s .
M a n y o f the e x p e c t a t i o n s a t t a c h e d to the t e a c h e r ' s
role are inconsistent with expectations attached
to o t h e r r o l e s the t e a c h e r t y p i c a l l y o c c u p i e s ; or
the t e a c h i n g r o l e is s u b j e c t to c o n f l i c t s in m a n y
c r i t i c a l areas.
T h e n a t u r e of the c o n f l i c t is s y s t e m a t i c a l l y
r e l a t e d to c e r t a i n d i f f e r e n c e s a m o n g s c h o o l s and
among communities.

3 4 I b i d ., pp.

41-43.

40
4.

T he e x i s t e n c e of r o l e c o n f l i c t s m a y b e t a k e n as
e v i d e n c e t h a t the t e a c h e r r o l e is i m p e r f e c t l y
integrated w i t h other roles.
T h e r e s u l t of such
r o l e c o n f l i c t is l i k e l y to be f r u s t r a t i o n for th e
t e a c h e r a n d i n e f f e c t i v e n e s s for the i n s t i t u t i o n .
R e a c t i o n s d i f f e r a m o n g t e a c h e r s a c c o r d i n g to the
e x t e n t of t h e i r l i a b i l i t y t o r o le c o n f l i c t in
t he t e a c h i n g s i t u a t i o n .
Such reactions are
r e l a t e d to c e r t a i n p e r s o n a l c h a r a c t e r i s t i c s of
t e a c h e r s .35

5.

The outcome of
assumptions made by

this

study reflects m a n y

of

the
the

t h e w r i t e r of

this paper

about

role of

the Head R e s i d e n t A d v i s o r

(a) w i t h i n

the

affairs

o r g a nization and

(b) as he r e l a t e s to o t h e r

significant reference groups

in t h e u n i v e r s i t y .

Doyle studied convergence
e x p e c t a t i o n s h el d b y p a r e n t s ,
mentary

teachers

teacher.

board members.

and

t h e r o l e of

teachers,
He

found

fo r o t h e r s r o l e

that

teachers o f t e n

w h e r e n o n e exists.
many beliefs which

and d i v e r g e n c e of

board members,

Using a 4 8 — item check

six e l e m e n t a r y

define

for

student

and

the elementary
list,

he s a m p l e d

n i n e t y — s i x parent s ,

ele­
school
ninety-

and nineteen

th a t t e a c h e r s o f t e n e r r o n e o u s l y

e x p e c t a t i o n s w h i c h do n o t e x i s t
identify potential

D o y l e a ls o f o u n d

role

conflict

t h at t e a c h e r s

the other g r o u p s under

he ld

s t u d y d i d no t

,
36
sha re.
35

J. W. G e t z e l s and E. G. G u b a , "The S t r u c t u r e of
R o l e s a n d R o le C o n f l i c t in a T e a c h i n g S i t u a t i o n , " J o u r n a l
of E d u c a t i o n a l S o c i o l o g y , XX I X (1955), 30-40.
3 6A n d r e w L e w i s Doyl e, "A S t u d y of the E x p e c t a t i o n s
W h i c h E l e m e n t a r y T e a c h e r s , A d m i n i s t r a t o r s , S c h o o l Bo ard
M e m b e r s , and P a r e n t s H a v e o f t h e E l e m e n t a r y T e a c h e r ' s
R o l e s " ( u n p u b l i s h e d E d. D . T he s i s , M i c h i g a n S t a t e U n i ­
v e r s i t y , 1956).

41
SL’o m a n d i d
in s c h o o l
f l i c t as

a major empirical

ad m i n i s t r a t i o n positions.
" th e e x p o s u r e o f

behavioral

expectations

the

He d e f i n e d r o l e

individual

in a g i v e n

con­

to i n c o m p a t i b l e

position."

37

Seeman

concludes

that

positions

of h i g h v u l n e r a b i l i t y w i t h m u t u a l l y c o n t r a d i c ­

t or y d e m a n d s .
leader

institutional

s t u d y of r o l e c o n f l i c t

Seeman

suggests that the public p l a c e s

in a p o sition of

d e m a n d s of h i m g r e a t e r
ing

that

c l a r i t y and d e c i s i v e n e s s r e g a r d -

study by Smith

unclear role expectations
expectations

Smith observed

on the e f f e c t s
showed

of clear a n d

ambiguous role

behavior

expectations

for

and

roles,

that w h e n

productivity

o n the p a r t o f g r o u p m e m b e r s .
study of variations

the t e a c h e r r ol e w h i c h r e l a t e
expectation categories,

The primary

increased.

r o le d e f i n i t i o n s a l s o p r o —

S n y d e r d i d an e l a b o r a t e

distance.

that

were clarified,

t h at u n c l e a r

defensive

specific

38

r e d u c e d g r o u p p r o d u c t i v i t y and

role expectations

a

b u i l t - i n c o n f l i c t and t h e n

r o l e t h a n it c o m m a n d s .
A

duced

leadership positions are

t h r u s t of h i s

39

in

to g e n e r a l

an d s o c i a l

s t u d y was t o w a r d

37

M e l v i n S e em a n, "Role C o n f l i c t and A m b i v a l e n c e
in L e a d e r s h i p , " A m e r i c a n S o c i o l o g i c a l Review, X V I I I
(1953), 373-80.
~^8 I b i d . , pp.
39

3 79-80.

E w a r t E. S m it h , " Ef f e c t s o f C l e a r and U n c l e a r
R o l e E x p e c t a t i o n s of G r o u p P r o d u c t i v i t y and D e f e n s i v e ­
n e s s , " J o u r n a l of A b n o r m a l P s y c h o l o g y , L V (1944), 2 13 -29.

42

a f u r t h e r r e f i n e m e n t of r o l e c o n c e p t s .
that e x p e c t a t i o n s
roles appear
held
did

held

for b o t h g e n e r a l and s p e c i f i c

to b e h i g h l y s t able.

the s am e e x p e c t a t i o n s
for

teachers
Bass

pal in T e n n e s s e e by

he found

Respondents

teachers

surveying

they k n e w as

the p u b l i c

school

in the

for h i g h

l i s t of d u t i e s

supervision of

acceptable student performance,

leading

staff,

and

teachers,

Role expectations

performed,
time

t h e school.

school p r i n c i p a l s were

recruiting new

and

f i e l d of Hi g h S c h o o l

t h at p r i n c i p a l s spend m o s t of their

identified

they

princi­

seventy-six principals

Using a check

a d m i n i s t r a t i o n and

generally

40

the r o le o f

twenty-five authorities
Administration.

for

in general.

studied

He c o n c l u d e d

in

Problems

encouraging

the t e a c h i n g

funding the budget.

41

for s e l e c t e d c o l l e g e a n d u n i ­

versity presidents w e r e studied

b y N el s on .

He c o n c l u d e d

that:
1.
2.

P r o s p e c t i v e p r e s i d e n t s s h o u l d be f a m i l i a r w i t h
e x p e c t a t i o n w h i c h b o a r d m e m b e r s h o ld for t h e r o l e
of p r e s i d e n t .
It is d e s i r a b l e for b o a r d m e m b e r s to b e a w a r e of
e x p e c t a t i o n s u p o n w h i c h t h e y and their i n c u m b e n t
p r e s i d e n t h o l d d i f f e r i n g p o i n t s of v ie w .
40

C l i n t o n Sn yder, " V a r i a t i o n s in E x p e c t a t i o n s
for the T e a c h e r Role, As R e l a t e d to G e n e r a l a n d S p e c i f i c
Roles, E x p e c t a t i o n C a t e g o r i e s , a n d S o c i a l D i s t a n c e "
( un p ub l is h ed Ph.D. d i s s e r t a t i o n , M i c h i g a n S t a t e U n i ­
v er s i t y , 1965).
41

F l o y d Bass, "D uties o f T e n n e s s e e H i g h S c h o o l
Principals," National Association of Secondary School
P r i n c i p a l s B u l l e t i n , X L V ( O c t o b e r , 1961) , 7 9 - 8 8 .

43

3.

It is d e s i r a b l e f or an i n c u m b e n t p r e s i d e n t to
familiarize hims e l f w i t h the expectations of
d i v e r g e n c e in o r d e r to b e t t e r u n d e r s t a n d t h e
board numbers position.
T h a t p r e s i d e n t s a n d b o a r d m e m b e r s should r e c o g ­
n i z e t h a t t h e r e a r e h i d d e n a r e a s of c o n f l i c t in
e x p e c t a t i o n s for t h e ro l e of c o l l e g e p r e s i d e n t . 42

4.

Alton Cowan
director
role

studied

the r o l e o f

in the F l i n t C o m m u n i t y

school

the b u i l d i n g
s y s t e m to d e t e r m i n e

e x p e c t a t i o n s h e ld b y r e l e v a n t g r o u p s .

7 4— item questionnaire

to d e t e r m i n e e x p e c t a t i o n s h e l d

the professional roles of
fessional

staff member,

c o m m u n i t y relations,
others"— defined

t ea cher,

regarding
directors,
tended

administrator,

and coordinator

Cowan

found

that

a random

and s o m e t i m e s

the s e l e c t e d

and

"significant
principal a d u l t

conflicting

adult education coordinators,

C o wan concluded

pro­

school

expectations

a s p e c t s of the p o s i t i o n .

hold decidedly different

for

s a m p l e of t e a c h e r s —

to a g r e e o n e x p e c t a t i o n s w h i l e

directors'

of

as b u i l d i n g d i r e c t o r s ,

education coordinators and
hold different

Using a

expectations

Building

and p r i n c i p a l s

teachers
fo r

tended

to

the p o s i t i o n .

th a t the c o n f l i c t b e t w e e n b ui l di n g

perceptions of

t h e r ol e a n d

teachers could create

serious

school

43
they were r e s o l v e d .

program unless

problems

th o s e held b y
for

the c o m m u n i t y

42

L a w r e n c e O. N e l s o n , "Role E x p e c t a t i o n s for
S e l e c t e d C o l l e g e and U n i v e r s i t y P r e s i d e n t s " ( u n p u b l i s h e d
P h . D . d i s s e r t a t i o n , M i c h i g a n S t a t e U n i v e r s i t y , 1960),
pp. 1 3 2 — 40.
43
A l t o n W. Cowan, " Th e F l i n t B u i l d i n g D i r e c t o r :
R o l e E x p e c t a t i o n s H e ld b y R e l e v a n t G r o u p s " ( u n p u b l i s h e d
P h . D . d i s s e r t a t i o n , M i c h i g a n State U n i v e r s i t y , 1960) .

44

Blue d i d a similar
director during

1970.

directly related
Cowan*s

study.

ferences

His

and

when comparing
schoo ls ;

(3)

than

studied dif­

in e x p e c t a t i o n s

for

as d e f i n e d by

p e r c e i v e d e x p e c t a t i o n s of c o m m u n i t y
parents,

principals,

(1 ) i n n e r - c i t y a n d

Blue did

and

(5)

no t find

and

teachers

non— inner-city
community school

p e r c e i v e d and a c t u a l

role segments,

comparing

was more

he

school director

(2 ) t e a c h i n g and r e l e a s e d

directors;

school

in t he p o s i t i o n

U s i n g the s u r v e y m e t h o d ,

school directors,

expectations;

g r o u p s of r ol e d e f i n e r s .
significant d i f f e r e n c e s when

i n n e r - c i t y and n o n - i n n e r —c i t y c o n f l i c t s of

expectations;
released and
differences

n o r did he

f in d d i f f e r e n c e s w h e n

teaching directors.
existing;

the d i r e c t o r s

In all c a s e s
exceeded

h o we v e r ,

in c o n f l i c t a n d d i f f e r e n c e s

the a c t u a l

of

focus,

a r e a s of c o n f l i c t

the p o s i t i o n o f c o m m u n i t y

(4)

s t u d y of the c o m m u n i t y

however,

He did

find

comparing
significant

between the expectations

and the p e r c e i v e d e x p e c t a t i o n o f other.

t h e d i r e c t o r ’s e x p e c t a t i o n

the e x p e c t a t i o n s

for t h e r o l e

of s i g n i f i c a n t o t h e r s

o n all

four r o l e s e g m e n t s .
Blue
ago,
still

found,

as C o w a n h a d d e t e r m i n e d

t h at d i f f e r e n c e s
existed

between

in e x p e c t a t i o n s
teachers

t e n ye a rs

for t h e p o s i t i o n

and d i r e c t o r s .

He

45
suggested
n ee d e d

that improved communications appeared

to c l o s e
Smith

the g a p of u n d e r s t a n d i n g .

studied

administrators,

board members,

Michigan communities
and the c o m m u n i t y .
larger,

expectations

attitudes

for t h e
He

found

toward

were

44

t ol d b y t e a c h e r s ,

and citizens

teacher role
th a t as

the

of three

in the s c h o o l
local

teachers became more

The m o s t r e s t r u c t i v e e x p e c t a t i o n s

for

to s t u d y

t he p r i n c i p a l ' s

position

in p u b l i c

to d e f i n e

s c h o o l s y st e m s .

45

role analysis

superintendent's

Sweitzer attempted

p e r c e p t i o n held

for the s u p e r i n t e n d e n t ' s role.

t he r e w e r e

great differences among

on role expectations
ceptions

li b er a l.

t h e n a t u r e a n d m a g n i t u d e of a g r e e m e n t

r ol e e x p e c t a t i o n and r o l e
groups

have used

position and

are a g r e w

the t e a c h e r r o l e

f o u n d in a r e a s d e f i n e d as v i l l a g e - r u r a l .
A n u m b e r of r e s e a r c h e r s

Sweitzer recommended

He

he l d

between

by various
found

the g r o u p s

(desir a bl e b e h a v i o r )

(actual b eh a vi o r)

to b e

and

that

studied
ro le p e r ­

for the p o s i t i o n .

t ha t the g a p b e t w e e n w h a t

" sh o u l d

44

F e r m i n K. Blue, "The F l i n t C o m m u n i t y S c h o o l
Director:
A n a l y s i s o f R o l e C o n f l i c t and E x p e c t a t i o n s "
( u n p u b l i s h e d Ph.D. d i s s e r t a t i o n , M i c h i g a n S t a t e U n i ­
v e r s i t y , 1970).
45

R e x B. Smith, ”A C o m p a r a t i v e S t u d y o f the E x p e c ­
t a t i o n s W h i c h T e a c h e r s , S c h o o l B o a r d M e m b e r s and C i t i z e n s
o f T h r e e S c h o o l D i s t r i c t s H a v e o f the T e a c h e r ' s R o l e in
S ch o ol a n d C o m m u n i t y " ( u n p u b l i s h e d Ed.D. t h e s i s , M i c h i g a n
State U n i v e r s i t y , 1960).

46

b e ” and

"what

is" be c l o s e d by m a k i n g

a greater effort

to c l a r i f y r o l e e x p e c t a t i o n s and r o l e p e r c e p t i o n s .
In the field o f
h as b e e n u s e d

Student Personnel,

model

a d v a n c e d by G r o s s

ment officer
fied an d

A

Seven groups were

to p o i n t o u t areas of a g r e e m e n t
Nonnamaker did

t o be s i g n i f i c a n t d i f f e r e n c e s

This

s t ud y

It did,

h ow e v e r ,

find

in e x p e c t a t i o n s h e l d

in-service

c o n s i s t e n t w i t h the 30 b d e s c r i p t i o n .

expectation

for c h i e f

in l a r g e u n i v e r s i t i e s .

for

He

the d u t i e s

of

education program

47

similar approach
student personnel
His

of

that there appeared

that a faculty committee defi n e

the p o s i t i o n and c o n d u c t a n

serve

for m a n y c a t e g o r i e s

the r o l e o f e n r o l l m e n t o f f i c e r s b y c o u n s e l o r s .

U p c r a f t u se d a

identi­

no one se t o f e x p e c t a t i o n s

the enrollment officer.

suggested

the

6 0 — item questionnaire based on

t h a t there w a s

the p o s i t i o n .

at

to s tu d y the r o l e of the e n r o l l ­

the s c a l e d e v e l o p e d b y G r o s s w a s used.

h e ld f o r

studies

Eldon Nonnamaker used

at M i c h i g a n State.

s u rv e ye d .

suggested

role theory

to c o n d u c t a n u m b e r o f e m p i r i c a l

Michigan State University.

46

study w a s

to s t u d y r o l e
administrators

empirically based

4 6 R o b e r t E. S w e i t z e r , "The S u p e r i n t e n d e n t ' s R o l e
in I m p r o v i n g I n s t r u c t i o n , " A d m i n i s t r a t o r ' s N o t e b o o k , VI
(April, 1958), 1-4.
47

E l d o n R. N o n n a m a k e r , "The R o l e of the E n r o l l ­
m e n t O f f i c e r at M i c h i g a n State University" (unpublished
Ph.D. d i s s e r t a t i o n , M i c h i g a n S t a t e U n i v e r s i t y , 1959),
pp. 83-93.

47
as w a s N o n n a m a k e r 1s ; a n d a l t h o u g h an e x h a u s t i v e e f f o r t
w as m a d e

to r e v i e w p e r t i n e n t

theoretical

literature,

concepts were used

of t h e r e s u l t s .

Upcraft

found

is a h i g h d e g r e e of c o n s e n s u s
nel A d m i n i s t r a t o r s as
four o f e i g h t y —o n e

to

few of the

in t he

actual analysis

in h i s

study

am o ng C h i e f

their role and

items under

that t h e r e

Student P e r s o n ­

funct i on s .

study w e r e

found

Only

to y i e l d

significant differences.^^
T h e m o s t c o m p r e h e n s i v e a p p l i c a t i o n of r o l e
to S t u d e n t
attempt

Personnel has b e e n made by

Bentley

t o c l a r i f y the c o u n s e l o r ' s r o l e .

heavily on
empirical
points o u t

the

theoretical

for his

in c o u n s e l i n g and

t he n a t t e m p t s

the p o s i t i o n of c o u n s e l o r .

to a p p l y

He a d v a n c e s

cepts which provide a m o r e comprehensive
understanding
be a p p l i e d

the r o l e of

the counselor

to the a n a l y s i s of

and the

thesis.

t he e x t e n t to w h i c h the t e r m

similar

in h is

He too d r a w s

w o r k of B i d d l e

r e s e a r c h of G r o s s

theory

Bentley

"role"
ro l e

is u s e d
t h eo r y

to

five r ol e c o n ­
framework

for

and which could

positions.

They

are:
1.
2.

R o l e E x p e c t a t i o n — w h a t o t h e r s e x p e c t an i n c u m b e n t
to d o .
R o l e C o n c e p t — w h a t a n i n c u m b e n t c o n c e i v e s h is
r o l e to b e .

48

L e e Up c r a f t , " R o l e E x p e c t a t i o n s for C h i e f S t u ­
d e n t P e r s o n n e l A d m i n i s t r a t o r s in L a r g e U n i v e r s i t i e s "
{ u n p u b l i s h e d Ph.D. d i s s e r t a t i o n , M i c h i g a n S t a t e U n i v e r s i t y ,
1967), p. 99.

48
3.
4.
5.

Role A c c e p t a n c e — what an incumbent will accept
of o t h e r s ' e x p e c t a t i o n s of h i m w i t h i n t h e f r a m e ­
w o r k of o n e ' s o w n r o l e p e r c e p t i o n .
R ol e P e r f o r m a n c e — w h a t o n e a c t u a l l y d o e s o n the
job.
Role C o n f l i c t — a v a r i a n c e in r o l e e x p e c t a t i o n s
and r o l e c o n c e p t i o n s .49
Bentley discusses

t h e p a r t they p l a y

in a so c ia l

e a c h p o i n t is c o n s i d e r e d
researchers

these points w i t h r e f e rence
i n t e r a c t i o n sy s te m .

in m o r e d e t a i l

in t h e c o u n s e l i n g

field.

to

Then

by other

O n e ha s a m u c h

greater

a p p r e c i a t i o n for

the c o u n s e l i n g

field a f t e r

reading

Bentley's commentary on counseling

and r o l e

theory.
Ivey a n d
of

the counselor

role

theory may

better describe
research

Robin agree with Bentley
needs

clarification.

provide a conceptual

"role"

suggest

th at

tool w h i c h m a y
In t h e i r

as a n o r m a t i v e c o n c e p t

d e a l i n g w i t h e x p e c t a t i o n s h el d

for

a p o s i t i o n and

"role

as w h a t a p e r s o n a c t u a l l y do es.

T he y f u r t h e r p o i n t o u t
conflicts develop when
maintaining,
identify

They

the r o l e o f the c o u n s e l o r .

they d e f i n e

behavior"

that the role

or

functioning

four b a s i c

49

there

that basic

ki n d s

is d i f f i c u l t y
in a r o l e

of r o l e

in a s s u m i n g ,

situation.

They

t y p e s of r o l e c o n f l i c t :

J o s e p h B e n t l e y , T h e C o u n s e l o r 's Role:
Com­
m e n t a r y and R e a d i n g s {New Y o r k : H o u g h t o n M i f f l i n C o mp a ny ,
19 6 8 ), pp. 74-84.

49

(1)

Role conflict

stemming

(2)

Role conflicts

internal

from rol e definers;
to t h e

role,

s u c h as

the

administrator/counselor controversy;
(3)

Role conflict
action with

(4)

s t e m m i n g from

the

Role conflict
the

stemming

individual and

I ve y a n d
considered

s oc i al

Robin

the role

in i n t e r ­

sy stem;
f ro m t h e

i n t e r action of

his role.

conclude that

t h e s e a r e a s m u s t be

if su c h d i m e n s i o n s of r o l e

conflict are

to be

clari^
f i e d .50
Student

Personnel Literature Related
to" th e P o s i t i o n of H e a d
Resident Advisor

A r e v i e w of
area

literature

shows a paucity of

positions.
with chief

T h e wo r k

d o e s n o t fin d

r e s e a r c h on s p e c i f i c

and

the D ea n of

information

stresses
50

the n e e d

Students.

Thus one
literature

t h e position.

Resident Advisor
College

the V i c e P r e s i d e n t

in the p r o f e s s i o n a l

The m ost comprehensive

in a m o n o g r a p h ,

personnel

t h a t has b e e n d o n e d e a l s p r i m a r i l y

to a d e q u a t e l y d e s c r i b e

Riker

student personnel

student personnel officers—

for S t u d e n t A f f a i r s

t h e H ea d

in t h e

information

is p r e s e n t e d

to d a t e o n

by H a r o l d R i k e r

H o u s i n g as L e a r n i n g C e n t e r s .
and

I ve y an d Ro b in ,
F r a m e w o r k , " pp. 2 9-37.

i m p o r t a n c e of p r o f e s s i o n a l l y

11Role T h e o r y ,

A Conceptual

50

trained

full-time

motivator,
f es s i o n .
should

staff

initiator,

to a s s u m e

an a c t i v e

and c o n s u l t a n t

Riker states

t h at a H e a d

st r e s s the c o n t i n u i t y o f

in the h o u s i n g

f u r t h e r p o i n t s o u t s o m e of
when

the h o u s i n g

recognition

staff

education

t h r o u g h o u t the

to b r o a d e n his per-

as an e d u c a t o r .

is not g i v e n a d e q u a t e

to f u n c t i o n as e d u c a t o r s

in the U n i v e r s i t y

is g i ve n ,

barriers develop which prevent housing

receiving adequate
promotions
at

the c o n f l i c t s

work

52

inherent

Riker does

dent personnel,

for u s e

and
in d e t a i l
a n d his

i n areas n e e d i n g m o r e

find

in p r o f e s s i o n a l

however,

continued

im portance of l e arning environment,
and programs

culture,

from

not l o o k

in s u c h a p o s i t i on ,

sta ffs

e v a l u a t i o n an d c l a r i f i c a t i o n .
One d o es

ties,

such r e c o g n i t i o n

consideration when salaries

is a l s o too g e n e r a l

specific

t h at u n l e s s

and o f t e n p r e v e n t s t h e m

ar e d e c i d e d .

He

s t a t u s nor

Riker s u g g e s t s

functional

51

the p r o b l e m s w h i c h c a n d e v e l o p

s et t i n g .

f ro m b e i n g

pro­

Resident Ad v i s o r

campus community and work constantly
s p e c t i v e and s t r e n g t h e n his r o l e

r o l e of

the n e e d

reference

security,

to

the p h y s i c a l

in r e s i d e n c e ha l ls .
f or

l i t e r a t u r e of s t u ­
the
facili­

The p r e s s of peer

stimulation,

and

identity,

“^ H a r o l d R i k e r , C o l l e g e H o u s i n g as L e a r n i n g C e n t e r s
(Wash in g to n :
The A m e r i c a n C o l l e g e Personnel A s s o c i a t i o n ,
1965) , p. 26.
5 ^ I b i d ., pp.

27-28.

51
the v a l u e of
s e ling,

and

s t u d e n t — f a c u l t y c o nt a c t ,
student

involvement

advising,

and c o u n ­

in c o m m u n i t y g o v e r n a n c e

are a l l c o m m o n t h r e a d s w o v e n i n t o e a c h s t u d y of s t u d e n t
h ou sing.

Yet nothing

is s a i d a b o u t

the p e r s o n e x p e c t e d

to f a c i l i t a t e s u c h a c t i v i t y — the H ea d R e s i d e n t A d v i s o r .
A work that has some significance
is a t h e s i s by D o n a l d W.
two h y p o t h e s e s
women

Head

in a s t u d y of

53

and

s tu d y

s t a t u s of

in c o l l e g e s

and

t h at w e r e m e m b e r s of the A s s o c i a t i o n o f
University Housing

T he y w e r e :

t hi s

Kilbourn examined

the r o l e a n d

Resident Advisors working

universities
College

Kilbourn.

for

(1)

Officers Association.

the p r o f e s s i o n a l

Advisors

is i n f e r i o r

f ac u lt y ,

and

s ta t us o f H e a d

to th a t of m e m b e r s

of

Resident

the a c a d e m i c

(2 ) c o l l e g e and u n i v e r s i t y h o u s i n g o f f i c e r s

do n o t a g r e e o n the r o l e s w h i c h H e a d

Residents

sh o ul d

play.
Kilbourn was able
that w o m e n

Head

members

the a c a d e m i c

of

a bl e t o p rove,

Residents

in p ar t ,

to s u b s t a n t i a t e
are

perceived

f a culty.
hi s

the h y p o t h e s i s

as i n f e r i o r

In a d d i t i o n ,

second hypothesis.

to

he w a s
He found

that h o u s i n g a d m i n i s t r a t o r s d i d n o t a g r e e on the a p p r o ­
priate disciplinary role

53

th a t w o m e n

Head

Residents

s ho u ld

D o n a l d W. K i l b o u r n , "A S t u d y o f the S t a t u s and
R oles o f He a d R e s i d e n t s in C o l l e g e s and U n i v e r s i t y R e s i ­
d e n c e H a l l s for W o m e n " { u n p u b l i s h e d Ed.D. t hesis, M i c h i g a n
S t a t e U n i v e r s i t y , 1959), p. 2.

52

play.

However,

they d i d agree o n e x p e c t a t i o n s

held for

a d m i n i s t r a t i v e p e r f o r m an c e.
K i l b o u r n 's fi n di n gs a l so
p r i m a r y e mp h as i s

found

s u gg e st e d t h a t the

in h o u s i n g p r o g r a m s w a s

the p r o ­

v i s i o n of food and s h e l t e r — the e d u c a t i o n a l m i s s i o n of
h o u s i n g was secondary.

He a l s o

found that in g e n e r a l

Head Re s id e nt A d v i s o r s w e r e n o t a d e q u a t e l y t r a i n e d

to

u n d e r t a k e the c o m p l e x d u t i e s o f c o u n s e l i n g and o r g a n i z i n g
educational p r o g r a m s . ^
Kilbourn recommended

th a t Head R e s i d e n t A d v i s o r s

s hould be p r o f e s s i o n a l l y t r ained

for the p os i tion,

they should be a f f o r d e d pay a n d p r o f e s s i o n a l
e q u i v a l e n t to that of the a c a d e m i c
universities

faculty,

that

stat us
and

that

should be t te r a r t i c u l a t e the e d u c a t i o n a l

m i s s i o n of r e s i d e n c e halls in the
that H e a d A d v i s o r s

total

s t r u c t u r e and

should o r g a n i z e and i m p l e m e n t p r og r a m s

to a c c o m p l i s h t h at missio n.
Kilbourn reaffirms

55
this p o s i t i o n

"The S tatus and Role of Head Re s i d e n t s . "

in a n article,
56

He argues

that r e s i d e n c e halls c a n and should m a k e a s i g n i f i c a n t
c o n t r i b u t i o n to the st udent's
ience.

total e d u c a t i o n a l

exper­

He s up p or t s his a r g u m e n t b y m a k i n g r e f e r e n c e

to

5 4 I b i d ., p.

4.

3.

5 5 I b i d ., p.

C c

Donald W. Kilbourn, "The Status and Ro l e of
He ad Reside n ts , " T h e P e r s o n n e l and G u i d a n c e J o urnal,
XXXIX, No. 3 (November, 1960), 203-07.

the r e c o m m e n d a t i o n s m a d e b y
cation

study group on housing,

the N a t i o n a l A s s o c i a t i o n o f
t r ators,

Student Personnel A d m i n i s ­

a n d the s u g g e s t i o n of E.

the r e c o m m e n d a t i o n s

G.

f o l l o w the s a m e b a s i c

"The Head

effective

implementation of a successful

living

prestige

as e d u c a t i o n a l

programs and personnel,

are

Also,

given

in t h e d e c a d e of t h e

expansion of

college

s t i l l w i t h us.

however,

status,

a nd

Advisor

in the c o n t e x t of

and h o u s i n g

n e e d to be u p g r a d e d .

h av e u n d e r g o n e c o n s i d e r a b l e change.
nel h a v e b e e n u p g r a d e d ;

of

residence halls

facilities;

raised

the e n o r m o u s

versity enrollment,

housing p r o g r a m

to f a c u l t y and

in g en eral,

These questions,
ju st b e f o r e

l i ne of

if the e d u c a t i o n a l p o t e n t i a l

is to be a c h i e v e d .

m u s t be v i e w e d

57

R e s i d e n t can be a k e y p e r s o n i n t he

H o u s i n g o f f i c e r s m u s t be m a d e e q u a l

group

and

Williamson.

t h ought:

e q u a l p a y an d

on Edu­

the r e c o m m e n d a t i o n s o f

the N a t i o n a l A s s o c i a t i o n of W o m e n D e a n s

Counselors,
All

the A m e r i c a n C o u n c i l

50'

and u n i ­

Housing p r o grams

P r o g r a m s and p e r s o n

the q u e s t i o n s o f pay,

the a p p r o p r i a t e r o le of

th e Head R e s i d e n t

h i g h e r e d u c a t i o n are y e t

unresolved.
Kilbourn's works
raising questions
his r e s e a r c h

about

a r e of s o m e
the

status of

f o c u s e s o n w o m e n Hea d

w h e n the p o s i t i o n w a s s t a f f e d

assistance
hou sing.

for
However,

R e s i d e n t s at a t i m e

p r i m a r i l y by u n t r a i n e d

54
housemothers

and when educational

programs

halls were relatively unstructured

and u n r e l a t e d

e d u c a t i o n a l m i s s i o n o f an i n s t i t u t i o n .
he m a d e ,

ho w e v e r ,

are

still g o a l s

Advisor.

Most of

administrative
made
did

literature

structures with

to h o u s i n g

staff.

a follow-up

study,

tutions

a few s p o r a d i c

some

In 196 5,
using

trends

howev e r,

Barbara

the models advanced
in an e f f o r t

Keller
by

to d e t e r m i n e

toward g r e a t e r r e c o g n i t i o n b y i n s t i ­

of the p r o f e s s i o n a l

responsibilities

a w o m a n ' s r e s i d e n c e hall.

q u e s t i o n s about

(a)

other

and

cursory reference

the d i r e c t o r of

status,

Resident

r e f e r s to p r o g r a m s

K i l b o u r n and C a m p b e l l and Da v is ,
if t h e r e w e r e

The r e c o m mendations

to the p o s i t i o n of Head

the

to the

to be a c h i e v e d .

In the d e c a d e of the 6 0 ' s,
r e f e r e n c e s are m a d e

in r e s i d e n c e

titles,

(c) e d u c a t i o n a l

fr i n g e b e n e f i t s

(b)

59

i n c i d e n c e of

background,

and

(d)

assigned

to

Keller asked
faculty
s a l a r y and

as i n d i c a t o r s of p r o f e s s i o n a l

recognition.
She f o u n d

that women working

in 1 9 6 2 w e r e m o s t o f t e n ca l l e d
"Directors."
and

"Housemother"

t h e te r m " c o u n s e l o r , "

mentioned.

Keller

59 B a r b a r a

was

in r e s i d e n c e h a l l s

" H e a d A d v i s o r s ” or
used

less

frequently

or s o m e v a r i a t i o n ,

concluded t ha t

was

s uc h f i n d i n g s

often
suggested

Keller, " S t a t u s , Role, T r a i n i n g and
S a l a r y o f R e s i d e n c e Hall D i r e c t o r s , " NAWDC J o u r n a l
(Summer, 1965), 179.

55

t ha t the c o n t r o l
ishing.
had

S he

c o n c e p t of th e p o s i t i o n m i g h t b e d i m i n ­

also

increased

found th a t r e s i d e n c e h a l l p o p u l a t i o n s

in s i ze and t h a t H e a d A d v i s o r s h a d

s ta f fs w o r k i n g

under

administrative

responsibility.

dents

indicated

increased

th e g r o u p

of

The m a j o r i t y of r e s p o n ­

reported

functions

those p e o p l e

significantly.

sampled

suggesting greater

counseling

frequently

fo r e d u c a t i o n a l

The percentage
had

t h us

t h a t t h ey h a d

a n d t h at t h e y m o s t
responsible

them,

H ow e v e r ,
that

only

they h e l d

f ro m e a r l i e r
b e e n made;

however,

no w a y c o m p a r a b l e
Thus,
been made

in

specialized

that

concluded

titles.

gap between Head Advisors

that

s tu died.

She

position,

that

However,
and

6 ° I b i d . , p.

indicated

salary data

in

so m e p r o g r e s s
training,

she a l s o

had
pay,

found a great

faculty o n all variables

institutions

181.

tr a in i n g .

f a c u l t y .60

suggested that mobility was
few

for p e o p l e

of H ea d A d v i s o r s w e r e

the a r e a s of p r o f e s s i o n a l

and a p p r o p r i a t e

suggesting

s o me i m p r o v e m e n t h a d

to those o f a c a d e m i c

Keller

cent of

sampled

C o m p a r i s o n of

suggested
salaries

thus

the n e e d

the g r o u p

f a c u l t y rank.

studies

in t h e u n i v e r s i t y .

degrees,

to h a v e m o r e

15 p e r c e n t o f

to i n d i v i d u a l s

T h i r t y — five p e r

had M a s t e r ' s

halls

responsibilities

holding academic degrees

t ha t i n s t i t u t i o n s w e r e r e c o g n i z i n g
in r e s i d e n c e

larger

had g i v e n

limited
f or m al

in the

56

r e c o g n i t i o n to

incumbents,

r e c o g n i z e d the

i m p o r t a n c e of r e s i d e n c e

cational

and

that

few i n s t i t u t i o n s
halls

t h at

the H e a d R e s i d e n t

Advisor personifies

the m y t h of

who does

for all s t u d e n t s — t r y i n g

all

as l a n d l o r d ,

things

counselor,

t ha t s t u d e n t s p e r c e i v e
ing a n d o f t e n p r e f e r

the p e r s o n n e l

and disciplinarian.
such role

to live w i t h p r o b l e m s

t h a t the p r a c t i c e of c o m b i n i n g

several

s ta f f m e m b e r m u s t be q u e s t i o n e d

interested

in p r o v i d i n g c o n d i t i o n s

to be r e s p o n s i v e
Greenleaf

members
extent

have been

to s t u d e n t

if

t h at

f or c e d

th a t t h e y h a v e

to

function
They argue

as

threaten­

rather

further

than
contend

functions under
i n s t i t u t i o n s are

t ha t p e r m i t H e a d
nee ds.

c o n c u r s w i t h B e d e r and

p o s i t i o n by s t a t i n g

a nd

They

generalist

61

ambiguities

s ee k o u t h e l p f r o m a H e a d A d v i s o r .

dents

to the e d u ­

community.
Beder and Rickard contend

one

h ad

62
Rickard's

"too o f t e n r e s i d e n c e h a l l
i nt o a

'con t r o l1 role

l os t e s s e n t i a l

their e f f e c t i v e n e s s as a d v i s o r s . "

She

a c l a r i f i c a t i o n o f ro l e a m b i g u i t y a n d a r g u e s

staff

to the

rapport with
63

R es i -

students

too c a l l s

for

that

^ H a r r o l d W. B e d e r and S c o t t T. Ri c ka r d , " R e s i d e n c e
H al l R e g u l a t i o n s a n d S t a f f Rules:
A S u b s t i t u t e M o d e l for
In L o c o P a r e n t i s , ” N A S F A J o u r n a l , IX, No. 1 (July, 1971) ,
57-61.
62 T, . ,
Ibxd., p .
6 3 E l i z a b e t h A. G r e e n l e a f , " R e s i d e n c e H a l l s
N A S P A J o u r n a l , VII, No. 2 (October, 19 67), 66-67.

1970's,"

57

expectations
She argues

h e ld

for s t a f f m u s t b e m a d e m o r e

t h at a n e d u c a t i o n a l

need exists

specific.

for the r e d e f i ­

nition of residence staff roles by institutions
"professional
ing

for

staff w i l l

i n d i v i d u a l g rowth,

of e d u c a t i o n a l
grating
cational
results

be e x p e c t e d

programs,

facilities

to

to p r o v i d e c o u n s e l ­

facilitate

the d e v e l o p m e n t

to a d m i n i s t e r a p r o g r a m

and p e r s o n n e l

inte­

i nt o a u n i f i e d e d u ­

s u b — s y s t e m o f the i n s t i t u t i o n ,
as a b a s i s

so that

for e d u c a t i o n a l

and

to e v a l u a t e

and a d m i n i s t r a t i v e

.
. 1164
decisions.
Pool

a t t e m p t e d to i d e n t i f y b e h a v i o r s o f H e a d

Resident Advisors perceived by
or

"retarding"

She used
ational
dents

to their

r e p o r t e d as

friendly

s mi l e,

and regard,

"enhancing"

a compliment,

an e x p r e s s i o n o f

reprimands,

unrequested

"enhancing"

emotional maturity.

t e c h n i q u e to s e c u r e

situ­

f r o m 195 f r e s h m e n and s o p h o m o r e s .

of r e s p o n s i b i l i t y .
included

feelings of

the c r i t i c a l -incident
responses

s t u d e n t s to be

by residents

included

an expression of
t rust,

a

interest

and the d e l e g a t i o n

Behaviors considered
suspicions,

Inci­

"retarding"

inconsistencies,

and

adv ice.

^ ^ I b i d ., p.

69.

65C y n t h i a Pool, "Head R e s i d e n t B e h a v i o r , " N a t i o n a l
A s s o c i a t i o n of W o m e n D e a n s a nd C o u n s e l o r s , XXX, No" 3
( S u m m e r , 19 67 ), 178.

58
Pool

concludes

t h a t H e ad A d v i s o r s

s t u d e n t d e v e l o p m e n t w h e n t he y v a l u e
respect

their opinions,

and

treat

contribute

students

to

as p e r s o n s ,

t h e m w i t h w a r m t h and

f r i e n d l i n e s s .^
Summary
In t h is c h a p t e r ,
ro le

theory

the o r i g i n a nd d e v e l o p m e n t of

ha v e b e e n p r e s e n t e d .

It h a s b e e n p o i n t e d o u t

that r o l e

theory

sci e n c e .

It has b e e n d e v e l o p e d p r i m a r i l y

anthropology,
major works

is a r e l a t i v e l y n e w c o n c e p t

sociology,

psychology,

from researchers

have been presented

through areas

and education.

to s h ow the g r o w t h o f r o l e

a s a th e or y in b e h a v i o r a l

to s h o w its v a l u e

as a tool for c l a r i f y i n g

in a s o c i a l system.

been given
have used

to d e s c r i b i n g
role concepts

Available
dealing with

articles

studies done

One

is i m p r e s s e d

a nd a n a l y z i n g

emphasis has

in e d u c a t i o n w h i c h

recognize

is

by the e x t e n t to w h i c h

ha l l h o u s i n g

179.

science and

Resident Advisor

point out

held

for

the a m b i g u o u s

residence advisory

such conflicts

for c l a r i f i c a t i o n o f ro l e and b e t t e r

6 6 I b i d . , p.

st u dy

f r om S t u d e n t P e r s o n n e l

expectations

Many writers

The

for an al y s i s .

literature

on residence

and mul t i t u d i n o u s
staff.

Specific

the p o s i t i o n of H e ad

also discussed.

of

in t h e v a r i o u s d i s c i p l i n e s

toward acceptance

positions

in b e h a v i o r a l

an d c a l l

a r t i c u l a t i o n of

59

e x p e c t a t i o n s by i n s t i t u t i o n s b u t l ittle is s u gg e st e d in
the w a y o f s ol u ti o ns

for the problem.

The f ol l o w i n g c h a p t e r p r e s e n t s
used

to d e s i g n the

the results.

study,

the m e t h o d o l o g y

g a t h e r the data,

and an a l y z e

C H A P T E R III
RESEARCH METHODOLOGY

T h e p u r p o s e o f t hi s
describe expectations
groups
State

study was

to anal y z e

and

h e l d by s i g n i f i c a n t r e f e r e n c e

for the r o l e of H e a d R e s i d e n t A d v i s o r a t M i c h i g a n
University.

Responses

r e s i d e n c e ha l l m a n a g e r s ,
administrators were
expectations

students,

tested

and

student

The

groups

affairs
in

for the p o s i t i o n

study was based

that t h e s e d i f f e r e n t g r o u p s w o u l d

f e r e n t and o f t e n

faculty,

to d e t e r m i n e d i f f e r e n c e s

h e l d by the v a r i o u s

of H e a d Resident Advisor.
assumption

by c o u n s e l o r s ,

conflicting expectations

on

the

ho ld d i f ­

for the

position.
T hi s

chapter will describe

t es t ed ,

the

m e n t of

the i n s t r u m e n t ,

of a n a l y z i n g

the h y p o t h e s e s

t a r g e t p o p u l a t i o n of the

study,

data collection,

and

to b e

t he d e v e l o p ­
the method

the data.
Hypotheses

The basic hypothesis
Chapter
cally,

I.

of this

T o be o p e r a t i o n a l i z e d

it is s t a t e d as a nu l l
60

and

study was

stated

tested statisti­

hypothesis:

in

61
T h e r e are no s i g n i f i c a n t d i f f e r e n c e s in e x p e c t a t i o n s
that residence hall counselors, residence hall m a n a ­
g er s , H ea d R e s i d e n t A d v i s o r s , S t u d e n t A f f a i r s P e r s o n ­
nel, facult y, a n d s t u d e n t s h o l d for the p o s i t i o n of
H e a d R e s i d e n t A d v i s o r at M i c h i g a n S t a t e U n i v e r s i t y as
m e a s u r e d by t h e i n s t r u m e n t d e v e l o p e d for t h i s study.
Five secondary

hypotheses

included

h y p o t h e s i s a r e a l s o b e i n g studi e d.
the n u l l

fo r m to b e

analyzed

in th e m a j o r

T h e y are s t a t e d

in

statistically.

A.

T h e r e a r e no s i g n i f i c a n t d i f f e r e n c e s in e x p e c ­
t a t i o n s h e l d b y the Head R e s i d e n t A d v i s o r for his
p o s i t i o n a n d t h o s e held b y r e s i d e n c e ha l l c o u n ­
s el o r s as m e a s u r e d by the i n s t r u m e n t d e v e l o p e d
for this s tu d y.

B.

T h e r e are n o s i g n i f i c a n t d i f f e r e n c e s in e x p e c ­
t a t i o n s h e l d b y the H ea d R e s i d e n t A d v i s o r for his
p o s i t i o n a n d t h o s e h e ld b y r e s i d e n c e h al l m a n a g e r s
as m e a s u r e d b y the i n s t r u m e n t d e v e l o p e d for this
study.

C.

T h e r e are n o s i g n i f i c a n t d i f f e r e n c e s in e x p e c ­
t a t i o n s h e l d by the H ea d R e s i d e n t A d v i s o r for his
p o s i t i o n a n d those held by S t u d e n t A f f a i r s P e r ­
son n el as m e a s u r e d by the i n s t r u m e n t d e v e l o p e d
for this s tudy.

D.

T h e r e are no s i g n i f i c a n t d i f f e r e n c e s in e x p e c ­
t a t i o n s h e l d by the H e a d R e s i d e n t A d v i s o r for his
p o s i t i o n an d t h o s e held b y f a c u l t y w o r k i n g in
r e s i d e n c e h a l l s as m e a s u r e d b y
the i n s t r u m e n t
d e v e l o p e d f o r t hi s study.

E.

T h e r e are n o s i g n i f i c a n t d i f f e r e n c e s in e x p e c ­
t a t i o n s h e l d by the He a d R e s i d e n t A d v i s o r for his
p o s i t i o n a n d t h o s e held b y s t u d e n t s l i v i n g in
r e s i d e n c e h a l l s as m e a s u r e d by
the i n s t r u m e n t
d e v e l o p e d f o r this study.
The S a m p l e
T h e null h y p o t h e s e s w e r e

professional

counselors

r e s i d e n c e hall m a n a g e r s ,

assigned

t e s t e d o n a s a m p l e of
to r e s i d e n c e

halls,

Head R e s i d e n t A dv i sors,

62
student affairs
f ac ulty,

administrators,

and undergraduate

i d e n t i f i e d as h a v i n g

university

students.

significance

college

These

groups were

for th e d e f i n i t i o n of

the position of Head Resident Advisor after
discussions with

extensive

a number o f H e a d Resident A d v i s o r s

regarding various

influences w h i c h advisors

to h a v e an i m p a c t on the w a y

considered

they perceived

the p o s i t i o n .

S e l e c t i o n o f t h e S ample
Counselors
All

full-time counselors

a s s i g n e d to r e s i d e n c e h a l l s

were

questionnaire.

T w e n t y of t h e

or

r e s p o n d e d to

6 7 per cent,

and c o u n s e l i n g

i nt e r n s

asked to r e s p o n d

thirty c o u n s e l o r s

to

the

surveyed,

t h e survey.

Residence Hall Managers
A l l r e s i d e n c e hall m a n a g e r s w e r e a s k e d
to t h e i n s t r u m e n t .
or

84 per cent,

Head

T w e n t y —o n e

responded to

o f the t w e n t y — fi v e m a n a g e r s ,

t he

questionnaire.

Resident Advisor
All professional

a s s i g n e d to
to r e s p o n d

f u l l - t i m e He a d R e s i d e n t A d v i s o r s

the u n d e r g r a d u a t e

residence halls

to t h e q u e s t i o n n a i r e .

t h i r t y — two H e a d
or

to r e s p o n d

Resident Advisors

86.6 per c e n t ,

responded

Twenty-six
included

in

were asked
of the
the s ample,

to the q u e s t i o n n a i r e .

63
Student Affairs Administrators
Student Affairs

administrators

Students Office wer e asked
T h i r t y of t h e
cent,

to p a r t i c i p a t e

thirty-five administrators,

i n the study.
or

85.6 p e r

responded to the questionnaire.
The

Of

f r o m the D e a n o f

total

this s a mple,

s a m p l e was

489,

or

to th e q u e s t i o n n a i r e .

composed

71.2 per c e nt ,

to r e s p o n d

it w a s d e t e r m i n e d

to t h e q u e s t i o n n a i r e w a s

the p u r p o s e s o f

chose

T h r o u g h the a s s i s t a n c e of t he

O f f i c e of R e s e a r c h C o n s u l t a t i o n
the r e s p o n s e

of 67 2 e l e m e n t s .

statistical

sufficient

that
for

analysis.

University College Faculty
A

list of University C o l l e g e

residence halls was
Natural Science,
Thought

Social

and L a n g u a g e .

c a l l y and n u m b e r e d
numbers,
study.

obtained

fifty

Humanities,

The l is t w a s

i n order.

study was m a i l e d

to the

arranged

s am p le

m a i l i n g and a t e l e phone

follow-up were

finally

thirty,

faculty

in M a r c h of

faculty was

1971 and

for t h e

instrument used

to the q u e s t i o n n a i r e b y

of

alphabeti­

selected

to i d e n t i f y

The

and A m e r i c a n

U s i n g a table of r a n d o m

faculty members were

to t e a c h i n g d i s c i p l i n e .

to

from the Departments of

Science,

No e f f o r t w a s m a d e

faculty assigned

or

for t he

1971.

n o t good.

Response

A second

completed

60 p e r cent,

sample returned the questionnaire.

according

in M a y

of th e

64
Students
Five h u n d r e d

students were

selected

r e s i d e n c e hall

population on a stratified

as e l e m e n t s of

the

s a mple.

A housing

the six complex areas was obtained
R e s i d e n c e Halls Assignments;
numbers,

100 s t u d e n t s w e r e

f r o m e a c h of t h e
f ie d by
give

sex p r i o r

7 2.4

TABLE

for e a c h o f

from the Office of

in size,

the

sample.

For

Re d C e d a r a r e a

into one unit prior

100 e l e m e n t s of th e s a m p l e w e r e d r a w n
f i v e areas.

The s a m p l e w a s

to t h e s e l e c t i o n o f

a l so s t r a t i ­

the elements

to

a n e qual d i s t r i b u t i o n of m e n and w o m e n .
Of

or

list

and u s i n g a t a b l e of r a n d o m

and West Circle area were combined
and

random basis

selected for the

the purposes of consi s t e n c y

to s e l e c t i o n ,

from the

500

students receiving a questionnaire,

per c ent,

responded

362,

to the s u r v e y .

3 - 1 . — T he m a k e - u p of the s a m p l e a n d the p e r c e n t a g e
of the s a m p l e r e t u r n i n g the q u e s t i o n n a i r e .
Sample

C o u n s e l o r s A s s i g n e d to
Residence Halls
R e s i d e n c e H al l M a n a g e r s
Head Resident Advisors
Student Affairs
Administrators
University College Faculty
Undergraduate Students
Total Sample

Number

Return

Percentage

30
25
32

20
21
26

67.0
84.0
86.6

35
50
500

30
30
362

85.6
60.0
72.4

672

489

71.2

65
Instrumentation
T he
developed

i n s t r u m e n t to b e used

by c o n s u l t i n g

for this

a selected

study was

n u m b e r of H e a d

dent Advisors,

students,

administrators

to d e t e r m i n e w h a t k i n d s of e x p e c t a t i o n s they

may hold

counselors,

Resi­

and s t u d e n t p e r s o n n e l

for the p o s i t i o n of Head R e s i d e n t A d v i s o r .

these

interviews,

These

items w ere

submitted

dence

ha l l

for r e v i e w .

staff

a list of

from these people,

300 s t a t e m e n t s w a s d e v e l o p e d .
to six p e r s o n s

f r om t h e r e s i ­

After reviewing suggestions

the n u m b e r of

300 to 97 a n d o r g a n i z e d

From

items w a s r e d u c e d

from

i n t o six s u b - s c a l e c a t e g o r i e s .

T h e s u b - s c a l e s we re:
Cl)

Expectations

for p r o g r a m

(2)

Expectations

for g r o u p a d v i s i n g

(3)

Expectations

for

(4)

Expectations

for d i s c i p l i n e

(5)

Expectations

for m a n a g e m e n t r e l a t i o n s

(6 ) E x p e c t a t i o n s
The
dence hall

individual

C o n s u l t a t i o n staff

advising functions

for a d m i n i s t r a t i o n

instrument was
central

functions

staff

then s u b m i t t e d

and

to t h r e e

to a m e m b e r o f

resi­

the R e s e a r c h

f r o m t h e C o l l e g e of E d u c a t i o n

for

r e v i e w and c r i t i c i s m .
Scaling
It w a s d e c i d e d
a Likert-Type

Scale,

that a summated

would

rating scale,

be a p p r o p r i a t e

for an

or

66

attitude

instrument

response

ranging

agree were

each

i t e m in

Values
of

as a l t e r n a t i v e s

asked

the

th i s n a t u r e .1

agree

disagree,

and

for

to s e l e c t o n e o f

to s t r o n g l y
the scale.

the c h o i c e s

ranging

f r o m 0 to

items,

4 was

3 to agree,

assigned

to

to the

2 to no r e s p o n s e ,

1 to

0 to s t r o n g l y d i s a g r e e .

t h a t a n y o n e o f the

responding

for

4 w e r e a s s i g n e d t o each

A n a t t e m p t w a s m a d e to c o n s t r u c t the
so

The

instrument.

t h e r e s p o n s e s . A w e i g h t of

strongly

F iv e d e g r e e s o f

from s t r o n g l y d i s a g r e e

selected

respondent was

of

instrument

f i ve a l t e r n a t i v e s c o u l d

any o n e of

be u s e d

in

the q u e s t i o n s .

Pilot Study
The
randomly
the

instrument was

selected

administered

subjects during

s e v e n t y - f i v e , sixty-two,

or

Fall

to s e v e n t y - f i v e
t er m o f

83 p e r cent,

1971.

Of

responded

to

t he q u e s t i o n n a i r e .
A
computed
modifying

frequency and

percentage of response

from the pilot data
and

for t h e p u r p o s e o f

t a b l e w as
fu r t h e r

i m p r o v i n g the i n s t r u m e n t .

^Fred Kerlinger, Foundations of Behavioral
R e s e a r c h (New York:
H o lt ^ R i n e h a r t and W i n s t o n , Inc.,
1964 ), pp. 4 84-85.

67
R e l i a b i l i ty
A reliability

s t u d y u s i n g the H o y t t e c h n i q u e was
2
instrument.
Th i s t e c h n i q u e is a two-

c o n d u c t e d o n the
way analysis

of variance computed

among

individuals

and

items.

TABLE

3-2.— Reliability coefficients
sub— scales.
Scales

computed

Ordinarily,

with

decided
Scales
the

.82
.90
.86
.74
.75
.88

.80

is c i t e d

coefficients;

staff members

t a t i o n an d

as an a c c e p t a b l e

h ow ever,

cutoff

after consultation

f r om t h e O f f i c e of R e s e a r c h c o n s u l ­

the S oc i a l S c i e n c e

that

six

Reliability Coefficient

Scale I
S c a l e II
S c a l e III
S c a l e IV
Scale V
S c a l e VI

on r e l i a b i l i t y

for the

Research Center,

the r e l i a b i l i t y c o e f f i c i e n t s

IV a nd V w e r e s u f f i c i e n t e n o u g h

it w a s

obtained

for

to p e r m i t u s e of

instrument.
A

final

ground material
measure

i n s t r u m e n t wa s d e v e l o p e d
and w a s u s e d

in the

final

s e l e c t e d j ob e x p e c t a t i o n s h e l d

f r o m t h is

back­

s t u d y to

for H e a d R e s i d e n t

Advisors.
2

C.
J. Hoyt, " T e s t R e l i a b i l i t y E s t i m a t e d
A n a l y s i s of V a r i a n c e , " F s y c h o m e t r i k a , VI (1941), 153-60.

by

68
Validity
V a l i d i t y of t h e

instrument was d e t e r m i n e d by

having three professional

student personnel workers

a content analysis of the

instrument.

r e v i e w of th e

they c o n c l u d e d

cover

instrument,

a representative

After

a systematic

t h a t it d i d

s a m p l e of the s u b j e c t u n d e r c o n ­

sideration.

Face Validity can also be claimed

instrument.

Subjects

in t h e p i l o t s t u d y

questionnaire did measure Head Advisor
T h i s o p i n i o n wa s

and Residence

reviewed

the

sulted

Residence

staff members,

and

reflects

their

t h a t the

Resident
Personnel w ho

Hall staff members.
students were co n ­

as the i n s t r u m e n t w a s d e v e l o p e d a n d

of q u e s t i o n s

for t h e

job expectation.

Hall Administrative

instrument.

Dean of Students

agreed

f u r t h e r s u p p o r t e d by H e a d

Advisors

do

comments

the final

list

and c o n s t r u c t i v e

criticisms.
A d m i n i s t r a t i o n of the Q u e s t i o n n a i r e
The q u estionnaire and a cover
t he p u r p o s e s of the
of

the s a m p l e d u r i n g

1971.

study were distributed
the s e c o n d w e e k of

to the m e m b e r s

s p r i n g t e r m of

A f o l l o w - u p l e t t e r a nd d u p l i c a t e q u e s t i o n n a i r e

were mailed

to n o n - r e s p o n d e n t s

first distribution.
a total

letter describing

of

4 89,

questionnaire.

Nine weeks

or 71.2

five w e e k s
after

p e r cent,

the

a f t e r the
first mailing,

had r e s p o n d e d to the

69
Statistical Analysis
The
fro m m a r k

responses of each subject were transposed

sense

sc o r e

s h e e t s to d a t a p r o c e s s i n g cards.

Data a n a l y s i s w a s p e r f o r m e d u s i n g e i t h e r
or the C . D . C *

the C. D . C .

3600

6 500 c o m p u t e r .

A M u l t i v a r i a t e A n a l y s i s of V a r i a n c e P r o g r a m w as
used to a n a l y z e
by the

six

interactions between the

sub-scales of

groups sampled
3
the questionnaire.
Following

the m u l t i v a r i a t e a n a l y s i s ,
was c o m p u t e d o n the t o t a l

a one-way an a l y s i s of v a riance
instrument,

treating

it as a

s in g le s c a l e .4
Post
w er e c o m p u t e d
to m o r e

hoc comparisons,

using the Scheff^ technique,

f o l l o w i n g t h e o n e - w a y a n a l y s i s of v a r i a n c e

precisely determine

areas o f d i f f e r e n c e b e t w e e n

the g r o u p s .^
The CISSR Overlay Program was
d e s criptive data
g
questionnaire.

f r o m e a c h of the

used

to c o m p u t e

items contained

in th e

^ J . D. Finn, M u l t i v a r i a n c e ;
F o r t r a n P r o g r a m for
U n i v a r i a t e and M u l t i v a r i a t e A n a l y s i s o f V a r i a n c e a n ?
Co—Variance' (B u f fa 1 o : S t a t e U n i v e r s i t y o f N e w Y o r k at
B u f f a l o , T9"67 ) .
4Ibid.
5

W i l l i a m L. H ays, S t a t i s t i c s f o r P s y c h o l o g i s t s
(New Y o r k :
Holt, R i n e h a r t and W i n s t o n , 1^64), p . 484.

ver s i t y ,

^ C I S S R O v e r l a y Pr o g r a m ,
Computer Center.

Michigan

State U n i ­

70
C o n t i n g e n c y ta b l e s s h o w i n g the

frequence a n d p e r ­

c e n t a g e o f r e s p o n s e s by ea c h g r o u p w e r e c o mp uted.
mean

A

sc o re and s t a n d a r d d e v i a t i o n for ea c h g r ou p ' s

r e s p o n s e to the i n d i v i d u a l
w e r e also computed.
n i f i c a n c e at the

items on the q u e s t i o n n a i r e

A chi square score m e a s u r i n g

.05 level w a s c o m p u t e d

sig­

to show d i f f e r e n c e s

b e t w e e n the r e s p o n s e s o f the six gr o u p s to each o f the
items.

U s i n g the p e r c e n t a g e responses,

e a c h of t he

items

w as r a n k e d o n the C r o s s l a n d S c a l e to sh ow d e g r e e s o f
c o n g r u e n c e or d i s a g r e e m e n t .
analysis,

7

F o l l o w i n g the s t a t i s t i c a l

a d e s c r i p t i v e a n a l y s i s o f the s ub - sc a l e s w a s

presented.
Chapter

7

IV p r e s e n t s an a n a l y s i s of the d at a .

Ronald Cr o ss l an d , "Role E x p e c t a t i o n s for C h i e f
A d m i n i s t r a t o r s o f C o m m u n i t y S er v i c e P r og r am s in S e l e c t e d
C o m m u n i t y C o l l e g e s in the U n i t e d States" (unpub l is h ed
Ph.D. d i s s e r t a t i o n , M i c h i g a n S t a t e Un iversity, 1971),
p. 62.
(Hereinafter re ferred to as "Role Expec ta t io n s. " )

C H A P T E R XV
A N A L Y S I S OF D A T A
Introduction
This c h a p t e r

is d e vo t ed to a p r e s e n t a t i o n and

a n a l y s i s of the d a t a g at h er ed

for the study.

The data

wer e a n a l y z e d by a M u l t i v a r i a t e a n a l y s i s of v a r i a n c e
t e c h n i q u e to d e t e r m i n e

if d i f f e r e n c e s

existed b e t w e e n

the s u b - g r o u p s o n the six s u b - s c a l e s of the q u e s t i o n n a i r e .
After

th e M u l t i v a r i a t e analysis w a s completed,

a one-way

a n a l y s i s of v a r i a n c e w a s used to a n a l y z e the q u e s t i o n n a i r e
as a s i n g l e scale.

S ch e f f e post

hoc c o m p a r is o ns w e r e

c o m p u t e d o n all p a i r w i se c o m p a r i s o n s

to d e t e r m i n e

s p e c i f i c d i f f e r e n c e s b et w ee n g r oups.

Next a Chi

test o f

Square

i n d e p e n d e n c e w a s c om p ut e d to d e t e r m i n e w h e r e

s p e c i f i c d i f f e r e n c e s e xisted b e t w e e n
the C h i Square a n al y si s ,

items.

Following

the p e r c e n t a g e r es p on s e o f each

g r o u p for e ac h item w as ranked a c c o r d i n g to the C r o s s l a n d
scale'*' to d e t e r m i n e d e g r e e s of c o n c e n s u s for e a c h o f the
s e l e c t e d role s e g m e n t s

^Cross l an d ,

included

in the q u e s t i o n n a i r e .

"Role E x p e c t a t i o n s , ” p.

71

62.

These data are presented descriptively

to s h o w a r e a s of

a g r e e m e n t a n d d i s a g r e e m e n t h e l d by t h e

sub-groups

selected respons i b i l i t i e s of

for t h e

the p o s i t i o n o f H ea d R e s i d e n t

Advisor.
The m a j o r
in s t a t i s t i c a l ,

findings of

descriptive,

interpretation of

the a n a l y s i s a r e p r e s e n t e d
table,

a n d g r a p h form.

the d a t a a n a l y s i s w i l l

be p r e s e n t e d

An
in

C h a p t e r V.
R e v i e w of t he S u b - G r o u p s and the
P r o c e d u r e s o f the S t u d y
As previously
in the study.
assigned

indicated,

T h e y are:

(1)

to r e s i d e n c e halls;

(3)

He a d R e s i d e n t A d v i s o r s ;

05)

University college

and

(6 ) S t u d e n t s

six g r o u p s a r e i n c l u d e d

Professional counselors
(2)

Residence

H a ll M a n a g e r s ;

(4) S t u d e n t A f f a i r s P e r s o n n e l ;

faculty assigned

(undergraduate

to r e s i d e n c e h a l l s

students

l i v i n g in r e s i ­

d e n c e h a l l s ).
A questionnaire containing ninety-seven
w i t h i n six s u b - s c a l e s w a s a d m i n i s t e r e d
to determine

their

Resident Advisor

expectations

a nd

to the six g r o u p s

for t h e r o l e of the H e a d

at M i c h i g a n S t a t e U n i v e r s i t y .

For the purpose of analysis,
a s s i g n e d to t h e

it e ms

scaled values were

i t e m s of t h e q u e s t i o n n a i r e .

the s c a l e v a l u e s are:
Strongly Agree
Agree
No O p i n i o n
Disagree
Strongly Disagree

4
3
2
1
0

T he

responses

73
Hypotheses
The major

t o be T e s t e d

n u ll h y p o t h e s i s of t h e

s t u d y st ates:

T h e r e a r e no s i g n i f i c a n t d i f f e r e n c e s in e x p e c t a t i o n s
t h a t r e s i d e n c e h a ll c o u n s e l o r s , r e s i d e n c e hall m a n a ­
g ers, H e a d R e s i d e n t A d v i s o r s , S t u d e n t A f f a i r s P e r s o n ­
nel, f a culty, and s t u d e n t s ho l d for th e p o s i t i o n o f
H e a d R e s i d e n t A d v i s o r a t M i c h i g a n S t a t e U n i v e r s i t y as
m e a s u r e d by the i n s t r u m e n t d e v e l o p e d for this study.
In a d d i t i o n to a n a l y z i n g
d i f f e r e n c e s b e t w e e n all
included

the d a t a

t h e groups,

five minor

in the m a j o r h y p o t h e s i s wi l l

specifically

to d e t e r m i n e

be

examined more

to i d e n t i f y a r e a s of p o t e n t i a l

for the p o s i t i o n .

hypotheses

role c o n f l i c t

T h e y are:

A.

T h e r e a r e n o s i g n i f i c a n t d i f f e r e n c e s in e x p e c ­
t a t i o n s h e l d by t h e H e a d R e s i d e n t A d v i s o r f o r h i s
p o s i t i o n and t h o s e h e l d by r e s i d e n c e hall c o u n ­
s e l o r s as m e a s u r e d b y the i n s t r u m e n t d e v e l o p e d
for t h is study.

B.

T h e r e a r e no s i g n i f i c a n t d i f f e r e n c e s in e x p e c ­
t a t i o n s he l d by t h e H e a d R e s i d e n t A d v i s o r for
his p o s i t i o n a n d t h o s e held b y r e s i d e n c e h a l l
m a n a g e r s as m e a s u r e d by the i n s t r u m e n t d e v e l o p e d
for th i s study.

C.

T h e r e are no s i g n i f i c a n t d i f f e r e n c e s in e x p e c ­
t a t i o n s h e l d by t h e H e a d R e s i d e n t A d v i s o r for hi s
p o s i t i o n an d t h o s e h e l d by S t u d e n t A f f a i r s P e r ­
s o n n e l as m e a s u r e d b y the i n s t r u m e n t d e v e l o p e d
for th i s study.

D.

T h e r e a r e no s i g n i f i c a n t d i f f e r e n c e s in e x p e c ­
t a t i o n s h e l d by th e H e a d R e s i d e n t A d v i s o r for
h i s p o s i t i o n a n d t h o s e held b y f a c u l t y w o r k i n g
in r e s i d e n c e h a l l s as m e a s u r e d b y the i n s t r u m e n t
d e v e l o p e d f o r t h i s study.

E.

T h e r e a r e no s i g n i f i c a n t d i f f e r e n c e s in e x p e c ­
t a t i o n s h e l d b y t h e H e a d R e s i d e n t A d v i s o r f or
h i s p o s i t i o n a nd t h o s e held b y s t u d e n t s l i v i n g
in r e s i d e n c e h a l l s as m e a s u r e d b y the i n s t r u m e n t
d e v e l o p e d for t h i s study.

74
T ests of Hy p o t h e s e s
Table

4.1 su m ma r i z e s

variate analysis
six g r o u p s o n
at the

t he results of

the M u l t i ­

for s i g n i f i c a n t d i f f e r e n c e s b e tween the

the si_x s u b —s c al e s.

A test

.05 level i n d i c a t e s t h a t there a re

for si g n i f i c a n c e
s i g n i fi c an t

d i f f e r e n c e s b e t w e e n the g r o u p s o n each o f t h e sub-scales.
Thus,

the m a j o r null h y p o t h e s i s c a n be rejected.

T A B L E 4 . 1 . — M u l t i v a r i a t e a n a l y s i s test for no d i f f e r e n c e
b e t w e e n g r o u p s o n the six s u b — scales o f t he qu e st i o n n a i r e .
M u l t i v a r i a t e Ta ble
V ar i a b l e
1.
2.
3.
4.
5.
6.

Pr o g r a m
Advising
S tudent
B eh avior
Management
L ia i so n
Ge neral A d m i n
istration
Indivi d ua l
Advising
Group
Advising

B et w ee n
Mean
Squares
332.99

d.f.

Univariate
F

5 a nd 4 83

7 .54

a

P
Less T h a n
0.0001
0.0001
0.0001

242.68

1 1 . 0 6a
^ .a
13.01

121.01

4 .4 7 a

0.00 06

204.53

9.0 la

0.0001

141.05

5 .00

0 .0002

321.85

a S i g n i f i c a n t at the

.05 level.

0 .0001

75
T a b l e 4.2 p r e s e n t s a g r a p h i c
of th e c e l l means for

th e six g r o u p s .

representation
The m e a n s c o r e s

s u g g e s t a h i g h d e g r e e of a g r e e m e n t o n e x p e c t a t i o n s
for t h e H e a d R e s i d e n t A d v i s o r to a s s u m e r e s p o n s i ­
b ility

for the areas of p r o g r a m a d v i s i n g ,

s t u d e n t behaviors,
agreement
ing a n d

group advising

a nd general a d m i n i s t r a t i o n .

is i nd i ca t ed

Less

in the a r e a s o f i n d i v i du a l a d v i s ­

li a i s o n r e s p o n s i b i l i t i e s w i t h r e s i d e n c e ha ll

management.

A vi s u a l

inspection o f c e l l m e a n s d o e s no t

suggest m a j o r d i f f e r e n c e s b et w e e n

t he e x p e c t a t i o n s held

by the H e a d R e si d en t A d v i s o r and t h o s e held b y o t h e r
s i g n i f i c a n t r e f e r e n c e groups for t h e se lected a r e a s of
r e s p o n s i b i l i t y m e a s u r e d by the s ub - sc a le s .

TABLE

4 . 2 . — Table of C e l l Means.
2

1

3
*—i

tn

p.
d
o

u
o

1.
2.
3.
4.
5.
6.

Counselors
Managers
H. R. A.
S.A.P.
Faculty
Students

e e
nj *h

H Cfl
cn -«-i
o >
U T3

P. C

6 1.95
62 .86
65 .08
68 .63
6 1. 4 3
64 .49

Cn
C
'H

a. u
P -H
o >

Vl TJ

54 .60
55.19
55.73
59.03
55.33
54 .18

id
p

T3 G
*rl -H
> »
■H -H

d >
g
M ft

32 .30
3 2. 7 6
36 . 31
37 .13
3 2, 7 0
32 .19

6

5

4
D

u

+j o
G H
0) >
xj m
3 x:
4J <1)

C
<u
e c
3 o
Cn co
C(J -rH
a oj

H

nj

l

W C

O

V C-h

(U
G g Id
0) T ) V

LQ CQ

E ^

u < n

54.45
60.24
55.34
59.16
55.20
53.72

28.75
32 .19
31. 92
32 .83
28 .93
28 .00

62.80
63 .76
66 .04
68 .10
65 .10
64 .03

76
F o l l o w i n g t h e c o m p u t a t i o n s of the M u l t i v a r i a t e
analysis of variance,
way

the d a t a w e r e a n a l y z e d b y a o n e ­

analysis of variance

t e c h n i q u e t r e a t i n g al l

contained

in t h e q u e s t i o n n a i r e

Table

reports

4.3

the results

as a s i n g l e

the

items

scale.

of t h e o n e - w a y a n a l y s i s

of v a r i a n c e .

T A B L E 4 - 3 . — O n e - w a y a n a l y s i s o f v a r i a n c e te st for no
d i f f e r e n c e b e t w e e n groups on the total instrument.
O n e - W a y A n a l y s i s of V a r i a n c e
S o u r c e of
Variation

D e g r e e s of
Freedom

Svun o f
Squares

Mean
Square

Between
Categories

47,501.11

5

9500.22

Within
C a t e g o r ies

334,585.03

483

692 .71

382,086.14

488

Total

f

P

1 3 . 7 la

<0.005

a S i g n i f i c a n t at t h e .05 level.
T h e v a l u e o f the
F r a t i o a t t h e .05 l e v e l of s i g n i f i c a n c e for 5 a n d 483
d e g r e e s o f f r e e d o m 2 .2 1 .

As

indicated

in T a b l e

4.3,

the o v e r a l l

is s i g n i f i c a n t ,

indicating

in e x p e c t a t i o n s

held by s i g n i f i c a n t reference

for

the

r ol e o f H e a d

University.
hypotheses

The
is

that there are differences

Resident Advisor

justification

further

F value

groups

at M i c h i g a n

State

for r e j e c t i n g t h e n u l l

s u p p o r t e d by

these

findings.

77
The S c h e f f ^ p o s t hoc c o m p a r i s o n ^ t e c h n i q u e w a s
u se d t o d e t e r m i n e m o r e s p e c i f i c a l l y w h e r e

there w e r e

d i f f e r e n c e s b e t w e e n groups.
T a b l e 4.4

i l l u s t r a t e s the c e l l m e a n s for the

g ro u ps u n de r s t u dy and shows all p o s s i b l e pair w i s e
c o m p a r i s o n s t h a t w i l l be c o m p u t e d to locate d i f f e r e n c e s .
The c o m p a r i s o n s of p r i m a r y

interest are those b e t w e e n

the Head R e s i d e n t A d v i s o r and ot h e r

significant reference

groups.
T A B L E 4 - 4 . — P o s t hoc c om parisons.
Group
1

Mean
Group
1.
2.
3.
4.
5.
6.

Mean

Head
R. A.
Couns
Mgt.
S .A.P
Fac.
Stu­
dents

252.62
236.00
248.38
269.57
238.37

2

5

4

3

Couns.

Mgt.

S.A.P.

Fac .

S tu dents

236.00

248.38

269.57

238.37

232.74

16.62

4.24
-12.38

-16.95
— 3 3 . 57a
-21.19

14 . 25
-2.37
10.01
3 1 . 20 a

1 9 . 88a
3.26
15.64
36.83a
5.63

232 .74

a

I nd i cates
b e i n g co mpared.

s i g n i f i c a n t d i f f e r e n c e s b e t w e e n g ro u ps

F o r m u l a to d e t e r m i n e the number of a l l pair w i se c o m p a r i sons:

2
* _ (N) (N-l) _ (6 ) (6-1) _ (6 ) (5) _ 30 _
* ------ 2-------------- 2-------------- 2-------- T ~ 1 5

^Hays,

p.

484.

^Ibid

.,

p.

473.

78
The

S c h e f f e post, ho c t e c h n i q u e

computing confidence
mean deviates

intervals

significantly

is a m e t h o d of

to d e t e r m i n e

from the p o p u l a t i o n mean.

A significant difference

is o b t a i n e d w h e n

confidence

not cross

interval does

if a s ample

the computed

zero.

T a b l e 4.5 is a s u m m a r y of t h e c o m p u t e d

Scheff£

pos t hoc c o m p a r i s o n s .
The results of
show that
between
(1)

the S c h e f f ^ p o s t hoc c o m p a r i s o n s

significant differences

e x i s t at t h e

.05 level

the m e a n s c o r e s o f :
Head

Resident Advisors

(2) C o u n s e l o r s

a nd

and

stude n ts ;

Student Affairs

Personnel;

C3)

S t u d e n t A f f a i r s P e r s o n n e l a n d f a cu l t y ,

(4)

S t u d e n t A f f a i r s P e r s o n n e l and s t u d e n t s .

and

No s i g n i f i c a n t d i f f e r e n c e w a s f o u n d b e t w e e n
mean

scores

of

the r e m a i n i n g c o m p a r i s o n s .

It m a y b e n o t e d

t h a t a p r i m a r y s o u r c e of

nificant differences was
Advisors and
students.

the

students and

f o un d b e t w e e n H e a d

sig­

Resident

S t u d e n t A f f a i r s P e r s o n n e l and

79
TABLE

4 - 5 . — R e s u l t s of S c h e f f ^ p o s t hoc c o m p a r i s o n s .
Sig—
nificant

Groups

Not
Significant

H .R . A .— C o u n s e l o r s
1 6.62
-10.68

-

2 7 .3 0
43 . 92

V N o t s i g n i f i c a n t at

.05

l e ve l

H .R .A .— M a n a g e r s
4.24 --- 2 6 . 8 5
-22.61
31 .09
A

¥ Not s i g nificant

at

.05 l e v e l

at

.05

H . R . A . — S .A . P.
-16.95 -41. 29

24.29
7.34

A

¥ Not s i g n i f i c a n t

level

H.R.A.— Faculty
14.25 —
- 10 . 04

2 4 .2 9
3 8. 5 4

A

¥ N o t s i g n i f i c a n t at

.05 l e v e l

H.R.A.— Students
19. 8 8 1.44

18.44
3 8 .3 2

¥ Significant at

.05 l e v e l

Counselors— Management
-12 . 38 28.44
-40
. 82
16.06
A
¥ No t s i g n i f i c a n t at

x
.05 level

C o u n s e l o r s — S .A .P .
-33.57 26.23
- 5 9 . 8 0 <r-V - 7 . 3 4
A

¥ Significant

at

.05 l ev e l

80
TABLE

4-5.— Continued
Groups

. g
nificant

r

8.

Not
Significant

Counselors— Faculty
-2.37
-28.60

-

26.23
23 . 86

A

¥ Not
9.

s i g n i ficant at

.05

level

x

at

.05 l e ve l

X

at

.05 l e ve l

X

s i g n i f i c a n t at

.05 l e v e l

X

C o u n s e l o r s — Students
3.26 -17.71

20.97
24.23

A

¥ N ot
10.

significant

M a n a g e r s — S.A.P.
-21.19 -41.11 ^

25.92
4.73

A

¥ N ot
11.

significant

Managers— Faculty
10.01
-15.91

-

25.92
35.93

A

¥ Not
12.

Managers— Students
1 5.64
-4.91
¥ No t

13.

-

20.55
36.19

s i g n i f i c a n t at

.05

level

Student Affairs— Faculty
31.20 ±
7.8 1 w

23.39
54.59

A

¥ S i g n i f i c a n t at
14.

.05

level

x

Student A f f a i r s — Students
36. 3 8 17.30
19 .08 <-+ 53 .68
A

¥ S i g n i f i c a n t at

.05 l e v e l

x

81
TABLE

4-5.— Continued.
Significant

Groups
15.

Not
Significant

Students— Faculty
5.6 3 i
- 1 1 . 6 7 --- 22.93
A

N ot

V

significant

S c h e f f e p o s t hoc

*1

- x2 t

Xx - x2 -

at

formula^

(/ ( J - D

( / (5)

.05 le v el
for

F i _ li

(2.39)a )

.95% c o n f i d e n c e

interval

( / M S w (fi + ji)

( / 692.72

+

where :
x = group m e a n .
J-l

= n u m b e r o f g r o u p s m i n u s one.

aF . .
=
v a l u e r e q u i r e d f or s i g n i f i c a n c e at
j-l, n-j
y
.05 l e v e l w i t h 5 a n d 4 83 d e g r e e s o f f r e e d o m .
MSw - mean

s q u a r e w i t h i n gr ou ps.
= the c o m b i n e d

1
groups

2
being c o m p a r e d .

1 I b i d ., p.

484.

reciprocal

o f e a c h of

th e

82
Summary of

Hypotheses

Findings

T h e m a j o r nu l l h y p o t h e s i s o f n o s i g n i f i c a n t d i f ­
ference b e t w e e n groups m u s t
is s u p p o r t e d
w h i c h shows
of

the

naire,

be r e j e c t e d .

T h is c o n c l u s i o n

by the m u l t i v a r i a t e a n a l y s i s
significant differences

six g r o u p s to t h e s i x

of v a r i a n c e

b e t w e e n the r e s p o n s e s

sub-scales of

the q u e s t i o n ­

by t h e o n e - w a y a n a l y s i s of v a r i a n c e w h i c h s h ow s

significant differences

between responses

g r o u p s to t h e total q u e s t i o n n a i r e ,

a nd

o f the six

b y us e of the

Scheff6 post

hoc technique which p e r m i t t e d

to p r e c i s e l y

l o c a t e the

the r e s e a r c h e r

s o u r c e s of d i f f e r e n c e

between

the g r o u p s .
The

Scheffd compa r i s o n s showed

by expectations do exist
and

students

Hypothesis
str ated,

between Head

Resident Advisors

th us p e r m i t t i n g the r e j e c t i o n of m i n o r

E.

No s i g n i f i c a n t d i f f e r e n c e s

however,

between

R e s i d e n t A d v i s o r s and t h e
Therefore,

that differences

expectations

we re d e m o n ­

h e l d by H e a d

r e m a i n i n g c o m p a r i s o n g roups.

t h e r e m a i n i n g m i n o r h y p o t h e s e s m u s t be

accepted.
In a d d i t i o n
researcher was
t he

specific

to t e s t i n g

interested

of

the i n d i v i d u a l

sca l es o f
for

in a f u r t h e r

items c o n t a i n e d

following discussion will
items

e x p l a n a t i o n of

in the q u e s t i o n n a i r e .

contained wit h i n

p u r p o s es .

the

The

f o c u s on a d e s c r i p t i v e a n a l y s i s

the questionnaire.

inferential

the h y p o t h e s e s ,

the six s u b ­

Findings will

not be u s e d

83

A n a l y s i s of t h e S u b — S c al e s
A s has b e e n
defines

indicated

earlier,

a role

his c o n c e p t i o n o f h i s p r o f e s s i o n a l

internalizing

t he

expectations of others,

"significant"

others who

on a regular basis.
to i d e n t i f y r o l e
others"

incumbent

r o l e by
e s p e c i a l l y the

i n f l u e n c e h is r o l e p e r f o r m a n c e

A p r i m a r y p u r p o s e of t h i s

e x p e c t a t i o n s h e l d by

s t u d y was

"significant

for t h e p o s i t i o n of H e a d R e s i d e n t A d v i s o r at

M i c h i g a n State U n i v e r s i t y and e x a m i n e

them c ritically

to p o i n t o u t the a r e a s o f c o n v e r g e n c e a n d d i v e r g e n c e of
expectations.
The
tabular

items o f e a c h s u b - s c a l e are r e p o r t e d

f o rm to s h o w the m e a n r e s p o n s e and

d e v i a t i o n of e a c h g r o u p to the q u e s t i o n s .
score

is r e p o r t e d

for e a c h o f

the

However,

since

not being made

from

item a n a l y s i s ,

ferences between groups
Concensus

by a scale similar
study of
munity
(1)

to

service programs
Significant

square

inferences

D e g r e e s of

by C r o s s l a n d ^

in c o m m u n i t y c o l l e g e s .

c o n c e n s u s — 75 p e r c e n t o r m o r e

p.

62.

are

significant dif­

in hi s

for a d m i n i s t r a t o r s o f c o m ­

i n o ne c a t e g o r y ;

^Crossland,

A chi

t h e i t em s a r e d e t e r m i n e d

to o n e d e v e l o p e d

role e x p e c t a t i o n s

answering

statistical

are n o t r e p o r t e d .

for g r o u p r e s p o n s e s

standard

items to s h o w o v e r - a l l

significance.

th e

in

(2)

S trong c o n c e n s u s — 65 pe r c e nt to 74.9 p e r cent
a ns w er i ng

in one c at e gory;

(3) L i mited c o n c e n s u s — 50.0 per c e nt to 64.9 p e r c e nt
(4) D i v e r g e n c e — less t h a n

50.0 pe r c e n t a n s w e r i n g

in

one c a te gory.
A plus
census
than
(->

is used

{+)

sign f o l l o w i n g the

indication of c o n ­

to in d ic a te p o s i t i v e s u p p o r t w h e r e m o r e

50.0 per c e n t o f a g r o u p a g r e e to an item.
s i gn f o l l o w i n g the i n d i c a t i o n of c o n c e n s u s

indicate opposition

A minus
is u s e d to

to an item w h e n 50 per c e n t or m o r e

o f a g r o u p a g r e e th at the i t em is an i n a p p r o p r i a t e e x p e c ­
t a t i o n for the p o s i t i o n of H e a d R e s i d e n t A d vi s o r .
A n a l y s i s of S u b - S c a l e I
T able 4.6 p r e s e n t s the i nd i vi d u a l
scale

items of s u b ­

I, e x p e c t a t i o n s for p r o g r a m r e s p o n s i b i l i t i e s .

indicated

in the table,

the c h i squ are a n a l y s i s

As

indicated

s i g n i f i c a n t d i f f e r e n c e s a t the

.05 per c e nt l evel for

e i g h t o f the s e v e n t e e n items.

No s i g n i f i c a n t d i f f e r e n c e s

were

report e d in n i n e
As T a b l e

items.

4.6 indic ates,

five of th e

i t e m s r e ce i ve d a s i g n i f i c a n t c o n c e n s u s

seventeen

f r o m the groups,

six of the items r e c e i v e d a s t r o n g c o n c e n s u s ,
r e c e i v e d a li m i t e d concensus,
g e n t r es p on s es

th r ee

and three r e c e i v e d d i v e r ­

from the g r o u p s .

TABLE 4-6,— Expectations for program responsibilities held for the Head Resident Advisor.
Legend:

"Couns." represents counselors assigned to residence halls; "Mgt." represents residence hall managers; "H.R.A*"
represents Head Resident Advisors; "S.A.P." represents Student Affairs Personnel; "Fac." represents university
college faculty teaching in residence halls; "Stu." represents a stratified random sample of undergraduate stu­
dents living in residence halls; "Group Total" represents the total response for all groups; column 8 represents
the chi square score obtained for the item; and columns 9 and 10 represent the .05 and .01 levels of significance.
"S“ is used to indicate a significant difference in these columns and "N.S." represents no significant difference.
The value of chi square required for significance at the .05 level with 20 degrees of freedom is 31.410; at the
.01 level the required value is 37,566.
In the first row, "Cone." represents the degree of concensus for the
item by each group and it is indicated over the percentage response.
"Sig." indicates significant concensus;
"St," indicates strong concensus; "Lt." indicates limited concensus; and "Div," indicates divergent opinion.
In
the second row, "la" represents the percentage of agreement for the item by the groups, and "Id" represents the
percentage of disagreement with the items by the groups.
In the fourth row, "m" represents the mean response of
each of the groups to the item. In row five, "s" represents the standard deviation for each group response to
the item. This legend also applies to Tables 4.7, 4.8, 4.9, 4.10, 4.11.

The Head Resident Advisor
Should:

4.

6.

Have primary responsibility for
the selection and training of
his staff.

Participate in regular
inservice education programs.

0

19.

Consult with staff and students before filling vacant
staff positions.

Work closely with other Head
Resident Advisors in coordmating programs and activities
among halls.

2

4

3

5

6

7

8

9

10

Group
Total

x2

05

01

68.23
28.45

St.+
72.40
24.33

43.225

S

S

41,504

S

S

42.583

S

S

27.602

NS

NS

Couns.

Mgt.

H.R.A,

S.A.P.

Fac.

StU.

St.+
70.00
20.00

Sig.+
85.71
14.29

Sig,+
100.00
0.00

Sig.+
96.60
0.00

St. +
66.66
30.00

st.+

m
3

2.85
1.14

2.90
1.18

3.65
.49

3.47
.57

2.51
1.30

12.59
1.29

2.72
1.24

Cone.
la
Id

St.+
65.00
15.00

Sig.+
90.48
4.67

Sig.+
92.31

0.00

Sig.+
96.67
0.00

St.+
66.67
13.33

St.*
70.91
7.21

St.+
73.79
6.96

2.65
1.09

3.14
.73

3.31
.62

3.63
.56

2.73
.94

2.89
.90

2.95
.90

Sig.+
85.00
10.00

St.+
66.67
23,B1

Sig.+
76.92
23.08

Sig.+
96,67
3.33

Sig.+
92.00
3.33

Sig.+
86.43
8.03

Sig.+
85.86
9.02

m
s

3. 20
1.11

2.43
1.16

2.85
1.22

3.27
.64

3.37
.76

3.30
.93

3.23
.96

Cone.
la
Id
n

St.+
68.42
10.53

St.+
71.43
14.29

Div,
46,15
34.62

Sig,+
86.67

0.00

Div.
46.67
26.67

Lt.+
53.59
17.96

Lt. +
56,15
17,83

2.68
.82

2.76
.94

2.12
1.14

3.10
.61

2.23
1.19

2,44
1.01

2.47
1.01

Cone.
la
Id

m
s
16.

1

Core.
la
Id

s

TABLE 4-6,— Continued,
0
The Head Resident Advisor
Should;

24.

30.

40.

17.

Lt.+
58.45
16.34

Lt, +
59.01
16.60

19,430

NS

NS

2.87
.78

2.53
1.01

2.59
1.03

2.59
1.01

Sig.+
76.92
7.69

Sig.+
83.34
3.33

Sig.+
83.34
10,00

Lt. +
62.88
14,96

St.+
66.60
13.73

30,185

NS

NS

2,62
1.02

2.77
.71

3.17
.79

3.00
,87

2.63
.96

2.69
.95

Lt.+
60.00
5.00

Sig.+
85.72
0.00

Sig.+
96.15
3.85

Sig.+
96.67
0,00

St.+
73.34
10.00

Sig,+
80.11
8.84

Sig,+
80.98
7.57

50.638

S

S

3.05
1.05

3,24
.70

3.23
,B2

3.63
.56

2.90
.92

2.96
.92

3.03
,91

St.+
65.00
20.00

Div.
42.65
28.57

Sig.+
80.77
11.54

L t .+
60.00
10.00

Lt. +
63.34
6.67

St.+
71,27
10.49

St.+
69.12
11.45

27.636

NS

NS

2,60
.99

2.19
1 .06

2.88
.86

2.67
.88

2.80
1.00

2.89
1.00

2.83
.99

52.447

S

S

50.059

s

s

2.05
.89

2.67
1.15

2.69
.97

Lt.+
60.00
15.00

Sig.+
76.19
19.05

2.50
1.00

Cone.
%a
id
m
s

Be the key personnel for
establishing an intellectual
environment in the residence
hall.

Cone.
la
id

Lt.25.00
55.00

Div.
42.36
26.57

Div.
30.77
38.47

Lt,+
63,33
20.00

Div.
43.66
46.66

Lt.19,06
51.10

Div.
23.93
47.44

m
s

1.53
1.05

2.24
1.14

1.96
1.04

2.57
1.17

1.73
1.17

1.60
.95

1.71
1.03

Assist students with problems
of socialization--social and
personal adjustment.

Cone.
ta
id

Sig.+
75.00
10.00

Sig,+
80.95
4.76

Sig.+
88.46
3.85

Sig,+
93.34
3.33

Lt.+
63.33
20.00

St.+
67.12
13.54

St.+
70,56
12.27

2.95
.94

2.90
.09

3.27
.78

3.10
.76

2.50
,90

2.63
.86

2.71
.87

m
s

10

Lt. +
56.67
20.00

Fac.

2

9

01

Sig,+
76,67
6.67

Cone.
ta
id

8

05

st,+
65.38
15.38

Cone.
4a
id

7

X

St,+
66.67
19.04

Spend as much time as possible
in the living areas talking
with students.

6

Group
Total

Div,
30.00
30.00

m
s

5

Stu.

S.A.P.

m
s
43.

4

H.R.A.

Cone.
la
id

Be trained in group dynamics
and sensitivity training
techniques.

3

Mgt.

Encourage students to plan
concerts, lectures, seminars,
and play readings in residence
halls.

Give consideration to the needs
of minority groups when select*
ing his undergraduate staff.

2

Couns.

m
s
32.

1

TAtLE 4-6.— Continued,
The Head Resident Advisor
Should:

53,

0

58.

68.

74.

91.

3

4

5

6

H.R.A.

S.A.P.

Fac.

Stu.

Group
Total

Sig. +
85.00
5,00

Sig.+
90.48
0.00

Sig.+
88.46
0.00

Sig.+
96,67
0.00

Sig.+
B6.67
3,33

Sig.t
86,74
3.32

Sig.+
87.53
2.86

3.15
,99

3.24
.62

3.12
.59

3.30
.53

3,00
.79

3.11
.72

3.12
.71

Cone.
la
Id

Sig.+
90.00
0.00

Sig.+
80.95
14.28

St.+
73.08
11.54

Sig.+
76,67
13.33

Sig.+
76.67
6.67

Sig.+
79.50
7.20

Sig. +
78.90
7.79

m
s

3.10
.72

2.86
1.20

2,92
1.09

2.73
.94

3.00
.87

3.01
.90

2.98
.92

Lt,+
50.00
20.00

Lt. +
52.38
14.28

Sig,+
76.92
7.70

St.+
73.33
16.66

Lt.+
63.34
23.33

Lt.+
64.34
15.39

Lt,+
64,42
16,56

m
s

2.50
1.19

2.33
1.02

2,73
.83

2.73
1.05

2.47
1.04

2.60
.95

2,59
.97

Cone.
ta
id

Lt.+
50.00
25.00

L t .+
57.05
33.33

Lt.+
50.00
34.62

St.+
66.67
20.00

Div.
43.34
40.00

Div.
40.33
37.29

Div.
43.76
35.58

m
s

2.30
1.08

2.38
1.24

2.19
1.10

2.63

2.07
1.08

2.04
1.03

2.11
1,05

Cone.
la
Id

Div.
40.00
25.00

Div,
47.62
38.09

St.+
69.23
11.54

70.00
10.00

Div.
43.33
26,67

Div,
35.08
34.53

Div.
40.29
31.08

2.25
.97

2.14
1.15

2.69
.84

2.63
.72

2.17
1.05

2.02
.98

2.12
.99

Encourage the organization or
Cone.
special interest living groups
la
such as "academic houses," "social Id
action houses," or "current issues
m
houses."
s

Lt.+
55.00
0.00

St.+
71.43
9.52

Lt. +
61,53
15.39

Sig.+
86.67
3.33

Lt.+
53.33
20.00

Lt.+
50.00
18.78

Lt.+
54.19
16,57

2,60
.60

2.81
.87

2.58
1.03

3.10
.71

2.37
.96

2.35
.96

2.44
.95

Organize programs and make infor­
mation available on such topics
as drugs, sexuality, alcohol,
self-identity, and personal
adjustment.

Cone.
la
Id

St.+
70.00
10.00

Sig.+
85.72

00.00

Sig.+
88.46
11.54

Sig,+
83.33
10.00

Sig.+
B6.67
10.00

Sig.+
75.14
11.88

Sig,+
77.30
11,04

m
s

2.85
.93

3.00
.55

3.12
.91

3.03
.89

3.00
.95

2.82
.95

2.87
.93

Use student advisory committees
to provide feedback on student
needs and concerns.

Cone.
ta
Id

Be trained in first aid and
safety procedures.

See that adequate recreational
facilities and programs are
made available to students.

Take the lead in instituting
new programs and activities
in the hall.

Organize study skills programs
for students needing academic
assistance.

Cone.
la
Id

1.00

st.+

9

10

05

01

19,926

NS

NS

17,248

NS

NS

19.735

NS

NS

20.393

NS

NS

34,389

s

NS

32.549

s

NS

17.353

NS

NS

7

Mgt.

m
s
85.

2

Couns.

m
s
56.

1

8
2
X

88
A significant concensus
groups
16.

( > 75.0%+)

felt that Head R e s i d e n t A d v i s o r s

of the

should:

C o n s u l t w i t h st a ff and s t u d e n t s b e f o r e f i l l i n g
v a c a n t staff positions.

All

six gr o u p s

s up p orted

t h i s item s t r o n g l y or s i g n i f i c a n t l y .
32.

G i v e c o n s i d e r a t i o n to the n e e d s of m i n o r i t y s t u ­
d e n t s w h en s e l e c t i n g his u n d e r g r a d u a t e staff.
All

groups e x c e p t c o u n s e l o r s

c a t e d s i g n i f i c a n t co n ce n su s
consideration

and

faculty

indi­

for g i v i n g p a r t i c u l a r

to m i n o r i t y st u de n ts .

Faculty

g a v e strong c o n c e n s u s to t h e idea w h i l e c o u n ­
selors indicated
53.

Use

limited c o n c e n s u s .

student a d v i s o r y c o m m i t t e e s to pr o v i d e

b a c k on s t u d e n t needs and c o n c e r n s .

Al l

feed'

six

g r o u p s i n d i c a t e d s i g n i f i c a n t c o nc e ns u s.
56.

Be trained in first aid and

s a f e t y p ro c ed u re s .

F i v e of the si x groups g av e a s i g n i f i c a n t c o n ­
c e n s u s to this item.

Head Resident Advisors

i nd i ca t ed a st r o n g c o n c e n s u s

(+73.08%)

for the

item.
91.

O r g a n i z e p r o g r a m s and m a k e
on

such t o p i c s as drugs,

self-identity,

information available

sexuality,

and p e r s o n a l

al c ohol,

adjust m en t .

All

g r o u p s except counsel o rs

i n d i c a t e d a si g n i f i c a n t

concensus

Counselors

for the item.

strong concensus

(+70.0).

indicated a

89
A

strong concensus

felt t h a t H e ad
4.

(65.0%

Resident Advisors

to 74.9%)

his

Student Affairs

staff.

counselors,

Personnel,

s t ud e nt s,

for the

Head

a significant concensus

the groups

sh o u l d :

Have primary responsibility
training of

of

Resident Advisors,

and managers

for

and

selection and

i t e m four,

indicated
while

faculty indicated

a

strong concensus.
6.

Participate

in r e g u l a r

in-service education.

Head Resident Advisors,
a nd m a n a g e r s

Student Affairs Personnel,

indicated a significant concensus

for i t em six,

while counselors,

dents a strong concensus
24.

Encourage

students

seminars,

and

concensus

faculty and
census

30.

indicated
students

for t h e

opinions

item.

about

item.

indicated

Resident Advisors

indicated

a limited

con­

Couns e l o r s held d i v e r g e n t

areas talking wit h students.

faculty

significant

a strong concensus while

S p e n d as m u c h t i m e as p o s s i b l e

a nd

ha l ls .

the e x p e c t a t i o n .

Resident Advisors,

in the

living

Managers,

Head

Student Affairs Personnel,

indicated

stu­

lectures,

in r e s i d e n c e

Head

and

item.

to p l a n c o n c e r t s ,

Personnel

for the

and m a n a g e r s

f or th e

play readings

Student Affairs

f ac ulty,

a significant concensus

90

for

item thirty while counselors

indicated
40.

a limited concensus

Be trained
training

techniques.

were mixed
indicated

to t h is

students

item.

(63.34)

for t h e items.

item.

and s e n s i t i v i t y

Head

(+80.77),

(+60.0),

Assist

adjustment.

g r o u p s — counselors,

managers,

students
gave

and S t u d e n t A f f a i r s

a l i mi t e d

19.

indicated
Work

to i t e m

concensus

concensus

(50.0%

to

Personnel— gave a
forty-seven while
and

Student Affairs

significant concensus

a nd

64.9%)

of

the
should:

Resident A d v i so rs
activities

Personnel

for

faculty

item.

t h at the H e a d R e s i d e n t A d v i s o r

in c o o r d i n a t i n g p r o g r a m s

the sub­

He a d R e s i d e n t

t o the

closely w i t h other Head

ha l l s .

F o ur o f

indicated a strong concensus

A limited
group

of s o c i a l i z a t i o n —

s o c i a l an d p e r s o n a l

significant concensus

group

training.

students with problems

Advisors,

and

indicated

a d i v e r g e n c e of o p i n i o n o n t h e value o f

47.

coun­

a limited c o n c e n s u s

Residence hall managers

d y n a m i c s an d s e n s i t i v i t y

groups

a st r on g c o n c e n s u s

Personnel

reflected

the

Resident Advisors

concensus

indicated

Student Aff a i r s

faculty

for the

T h e r e a c t i o n of

a significant

selors and
while

in g r o u p d y n a m i c s

and s t u d e n t s

among

indicated

item nineteen.

a

91
Counselors

and m a n a g e r s

census while
census.

students

indicated

indicated

a strong c o n ­

a limited c on­

Head R e s i d e n t Advisors

reflected

d i v e r g e n c e of o p i n i o n o n the item,
i ng n o r d i s a g r e e i n g

that

a

neither ag ree­

it is an a p p r o p r i a t e

job

expectation.
58.

See

that adequate

grams

are made a v a i l a b l e

dent Advisors
for

indicated

item thirteen,

showed

Encourage
living

or

Student Affairs

Personnel

th e item.

special interest

"current issues

" s oc i a l

houses."

indicated

significant

concensus

for i t e m e i g h t y - f i v e .

Hall managers

indicated

strong concensus.

remaining groups

indicated

limited

any one category)
in g i t e m s

43.

for

"academic houses,"

act i o n houses,"

concensus

Divergent opinions

or may

Resi­

The r e m a i n i n g g r o u p s

concensus

s u c h as

Head

Student A f f a i r s Personnel

the o r g a n i z a t i o n of

groups

and p r o ­

a significant concensus

while

a limited

facilities

to s t u d e n t s .

strong concensus.

indicated
85.

recreational

(less

were held

i n d i c a t i n g t h at

by

the

The

for t h e

than

50.0%

the gr o u p s

item.
indicated

for the

in

follow­

Head Resident Advisor m a y

not:
Be

th e k e y p e r s o n n e l

lectual

environment

for e s t a b l i s h i n g
in the r e s i d e n c e

an i n t e l ­
hall.

92

Student Affairs
concensus
selors

Personnel

in f a v o r of

and students

indicated

limited

it e m f o r t y - t h r e e .

Coun­

i n d i c a t e d o p p o s i t i o n to the

item.
68.

Take

the

lead

activities
indicated

in t he h all.

while

Student Affairs

strong concensus

Counselors,
indicated

in i n s t i t u t i n g n e w p r o g r a m s a nd

managers,

for

item

and H e a d

sixty—e i g h t .

Resident Advisors

a low limited concensus

f ac u l t y a n d s t u d e n t s

Personnel

for the i t e m

indicated

a divergence

of opinion.
74.

Organize

study

ing academic
a nd

skills programs

assistance.

Student Affairs

concensus

for i t e m

r e m a i n i n g groups
o p i n i o n o n the
A n a l y s i s of

Personnel

Resident Advisors
indicated

a strong

seventy— f o u r ; however,

expressed

the

a d i v e r g e n c e of

item.

the

square a n a l y s i s

differences were
As T a b l e

indicated

significant d i f ­

.05 l e v e l b e t w e e n the g r o u p s o n

the sixteen questions

received

Head

students n e e d ­

S u b — Scale II

The chi
ferences at

for

in t h e sub scale.

found o n

No

five o f

significant

e l e v e n of t h e q u e s t i o n s .

4.7 i n d i c a t e s ,

four o f

significant positive concensus

significant negative concensus.

Six o f

the

sixteen items

and one received
the

it e ms r e c e i v e d

TABLE 4-7.—

Expectations for group advising.
0

The Head Resident Advisor
Should:
8.

10.

5

6

7

8

9

10

x2

05

01

54.309

S

s

53,776

s

s

42,655

s

s

34.489

s

NS

38.411

s

s

45.554

s

s

Couns.

Mgt.

H.R.A.

S.A.P.

Fac.

Stu.

Group
Total

Lt.+
60.00
10.00

Sig.+
90.48
4 .76

Sig.+
100.00
0.00

Sig.+
96.67
0.00

Sig.+
93.34
3.33

Sig.+
80.61
10.25

Sig.+
82.99
8.40

2.65
1.04

3.43
.81

3.50
.51

3.67
,56

3.23
.92

2.94
.94

3.04
.92

Serve as a model for students
through his own actions and
patterns of living.

Cone.
fa
Id

L t .+
55.00
25.00

Sig.+
95.24
4.76

Sig.+
84.62
11.54

Sig.+
96.67
3.33

Lt.+
53.33
16.66

Lt.+
55.52
20.99

L t ,+
61.27
18,65

2.50
1.36

3.33
.91

3.15
.97

3.50
,68

2,40
1.13

2,50
1,16

2.63
1.16

St.10.00
70.00

Div.
33.33
28.97

St.3.85
73.08

Div.
26.67
46,67

St.10.00
66.67

St.8.56
68,78

St.10.63
65.85

1.10
1.12

2.05
.97

.96
.87

1.67
1,03

1.13
,97

1.10
.94

1.17
.98

Lt.+
55,00
5.00

St.+
71.43
9.52

Sig, +
92.31
3.48

Sig.+
76.67
6.67

st.+
66.67
20.00

Lt,+
57,46
13.81

Lt, +
61.55
12.68

2.60
.75

2.76
1.00

2.92
.48

2,90
.80

2.53
.90

2.50
.90

2.56
.89

Div.
45.00
00.00

Div.
23.81
28.57

Div,
23.08
11.54

Div.
98.28
24.14

Div.
46.67
6.67

Lt, +
51.11
6.63

Div,
47.75
8.61

2.55
.69

1.95
1.07

2.15
.67

2.31
1.04

2.53
.82

2.56
.85

2.49
.87

Sig.+
BO.77
7,69

Sig.+
76.67
10.00

St.+
73.34
20.00

St.+
66.57
18.51

St.+
68,71
17.18

3.00

3.13

2.53

2.5B

2.65

.85

1.01

1.04

1.01

1.02

Act as editorial consultant
to house and hall news­
papers.

Cone.
fa
td

Act in an advisory capacity
to Ad. Hoc. qroups as they
develop in the hall.

Cone.
ta
Id

Socialize with residents
outside the h^ll.

Cone.
fa
td
m
s

26.

4

m
s

m
s
22.

3

Cone.
fa
%d

m
s
18.

2

Interpret and explain uni­
versity philosophy, policies,
expectations, and regulations
to individual students and to
student groups in the hall.

m
s
13,

1

Serve as chief advisor to the
hall student government program
and should attend hall govern­
ment meetings,

Cone.
ta
td
m
s

Lt.+
55.00
15.00
2.50
1.05

Sig.+■
85.72
14,28
3.05
1.12

TABLE 4-7 .-‘-Continued.
0
The Head Resident Advisor
Should:
33.

34.

35.

39.

4

5

6

7

8

9

10

H.R.A.

S.A.P.

Fac.

Stu.

Group
Total

*2

05

01

5 t.+
6 5.00
20.00

S i g .+

80.96
0.00

Sig.+
80,77
7.69

Sig.+
80.00
6.67

st.+
60.97
10.34

Lt. +
58.73
17.7 3

Lt, +
63,04
15.40

28.074

NS

NS

2.65
1.04

2.95
.59

2,96
.82

3.10
.99

2,B3
,93

2,53
1,01

2.63
1.00

Lt.+
55.00

Lt.+
61.91
19.05

L t .+
61,54
23.08

Sig.+
75,86
6.90

Div.
43,34
23,33

Div.
36.19
32.32

Div.
42.2 2
28.69

44.544

S

S

2.40
.88

2,62
1.16

2.46
1,07

2.97
.98

2.30
,95

2.04
1.05

2,17
1.06

St.+
70.00
15.00

Sig.+
90.48
9.52

Sig.+
96.15
3.85

Sig,+
96.67
0.00

St,+
70,00
13.33

St.+
72.10
12.15

Sig.+
75.46
11.04

37.703

S

S

m
s

2.80
1.01

3.10
.83

3,23
.65

3.50
.57

2,70
.99

2.75
.97

2.83
,95

Cone.
ta
td

St.+
70.00
20.00

5t.+
71.43
14.28

St.+
73,08
7.69

St.+
70.00
3.33

St,+
70.00
13.34

Lt.+
54.58
22.99

Lt,+
58,19
19.88

33.633

s

NS

2.70
1.17

2.86
1.15

2.69
.68

2,93
.94

2.50
1.01

2.39
1.07

2.48
1.06

Div.
15.79
47.37

Sig.14.28
76.19

Sig,11.54
76.92

St.10,00
66.67

Lt,23.34
60.00

Lt.28.73
50,00

Lt.25,82
54,10

25.259

NS

NS

1.63
.85

1.29
1,15

1.23
.95

1.50
1.25

1.60
1.10

1.79
1.12

1.70
1.12

Cone,
ta
td

Provide training for student
government officers and com­
mittee members which will
better enable them to carry
out their elected functions.

Cone.
ta
td

Encourage residents to estab­
lish social policies and regu­
lations to govern the hall.

Cone.
ta
td

Not influence elected student
officers through advice or
organized training programs.

3

Mgt.

m
s

m

s

m

s
44.

2

Coung.

Coordinate and administer an
orientation program for new
students to help them adjust
to the hall and the uni­
versity.

In addition to providing
alternatives to a topic or
a concern, make his position
known on the subject.

1

Cone.
ta
td
m
s

20.00

TABLE 4-7.— Continued.
0
The Head Resident Advisor
Should:
57 ,

67,

76,

3

4

5

6

7

S.A.P.

Fac.

Stu.

Group
Total

X

05

01

42.682

S

S

74.641

s

s

30.003

NS

NS

17.592

NS

NS

24.552

NS

NS

St,4
69.23
19.23

Sig. 4
83.34
3.33

Sig, 4
80.00
6.67

Sig.4
79,84
12.19

Sig. 4
76.64
12.70

m
s

3,10
1,02

2.10
1.01

2.77
1.57

3.07
,74

3.13
.90

2.94
.98

2.92
1.01

Act as a representative
for the students rather
than the administration.

Cone.
ta
td

Div.
45.00
35.00

st.14.29
66.67

Div.
19.23
38.57

Div,
30.00
46.66

Div.
53.34
13.33

Lt.4
59.39
15.74

Lt.4
52,55
21.68

2.20
1.20

1.29
.96

1.77
.82

1.73
1.11

2.57
.94

2.62
1.01

1.73
1.07

5t.15.00
70.00

st.23.81
72,67

Sig.3.85
88.46

Sig,13.33
76.67

Sig.6.67
80.66

Sig.4.09
79.55

Sig,7.15

m
5

1.3S
1.04

1.48
1.12

1.04
.60

1.27
.83

1.17
.75

1.03

.77

1.09
.80

Cone.
ta
td

Sig.+
90.00
5.00

Sig.4
80.95
19.05

Sig.4
92.30
3.85

Sig.4
86.07
6.67

Sig.4
83.33
10.00

Sig. 4
B6.74
5.52

Sig.4
86.70
6.34

3.35
.81

2.81
1.12

3.12
.65

3.07
.78

3.10
.92

3.14
.83

3.12
.84

Lt.4
55.00
30,00

Lt.4
52.38
38.09

St.4
73,07
23.08

St. 4
66.67
26.67

Sig,+
80.00
6.67

St.4
71.73
14.41

St.4
70.49
16.B0

2.35
1.10

2.14
1.11

2,77
1.11

2.60
1.10

3.00
.83

2.76
.96

2.72
1.00

Let students assume responsi­
bility for their social and
recreational activities.

Function primarily as a
counselor and advisor to
students.

Cone.
ta
td
m
s

10

H.R.A.

Div,
47.62
42.86

Cone,
ta
td

2

9

Mgt.

Sig. +
60.00
5.00

Focus his efforts primarily
on the organized student
government groups in the
residence hall.

8

Couns.
Cone,
ta
td

m
5
90.

2

Encourage students to partici­
pate in the selection and
evaluation of residence hall
staff.

m
s
71.

1

96
strong support.

O n e of t h e

items received positive

limited c o n c e n s u s while o n e received
concensus.

Two received

negative

t w o it e ms r e c e i v e d d i v e r g e n t
A
groups
8.

( > 75.0%+)

I n t e r p r e t and e x p l a i n u n i v e r s i t y
expectations,

of

the

should:

philosophy

and r e g u l a t i o n s

to

individual

students and

to s t u d e n t

g r o u p s in

the halls.

F i v e of t h e

six g r o u p s

indicated

significant support
however,

fo r the item.

indicated only

Counselors,

limited c o n c e n s u s

the

item.

The r e p o r t e d m e a n s c o r e

was

a l s o m u c h l o w e r t h a n the o t h e r

Encourage
a nd
were

strongly

government.
Advisors,
cated

groups.

to g o v e r n the hall.

Head

policies

All groups

s u p p o r t i v e of s t u d e n t
Hall m a n a g e r s ,

self-

Resident

and S t u d e n t A f f a i r s P e r s o n n e l

over

90.0 p e r

for

for counselors

residents to establish social

regulations

and

f r o m t h e gr oups.

t h a t the H e a d R e s i d e n t A d v i s o r

policies,

35.

strong concensus,

responses

significant concensus

f e lt

significant negative

cent agreement

for

indi­
the c o n ­

cept .
57.

Encourage

students

to participate

in

t he

s e l e c t i o n and e v a l u a t i o n of r e s i d e n c e
s taff.

F o u r of t h e

six groups

indicated

nificant

concensus

in

selection and evaluation.

staff

f o r the

hall
sig­

idea o f p a r t i c i p a t i o n
Head Resident

Advisors

indicated

strong concensus

w h i l e hall m a n a g e r s
opinion.

reflected

for

th e

idea

a d i v e r g e n c e of

F o r t y - t h r e e p e r c e n t of the m a n a g e r s ,

however,

were

opposed

to t h e

i d ea of s t u d e n t

participation.
Let

students

social

and r e c r e a t i o n a l

indicated
A

assume responsibility

f el t that

activities.

significant support

strong concensus
the H e a d

S e r v e as a m o d e l

( > 65.0%

to 74.9%+)

students

sharply divided

c on cept;

Advisors,

and Student A f f a i r s

cated a significant concensus
faculty,

a limited c o n c e n s u s

and

and

for the

in t h e hall.

Student Affairs

nificant concensus
faculty
selors

All groups were
they were

indicated

He a d R e s i d e n t
Personnel— indi­
for the

item;

students only

in an a d v i s o r y c a p a c i t y

they develop

th e

i n t h e i r d e g r e e of su p po r t.

the g r o u p s — m a n a g e r s ,

Act

of

should:

however,

Three of

counselors,

groups

t h r o u g h hi s o w n

actions and p a t t e r n s of living.
supportive of this

All

for thi s c o n c e p t .

Resident Advisor
for

for t h e i r

indicated

idea.
to Ad Hoc
Head

Personnel
for th e

while

groups

Resident Advisors

indicated

item.

as

a sig­

Managers

and

a strong concensus while c o u n ­

and s t u d e n t s

indicated

a limited concensus

98

for

the

item.

The d a t a would

in a t t i t u d e a m o n g

26.

staff

Serve

Student Affairs

attend

Head

Personnel

student
hall g o v e r n ­

Resident Advisors,
indicated

signifi­

cant concensus

f or the e x p e c t a t i o n

t h a t the H e a d

Advisor

be c h i e f

student

should

government.

Faculty

strong concensus
indicated
33.

need

groups.

should

Managers,

Stu­

s t u d e n t s on t h e

as c h i e f a d v i s o r to the h a l l

g o v e r n m e n t p r o g r a m and

a nd

and

in p u t w i t h Ad Hoc

ment meetings.

a division

Head Resident Advisors,

dent Affairs Personnel,
for

suggest

new students

and

the university.

indicated

this concept.

for

an o r i e n t a t i o n p r o g r a m

T h r e e of t h e

to the h a l l

g ro u ps ,

man­

and S t u d e n t A f f a i r s

significant concensus

Counselors

support

while counselors

help them adjust

id e a s t r o n g l y w h i l e

limited

idea,

indicated a

concensus.

He a d A d v i s o r s ,

Personnel

the

to

to

students

administer

f or

agers,

and

for the

a limited

C o o r d i n a t e and

advisor

the

and

faculty

students
idea o f

for

supported

indicated
an o r i e n t a t i o n

program.
39.

In a d d i t i o n to p r o v i d i n g a l t e r n a t i v e s
or concern,
ject.

make

All groups

his p osition
except

to a t o p i c

k n o w n on the

students

indicated

sub­

99

strong support

for t h e

item except

students.

T he y r e f l e c t e d a l i m i t e d c o n c e n s u s .
90.

F u n c t i o n p r i m a r i l y as
to s t u d e n t s .
h ow e v e r ,

a c o u n s e l o r and a d v i s o r

All groups

s u p p o r t e d t h i s c on c ep t ;

there was a broad

of su p p o r t .
concensus

Th e f a c u l t y

for the

and

for

the

students

34.

indicated
Provide

indicated

and m a n a g e r s

(50.0%

that the Head
training

to 64.9%)

Resident Advisor

for s t u d e n t

the m to c a r r y o u t t h e i r

cated

managers,

concensus

for

a divergence
rejecting

the

Personnel
it.

for

the

and

A d v i s o r may or may

Head Advisors

enable

indi­

item w h i l e St u ­

indicated a significant

Faculty and

students

neither

reflected

s u p p o r t i n g no r

item.
(less t h a n

in a n y o n e c a t e g o r y )

following

s ho uld:

functions.

for th is

of o p i n i o n ,

Divergent opinions
indicated

reflected

government officers

elected

limited concensus

dent Affairs

strong

of the

and c o m m i t t e e m e m b e r s w h i c h w i l l b e t t e r

Counselors,

Student

item.

A limited concensus
groups

significant

H ea d A d v i s o r s ,

concensus while counselors
concensus

in the d e g r e e

indicated

idea.

Affairs Personnel,

range

i tems
not:

were

50% a g r e e m e n t

held b y the g r o u p s

i n d i c a t i n g t h at

the H e a d

Resident

100

22.

Socialize w i t h residents outside the hall.
groups

except

opinion

students

for t h i s

slightly over
w i t h the
67.

indicated

item.

Students

50 p e r c e n t

a d i v e r g e n c e of
indicated

(51.11%)

agreement

item.

A c t as a r e p r e s e n t a t i v e

for

t ha n t h e a d m i n i s t r a t o r .
counselors,
Affairs

the

students

Head Resident Advisors,

Personnel,

and

indicated limited
strongly opposed
The following
inappropriate

facul t y,

Student

indicated

the g r o u p s
71.

A

felt t h a t

F o c u s his

the

items w e r e r e j e c t e d b y

for the p o s i t i o n o f H e a d

significant concensus

fe l t

13.

Act

indicated

idea while

that H e a d

of

sh o ul d not:

newspapers.

two

th e hall.

strongly opposed

(64.9% to 75.0%)

Counselors,

it.

o f t he

should

c o n s u l t a n t to h o u s e

f a cu l t y ,

Four

significant opposition

Resident Advisors

as e d i t o r i a l

Advisors,

( > 75%)

the He a d R e s i d e n t A d v i s o r

s tr o ng c o n c e n s u s

groups

the g r o u p s

e f f o r t s p r i m a r i l y o n the o r g a n i z e d

o f the g r o u p s

A

Students

idea.

student government group within

to this

a

support while hall mana g e r s

expectations

Resident Advisor.

r at h e r

F o u r of th e g ro u p s ,

d i v e r g e n c e of o p i n i o n o n the q u e s t i o n .

as

All

not:

and

Head Resident

and students

strongly

hal l

101
rejected

the

editorial
Hall

consultant

managers

reflected
44.

id e a of H e a d A d v i s o r s

managers

training programs.

Head

strongly

suggest

support

Resident Advisor

ch i
at

the e x p e c t a t i o n

six

t h a t t he

in the r o l e o f

III
indicated

.05 l e v e l b e t w e e n t h e

items

in S u b S c a l e

As

Table

4.8

received

f iv e o f the

ad v is o r.

of the t e n

received positive

indicated

s t u d e n t s a nd

that

function

square analysis
the

t o t he

limited n e g a t i v e concensus;

the data would

Analysis of S u b —Scale

differences

significant opposition

and

r e f l e c t e d a d i v e r g e n c e of o p i n i o n .

student government

The

Counselors

in o p p o s i t i o n ;

indicated

and c ounselors

groups

through advice

Student Affairs Personnel

strong concensus

Thus

o n the q u e s t i o n .

student officers

indicated

question;

faculty

Personnel

a d i v e r g e n c e of o p i n i o n

or organized

as

to s t u d e n t p u b l i c a t i o n s .

and Student A f f a i r s

Influence elected

acting

indicates

significant
groups on eight

III.
two o f

the questions

significant concensus,

n e g a t i v e signif i c a n t concensus.

questions

received

strong concensus.

questions

received

positive

a n d one
O n e of the

T h r e e of the

l i m i t e d c o n c e n s u s , and

received

negative,

limited

concensus. T w o

received

divergent

responses

f r om t h e

one

of the q u e s t i o n s
groups.

TABLE 4-8.--Expectations for individual advising.
0

The Head Resident Adviser
Should:
11.

12.

15.

37.

2

3

4

5

7

6

8

I

9

10

Couns.

Mgt.

H.R.A.

S.A.P.

Fac.

Stu.

Group
Total

\

05

01

L t .+
57.14
33.33

Sig.+
92.31
7,69

Sig,+
86,67
3.33

St.*
73,33
16,67

L t ,+
61.88
20.99

S t ,+
65.44
20.04

39.124

S

s

Id

L t .+
60.00
35.00

n
s

2.15
1.27

2.29
1.27

3,23
.82

2 ,97
,76

2.73
1,05

2 .54
1.06

2.59
1.06

Should consider human factors
above business, administrative,
or regulatory factors when
dealing with students.

Con e .
la
Id

Sig.*

Sig.*
80.77
7,69

L t .56.67
20.CO

Sig,+
86,67
3.33

Sig. +
89.74
3.67

S i g ,+
85.09
6.76

94.121

s

s

5.00

Div,
42.86
47.61

3. 35
.81

2.05
1.24

3.04
.87

2 .63
1.19

3.27
.78

3.41
.80

3.27
.91

Be expected to consult with
students who overemphasize
dating, sports, and other
extracurricular activities
at the expense of their
academic program.

Con e .
la
id

Lt.34.62
50.DC

St.*
70.00

St.13.33
73. 34

St.*
15.75
73.34

St.*
21.27
68.23

69,199

s

s

60.00

Div.
42. B 6
42.86

m
$

1.35
1.09

2.00
1.22

1.73

2.57

1 .0 S

1.10

1.03
1.03

1.27
1,09

1.39
1.15

Assist students having
academic problems by providing
counseling, tutoring, and
study skills programs.

Cone.
la
id

L t .+
50.00
35.00

Lt.61 .90
19.05

Sig.+

St.*
70.00
16.67

Lt.+
53.33

L t ,+
54.71
25.82

32.513

s

NS

20.00

L t .+
51.53
27.70

m
s

2.25
1.07

2. 57
.98

3.00

2.83
1.05

2.40

2.28

2.37

1.02

1.00

1.10

1.10

Cone.
la
id

Sio .5! 00

St .4.76
71.43

St.15.38
73.08

Div.
43.33
43.33

Sig.6.67

58.630

s

s

1.10

1.23
.95

1.93
1.14

,90

Work directly with individual
students in helping solve
family or personal problems.

Personally interview each
new student in the residence
hall.

Co n e .
ia

n
s

n
s

90, 00

Lt.20.00

80.00

.95
.83

.83

B0. 77
15.38

20. 00

00, 00
. 88

Sig. 6,91
81.77

Sig.9,41
78.32

.05
.91

.95
.95

102

36.

1

TABLE

4 - S .— C o n t i n u e d .

0

The Head Resident Adviser
Should:
46.

61.

73.

3

4

5

6

7
Group
Total

1

Sig,+
90.06
3.86

S i g .+
90.18
3.68

26.414

NS

NS

3.26
.79

3.29
.78

Div.
38.40
32.60

Div.
42,74
29.04

33,615

S

NS

2.03

2.13

1.00

1.00

L t .+
59.39
20.72

L t ,+
59,92
19.43

24.108

NS

NS

34.484

s

NS

59,833

s

S

0.00

0.00

0.00

m
s

3.00
1.21

3.00
.55

3.54
.58

3.57
.57

3.57
.72

Try to cultivate and draw out
introverted students who tend
to be "loners" through personal
contac t.

Cone .
la
Id

40.00
35.00

L t .+
52.39
14 .28

St.+
69.23
11.54

L t .+
63.33
20.00

46.66
16.67

2.15
1.04

2.48
1.03

2.62
.75

2.53
1.04

2.27
.94

L t .+
60.00
25.00

L t .+
61.91
4.76

St.+
69.23
19.23

L t .+■
63.33

L t .+
53.33

10.00

20.00

2.65
1.19

2.71
.78

2.62
1.06

2.53
.82

2. 37
.96

2.44
1.00

2.47
.99

Div.
35.00
30.00

Div.
33.33
38.09

St.+
69.23
15.38

L t .+
53.33
16.67

Div.
40.00
43. 33

Div.
29.56
39.50

Div.
34.15
36.61

2.00

1.95
1.02

2.54
.76

2.43

.92

1.97
1.03

1.85
.98

1.94
.98

L t ,+
50.00

L t ,+
57.14

Sig.+
90.00

10.00

00.00

S t ,+
73.07
7 .70

00.00

L t .+
56.67
13.33

Div,
42.54
19,89

Div,
48.87
16. 36

2.45
.94

2 .62

2.77
.91

3.13
.57

2.40
.81

2.24

2, 36
.87

Assist students in integrating
and relating classroom experiences to the academic and
social life of the campus.

Cone,
la
Id
m
s

Div,

.59

. 86

Div,

. 86

103

Stu.

S i g ,+
93.34
3.33

Con e .
la
Id

01

Fac.

Sig. +
96.67

Assist students with academic
and career planning.

05

S.A.P.

Sig.+
96.15

Co n e .
la
Id

1C

H.R.A.

Sig.+
05,72

Be faniliar -with any special
health problem a student
may have.

2

9

Mgt.

S i g .+
75.00
5 .00

m
s

8

Couns.
Cone.
la
Id

m
s
93.

2

Be primarily responsible for
providing students with better
alternatives for decision
making rather than making
decisions for them.

m
s
79.

1

104
A significant concensus
of

the g r o u p s
12

.

Consider

human

trative,

or

f ac u l t y ,
census

factors

H ea d

on the

with better

concensus,

a nd

a d i v e r g e n c e of o p i n i o n

r e s p o n s i b l e for p r o v i d i n g
alternatives

than m a k i n g decisions

groups

indicated

overall

A strong concensus
the H e a d

a significant concensus
supported

the

h al l m a n a g e r s ,
to the

item
and
item.

of

the

the

in h e l p i n g

H e ad

Personnel

for t h e

to

the

sh o uld:

students

personal problems.

Student Affairs

for

to st u de n t s .

to 74.9%)

individual

six

Resident

Resident A d visor

Work directly w i t h

A d v i s o r s and

an a d v i s o r

(65.0%

All

concensus

t h at the H e a d

f u n c t i o n p r i m a r i l y as

f a m i l y or

them.

further reinforcement

expectation

felt t h a t

for

a significant

it em t h u s g i v i n g

students

for d e c i s i o n m a k i n g

rather

census

con­

Student Affairs

a limited

reflected

significant

item.

Be p r i m a r i l y

solve

adminis­

Resident Advisors,

indicated

for t hi s q u e s t i o n .
indicated

should:

factors w h e n deal i n g with

Counselors,

ha ll m a n a g e r s

11.

above business,

regulatory

and students

Personnel

groups

o r gr e at e r)

f el t t h a t t h e H e a d R e s i d e n t A d v i s o r

students.

46.

( > 75.0%

item.

Resident

indicated
Faculty

strongly w h i l e counselors,
students

gave

a limited

con­

105
A
groups
36.

limited concensus

felt

that the H e a d

Assist

(5 0 .0%

to 6 4 . 9 % ) of

Resident Advisor

students having academic

viding counseling,
programs.

H ea d

tutoring,

for

Affairs Personnel reflected
All others

and

the

reflected

s ho u l d :

problems
study

Resident Advisors

significant concensus

t he

by p r o ­

skills

indicated a

item,

and

Student

a strong concensus.

a limited conce n s u s

in

f a v o r of the q u e s t i o n .
73.

Be

familiar wit h any special health problems

student may

have.

cated a strong

93.

Head

Resident Advisors

concensus

for the

item;

others

indicated a limited concensus.

Assist

students

room experiences
of the c a mpus.
cated

to the a c a d e m i c an d
Student Affairs

Head Resident Advisors

cated

Counselors,

managers,

should

academic experiences
Divergent opinions
in a n y o n e ca t eg o ry )

in t o

indi­

item,

and

faculty

and

indi­

reflected
the H e a d

in i n t e g r a t i n g

the r e s i d e n c e

(less t h a n

li fe

a strong c o n ­

Students

play

s oc i al

for the

of o p i n i o n on the r o le

Resident Advisor

all

Personnel

indicated

a limited concensus.

a divergence

indi­

in i n t e g r a t i n g a n d r e l a t i n g c l a s s ­

a significant concensus

c en s us .

a

hall.

50.0% a g r e e m e n t

w e r e h e l d by the g r o u p s

for the

106
following

items,

indicating that

the Head

Resident

A d v i s o r should:
61.

Try

to c u l t i v a t e a n d d r a w o u t

dents who tend

to be " l o n e r s "

contact.

Resident Advisors

Head

strong concensus
managers

and

for

the

Student Affairs

indicated
Assist
Head

a divergence

census

for

sonnel

indicated

Advisor

Residence hall

of o p i n i o n o n the q u e s t i o n .
and c a r e e r p l a n n i n g .

indicated a strong c o n ­

the q u e s t i o n .

Student Affairs

limited concensus,

the e x t e n t

indicated

the r e m a i n i n g g r o u p s

remaining groups reflected
opinion on

indicated a

Personnel

students with academic

Resident Advisors

stu­

through personal

item.

a limited concensus while

79.

introverted

and th e

a divergence

to which

Per­

of

the He a d R e s i d e n t

s h o u l d a s s i s t w i t h a c a d e m i c and c a r e e r

planning.
The
groups

as

following questions were rejected

inappropriate expectations

Hea d R e s i d e n t A d v i s o r .
of the g r o u p s

felt

by th e

for the p o s i t i o n of

A significant concensus

( > 75.0%)

t h at the H e a d R e s i d e n t A d v i s o r

should

not:
37.

Personally
residence
s el o rs

interview each
hall.

rejected

new

student

E i g h t y p e r c e nt o f
t hi s q u e s t i o n .

in the

the c o u n ­

Managers,

Head

107

Resident Advisors,

group

reflected

a strong negative

question.

Student Affairs

concensus
Personnel

t o 64.9%)

t ha t

the H e a d

Resident Advisor

to c o n s u l t w i t h

emphasize dating,

sports,

c u r r i c u l a r a c t i v i t i e s at

the

indicated

A limited concensus

(50.0%

also

for

the q u e s t i o n .

Be e x p e c t e d

of

t he

should

not:

students who

over­

an d o t h e r e x t r a ­
the

e x p e n s e of

their

academic program.

Opinion was

on

Student Affairs Personnel

th i s q u e s t i o n .

showed

strong concensus

tation while

in

f a c u l t y and

selors

and H e a d

negative

Analysis of
An

sixteen

was

indicated
the

the

.05 level

items in t h e

indicated

the item.

a

Coun­

reflected

a

a n d hall m a n a g e r s

opinion

4.9

for t h e

h a ve

indicates
been

sub— s c a l e .

for fi v e of

i tems r e c e i v e d

item.

the

items

s tr o ng

significant

found on

t w e l v e of

Significant

concensus

in the s u b — s c a l e .

positive concensus

w h i l e two of the

items r e c e i v e d

strong

sus.

items r e c e i v e d

limited

O n e of t h e

expec­

IV

i n s p e c t i o n of T a b l e

the

for

Resident Advisors

a d i v e r g e n c e of

Sub-Scale

differences at

f a v o r of the

limited concensus,

indicated

s ha r pl y d i v i d e d

students

strong negative concensus

F i v e of

and students

a d i v e r g e n c e of opinion o n

felt

15.

f ac u l t y ,

negative

concen­

concensus

from

TABLE 4-9.— Expectations for student behavior.
0

The Head Resident Advisor
Should;
7.

Enforce regulations established
by hall governing groups.

Con e ,
la
id
m
s

14.

20.

Cone.
la
Id
m
s

4

5

6

7

B
2

C o uns.

Mgt.

H.R.A.

S.A.P.

F ac.

Stu,

Group
Total

Div.
40.00

Sig.+
00.95
14.29

Div.
46.15
42.31

L t .+
53.33
36.66

Lt.+
60.00
23.67

Lt.+
55.96
29.69

L t ,+
55.94
30.13

1.85
1.18

2.86

2.00

2.10

2,31

1.23

1.24

2.43
1.28

2.34

.91

1.21

1,21

sig.15.00
75.00

Div.
47.62
42.86

Sig. 96.15

St,13.33
66.67

St.23.33
66.67

Sig.14.68
75.35

St,15,67
73,97

1.05
1.05

2.00

.85
.46

1.27
1,05

1.13

1.02

1.22

1.14

1,08
1.14

St.+
7],60
5.26

Div.
42.86
47.62

L t .+■
63.33
23.33

Sig. +
76.67
0.00

Sig. +
B0.06
9.69

Sig. +
76.34
11,72

2.70
1.15

3.20
.81

3.10
.98

1.02

L t .+
61.50
19,94

Lt, +
62.22
19.19

35.00

1.41

0.00

Co n e ,
la
Id
m
s

3.21

1.95

2.68

.98

1.12

.95

Delegate disciplinary
responsibility to student
judiciaries.

Cone .
la
Id

L t ,+
60.00
5,00

Div .
47.62
47.62

St.+
69.23
15.38

St.+
70.00
10.00

St.+
68.97
10.35

2.80
.89

2 , 00

2.81
1.13

2.80
,89

2.79
.90

2.58
1.13

2.71

1.14

St.+
65.38
23.00

Sig.+
90.00
10.00

Sig.
76.67
13.33

L t ,+
53.87
24. 31

L t .+
59.10

20.00

Sig.+
90.48
4.76

2.35
1.14

3. 30
.80

2,54
1.10

3.07
1.05

2.70
.92

2.32
1.05

2.45
1.07

DlV.
45.00
40.00

S i g .+
80.95
19.05

Lt.45.97
53.85

Lt.+
60.00
26.67

56.67

Lt.26.52
56,63

Lt.31,29
52,35

2.00

2.81

1,69

2.33

1.43

1.53

1.66

1.30

1. 12

1.16

1.35

1.22

1.25

1.28

Enforce regulations estab­
lished by university policymaking bodies.

Cone.
la

id
rr
s

27.

3

Rely on acceptance and under­
standing of individual behavior
rather than rules and regu­
lations when working with
students.

m
s
25.

2

Confront students who
illegally enter a cafeteria for
the purpose of securing food.

Cone.
la
Id
n
s

Div.
40.00

St.+
68.00

16.00

Lt.20.00

9

10

05

01

40, 324

S

s

50.220

s

s

56.096

s

s

38.411

s

s

45,554

s

s

48,547

s

s

X

3.01

1.10

21,68

108

21.

Notify parents when a student
is charged with a violation of
law, ordinance, or university
regulation.

1

TABLE 4-9.--Continued.
0

The Head Resident Advisor
Should:
23.

29.

4

5

6

Co uns.

Mgt.

H.R.A.

S.A,P.

Fac.

Stu,

Sig. +
100.00
00.00

S i g .+
88.46
3.95

Sig.+
83.33
3.33

Sig.+
90,00

Sig.♦
05.31

00.00

6.10

3.24
.44

3.15
.73

3.13
.70

3.27
.64

3.16

Always follow due process
procedures when handling a
student disciplinary case.

Cone.
3a
%d

L t ,+■
50.00
35.00

St.+
71.43
23.81

Sig. +
80.77
11.54

Sig.*
93.33
3.33

L t .+
50,00
33.34

L t .+
54.4 2
27.3 5

Lt, +
58,49
25.56

2, 30
1.49

2.71
1.10

3.12
.99

3.43
.73

3.37
1.33

2.43
1.18

1,20

Div,
34.62
34.62

L t .+
60.00

45.00

5t.+
71.61
19.05

20.00

Div.
43.34
33.33

Div.
36.85
40.17

Div.
39.35
37.50

1.60
1.14

2.81
1,08

2,08
1.09

2.57
1.19

2.03
1.10

1.89
1.13

1.98
1.15

St . +■
70.00
15.00

S i g ,+
95.24

Sig. +
92.31

S1 9 .+
96.67

00.00

00.00

00.00

Sig.+■
90.00
6.67

Sig .*
78.67
8.31

Sig, +
81,56
7,14

2.60
.82

3.43
.60

3.38
.64

3.23
.50

3,03
.72

3.03
.72

2.9 2
.81

69.23

Div.
43.33
30,00

Lt.13.33
63.33

St,7.46
77.07

1.15
.67

2.13
1.17

1,30
1,06

.94
,96

Establish expectations for stu­
dent behavior and communicate
then to students.

Cone.
3a
3d

Cone.
%a
3d

Report Known instances of
alcohol and drug violations
to university authorities.

Cone.
3a
3d
s

20. 00

25.00
70.00

St. +
66 .67
20.57

1.35
1.23

2.43
1.25

st.-

St.0.00

05

01

12.959

NS

NS

49.905

S

S

44,066

S

S

41.412

S

s

113.914

S

s

3.18
.82

2,53

109

Counsel with students whc
display disruptive behavior
in the hall.

Biv.

X

Sig.+
86.48
5.12

3.30
.80

. 86

10

8
2

m

5

9

7
Group
Total

S i g .+
90.00
5.00

n
s
52.

3

Cone,
ia
3d

m
s
49.

2

See that a student's rights
are protected when the student
is charged with a violation
of ordinance, law, or uni­
versity regulation.

m
s
31.

1

St.12.88

70.56
2.13
1.07

TABLE 4-9.--Continued.
0

The Head Resident Advisor
Should:
65.

Expect students to assume
responsibility for their
own conduct and behavior.

Cone.
la
id
m
s

69.

75.

Cone,
la
Id

3

4

5

6

7

S.A.P.

Fac.

Stu.

Group
Total

X

05

01

Sig. +
30.00
5.00

Sig.+
90.48
9.52

Sig. *
92.31
3.85

S i g .+
93.34
3,33

Sig. +
90.00

S i g .+
91,44

Sig.+
91.01

16.123

NS

NS

00.00

2,21

2.66

3. 30
.92

3.24
.39

3.31
.74

3.57
.73

3.40
.67

3,40
.71

3,39
.72

Sig.+
80.00

Lt.+
61.91
19.05

St.+
73.07
3.85

L t .+
56.67

Lt.+
63.33

S

NS

10.00

St.+
74.18
10.04

31.417

6.66

Sig.+
77.01
10.25

2.85
.73

2.67
.96

2.67
.84

2.93
.91

2.88

Sig.+
84.80
6.91

Sig. +
85.07
5.93

23.697

NS

NS

34.618

S

NS

36.073

S

NS

10.00

Promote peer control and
self-discipline in residents
rather than assume responsi­
bility for regulating and
controlling student behavior.

Cone.
la
Id

Sig. +
85,00
5,00

S i g .+
90.48
4 .76

S i g .+
80.77
3.85

Sig. +
93.33

00.00

Sig.+
80.00
3.33

3,35

3.05
.67

3 .27

. 88

3.47
.63

3.10
.80

3.13
.89

3.16
,87

Assist in resolving roommate
problems and conflicts.

Cone.
la
Id

Lt ,+
60.00
15.00

S i g .*
95.24
4 .76

Sig.+
84.62
11.54

S 1 9 .+
76,66
13.33

L t ,+
56.67
30.00

L t .+
60.38
19.67

L t .+
63.94
18.64

2.50
.83

3.14
.85

2.85
.78

2,87
,94

2.33
1,09

2.45
.99

2.52
.99

Div.
10.00
30.00

6 6 .6 ?

Lt.23.OS
=0.00

Lt.36.67
53.33

Cone,
la
Id
r,
s

10

H.R.A.

2. 57

Have his staff enforce
quiet hours in living units.

2

9

Mgt,

2,95
1.05

m
5

8

C o uns.

s

m
s
96.

2

1 .85
1.04

1.12

St.*
14.28
2 .62
1.16

1.00

1 .62
1.10

1 .B3
1.23

Div.
Lt.43, 33 26.51
43.34
50.28
1 .93
1.31

1 ,59
1.21

.92

Div.
29.S6
47.65
1.68
1.22

110

94.

Be working with student
behaviors rather than
enforcing regulations.

1

Ill

th e g r o u p s ,
The g r o u p s

and one received

limited negative concensus.

indicated a divergence

of o p i n i o n o n t w o o f

the e x p e c t a t i o n s .
A significant concensus
felt

that the

25.

( > 7 5.0%)

H ea d R e s i d e n t A d v i s o r

Enforce regulations
policy-making
Affairs

sh ould:

established

bodies.

H a ll

of t h e g r o u p s

by u n i v e r s i t y

managers,

Student

Personnel,

and

faculty

concensus

for

the e x p e c t a t i o n th a t H e a d

nificant

indicated

sig­

Resident Advisors enforce duly established
v e r s i t y policies.
cated

Head

s t ro n g c o n c e n s u s ,

a limited concensus
28.

See
the

th at a s t u d e n t ' s
student

nan c e,

law,

groups

supported

Counsel

65.

Advisors

students

indicated

rights

ar e p r o t e c t e d w h e n
a v i o l a t i o n of o r d i ­

or u n i v e r s i t y r e g u l a t i o n .

with

indi­

for t h e item.

All

six

t hi s e x p e c t a t i o n at the s i g ­
level.

students who display disruptive

behaviors

in t h e hall.

indicated

significant

question.

Counselors

the

and

is c h a r g e d w i t h

nificant concensus
45.

Resident

uni­

F i v e of
concensus
gave

the

six g r o u p s

fo r this

strong

support

to

item.

Expect

students

to a s s u m e

responsibility

t h e i r o w n c o n d u c t an d b e h a v i o r .

All

for

groups

1X2
indicated
of

significant

student

rather

regulating
All

for

th e c o n c e p t

self-discipline.

Promote peer control
residents

concensus

and

self-discipline

than a s s u m e

and c o n t r o l l i n g

six g r o u p s

a gr e ed

responsibility

student

at t h e

in
for

behavior.

significant

level

of c o n c e n s u s w i t h the c o n c e p t of p r o m o t i n g peer
control among

students.

A strong concensus
groups
20

.

felt

tha t

(65.0% to 74.9%)

the Head Resident

Advisor

the

should:

R e l y o n a c c e p t a n c e and u n d e r s t a n d i n g o f
vidual

behavior

ra t h e r

than

r ules a nd

when w o r k i n g w ith students.
indicated a
question.

Counselors

and Head Resident Advisors

strong concensus,

and

Personnel

indicated

concensus

on th e
t ha t

item;

limited

t he y d i d

of rules and

Affairs

47 .6

Student Affairs
in

f a v o r of

than regulations.
a g r e e nor d i s a g r e e

pe r cent

not s u p p o r t w o r k i n g

indicated

in i s o l a t i o n

regulations.

Delegate disciplinary
judiciaries.

rather

could neither
h o wever,

students

for t h i s

reflected

Hall m a n a g e r s

indi­

regulations

Faculty and

significant concensus

working with behavior

21 .

of

responsibility

Head Resident Advisors,

Personnel,

and

faculty

to

student

Student

indicated

a

113
s trong c o n c e n s u s

for d e l e g a t i n g

s i b i l i t y to students.
however,
the

respon­

C o u n s e l o r s and students,

only indicated

idea.

j u di c ia l

li mited

Hall m a n a g e r s

concensus

for

i n d i c a te d a d i v e r g e n c e

of o p i n i o n on the question.
29.

Al w a y s

fo l l o w due p r o c e s s p r o c e d u r e s w he n

h a n d l i n g a s t udent d i s c i p l i n a r y case.
Resident Advisors

i n di c at e d

significant concensus

for the q u e s t i o n w h i l e m a n a g e r s
Affairs Personnel
C o u n s e l or s ,

faculty,

lim i te d c o n c e n s u s
69.

i n di c a t e d

and

Student

s tr o n g co ncensus.

and s t u d e n t s

reflected

a

for the item.

Be w o r k i n g w i t h s tu d en t b e h a v i o r s
e n f o r c i n g r e g u la t io n s.
indicated

Head

r a t h e r than

C o u n s e l o r s and s tu d e n t s

significant concensus

for the e x p e c ­

t a t i o n for Head A d v i s o r s to w o r k w i t h stu dent
behaviors.

Head R e s i d e n t A d v i s o r s

c o n c e p t strongly.
Personnel,

94.

and

M an ag e r s ,

s u pp o rt e d

Student Affairs

fa culty i n d i c a t e d l i m i t e d c o n ­

ce n s u s

for the idea.

Assist

in r e s o l v i n g r o o m m a t e p r o b l e m s

flicts.

M a na g e r s ,

Student Affairs

P e rs o nn e l

and

saw this area as an

for the Head

T h e y i n di c at e d

for the item.

and c o n ­

Head Re s id e n t Ad v is o r s ,

important expectation
Advisor.

the

R es ident

significant

Counselors,

faculty,

c o n c e ns u s
and s t udents

114
saw less

importance

however,

indicate

for t h e

item.

T h e y did,

limited conc e n s u s

in f a v o r of

h a v i n g the H e a d A d v i s o r a s s u m e r e s p o n s i b i l i t y
for h e l p i n g r e s o l v e

roommate problems and c o n ­

flicts .
A limited
groups
7.

f e lt

concensus

th a t the H e a d

concensus
Affairs
cated

established

Hall managers

for

limited concensus.

Resident Advisors

th a t

(less t h a n

and H e a d

50.0%

the Head Resident Advisor
for s t u d e n t

t h e m to s t u d e n t s .

counselors.

Head

of

for

s ho u l d :

F o u r of t h e

groups—

fac ulty,

and

a d i v e r g e n c e of o p i n i o n o n

Managers,

however,

in s u p p o r t o f the

Personnel

agreement

behavior and

Resident Advisors,

students— indicated

Affairs

indi­

was expressed

communicate

concensus

students

ite ms.

Establish expectations

expectation.

govern­

significant

a divergence

in a n y o n e c a t e go r y)

the e x p e c t a t i o n s
31.

and

the

Student

Counselors

indicated

A divergence of opinion
or d i s a g r e e m e n t

by hall

indicated

facult y ,

of

should:

the e x p ectation while

Personnel,

o p i n i o n o n th e

64.9%)

Resident Advisor

Enforce regulations
ing groups.

(50.0% to

indicated

in f a v o r of t h e e x p e c t a t i o n .

item;

indicated

the

strong

and Student

limited concensus

115

96.

Have his
units.

staff enforce quiet hours
Hall managers

expressed

in f a v o r o f the e x p e c t a t i o n .

in

living

strong concensus

Counselors

and

faculty reflected

a d i v e r g e n c e of o p i n i o n ;

in c o n t r a s t .

R e s i d e n t Advisors,

Head

A ffairs Personnel,
negative

and

students

limited concensus

and,

Student

indicated a

in o p p o s i t i o n to the

item.
A strong concensus
the Head
14.

( 65.0%

Resident Advisor should
Notify parents when
v i o l a t i o n of law,

felt

not:

ordinance,

Counselors,

students

indicated

Head

or u n i v e r s i t y r e g u ­

Resident Advisors,

and

s i g n i f i c a n t o p p o s i t i o n to th is

Student Affairs Personnel

faculty opposed

th at

a s t u d e n t is c h a r g e d w i t h a

la tion.

expectation.

to 74.9%)

it s t r o n g l y .

Managers

and
indicated

a d i v e r g e n c e of o p i n i o n o n the e x p e c t a t i o n .
52.

Report known
lations
Head

instances

to u n i v e r s i t y

of

a lc o ho l

and d r u g v i o ­

authorities.

Counselors,

R e s i d e n t A d v i s o r s , and s t u d e n t s

s t r o n g o p p o s i t i o n to t h e

expectation.

indicated

limited opposition.

Personnel

indicated

the question.
concensus

indicated
Faculty

Student Affairs

a d i vergence of o p i n i o n on

Hall m a n a g e r s

in favor of

indicated

the expectation.

strong
Th e

116
d ata would suggest
hall managers
A
groups

and Head

limited conce n s u s

felt

27.

an a r ea o f c o n f l i c t b e t w e e n

that the H e a d

Confront
for

Resident Advisors.

C50.0% to 64.9%)

Resident A d v i s o r should n o t :

students who

the p u r p o s e o f

illegally

securing

faculty,

concensus

in d i s a g r e e m e n t w i t h

in f a v o r o f

agers,

ho w ev e r ,

favor of

the

a r e a of p o s s i b l e

H ea d R e s i d e n t

indicated
t h is

limited

expectation.

a d i v e r g e n c e of o p i n i o n ,

Personnel

census

in

and students

indicated

Student Affairs

enter a cafeteria

food.

Advisors,

Counselors

of the

indicated

limited c o n ­

the expectation.

indicated

Hall m a n ­

significant concensus

expectation.
conflict

and

Thus,

another

is s u g g e s t e d b e t w e e n

m a n a g e r s and advisors.
Analysis

of
An

Sub— Scale V
inspection of Table

4.10,

expectations

liaison w i t h residence hall management,
the ch i

square analysis

indicated

between

the

groups o n e i g h t of

The

gr o up s

indicates

for
that

significant differences

the n i n e

items

in the

sub­

scale .

t h r e e of
for t w o
cated

indicated

t he e x p e c t a t i o n s .
of

the

items,

for o n e item.

significant

concensus

fo r

Strong conce n s u s was shown

and limited concensus was indi­
Divergence

of o p i n i o n wa s

TABLE 4-10.— Expectations for liaison with residence hall management.
0
The Head Resident Advisor
Should;
33.

SO.

72.

82.

Cone.
fa
td

Give as much consideration to
cost factors as he does edu­
cational value or need when
planning programs or activi­
ties.

Cone,
fa
Id

Assist the manager in the
selection and evaluation of
cafeteria personnel, reception
desh personnel, and custodial
personnel.

Cone.
fa
td

m
s

2

Couns.

Mgt.

H.R.A.

S.A,P.

Fac.

Lt.+
60.00
15.00

Sig. +
80.95
14 .28

Sig,+
80.77
3.85

Sig.+
90.00
3.33

2.40
.88

2.95
1.12

3.00
.75

Lt.35.00
50.00

Sig.+■
76.19
23.81

7

8

9

10

Stu.

Group
Total

2
X

OS

01

Sig. +
76.66
10.00

St.+
65,19
12.43

St, +
68.71
11.45

39.310

S

s

3.07
.7B

2.63
.89

2.59
,89

2.65
.90

St.-*
65.38
15.39

Lt.+
56,67
30.00

Div.
43.33
30.00

Div.
40.60
31.49

Div.
42.3B
30.88

34.338

S

NS

46.020

S

s

62.066

s

s

39,042

s

s

3

4

5

6

1.85
.93

2.67
1.02

2.54
.95

2.40
1,16

2.13
,97

2.09
1.02

2.15
1.03

Lt.35.00
50.00

Div.
28,57
49.62

Lt.+
34.62
53.84

Lt. +
60.00
26.66

Div.
23.33
43.33

Lt.23.21
59.94

Lt.26.79
55.62

m
s

1.90
1.29

1.62
1,12

1,77
1.31

2.63
1.10

1.60
1.07

1.41
1.14

1.53
1.18

Meet regularly with the hall
manager to discuss hall busi­
ness and the food-service
operation.

Cone.
fa
td

Sig.+
84,21
5.26

Sig,+
90,48
4.76

Sig.+
80.77
15.38

Sig.-*96.67
3.33

Sig.+
83.33
6.67

Sig.+
67,96
13.53

Sig,+
72.95
11.89

2.95
.71

3,33
.80

3.08
1.06

3.27
.78

2.83
.65

2.63
.94

2.75
,93

Assist the residence hall
manager with room assignments,
room changes, and other
administrative tasks.

Cone.
fa
Id

Div.
47.37
42.11

Sig.+
76.19
15,28

Sig.+
88,46
7.70

Lt.+
60,00
13.34

Div,
40.00
30.00

Lt.+
51.10
32.60

Lt.+
53.90
30.12

1.95
1.51

2.71
1.01

2, B5
.78

2.40
1,10

2.17
1.23

2.17
1.1*

2.23
1.15

m
s

m
s

m
s

117

80.

Coordinate programs with the
hall manager in trying to
Keep within the operating
budget of the hall.

1

TABLE 4-10.-'Continued.

83.

87.

92.

99.

Assume responsibility for
student behavior in the
cafeteria, grill, and other
public areas of the resi­
dence hall.

Cone.
ta
id

Personally inspect the
residence hall at least
once a week to determine
the general comfort and
condition of the building.

Cone.
4a
td

Mix with the students in the
cafeteria and eat with a dif­
ferent group as often as
possible.

Cone.
ta
td

Should assist the hall manage­
ment staff in interpreting
the housing contract to
students.

m
s

m
5

m
5
Cone.
ta
td
m
s

1

2

3

4

5

6

7

8

9

10

05

01

Couns.

Mgt.

H.R.A,

S.A.P.

Fac.

Stu,

Group
Total

2
X

Sig.15.00
75.00

Lt.+
57.15
38.09

Lt.26.92
53.85

Div,
36.67
40.00

St,10.00
70.00

Sig.9,34
75.11

St.14.31
73,62

80.908

S

s

1.00
1.08

2,24
1.30

1.62
1,02

1.87
1.31

1.10
.96

.90
.93

1.13
1.04

Div.
35.00
30.00

Div.
47.62
38.10

L t .+
53,84
23.07

Lt.+
56.66
20.00

Div.
46.66
40.00

Div,
33,14
43.92

Div.
36.81
40.69

32,819

S

NS

2.15
1.14

1.90
1.45

2.27
1.04

2.50
.97

1,97
1.35

1.81
1.18

1.91
1.19

Lt.+
55.00
5.00

Sig.+
80.98
14.28

S t .+
73,07
3.85

Sig.+
80.00
6.67

Lt.
63.34
13.33

Lt.+■
59.12
15,19

Lt. +
62.16
13,49

29.060

NS

NS

2.75
.91

2.67
1.06

2.85
.73

2,93
.78

2.77
1.01

2.57
.99

2,63

Lt.+
55.00
5.00

Sig. +
B5.71
4.76

Sig.+
82.30
3.85

Sig.+
90,00
3.33

St.+
73,34
6,6"

Sig.+
75.35
10, 25

Sig.+
76.64
8.81

36.510

S

N5

2.55
,89

3.10
.94

2,96
.54

2,97
.56

2.73
,69

2.76
.83

2,79
.81

.97

BIT

0
The Head ^aident Advisor
Should;

119
e xp r essed for two expectations.

Stro ng co ncensus was

e xp r e s s e d in o p p o s i t i o n to one of the questions.
A signi ficant concensus

( > 75.0% or greater)

of the groups felt that the Head Re sident Advisor should:
38.

Coordinate programs with the hall manager in
trying to keep within the op e ra t in g budget of
the hall.

Four of the g r o u p s — hall managers,

Head Resident Advisors,
sonnel,

and

Student A f fairs Per­

faculty— indicated significant con­

census w i t h this expectation.
strong concensus,

Students indicated

and counselors

indicated

limited co n ce n su s for the question.
80.

Meet regularly with the hall ma nager to discuss
hall business and the food-service operation.
All groups indicated significant concen sus for
this expectation.

99.

Assist the hall management staff in interpreting
the housing contract to students.
grou ps— managers,
Affairs Personnel,

Four of the

Head Resident Advisors,

Student

and s t u d e n t s — indicated sig­

nificant concensus for the expectation.
indicated strong concensus,

Faculty

and counselors indi­

cated limited concensus for the item.
A strong concensus
groups

(65.0% to 74.9%)

felt that the Head Resident Advisor s

of the
should:

120

82 .

Assi st the resi dence hall m a n a g e r w i t h room
assignments,
tasks.

room changes,

and other administrative

Response to the e x p e c t a t i o n that the Head

Resident A d visor assist with room changes was
mixed.

Managers and Head Resident Advisors

expressed significant concensus
tation.

for the e x p e c ­

Student Af fairs Personnel and students

indicated limited concensus

for the question.

C ounsel o rs and faculty expressed a diverg en c e of
o pinion on the question.
92 .

Mix w i t h the students in the ca feteria and eat
with a different group as of t en as possible.

Hall

managers and Student Affairs Personnel expressed
significant concensus for the item while Head
Resident Advisors supported it strongly.

Coun­

selors and faculty indicated limited concensus
for the expectation.
A limited concensus
groups
50.

(50.0% to 64.9%)

of the

felt that the Head Resident Advisor should:
Give as mu ch consid er a ti o n to cost factors as
he doe s educational value w h e n planning programs
or activities.

Managers indicated significant

concensus for this expectation,
Advisors indicated strong
Affairs Personnel

and Head Resident

support.

Student

indicated limited concensus for

the item.

F a c u l t y and students indicated a

d iv e rg e n c e of opinion on the question.

Counselors

indicated negative limited concensus in opposition
to the expectation.
A divergence of opinion
ment or d is a gr e em e nt

(less than 50.0% a g r e e ­

in any one category)

was expressed

for the expectations that the Head Residen t A dv i so r should
72.

A s s i s t the m a nager in the s e le ction and e valuation
of cafeteria personnel,

reception de s k personnel,

and custodial personnel.

Head Resident Advisors

and Student Af f ai r s Personnel
co ncensus for the item.

indicated limited

Managers and faculty

indicated a diverg en c e of o pi n io n w hi l e c o u n ­
selors and students indicated a negative limited
co ncensus to the question.
87.

Perso nally inspect the residence hall at least
on ce per week to determine the general comfort
and condition of the building.

Head Resident

A dv i so r s and S tu d en t Affairs Personnel indicated
limited concensus for the expectation.

All

o th e r groups indicated a d i ve r g e n c e of opinion
for the expectation.
A
groups

strong con census

(65.0% to 74.9%)

of the

felt that the Head Resident Advisor should n o t ;

122

83.

A ssume responsibility for student behavior
cafeteria,

grill,

re sidence hall.

and other public areas of the
Counselors and students i nd i ­

cated negative significant concensus
expectation.

in the

for the

Faculty registered strong o p p o ­

sition wh ile Head Resident Adv isors indicated
negative limited concensus.

Student Affairs

Personnel indicated a divergence of opinion for
the question,

and hall managers gave it positive

limited concensus.
Analysis of Sub-Scale VI
Table 4.11 presents the individual
scale VI.

items of s u b ­

A r eview of Table 4.11 indicates that eleven

of the t wenty-nine items were found to have significant
differences at the

.05 level.

No significant differences

were found between the groups on eighteen of the items.
Ten of the twenty-nine items in sub-scale VI
received

significant concensus from the groups.

of the items received strong concensus,
received limited concensus.
expressed

groups,

and three

A divergence of opinion was

for five of the items.

rejected by a negative

Seven

One of the items was

significant concensus of the

and three of the items were rejected by a n e g a ­

tive limited concensus.
A significant concensus

( > 7 5.0% and above)

the g r o u p felt that the Head Resident Advi sor should:

of

TABLE 4-11.— Expectations for general administration.

0
The Head Resident Advisor
Should:
5.

17.

42.

4

5

6

H.R.A.

S.A.P.

Fac.

Stu.

Group
Total

Div .
45.00

20.00

L t .+
52.38
23.81

L t .+
61.54
23.08

S i g .+
B3.33
6.67

L t ,+
56 .67
30.00

L t .+
50.28
31.22

L t .+
53.17
28.42

2.35
1.09

2.33
.91

2.42
.90

2.90
.84

2.27
1.20

2,18

2.26

1.11

1.10

Lt.30.00
55.OQ

Lt.+
52.38
38.10

L t .+
57.69
47.62

Lt.+
50.00
36.67

L t .+
50.00
40.00

Div,
37.02
48,90

Div.
39.08
45.83

m
s

1.75
1.33

2.33
1.43

2.15

2,13
1.2B

1.79
1.24

1.B7
1.25

Cone .
ta
td

Si g ,+
75.00
15.00

S i g ,+
85.71
4.77

S i g .+
84 .62
11.15

S i g .+
B3.33
3.33

Sig ,+
93.10

0.00

Sig.+
91.14
4 .16

Sig.+
89.53
4.72

3.00
1.34

3.57
.87

3.15
.97

3.23
.82

3.66
.61

3.53
.83

3.4B

Lt.30.00
60.00

St.34.29
71.43

St .26.92
65.38

Lt.40.00
56.67

Div ,
36.67
43.33

Lt.36.74
52.76

Lt.35.17
54.19

m
s

1.70

1. 38

1.42

1.73
1,28

1.93

1.B0

1.76

1.22

1.21

Be familiar with campus service
agencies— counseling, health,
intramurals, financial aids,
public safety, registrar's
office— and make use of them
for referral purposes.

Cone.
ta
td

Sig. +
90.00

m
s

3.45
.94

3.67
.48

Carry out decisions of his
supervisor even though he may
consider them unreasonable.

Cone.
ta
%d

Lt.30.00
50.00

Sig.+
90.48
9.52

1.65
1.09

3.00
.95

Know something about the
home background of
students,

Cone .
ta
td

Be responsible for
approving hall social
policies.

Live in the residence hall
where he wo rks.

Cone.
ta
td

Be available to students
twenty-four hours a day
and on most week-ends.

Cone.
la
td

tn
s

1.22
10.00

1.12
Sig.+

1.16

1.10
Sig, +

100,00 100.00
0.00
0.00
3.77
,43
Lt.+
53.84
23.68
2.38
.94

2.10
1.18

1.11
100.00
0.00

Sig.+
9B.05
1.40

S i g .+
98.14
1.44

3.93
.25

3.76
.44

3.67
.60

3.69
.59

Lt.+
63.33
23.33

Div.
23.33
43,34

Lt.21.27
51.66

Div.
29.04
46.01

2.53
1.28

Sig. +

1.77
.97

1.59
1.04

10

2

05

01

26.284

NS

NS

26.658

NS

NS

36.880

S

NS

16.258

NS

NS

30,467

NS

NS

91.940

S

S

B
X

.66

100.00
0.00

Sig.+

9

7

1.77
1.10

123

41.

3

Mgt.

m
s
23.

2

Coons.

m
s
9,

1

TAfiLE 4-11.--Continued.

0
The Head Resident Advisor
Should:
46.

Communicate with parents about
matters of social or academic
concern regarding their sons
and daughters.

Cone,
la
Id

m
s

49.

51.

55.

Cone.
la
id

Voice his dissatisfaction with
policies of his division or the
university only through official
channels within the system.

Cone.
la
Id

publically support his staff
or other Head Advisors even
though he disagrees with their
decisions or actions.

Encourage informal facultystudent contact in the
residence hall.

Recruit able candidates for
staff positions rather than
accept only those who make
application,

3

4

5

6

7

Stu.

Group
Total

X

Lt.15.00
50.00

L t .+■
19,05
57.14

Lt.3,85
50.00

Div.
26.66
46.67

Lt.-

Lt
11.60
69.34

Lt.12.09
65.24

39.081

S

S

1.43

1.38
1 .07

1.31

17.692

NS

NS

75.388

S

S

28,722

NS

NS

20,660

NS

NS

25,361

NS

NS

1.00

20.00
63.33

1.01

1.33
1.32

1.16
.99

1.02

100.00
0.00

S i g .+
96.67
3.33

S i g .+
93.33
6.67

Sig.+
91.99
4.14

Sig.+
92.44
4 .09

.88

1.77

1.24

3.40
.67

3.23
.77

3. 20
.77

3,29
.76

Div.
45.00
40.00

S i g .+
90.95
19.05

S t .+
69.23
26.92

Sig.+
90.00
6.67

Div.
40 .00
40 .00

Div.
35.63
40.60

Div.
43. 35
36,81

2 .05
1.23

2.62

3.27
.94

2 .07

1.10

1,20

1.97
1.13

2.13
1.18

Lt *25 .00
60.00

Div.
42.86
28.57

St.+
69.23
19.23

Div.
40 .00
33.34

Div.
46.67
43.34

Div,
36,18
41.99

Div,
38,65
40.49

m
s

1.70
1.13

2.24
1.26

2.54
.99

2.13
1.07

2.03
1.16

1.96
1.16

2.00

Cone.
la
Id

S i g .+
05.00

Sig.+
B8.56

0.00

S i g .+
85.71
4.76

Sig.+
93.33

S i g ,+
93.34
3.33

Sig.+
83.71
4 .14

Sig.+
85.28
3.58

3 .25
.72

3.10
.94

3.15
.61

3.57
.63

3.20

3.11
.84

3,15
.81

St.+
70,00
15,00

S i g .+
80,95
4 .76

St.*
73.07
15,38

S i g .+
90.00
3.33

L t .+
63,34

20,00

Lt.*
59.56
25.76

L t ,+
63,73
22.13

2 .90
1.23

3 .00
.95

2.05

3 .27
,67

2.50

2.50

2.61

1.20

1,25

1.21

m
s

01

Fac .

3. 54
.51

Cone.
la
Id

05

S.A.P.

2 .90
.83

Cone.
la
Id

10

H.R.A.

3 .40
.60

n
s

2

9

Mgt.

0.00

m
s

B

Couns.

S i g ,+
01.96
9.52

m
s
59.

2

S i g .*
95.00

3.00

S i g .+

1.10

0.00

1,01

0.00

.66

1.15

124

54 .

Participate in the selection
and training of new residence
hall advisory staff members—
Head, Assistant, and Graduate
Advisor s .

1

TABLE 4-11.— Continued.

0
The Head Resident Advisor
Sh ould:
60 .

62.

63.

66.

70 .

Coordinate staff coverage in
the residence hall so that an
advisory staff member is
always on du t y .

2

3

4

5

6

7

B

9

10

X

2

05

01

21.568

NS

NS

22.991

NS

NS

S

NS

S

S

S

S

NS

NS

Couns.

Mgt.

H.R.A.

S.A.P.

Fac.

StU.

Group
Total

Lt. +
60. 00
25.00

Sig.+
80 .95
14 .28

S t .+
73.07
15.33

Sig.-t
76.66

10,00

L t ,+
50.00
16.67

L t .+
56 ,90
19.33

L t ,+
59.71
18.40

m
s

2,45
1.15

2.86
1.06

2.73
.92

2.73
.9B

2.43
.90

2,49

2.53

1.01

1.01

Cone.
ta
td

Sig.+
05.00
5 .00

Sig. +
95.24
4.7b

S i g .+
93.33

Sig. +
94.20
1.84

Sig. +
94.07

3.00
.92

3 .19

3.36

S i g .+
75.00

Cone,
ta
%d

m
s

Sig. +

00.00

00,00

Sig.+
93.33
1.93

3.46
.51

3.53
.63

3.37
.61

3,36

.68
Sig. +
95.24
4 .76

St.+
72.00
3.B5

Sig.+
93.34
3.33

S t .+
70,00

10.00

L t .+■
61.88
14 .36

St.+
66.25
12.27

100.00

.68

.66

Seek to have regulations
affecting students updated
and changed rather than
reacting to changes pro­
posed by student groups.

Cone.
ta
td
m
s

2.95

1.10

3 .29
.72

2.08
.77

3.27
.69

2.60
.93

2.60
.99

2.70
.98

Assist in working with practicum and seminar students who
want experience in residence
hall work.

Cone.
la
Id

Sig, +
75.00
5,00

S t .+
66.67
4 .76

S i g .+
8B.46
3.85

S i g .+
93. 33

0.00

S t .+
70.00
3.33

L t .+
58.29
6.62

L t .+
63.81
5.72

3 .00
.36

2.71
.90

2.92
.56

3.20
.55

2.70
.60

2.60
.78

2.6B

Lt.25.00
55.00

Lt.9.52
61.40

L t .+
57.69
15.3B

Div,
43. 33
30.00

Lt.26.67
50.00

Lt
16.30
55,25

1.40
1.19

1.43
.93

2.35
.94

2,13
1.17

1.67

1,41
1.06

1.10

Sig.15.00
75.00

Sig.9.52
85.71

Sig.7.70
00.47

Sig.13.33
80.00

Sig
3.33
93,34

Sig.6.63
85.00

Sig. 7. 36
85.07

.80
.95

1.13
.90

.87
.78

.92
.89

.93
.09

Prepare written reports about
student psychological
behaviors for the counseling
center and psychiatric services.

Be available to students only
during posted office hours.

m
s
Cone.
la
Id
m
s
Cone.
ta
td
m
s

10.00

1.05
1.05

1.00
.04

1.10

33.492

44.356

.77
Lt.-

20.86

58.175

51.53
1.52

19.126

125

64.

Assist students in securing
financial assistance,
scholarships, and loans.

1

TABLE 4-11.--Continued.

0
The Head Resident Advisor
Should:
77.

Serve as the primary referral
agent from the residence hall
to the counseling center.

Cone.
la
Id
m
s

78.

81.

Exert his primary influence
through his staff rather than
be directly involved with
students.

Participate with students
in hall social, recreational,
or academic activities.

Cone.
la
Id
m
5
Cone.
la
Id
m
s

86.

88.

2

3

4

5

6

7

01

S .A.P.

Fac.

Stu.

Group
Total

X2

Div.
40.00
40.00

Sig.t
76 .19
4.76

Lt. +
53.85
2] .08

Lt.+
63.34
26.67

L t .+
50 ,00
40.00

Div.
32.27
31.77

Div,
46.01
30.76

31.567

S

NS

2.10
1.21

2 .90

2.27
.92

2,53
1.07

2.13

.94

1.11

2.15
1.04

1.05

L t .+
60.00
30.00

Div.
42.86
28.57

Lt. +
53.84
34.61

Lt.33. 34
50.00

DlV,
43.33
43.33

Div.
35.08
47.79

Div.
37.84
45 .40

16.028

NS

NS

2,30

1.22

2.19
.93

2.27
1.25

1.80
1.16

2.03
1.27

1.85
1.15

1.91
1.16

St.t
65.00
5.00

L t .+
61.93
4 .76

S i g .+
80.77
4.70

S i g .+
77.66

Lt.+
63.53
9.12

L t .+
64.42
9,20

17.177

NS

NS

2.70
.73

2.71
.78

2.SI

10.00
2.B0

L t ,+
50.00
16.67

.81

2.43
.90

2.6B
.85

2.68

.85

St.+
70.00
15.00

Div.
47.62
23.81

Lt. *
61.54
26.93

S i g .+
90.00
6.67

L t .+
60.00
23.33

St.+
65.74
18.76

S t .+
66,05
18. 81

25.881

NS

NS

3.03
.72

2.53
1.14

2 .57

1.02

2.5B
1,03

Sig. +
90.31
4 .96

Sig. +
88.32
6,35

40.613

S

S

NS

NS

2.21

.84

2.75
1 .25

2. 38
1.16

2,35

Make no major policy, nor
physical changes within the
halls without first seeking
student opinion and support.

Cone.
la
id

Sig. +
90.00

L t .+
61.91
33.33

S t .+
73.08
15.36

Sig .+
92.33

0.00

Sig.+
90.00
6.67

.68

2.48
1.29

2.92
1.06

3.40
.62

3.30
.84

3.29
.80

3.24
.84

S i g .+
75.00
5.00

Div.
47.62
14.28

S t .+
69.2 3
15.3B

Sig.+
BO.00
6.67

S i g .+
80.00
6.67

St.+
73.89
4.72

St.+
73.30
5.95

2.90
.79

2.33
.91

2.69
.93

3.10
.8 B

2,93

2.89

2.87

.78

.80

.83

m
s

05

H.R.A.

m
s

Cone.
la
Id

10

Mgt.

Cone.
la
Id

Invite students into his apart­
ment for social events and
informal discussions.

9

Couns

Be familiar with the academic
requirements, regulations,
and grading procedures of the
various colleges within the
university.

m
s

8

0.00
3.40

1.02

25.178

126

84.

1

TABLE 4-11.— Continued,

0
The Head Resident Advisor
Should:
89.

95.

97.

100.

2

3

4

5

6

Couns.

Mgt.

H.R.A.

S.A.P.

Fac.

Stu.

7
Group
Total

Maintain a record system of
hall activities, student
academic programs, and
other records necessary for
the operation of the hall
program.

Cone.
ta
td

S i g .+
30.00
5.00

Sig.+
90.96
9.52

S i g .+
80.77
3.85

Sig. +
06.66
13.33

S i g .+

00,00
10.00

L t .+
61.60
14 .09

St.
66.87

m
s

2.80

2.90
.83

2,88

2.93
.87

2.83
.79

2.52
.90

2,61

.65

Not be expected to function
as an advisor and counselor
on one hand and as a dis­
ciplinarian on the other.

Cone.
ta
Id

Div.
45.00
40.00

Sig .19.04
76.19

L t .+
34.62
64.54

Lt.+
40.00
50.00

L t .+
36.67
56.67

Div,
46.96
35.63

Div.
43.97
41.10

m
s

2.25
1.45

1.19
1.29

1.73
1.28

1.87
1.43

1.83
1.44

2.30
1,26

2.16
1.32

Be able to articulate the
various sides of controversial
issues which are of concern
to students and the uni­
versity.

Cone.
la
td

S i g .+
80.00
15.00

S i g .+
80.96
9.52

Sig.+
92. 31
3.85

Sig.+
96.67

00.00

Sig, +
96.66
3. 33

S i g .+
82.82
3.32

S i g .+
84.84
3.89

2.B0

2.86
.79

3,19
.69

3.33
.59

3.17
.59

3.02

.09

,73

3.04
.72

Use his own judgment in
interpreting university
policies and regulations
in specific cases.

Cone.
ta
td

St.+
70.00

S i g .+
92.30
3.85

S i g .+
76.67

10,00

St.33.34
66.67

20.00

S i g .+
90.00
6.67

Sig.t
83,14
7.18

Sig.+
80,98
10.43

2.65
.93

1.81

1.21

3.15
.67

2.57
1.04

3.03
.85

3.00
.84

2.92
.91

St.*
65.00
20.00

S i g .+
76.19
14. 28

S i g .+
8B.4S
3.85

S i g .+
93.33
3.33

Sig.+
73.36
13.32

St.+
79.03
12.26

Sig.+
76 .42
13.22

2.80
1.28

3.00
1.18

3.23
.91

3.57
.73

2.93
l.U

2.91
1.14

2.97
1.17

Be a professionally
trained full-time staff
member.

m
s

m
s
Co n e .
ta
td
m
s

.62

8
2
X

9

10

05

01

29.347

NS

NS

46.195

S

S

26.544

NS

NS

116.545

S

S

31.826

NS

NS

12.68
.88

127

98.

1

128

17.

L iv e in the re sidence hall where he works.

All

g roups indicated a significant concensus for the
expectation that the Head Resident A d v i s o r live
in the hall w h e r e he works.
41.

Be familiar w i t h campus service a g en c i e s — coun­
seling,

health,

public safety,

i n t r a m u r a l s , financial aides,
registrar's o f f i c e — and m a k e use

of them for re ferral purposes.

All groups

reported a significant concensus for this
expectation.

It received th e strongest p e r ­

c entage re s p on s e and highest mean scores of all
the stated expectations.
49.

Participate

in the selection and training of new

residence hall advisory st aff m em b er s — Head,
assistant,

and graduate advisors.

All groups

indicated signifi c an t c o n c e n su s for the question.
55.

Encourage informal faculty student co ntact in
the residence hall.

All g r o u p s indicated sig­

nificant c o n c e n s u s for the item.
62.

Coordinate staff coverage in the re sidence hall
so that an a d v i s o r y staff m ember is a lways on
duty.

All g r o u p s

indicated significant concensus

for the e x p e c t a t i o n of al w a y s having an advisory
staff member o n duty in the hall.

129

86.

M a k e no major policy nor physical changes with in
the halls without
and support.
sonnel,

first seeking s tu dent opinion

Counselors,

faculty,

Student A f fairs P e r ­

and students indicated si gn ifi­

cant concensus for the question.

Head Resident

A dv i so r s indicated strong support for the
q u e s t i o n while hall managers indicated limited
concen sus for the expectation.
89.

M ai n ta i n a record system of hall activities,
student academic programs,

and other records

n ec e ssary for the operation of the hall program.
All groups indicated significant c on c ensus for
the item except students.

Students indicated

limited concensus for the idea.
97.

Be able to artic ul a te the various

sides of c o n ­

troversial issues wh ic h are of c o ncern to st u ­
d en t s and the university.

All groups

indicated

significant concensus for the question.
98.

Use his own judgment in interpreting university
p ol i ci e s and regulations in specific cases.
Head Resident Advisors,
sonnel,

faculty,

Student A f f a i r s Per­

and students indicated

cant co ncensus for the expectation.

signifi­

Counselors

expre ss e d strong concensus for the idea while,
contrast,

hall managers indicated

strong

in

130
negative concensus

for the expectation.

The

di f f er e n c e in group co ncensus between hall m a n a ­
gers and Head Resident Ad v is o rs suggests another
area of potential conflict.
100

.

Be a professionally trained
ber.

full-time sta ff m e m ­

Four of the six g r o u p s — managers,

Reside nt Advisors,

Head

Student Affairs Personnel,

fac u lt y — indicated significant concensus
expectation.

and

for the

Counse lors and students indicated

strong concensus for the expectation.

Thus,

all

groups st rongly supported the idea that the
Head Resident Advisor should be a full-time
pro f es s io n al l y trained individual.
A strong concensus

(65.0% to 74.9%)

of the

groups felt that the Head Resident Advisor should:
59.

Recruit able candidates for staff positions
rather than accept only those who mak e a p p l i ­
cation.

Hall managers and Student Affairs P e r ­

sonnel

indicated significant concensus

item.

Couns e lo r s and Head Resident A d visors

indicated strong concensus.
dents

for the

Faculty and

s t u­

indicated limited concensus for the e x p e c ­

tation .
60 .

Assist students in securing
scholarships,

and loans.

financial assistance,

Hall managers and

131
Student A ffairs Personnel indicated significant
concensus for the expectation.
Advisors

Head Resident

indicated strong concensus

the expectation.

Counselors,

in favor of

faculty,

and

students indicated limited concensus.
63.

Seek to have regulations affecting students
updated and changed rather than reacting to
changes proposed by student groups.
hall managers,

Counselors,

and Student Affairs A dm i nistrators

indicated significant concensus

for the question.

Head Resident Advisors and faculty indicated
strong conc ensus while students

indicated limited

concensus for the expectation.
64.

Assist

in working wi th practicum and

seminar s t u ­

dents who wa nt experience in residence hall work.
Counselors,

Head R es i de n t Advisors,

and St udent

Affairs Personnel indicated significant c o n c e n ­
sus for the expectation.

M a na g e m e n t and faculty

indicated strong concensus,
cated limited concensus
81.

and students in di­

for the expectation.

P articipate with students in hall social,
ational,

or academic activities.

recre­

Head Resident

Ad visors and Student Affairs Personnel indicated
sig nificant concensus for the item,
indicated strong concensus.

and counselors

Hall managers,

132
faculty,

and students indicated limited c o n ­

census for the expectation.
84.

Be familiar with the academic requirements,
regulations,

and grading procedures of the

various colleges w i t h i n the university.
d e n t A f fairs Personnel

indicated

concensus for the expectation.

Stu­

significant
Counselors and

students indicated strong concensus while Head
Resident Advisors and
concensus

faculty indicated limited

for the item.

Hall man agers reflected

a diverge n ce of op inion on the question.
88.

Invite students into his apart m en t for social
events and informal discussions.
Student Affairs Personnel,
sign ificant concensus

Counselors,

and faculty indicated

for the expectation.

Head Resident Advisors and students indicated
strong concensus.

Managers indicated a d i v e r ­

gence of opinion on the question.
A limited concensus
groups
5.

(50.0% to 64.9%)

of the

felt that the Head Resident A d v i s o r should:
K n o w something about the home background of s t u ­
dents.

Student Affairs Personnel

indicated a

significant concensus for the question.
g r o u p s — managers,
faculty,

Head Resident Advisors,

and s t udents— indicated limited

Four

133
concensus for the expectation.

Counse l or s i n d i ­

cated a diverge n ce of o pinion on the question.
3.

Be responsible

for approving hall

Four g r o u p s — hall managers,
Student A ffairs Personnel,
limited concensus

social policies.

Head Resident Advisors,
and

for the item.

faculty— indicated
Students

reflected a d ivergence of opinion on the e x p e c ­
tation,

and counselors indicated a negative

limited conc ensus in opposit i on to the question.
77.

Serve as the primary referral agent from the
residence hall

to the counseling center.

Hall

m an a ge r s indicated significant concen sus for
this question.

Head Resident Advisors,

A f fairs Personnel,

Student

and faculty indicated limited

concensus for the e xpectation while counselors
and students reflected a di v e r g e n c e of o pinion
on the question.
A diverge n ce of op i nion
or disagree

in any one category)

(less than 50.0% agree
was expressed

for the

expectations that the Head Resident Adv isor s h o u l d :
42.

Carry out decisions of his supervisors even
t hough he m a y consider them unreasonable.
m an a ge r s indicated significant concensus
item.

Hall
for the

Head Resident Advisors and Student Af fa irs

Personnel indicated limited concensus

for the

expectation wh ile counsel ors and students
expressed negat iv e limited concensus in oppos it i on
to the item.

Faculty indicated a d i v e r ge n ce of

opinion on the question.
Voice his d is s at isfaction w i t h policies of his
division or the university on ly through off icial
channels w i t h i n the system.

Hall man agers and

Student Af f a i r s Personnel indicated signi fi c an t
concensus w i t h the question.

Head Resident

Advisors indicated strong support while the
three remaining groups— counselors,

faculty,

and

s tudents— reflected a d i v e r g e n c e of o p i n i o n on
the question.
Pu blically support his staff or other Head
Resident Ad visors even tho ugh he di sagrees with
their d ec i si o ns or actions.
Advisors

indicated strong support for the

expectation.
sonnel,

Head Resident

Managers,

faculty,

Student Affairs P e r ­

and students reflected a d i v e r ­

gence of o p i n i o n on the expectation while c o u n ­
selors indicated negative

limited con census

in

opposition to the expectation.
Exert his p r imary influence

through his staff

rather than be directly involved with students.
Counsel ors and Head Resident Advisors indicated

135
limited concensus in favor of the expectation.
Hall managers,

faculty, and students indicated a

d i v e r g e n c e of op inion while Student Affairs
Personnel reflected negative limited concensus
for the question.
95.

Not be expected to function as an advisor and
c ou n s e l o r on the one hand and as a d i s c i p l i n a r i a n
on the other.

Head Resident Advisors,

A ff a ir s Personnel,

S tu d en t

and faculty indicated

limited

c o n c e n s u s in agre ement with the expectation.
Couns el o rs and students reflected a di v er g en c e
of op i ni o n on the question.
c at e d

Hall managers

i nd i ­

significant negative concensus in o p p o s i t i o n

to the expectation.
A significant conce nsus
of the groups

( > 75.0% or greater)

felt that the Head Resident Advisors should

not:
70.

Be availa ble to students only during posted
o f f i c e hours.

All groups expressed signifi c an t

co ncensus in opposit i on to the expectation.
A limited concensus

(50.0% to 64.9%)

of the

groups felt that the Head Resident Advisor should n o t :
23.

Be a va i lable to students twenty-four hours a day
and on most week-ends.

Managers and Head R e s i ­

d e n t Advisors indicated strong concensus

in

136
o p p o s i t i o n to the expectation.
Student Affairs Personnel,

Counselors,

and students in di­

cated negati ve limited concensus in opposition
to the question while faculty reflected a d i v e r ­
gence of opinion on h o w mu ch the Ad v i s o r should
be available.
48.

Co m m u n i c a t e with parents about ma t te r s of social
or academic concern regarding their sons or
daughters.
faculty,
concensus

Counselors,

and students

Head Resident Advisors,

indicated negative limited

in o p po s i t i o n to co mmunicating with

parents regarding social or academic concerns.
Student Affairs Personnel expressed a divergence
of o p i n i o n on the que stion while hall managers
expressed

limited concensus in favor of the

expectation.
66.

Prepare written reports about student p s y c h o l o g i ­
cal be h av i or for the counseling cent er and p s y ­
chiatric

services.

Counselors, managers,

faculty,

and students

indicated ne gative limited

concensus in opposi ti on to the expectation.
Student Affairs Pers onnel reflected a divergence
of o p i n i o n on the item, and Head Resident Ad v isors
indicated limited concensus in favor of the
expectation.

137

Summary
The ma jor null hypothesis that there were no dif
ferences among the groups in their expectations for the
role of the Head Resident Advisor as measured by the
instrument may be rejected at the
nificance.

.05 level of s ig ­

The minor hypothesis that there were no

di ff erences in expectations held by the Head Resi dent
Advisor and those held by students

for the role of Head

Resident Ad visor as me a su r ed by the instrument can be
rejected at the

.05 level of significance.

The

remaining m i no r hypotheses must be accepted.
The descriptive data reported

for the six s u b­

scales of the qu estionnaire indicate specific areas of
concensus and d i s a g re e me n t for role expectations held
for the position of Head Resident Ad visor by the s i g­
nificant reference groups.
C ha p t er V reports the summary,
r ec o mmendations of the study.

conclusions,

and

C HA PTER V
S U M M A R Y , CONCLUSIONS, AN D
REC OMM E ND AT ION S

The basic purpose of this study was to describe
and anal yze expectations held by significant reference
groups for the role of the Head Resident Advisor at
Mi chigan State University.

The study was based on the

assump t io n that each of the groups holds specific e x p e c ­
tations wh i ch have a primary influence on the way the
posi tion

is defined by role incumbents.

reference groups were defined as:
in residence halls,
Resident Advisors,

Si gnificant

(1) couns elors working

(2) residence hall managers,
(4) Student Af fairs Personnel,

(3) Head
(5) U n i ­

ve rsity college faculty assigned to residence halls,

and

(6) underg ra d ua t e students living in residence halls.
M e thodology
The study was conducted d uring Spring Term,

1971.

A q u e s t i on n ai r e containing ninety - se v en items within six
sub— scales was distributed to 672 subjects re presenting
the six groups.

Four hundred e i g h t y —nine, or 72 per cent

138

139
usable questionnaires,
tistical
for the

were

and d e s c r i p t i v e

a na l ys i s.

study was devel o p e d

during Fall

T e r m of 1970.

sub-scales which covered
Head

R e s i d e n t A dv i s o r .

expectations
group

advising,

(3)

for m a n a g e m e n t

t es t

reliability

job

scales were determined

six s u b — s c a l e s were:
(2)

from

.74 to

of r e s p o n s e s

ranging

Values ranging

assigned

to the
(0)

response.
higher
n ee d

for g e n e r a l

was assigned

surrunated r a t i n g

for

the instrument.

the

four

for the

four

(4)

Resident Advisor

and a w e i g h t

so that the
th e e x p r e s s e d

to p e r f o r m the

The degree of

were

(4) w a s

"strongly disagree"

s c o r e , the greater

expectation.

to

response

The responses w e r e arranged

fo r the H e ad

"strongly disagree"

(0)

A weight of

to

t h e study b y

A

from

f ro m zero

The

Al l s ub —

as a l t e r n a t i v e s

" s t r o n g l y ag r e e "

the response

stated role

for

expectations

.90.

Research Consul tation.

to the r e s p o n s e s .

ze r o

(5)

to b e u s a b l e for

assigned

of

(1)

expectations

(6) e x p e c t a t i o n s

"strongly agree" w ere used

questions.

six

for i n d i v i d u a l a d v i s i n g ,

s c a l e or L i k e r t - T y p e S c a l e wa s used

to

study c o m p l e t e d

the r e l i a b i l i t y of the i n s t r u m e n t .

the O f f i c e of

used

H o y t e Ts R e l i a b i l i t y C o e f f i c i e n t s w e r e

scores ranged

F iv e d e g r e e s

instrument

functions of the

for s t u d e n t b e ha v io r ,

administration.
to

selected

and

for s t a ­

instrument contained

expectations

li a ison,

used

f r om a p i l o t
The

The

The

for p r o g r a m f u n c t i o n s ,

(4) e x p e c t a t i o n s

used

returned and

s u p p o r t for

140
each, e x p e c t a t i o n w a s d e t e r m i n e d

by r a t i n g

r e s p o n s e of e a c h g r o u p

stated expect a t i o n

for e a c h

a c c o r d i n g to the C r o s s l a n d
than

75 pe r c e n t

receiving

response

r a n k e d as

receiving
receive
tha n

Items

for t h e

groups

significant con census.

6 5. 0 p e r c e n t to
were

Scale.

50.0

were

r a n k e d as

items

receiving

from the groups

concensus.

per cent

per c e n t w e r e

to 64 . 9

concensus.

per c e n t o f

disagreement

support

receiving more

receiving strong

limited

50.0

7 4.9 per c e n t

Those

the percentage

for

T h e n u ll

Divergence existed

the g r o u p

indicated

Hypothesis was tested

a n a l y s i s of v a r i a n c e

te s t of

significance.

was
mean

used

.05 level of

f re e d o m .

The

to m o r e p r e c i s e l y

scores

to

if less

by a m u l t i — v a r i a t e

significance

4 89 d e g r e e s o f

said

the e x p e c t a t i o n .

te s t of

t e s t e d at the

it e ms

a g r e e m e n t or

a n a l y s i s of v a r i a n c e

was

Those

for t h e

a n d by a o n e - w a y
The hypothesis

significance

f o r 5 and

Scheffe post hoc

locate differences

six g r o u p s

and

to t e s t

technique
between

the m i n o r

hypotheses.
Conclusions
It w as
that divergent
reference
Advisor

the m a j o r

of

this

study

expectations exist among significant

groups

for

at M i c h i g a n

hypothesis

nu l l h y p o t h e s i s

tested

the p o s i t i o n of H e a d
State University.

in the s t u d y was:

Resident

T h e m a j o r nu ll

141
T h e r e a r e no s i g n i f i c a n t d i f f e r e n c e s in e x p e c t a t i o n s
t h a t r e s i d e n c e h a ll c o u n s e l o r s , r e s i d e n c e h a l l m a n a ­
gers, H e a d R e s i d e n t A d v i s o r s , S t u d e n t A f f a i r s P e r s o n ­
nel, f a c u l t y , an d s t u d e n t s h o l d for the p o s i t i o n of
H e a d R e s i d e n t A d v i s o r at M i c h i g a n S t a t e U n i v e r s i t y as
m e a s u r e d by the i n s t r u m e n t d e v e l o p e d for t h is study.
On

the b a s i s o f

be r e j e c t e d .
cated

the d a t a

analysis,

T h e m u l t i —v a r i a t e

th a t t h e r e w e r e

g r o u p s o n e a c h of

the

this

hypothesis must

analysis of v a riance

significant differences
six s u b - s c a l e s .

n a i r e as a s i n g l e

scale

d i f f e r e n c e s b e t w e e n the
comparisons using
cated

that

indicated overall
six g r ou p s.

the

the

the q u e s t i o n ­
significant

T h e S c h e f f d p o s t hoc

95 p e r c e n t c o n f i d e n c e

specific

between

In a d d i t i o n ,

one-way analysis of v a r i a n c e which treated

indi­

intervals

significant differences

indi­

existed

between:

The

1.

C o u n s e l o r s and

Student Affairs

2.

Student Affairs

3.

Head

4.

Student Affairs

Personnel

Resident Advisors

Personnel

remaining comparisons did

statistical
T he

differences
following

and

not

between

and

null

hypotheses

Minor

Null

Hypothesis A :

faculty

students,
and

and

students

indicate

any

significant

the g r o u p s .

is a s u m m a r y of

the m i n o r

Personnel

the

findings of

o f t h e study:

T h e r e a r e n o s i g n i f i c a n t d i f f e r e n c e s in e x p e c t a t i o n s
h el d by t h e H e a d R e s i d e n t A d v i s o r for h i s p o s i t i o n
a n d t h o s e h e l d by r e s i d e n c e ha l l c o u n s e l o r s as m e a s u r e d
by th e i n s t r u m e n t d e v e l o p e d for t h is study.

142

Based on the Scheffd post hoc analysis,
sis m u s t be a c c e p t e d .

There were d i fferences

b e t w e e n t he t wo g r o u p s as t h e y r e s p o n d e d
items of

the q u e s t i o n n a i r e ;

ferences were
Minor

not

this n u l l

however,

hypothe­

found

to i n d i v i d u a l

the o v e r a l l d i f ­

statistically significant.

Null H y p o t h e s i s

B:

T h e r e a r e no s i g n i f i c a n t d i f f e r e n c e s in e x p e c t a t i o n s
h e l d by t h e H e a d R e s i d e n t A d v i s o r for his p o s i t i o n
a n d those h e l d by r e s i d e n c e h al l m a n a g e r s as
m e a s u r e d by the i n s t r u m e n t d e v e l o p e d for t h is study.
Based

on

the

S c h e f f £ p o s t hoc

hypothesis m ust b e accepted.
found
vidual

between

analysis,

There were differences

th e r e s p o n s e s o f the t w o g r o u p s

items of the questionnaire;

differences were

no t s t a t i s t i c a l l y

M i n o r Nu l l H y p o t h e s i s

t h i s null

however,

to

indi­

the o v e r a l l

significant.

C :

T h e r e ar e no s i g n i f i c a n t d i f f e r e n c e s in e x p e c t a t i o n s
h e l d by t h e H e a d R e s i d e n t A d v i s o r for his p o s i t i o n
a n d t h o s e h e l d by S t u d e n t A f f a i r s P e r s o n n e l as
m e a s u r e d by t h e i n s t r u m e n t d e v e l o p e d for t h is stud y.
Based on

the S c h e f f d p o s t

hoc

comparisons,

this

n ul l h y p o t h e s i s m u s t be a c c e p t e d .

There were differences

found between the

two g r o u p s

vidual

items o f

differences were

responses of

the

the questionnaire;
not s tatistically

however,

to

indi­

the o v e r a l l

significant.

143

Minor Null

Hypothesis D :

T h e r e a r e n o s i g n i f i c a n t d i f f e r e n c e s in e x p e c t a t i o n s
h e l d by t h e H e a d R e s i d e n t A d v i s o r for h i s p o s i t i o n
and t h o s e h e l d b y f a c u l t y w o r k i n g i n r e s i d e n c e h a l l s
as m e a s u r e d by the i n s t r u m e n t d e v e l o p e d for th is
study.
Based on
null

the S c h e f f d p o s t hoc c o m p a r i s o n s ,

h y p o t h e s i s m u s t be a c c e p t e d .

f ound b e t w e e n
vidual

items

the r e s p o n s e s o f
on

There were differences

th e two g r o u p s

the q u e s t i o n n a i r e ;

d i f f e r e n c e s were not statistically
Minor

this

however,

to i n d i ­

the o v e r a l l

significant.

Null Hypothesis E :

T h e r e a r e no s i g n i f i c a n t d i f f e r e n c e s in e x p e c t a t i o n s
h e l d by t h e H ea d R e s i d e n t A d v i s o r for his p o s i t i o n
a n d t h o s e h e l d by s t u d e n t s l i v i n g in r e s i d e n c e h a l l s
as m e a s u r e d by the i n s t r u m e n t d e v e l o p e d for t hi s study.
This

null hypo t h e s i s m u s t be rejected.

the S c h e f f € p o s t hoc c o m p a r i s o n ,
were

found

Based

overall differences

to e x i s t b e t w e e n H e a d R e s i d e n t A d v i s o r s

students on expectations

held

on

and

for the p o s i t i o n of H e a d

Resident Advisor.
In a d d i t i o n
the

individual

t h e chi

square

was determined
between

to the o v e r a l l

items of

tests

for s i g n i f i c a n c e ,

the q u e s t i o n n a i r e w e r e

t es t o f s i g n i f i c a n c e

at the

t ha t s i g n i f i c a n t d i f f e r e n c e s

the g r o u p r e s p o n s e s

.05

chi square

score

exceeded

ninety-seven

i t e m s o n the q u e s t i o n n a i r e ,

level.

existed

to the i n d i v i d u a l

the obtained

t e s t e d by

31.410,

items
Of

if
the

fifty—two were

It

144
found t o h a v e

significant differences

between

Twenty-nine

items r e c e i v e d

seven

received stro n g c o n c e n s u s / twelve

items

received

the

opposition

and

strong

limited

to five of

be a c c o m p l i s h e d .
inappropriate,
to

the

findings

items.

the

following

Thus,

groups were

indicated

ing m a j o r

differences

found w e r e

dent Advisors
items;

of

significant

and a divergence

questionnaire.
responses

o f the

that all

support.
concensus

for t h r e e ,

of o p i n i o n

limited

for two.

faculty differed

o n the e x p e c t a t i o n t h a t

significant

in the p r o g r a m area.

strong concensus

Resident A d v i s o r s and

r e j e c t e d as

t he He a d R e s i d e n t A d v i s o r

in degrees

indicated

to

a d i v e r g e n c e of

it m a y be c o n c l u d e d

responsibility

in

items.

the percentage

in favor o f

indicated

as e x p e c t a t i o n s

is a d i s c u s s i o n of the

s u b — scale X,

for

s i x t y — e i g h t of

items were

f r o m the s u b — s c a l e s of t h e

to

indicated

was e x p r e s s e d

b y the g r o u p s

and t h e g r o u p s

Xn analyzing

for two,

concensus

T h i r t e e n of t he

sixteen of

The

the

items

negative concensus was

the i t e m s w e r e s u p p o r t e d

groups

Twenty-

items.

s i g n i f i c a n t c o n c e n s u s was

items,

items,

opinion

significant concensus.

for s i x t e e n of the

Negative

for two

groups.

l i m i t e d c o n c e n s u s t and a d i v e r g e n c e o f o p i n i o n

was expr e s s e d

six of

the

w o r k to c o o r d i n a t e p r o g r a m s a m o n g

T h e ba s ic
Head Resi­
f o r t e n of
concensus
Head

fr o m o t h e r

Head Resident Advisors
ha l ls .

assum­

groups

should

All other

145

groups

indicated

strong

H ea d R e s i d e n t A d v i s o r s
of o p i n i o n
the H e a d

support
and

c o o r d i n a t i o n of p r o g r a m s
while

all

faculty

for t h e e x p e c t a t i o n .

Resident A d v i s o r

other groups

for t he c o n c e p t w h i l e

and

indicated a divergence

It m a y b e c o n c l u d e d

f a c u l t y d o not c o n s i d e r

among halls

see

that

it as m o r e

to b e v e r y

important

i m p o r t a n t to the

hal l o p e r a t i o n .
A

f ur ther

e x p l o r a t i o n of t h e s u b — s c a l e

indicated

a d i f f e r e n c e of o p i n i o n o n the v a l u e o f g r o u p d y n a m i c s
and s e n s i t i v i t y t r a i n i n g for H e a d R e s i d e n t A d v i s o r s ,
Head R e s i d e n t A d v i s o r s

indicated

a significant response

for t h e v a l u e of s u c h t r a i n i n g .

Counselors

indicated

expectation.

strong supp o r t

other hand,
cated o n l y

Student Affairs
l imited

for the

that differences do

Advisors,

Student A f f a i r s

the v a l u e

of g r o u p a n d

Another
was

found

Advisor

item.

to s t u d e n t s .

faculty

area of difference

in d e g r e e

H ea d

the H e a d

indicated

and p r o g r a m s

strong

while

ot h er g r o u p s

support

indicated

of

on

support

Resident

s e e i n g t ha t a d e q u a t e

Resident Advisors

Personnel

Resident

and h a l l m a n a g e r s

tr a in i n g .

for

indi­

it m a y be c o n ­

sensitivity

facilities

O n the

indicated a

Thus

Personnel,

for the e x p e c t a t i o n t h a t

recreational

and

students

exist b e t ween the Head

take responsibility

all

Personnel

s u p p o r t and m a n a g e r s

d i v e r g e n c e of o p i n i o n
cluded

for t h e

and

are m a d e

available

and S t u d e n t A f f a i r s

for this e x p e c t a t i o n

limited

support.

These

146

findings would

suggest

that

the Head

and Student A f f a i r s Personnel

Resident Advisor

see a m u c h

stronger role

for the H e a d A d v i s o r t h a n al l o t h e r g r o u p s .
Another
expectation

a r e a of d i f f e r e n c e w as

t h a t the H e a d

skills programs

other

for s t u d e n t s n e e d i n g a c a d e m i c

strong support

groups

indicated

findings would

Student Affairs

a divergence of

Personnel

opinion.

suggest that counselors,

involved

tation
special

interest

concluded

in p r o v i d i n g a c a d e m i c

houses

dents,

and

living

units d e v e l o p

in r e s i d e n c e

from student

to o n e

opinion,

the e x p e c ­

It m a y

be
stu­

i n i t i a t i v e for s p e c i a l

in t er e s t .
stated

in S u b - S c a l e

by a m a j o r i t y of the g r o u p s .
II,

expectations

Resident Advisors gave

census

fr om

Head Resident Advisors,

all t h e e x p e c t a t i o n s

On S u b — S c a l e

s e v e n items,

on

h al l s.

f a c u l t y p r e f e r to l e t the

were supported

Head

Personnel

assistance.

A d v i s o r s e n c o u r a g e t h e d e v e l o p m e n t of

that counselors.

Overall,

fa culty,

the H e a d R e s i d e n t A d v i s o r to

Student Affairs

t ha t H e a d

These

managers,

H e a d R e s i d e n t A d v i s o r s a ls o d i f f e r e d
m a n a g e r s an d

assistance.

for the e x p e c t a t i o n w h i l e a ll

a n d students d o not expect
get directly

for t h e

Resident A dv is or organize study

Head Resident Advisors and
indicated

found

significant concensus

strong concensus
item.

Two

for g r o u p a d v i s i n g ,

items

t o three,
received

a n d t h r e e we r e r e j e c t e d as

and

to

limited c o n ­

a d i v e r g e n c e of

inappropriate.

I

147
Students also gave positive
expectations.
Personnel
sixteen

Counselors,

s u p p o r t to t w e l v e of the
managers,

indicated positive

items w h i l e

and S t u d e n t A f f a i r s

s u p p o r t for e l e v e n o f

faculty gave positive

support

the
to

t en items.
A ll g r o u p s

rejected

the expectation

that Head

Resident Advisors

function as editorial c o n s u l t a n t

h al l

Further,

newspapers.

the H e a d

Resident Advisor

dent officers
grams.
H ea d

rejected

should

the

influence

t h r o u g h a d v i c e or o r g a n i z e d

The groups

also rejected

Resident Advisor

on the organized

should

the H e a d

id e a t h a t

elected

the e x p e c t a t i o n t h a t

focus

from t h e s e d a t a that

Resident A d visor

to u s e his

the

his e f f o r t s p r i m a r i l y
in t h e hall.
the

to u s e

groups do

his

influence

to r e s t r i c t h al l p u b l i c a t i o n s , no r do t h e y w a n t
Resident Advisor

stu­

training p ro­

student government group

It m a y b e c o n c l u d e d
n ot w a n t

they

to

the H e a d

influence w ith elected hall

groups.

a model

T h e e x p e c t a t i o n that

t h e H ea d R e s i d e n t

for

also elicited mixed

student behavior

Hall managers.
Personnel

Head

indicated

Resident Advisors,

significant concensus

tation while counselors,

faculty,

limited concensus

t o the

item.

ference was

between Head

noted

Student Affairs

and

Personnel

serve

as

responses.

Student Affairs
for

the e x p e c ­

and s t u d e n t s o n l y g a v e

Another

p o i n t of d i f ­

Resident Advisors

on p r o v i d i n g t r a i n i n g

and
for

148
student gover n m e n t officers.
gave

significant

Student Affairs

s u p p o r t to the

item while Head Resident

Advisors

indicated

limited concensus.

managers

indicated

limited

students

i n d i c a t e d a d i v e r g e n c e of o p i n i o n

expectation.

Thus

of difference

e x i s t s as

Resident Advisors
dent government
It m a y

support whi l e

to the e x t e n t

that

no n e o f

for the

t h a t s om e d e g r e e
to w h i c h H e a d
for

stu­

training.
be no t e d

administration.
it

and

faculty and

should assume responsibility

that

four of

the g r o u p s

students

Managers opposed

limited

s up p o r t .

the g r o u p s

indicated

the e x p e c t a t i o n t h a t the H e a d

A d v i s o r a c t as a r e p r e s e n t a t i v e of

dents gave

Counselors

it m a y be c o n c l u d e d

a d i v e r g e n c e of o p i n i o n o n

t he

Personnel

hold

The

rather

than

t h e i d ea w h i l e

findings would

strong feelings about

stu­

suggest
the

expectation.
An

insp e c t i o n of

S u b —Scale

III

indicates

s i g n i f i c a n t r e f e r e n c e g r o u p s d o not h o l d
tations
bility

for

the H e a d R e s i d e n t A d v i s o r

for i n d i v i d u a l

b e t w e e n the g r o u p s
Student Affairs

advising

Personnel

expect

to a s s u m e m a j o r r e s p o n s i b i l i t y
However/
tend

counselors,

to r e j e c t

groups other

t h a n H e ad

to a s s u m e r e s p o n s i ­
Comparisons

Resident Advisors

and

the H e a d R e s i d e n t A d v i s o r

for

h al l m a n a g e r s ,

the e x p e c t a t i o n .

strong e x p e c ­

functions.

s h o w t h a t H e ad

that

individual
fa c u l t y ,

It m a y

advising.
and students

be c o n c l u d e d

R e s i d e n t A d v i s o r s an d S t u d e n t

tha t

149
Affairs Personnel

assume

t h a t the H ea d

w ou l d be d e l v i n g into a c o u n s e l i n g
he

lacks

suggest

adequate

skill and

Resident Advisor

therapy area

training.

t ha t f u r t h e r c l a r i f i c a t i o n

of t h e w o r k d o n e w i t h i n d i v i d u a l

for w h i c h

The data would

is n e e d e d o n

the nature

students by the Head

Resident Advisor.
A n e x a m i n a t i o n of S u b — S c a l e
n u m b e r of d i f f e r e n c e s b e t w e e n
held

Head

among

process

t ha t a l l g r o u p s

Resident Advisor promoting

st u d e n t s ,

indicates

the g r o u p s

for w o r k i n g w i t h d i s c i p l i n e and

It m a y be c o n c l u d e d
t he

IV

using student

v i o l a t i o n of

on e x p e c t a t i o n s

student behavior.
support

the

i de a o f

self-discipline

judiciaries,

in a d j u d i c a t i o n o f v i o l a t i o n s ,

a student's rights

a

and

using due
seeing that

are p r o t e c t e d w h e n c h a r g e d w i t h a

l a w or u n i v e r s i t y r e g u l a t i o n a n d

in m e d i a t i n g

conflicts between roommates.

A pattern of differences

was also observed

responses

a nd

all o t h e r

groups,

between

groups.

fel t t h a t

the

Managers,

in c o n t r a s t

the H e a d R e s i d e n t A d v i s o r

regulations established

by h a l l

g r ou p s;

delegate disciplinary authority;
students who enter

a cafeteria

t h a t th e H ea d R e s i d e n t A d v i s o r
tations

for s t u d e n t b e h a v i o r ;

illegally
should
th at he

th e A d v i s o r

should have

his

to o t h e r
should

th a t he

th a t he

known instances of drug and alcohol
that

of ha ll m a n a g e r s

should

not

should confront
t o ta k e

food;

establish expec­
should report

violations;

staff

enforce

an d

enforce quiet

150

hours

in t h e

l i v i n g un i ts .

differences do
and

tended
H ea d

e x i s t b e t w e e n the He a d

the hall m a nager on

discipline

and

expectations

student behavior.

to i n d i c a t e

responses

Resident Advisor
An

Resident Advisor
for w o r k i n g w i t h

All other

groups

s i m i l a r to t h o s e of t he

for the H e a d A d v i s o r ' s

congruence of expectations

counselors,

Ha l l m a n a g e r s .

Head

Resident

indicate

for t h e H e ad A d v i s o r

a
to

r e l a t i o n s w i t h h a ll m a n a g e r s w h i l e

f a cu l t y ,

a number

a divergence

involvement with

and Student Affairs Personnel

maintain liaison

th at

for d e a l i n g w i t h s t u d e n t b e h a v i o r .

residence hall management.

reject

suggest

i n spection of S u b - Scale V indicates

of e x p e c t a t i o n s

Advisors,

These data

and

students give a low priority or

of the e x p e c t a t i o n s

for m a n a g e m e n t

responsibility.
It m a y
Head

be c o n c l u d e d

Resident Advisor

hall manager
Counselors
s h o u l d g iv e
value when

t h a t all g r o u p s

to c o o r d i n a t e p r o g r a m s

the

w i t h the

in o r d e r to k e e p w i t h i n b u d g e t a r y c o n s t r a i n t s .

rejected

the e x p e c t a t i o n t h a t

the H e a d A d v i s o r

as m u c h c o n s i d e r a t i o n to c o s t a s e d u c a t i o n a l
planning programs.

Faculty

i n d i c a t e d a d i v e r g e n c e of o p i n i o n
while managers.
nel

expect

indicated

Head Advisors,

support

for the

and

for t h e e x p e c t a t i o n

and S t u d e n t A f f a i r s
idea.

The groups

a dive r g e n c e of opinion on the e x p ectation
Resident Advisors

should be

students

involved

in the

Person­

indicated

that Head
selection

151

a nd

e v a l u a t i o n of m a n a g e m e n t p e r s o n n e l ;

groups

indicated

significant support

t h a t the m a n a g e r a n d A d v i s o r m e e t
the h a l l p r o g r a m a n d d i s c u s s t h e

however,

all

for the e x p e c t a t i o n

regularly

to c o o r d i n a t e

f o o d and b u s i n e s s

operation.
It w a s c o n c l u d e d
b e t w e e n t he m a n a g e r
tation

cafeteria,
hall.

gr il l,

tation.

h ow e v e r ,

indicated

between

expec­

assume
in the

areas of t h e r e s i d e n c e

that

they e x p e c t e d

the s u p e r v i s i o n of s t u d e n t

all other groups

The data would

s ho u ld

student behavior

an d o t h e r p u b l i c

to as s is t w i t h

behavior;

groups o n the

Resident A d v i s o r

for s u p e r v i s i n g

Ha l l m a n a g e r s

Advisors

flict

a n d all o t h e r

th at the H e a d

responsibility

that a d i f f e r e n c e e x i s t e d

s ug g es t

an

rejected

the expec­

ar e a of p o s s i b l e c o n ­

the m a n a g e r and H e a d

Resident A dvisor

which needs clarification.
All

groups gave

the H e a d A d v i s o r
t a l k i n g to
t ha t

su p port t o

should

s t ud e nt s .

the H e a d A d v i s o r

i n t e r p r e t a t i o n o f the

time

T h e y a l so

in the c a f e t e r i a

supported

sh o ul d a s s i s t

the

expectation

the m a n a g e r

in the

housing c o n t r a c t

to s t u d e n t s .

A n e x a m i n a t i o n of S u b - S c a l e VI,

Expectations

General Administration,
cate

spend

the e x p e c t a t i o n that

support

indicates

for e x p e c t a t i o n s

f u n c t i o n as an a d m i n i s t r a t o r .
indicated

positive

t h a t all g r o u p s

that
Head

for

indi­

the H e ad R e s i d e n t
Resident Advisors

s u p p o r t for t w e n t y — six o f t h e

items;

152

faculty

supported

t w e n t y — o n e of the e x p e c t a t i o n s ;

Affairs

Personnel

supported

t w e n t y — t h r e e of the e x p e c ­

managers

supported

tw e nt y o f

tations;

c o u n s e l o r s an d s t u d e n t s e a c h

th e items;

Student

a nd

supported eighteen of

the

expectations.
A review of

individual

Student Affairs Personnel
for th e e x p e c t a t i o n
know

the

idea.

approve

significant

concensus
s h ou l d

hall

support;

t h at the H e a d

hall

Personnel,

however,

that

cated

groups

for t h e e x p e c t a t i o n .

significant concensus
Resident Advisor

coverage

so that someone

T h e g r o u p s did,
the H e a d A d v i s o r

twenty-four hours
be c o n c l u d e d

for

should

He a d A d v i s o r s ,
limited

t h e idea.

supported expectations

the H e a d R e s i d e n t A d v i s o r
All

in

support

faculty expressed

the m o r e s t r o n g l y

the H e a d

hall.

and

Managers,

counselors rejected

w h e r e he works.

concensus

limited

Resident Advisor

social policies.

O n e of
stated

expressed

A d i vergence of o p i n i o n was expressed

Student Affairs

may

that

t he He a d R e s i d e n t A d v i s o r

All other groups

the e x p e c t a t i o n

that

expressed

indicated

s o m e t h i n g a b o u t t h e h o m e b a c k g r o u n d of s t u d e n t s

h i s hall.
for

that

items

should live

indicated
The groups

in the

significant
a ls o

for the e x p e c t a t i o n

indi­
that

should coordinate staff
is a l w a y s a v a i l a b l e

however,

reject

in th e

the e x p e c t a t i o n

s h o u l d be a v a i l a b l e

in the h a l l

per d a y a n d on m o s t w e e k - e n d s .
t ha t s i g n i f i c a n t r e f e r e n c e g r o u p s

It
see

153

a need
works

fo r t h e H e a d R e s i d e n t A d v i s o r t o l i v e w h e r e he
a n d to p r o v i d e a r o u n d - t h e - c l o c k c o v e r a g e

in the

hall.
The most
t he

study

stated

with campus
purposes.
for the

All

supported expectation

th a t the H e a d R e s i d e n t

service

agencies

groups

expectation.

significant

and

Thus,

as a p r o v i d e r

suggest

th a t t h e

information

and services

students.
in t h e i r

e x p e c t a t i o n th a t

the Head A d v i s o r

decisions

supervisors

of his

w i t h them.
Affairs

Head

indicated

managers,

s u p p o r t for

expressed

the Head A d v i s o r

rejected
support

the

i de a t h a t

All

the H e a d A d v i s o r

faculty— student contact
of o p i n i o n w a s n ot e d,
the H e a d

groups also

the selection

in r e s i d e n c e h a l l s .

Resident Advisor

assistant,

supported

should encourage

however,

idea.

f o r the e x p e c t a t i o n

should assist with

advisors.

an d S t u d e n t

th e c o n c e p t

t r a i n i n g of n e w H e ad R e s i d e n t A d v i s o r s ,

and g r a d u a t e

to the

e v e n t h o u g h he d i s a g r e e s

and students

All groups

responses

should carry out

Resident Advisors,

Personnel

while counselors

and

90 p e r c e n t s u p p o r t

the p o s i t i o n of H e a d

of

The groups were d i v i d e d

that

for r e f e r r a l

t h e d at a w o u l d
see

f o u n d in

s h o u l d be f a m i l i a r

use t h e m

i n d i c a t e d ove r

reference groups

Resident Advisor
for

strongly

the

informal
A divergence

o n the e x p e c t a t i o n t h a t

should voice d i s s a t i s f a c t i o n

with university policies only

through official

channels.

154
Managers,

Head Advisors,

and

expressed

strong

for the e x p e c t a t i o n w h i l e

others
sam e

support

indicated

li n e w a s

publically

a divergence of opinion.

the e x p e c t a t i o n

s u p p o r t h is

he d i s a g r e e s w i t h
supported

Student Affairs

t ha t

their actions.

th i s e x p e c t a t i o n .

All

Resident Advisors

supported

should recruit

t ha n a c c e p t o n l y t h o s e w h o
Expectations
helping

students

support

that

the

other groups

on

affecting

the g r o u p s

st a f f c a n d i d a t e s

rather

for p o s i t i o n s .

assistance,

students
Thus,

being

that Head Advisors

were

and

seeking

al l g i v e n

it m a y b e c o n c l u d e d

needed on

s t ud i e d .

The e x p e c ­

should prepare written reports

p s ychological behavior was rejected.

finding would

suggest

the r o l e

working with

t ha t f u r t h e r

agreed

programs,

apartment

c l a r i f i c a t i o n is

for

in

h e al t h .

that

the H e a d R e s i d e n t A d v i s o r

participate with students

recreational

This

the H e a d R e s i d e n t A d v i s o r p l a y s

student mental

All groups

i n t o his

th at H e a d

s e r v i c e n a t u r e of t h e p o s i t i o n h o l d s p r i m a r y

student

should

expressed

the e x p e c t a t i o n .

expectation

financial

by the g r o u p s .

importance with
tations

apply

staff even though

for w o r k i n g w i t h p r a c t i c u m s t u d e n t s ,

secure

to h a v e r e g u l a t i o n s
full

the

Resident

Head Resident Advisors

a d i v e r g e n c e of o p i n i o n or r e j e c t e d
All groups

al l

A l o n g the

the H e a d

s t a f f or o t h e r

Personnel

in h all,

t h a t he s h o u l d

s o cial,

invite

informal discussions,

and

students
and

that

155

he s h o u l d m a k e no m a j o r p o l i c y c h a n g e s
out

first

s e e k i n g s t u d e n t o p i n i o n and

indicated

services.

to the e x p e c t a t i o n

All

groups

unanimous

for

of c o n t r o v e r s i a l

campus

how e v e r ,

activities

groups a l s o

gave

to a r t i c u l a t e

all

sides

i s s u e s w h i c h are of c o n c e r n

They also gave

fessionally

The

and

t h e e x p e c t a t i o n th a t t h e H e a d

s h o u l d be ab l e

ide a t h a t the

strong support

s y s t e m o f h a ll

Resident Advisor

students.

the u n i ­

of u n i v e r s i t y a c a d e m i c

a l s o g a ve

academic programs.

support

s h o u l d be

t h a t the H e a d A d v i s o r d e v i s e

an a d e q u a t e r e c o r d

and s t u d e n t

All groups

academic requirements of

v e r s i t y a n d k n o w h o w to m a k e u se

maintain

support.

t h at the H e a d R e s i d e n t A d v i s o r

familiar with general

referral

in t h e h a l l w i t h ­

Head A d v i s o r

significant
should

trained staff member.

support

to

to the

be a f u l l - t i m e p r o ­
The groups differed,

on the e x p e c t a t i o n t h a t the H e a d A d v i s o r s h o u l d

n o t be e x p e c t e d

to f u n c t i o n as an a d v i s o r a n d c o u n s e l o r

on th e o n e h a n d a n d as a d i s c i p l i n a r i a n on the o th e r.
Managers

indicated a significant

Counselors
while

and

students

Head Advisors,

faculty

indicated

be c o n c luded

expressed

limited

fr o m t h e s e

support

responses

this

idea.

a d i v e r g e n c e of o p i n i o n

Student Affairs

see any g r e a t p r o b l e m w i t h
conflict.

rejection of

Personnel,

and

for the i d ea .
t h a t the g r o u p s

It m a y
do n o t

the a d v i s o r — a d m i n i s t r a t o r

role

156
Another
expectation

a re a of d i s a g r e e m e n t w a s

t h a t the H e a d

found

Resident Advisor

for t he

should

use

h i s o w n j u d g m e n t in i n t e r p r e t i n g u n i v e r s i t y p o l i c i e s
a nd

regulations.

A ll g r o u p s e x c e p t m a n a g e r s

significant support
however,
of

indicated

judgment on

Student Affairs

expectations
of

Head

to

such

flexibility

H e ad R e s i d e n t A d v i s o r s .

Resident Advisors,

Personnel

t e nd to h o l d

for the a d m i n i s t r a t i v e

and

students tend

these d i m e n s i o n s of

from these
needs

to b e

and explain
to

strong opposition

Managers,

managers,
similar

responsibilities

the Head Resident A d v i s o r ' s p o s i t i o n while

f ac u l t y ,
to

t h is e x p e c t a t i o n .

the p a r t o f

In su m m a r y ,
and

for

indicated

the

to a s c r i b e

lower

position.

It is c o n c l u d e d

findings that more

importance

adequate communication

e s t a b l i s h e d w i t h t hese g r o u p s
the

counselors,

to h e l p c l a r i f y

importance of administrative

functions

the p o s i t i o n .
General
The

following recommendations

clusions drawn
1.

Recommendations

fr om the

are based o n c o n ­

study:

T h e O f f i c e of S t u d e n t A f f a i r s

should exte n d

c o m m i t t m e n t of M i c h i g a n S t a t e

University by

developing a more comprehensive
philosophy
goals

for the

statement of

housing program.

an d e x p e c t a t i o n s

the

Specific

for o p e r a t i o n a l

performance

s h o u l d be g e n e r a t e d

s o p h i c a l p o s i t i o n for

f r o m the p h i l o ­

the r o l e of H e a d R e s i d e n t

Advisor.
Since

the statistical

nificant differences
it is r e c o m m e n d e d
members
study

analysis

indicated

among the gro u p under

study,

that a committee comprised

f r o m th e g r o u p s be a p p o i n t e d

the p o s i t i o n

a more adequate

sig­

of

to f u r t h e r

for the p u r p o s e of d e v e l o p i n g

job d e s c r i p t i o n .

In k e e p i n g c o n s i s t e n t w i t h a r e d e f i n i t i o n of the
housing program,

appropriate measures

s h o u l d be

t a k e n to p r o v i d e

status,

and

adequate
of H e a d

recognition,

l evel o f c o m p e n s a t i o n
Resident Advisor.

adjustment

should be

The

similar

an

fo r the p o s i t i o n
status and pay

to p r o f e s s i o n a l

reference groups wit h whom the

Head Resident

A d v i s o r w o r k s on a r e g u l a r b asis.
When

the r e d e f i n i t i o n of

a n d o b j e c t i v e s of the
updated,

housing program have been

to c o m m u n i c a t e o b j e c t i v e s

and expectations held

Head

goals,

all a p p r o p r i a t e u n i v e r s i t y c h a n n e l s

s h o u l d be u t i l i z e d

The

the p h i l o s o p h y ,

for the h o u s i n g p r o g r a m .

significant statistical differences between
Resident Advisors

examined

a nd s t u d e n t s

in g r e a t e r d e t a i l .

should be

it s h o u l d be

158

determined
adequate

if d i f f e r e n c e s

result

information about

f r o m la c k of

the p o s i t i o n ,

a lack

of c l e a r c o m m u n i c a t i o n o n the p a r t of the H e a d
Resident Advisor,

or from a basic

d i f f e r e n c e of

o p i n i o n o n the a p p r o p r i a t e r o l e of th e p o s i t i o n .
6.

A comparison between expectations

h e ld

p o s i t i o n by H e a d R e s i d e n t A d v i s o r s
by h a l l m a n a g e r s
ment

in the a r e a of

expectations

interpreting and enforcing
Hall managers

prefer

suggests

a need

cati o n of responsibility

in th i s

should be developed

trators.

In a d d i t i o n ,

area.

for e n f o r c e m e n t

an i n - s e r v i c e e d u c a t i o n
a n d H e ad R e s i d e n t

should be conducted dur i n g early

t h e tw o g r o u p s .

A more broadly based

e x a m i n a t i o n of

of H e a d R e sident A d v i s o r

t he

fall

resolving the d i f ferences

expectations held by

determine

A more

by h o u s i n g a d m i n i s ­

involving hall managers

t e r m as a m e a n s of

This

further clarifi­

statement on expectations

Advisors

7.

regulations.

for

of policy

program

t e nd to v i e w

to e x e r c i s e j u d g m e n t o n

t he e n f o r c e m e n t o f p o l i c y and

specific

held

in a s t r u c t u r e d w a y w h i l e H e a d

Resident Advisors

difference

and t h o s e

s u g g e s t s a p a t t e r n of d i s a g r e e ­

u nive r s i t y policy.
t he

for t he

similarities

in

the p o s i t i o n

should be conducted

and d i f f e r e n c e s h e l d

position by significant reference groups

to
for
in

159
schools where a c o m m i t t m e n t has b e e n m a d e
enhancing

residential

to

education.

I m p l i c a t i o n s of the S t u d y
The conclusions of this
for all p e o p l e

involved

study have

in r e s i d e n t i a l

implications

housing at

Michigan State University.
1.

Th e d a t a p r o v i d e a b a s e of i n f o r m a t i o n a b o u t an
effort

to m o r e

expectations

adequately d e f i n e and d e s c r i b e

held

for

the p o s i t i o n of H e a d

Resident Advisor.
2.

T h e r e s u l t s of

the

study give a Head Resident

A d v i s o r a r e f e r e n c e p o i n t to c o m p a r e his p e r ­
ceptions

of t h e p o s i t i o n w i t h

t h o s e of h i s c o l ­

l e a g u e s and o t h e r g r o u p s w i t h w h o m he w o r k s o r
serves.
3.

The

study provides

a starting

point

for

further

d e f i n i n g and d e l i m i t i n g the p r o f e s s i o n a l
d i m e n s i o n s of
4.

The

study

the position.

provides

a b a s e of d a t a

establishing expectations
and

for u p d a t i n g

position of Head
5.

The

the

the housing

job d e s c r i p t i o n

for

in
program
the

Resident Advisor.

expectations expressed

incomplete

for

for u s e

they may

be,

by

"others,"

provide

insight

however
for

160
role incumbents
in r e s i d e n c e
cational
6.

The

as t h ey

a t t e m p t to d e f i n e n e e d s

h alls a n d b u i l d

s e r v i c e and e d u ­

programs.

f i n d i n g s of the s t u d y

should

result

greater organizational

effectiveness

as a r ea s

of

are clari f i e d

a nd o t h e r s

identified conflict

d e v e l o p a g r e a t e r u n d e r s t a n d i n g of
R ol e i n c u m b e n t s
enjoy greater

should

recognize

the position.

h a v e h i g h e r m o r a l e and

personal

j ob

s a t i s f a c t i o n as

other significant reference

7.

in

groups

come

to

the v a l u e o f t h e p o s i t i o n .

T h e o u t c o m e s o f the s t u d y p r o v i d e a b o d y of
information

for o t h e r s

to use

ing their p e r c e p t i o n s o f

in b e t t e r c l a r i f y ­

the p o s i t i o n of H e a d

Resident A d v i s o r .
Concluding

Statement

This study was undertaken
u n d e r s t a n d i n g of

s e l e c t i v e e x p e c t a t i o n s held
gr o up s ,

for

nificant

reference

has b e e n

presented wh i c h should

T h r o u g h an a n a l y s i s of
the p o s i t i o n by

formal

th at m i n i m i z e s

sig­

a conce n s u s of expectations
assist housing adminis­

at Michigan State University

and d e f i n e

a greater

the r ol e of t he H e a d R e s i d e n t A d v i s o r

at M i c h i g a n State U n i v e r s i t y .

trators

to p r o v i d e

expectations

role conflicts.

to b e t t e r

fo r the p o s i t i o n
As

articulate
in a w a y

significant reference

161
groups

become more

familiar w i t h the data g e n e rated

the

study,

and

areas of d i s a g r e e m e n t and conflict

Such

a g r e a t e r u n d e r s t a n d i n g of a r e a s o f a g r e e m e n t
should

r es u lt .

insight should provide a greater understanding of

expectations
role

from

h e l d by the

Student Affairs division

for

i n c u m b e n t s a n d s h o u l d p o i n t up a r e a s of d i s a g r e e m e n t

h e l d by s i g n i f i c a n t

reference

g r ou p s.

Such understanding

should bring about a more effective administrative
structure and should result

in e x p a n d e d p r o g r a m s

services

st ud e n t s .

for r e s i d e n c e

ha l l

and

SELECTED

BIBLIOGRAPHY

SELECTED BIBLIOGRAPHY

Adams, Arthur, etal.
East L a n s i n g :

Improving Undergraduate Educa t i o n .
M i c h i g a n S t a t e U n i v e r s i t y , 1967.

B a c k s t r o m , C h a r l e s H . , a n d Hu r s h , G e r a l d D.
Survey
R e s e a r c h . Evanston:
Northwestern University
P r e s s , T96 3 .
Bass,

Floyd.
" D u t i e s of T e n n e s s e e H i g h S c h o o l P r i n c i p a l s . "
N a t i o n a l A s s o c i a t i o n of S e c o n d a r y S c h o o l P r i n c i ­
p a l s B u l l e t i n , X L V ( O c t o b e r , 1961) , 79-88.

B e d e r , H a r r o l d , and
Regulations
for In L o c o
(July, 1971)

R i c k a r d , Sc o t t T.
"Residence Hall
and S t a f f Roles:
A Substitute Model
Parentis."
N A S P A J o u r n a l , IX, No. 1
, 57-62 .

Bentley,

Joseph.
Readings.
1968.

T h e C o u n s e l o r 's R o l e
C o m m e n t a r y a nd
New Y o r k : Houghton Mifflin Company,

Biddle,

B r u c e J.
B i b l i o g r a p h i e s of R o l e T e r m s, R o l e C o n ­
f l i c t a n d T he R o l e o f the T e a c h e r . Vol. B:
S t u d i e s in the R o l e o f the P u b l i c S c h o o l T e a c h e r .
U n i v e r s i t y of M i s s o u r i :
Social Psychology
L a b o r a t o r y , 1961.

__________, and T h o m a s , E d w i n J.
Role T h e o r y :
a n d R e s e a r c h . N e w York:
John Wiley,

Concepts
Y^ftTS .

Blackman, Edward.
" R e s i d e n c e Halls as an I n t e g r a l P a r t
o f the L e a r n i n g E n v i r o n m e n t . "
C u r r e n t I s s u e s in
H i g h e r E d u c a t i o n . W a s h i n g t o n , D .C .:
Washington
N a t i o n a l E d u c a t i o n A s s o c i a t i o n , 1966.
Blue,

Ferrain K.
"The F l i n t C o m m u n i t y S c h o o l D i r e c t o r :
A n a l y s i s of R o l e C o n f l i c t and E x p e c t a t i o n s . "
U n p u b l i s h e d Ph.D. d i s s e r t a t i o n , M i c h i g a n S t a t e
U n i v e r s i t y , 1970.

B ock,

D.

R . , a n d H ag g a r d , E. A.
"The U s e of M u l t i v a r i a t e
A n a l y s i s o f V a r i a n c e in B e h a v i o r a l R e s e a r c h . "
H a n d b o o k of M e a s u r e m e n t and A s s e s s m e n t in
B e h a v i o r a l S c i e n c e s I E d i t e d b y D. K. W h i t l a .
R e a d i n g , M a s s . : A d d i s o n — W e s l e y , 1968.
162

163
B r o o k o v e r , W i l b u r B.
" P u b l i c I m a g e s and E x p e c t a t i o n s of
Teachers."
C o l l e g e o f E d u c a t i o n Q u a r t e r iilEast L a n s i n g l M i c h i g a n State U n i v e r s i t y , 1 9 5 7 .
_________ .
" R e s e a r c h o n T e a c h e r a nd A d m i n i s t r a t o r R o l e s . "
The Journal of Educational Sociology, XXXIX
(Septem b er , 1 4 5 5 ) 7
_____

, and Gottlieb, David.
A S o c i ology of E d u c a t i o n .
N e w York:
A m e r i c a n B o o k C o m p a n y , 1964^

C h a r t e r s , W. W.
"The S c h o o l as a S o c i a l S y s t e m . "
Review
o f E d u c a t i o n a l R e s e a r c h , X XI I (February, 19 52)'.
Cowan,

A l t o n W.
"The F l i n t B u i l d i n g D i r e c t o r :
Role
E x p e c t a t i o n s H e l d by R e l e v a n t G r o u p s . "
Unpublished
Ph.D. d i s s e r t a t i o n , M i c h i g a n S t a t e U n i v e r s i t y , 1 9 6 0

Cowley,

W. H.
"The H i s t o r y o f S t u d e n t R e s i d e n t i a l
ing."
S c h o o l a n d S o c i e t y , XL. ( De c e m b e r 1,
705, 712 (D e ce m be r 8, 19 34), 7 58-64.

Hous­
1934) ,

Crossland, Ronald.
" R o l e E x p e c t a t i o n s for C h i e f A d m i n i s ­
t r a t o r s o f C o m m u n i t y S e r v i c e P r o g r a m s in S e l e c t e d
C o m m u n i t y C o l l e g e s in the U n i t e d S t a t e s . "
Unpub­
l i s h e d Ph.D. d i s s e r t a t i o n , M i c h i g a n S t a t e U n i ­
v e r s i t y , 1971.
Davi s,

Kingsley.
Human S o c i e t y .
C o m p a n y , 1448.

N e w York:

The McMillian

Doyl e,

A n d r e w Lewis.
"A S t u d y of t h e E x p e c t a t i o n s W h i c h
Elementary Teachers, Administrators, School Board
M e m b e r s , and P a r e n t s H a v e of t h e E l e m e n t a r y
T e a c h e r s ' R ol e s . "
U n p u b l i s h e d Ed.D. th e s i s ,
M i c h i g a n S t a t e U n i v e r s i t y , 1956.

F a c u l t y C o m m i t t e e on S t u d e n t A f f a i r s .
"Report on OffCampus Council's Proposal Regarding Housing
Regulations."
East Lansing:
Michigan State
U n i v e r s i t y , 1968.
Finn,

J.

D.
Multivariance:
F o r t r o n P r o g r a m s for U n i ­
v a r i a t e ancl M u l t i v a r i a t e A n a l y s i s of V a r i a n c e a n d
Co-Variance~
B u f f a l o : State University of New
Y o r k at B u f f a l o , 1967.

G a r r i s o n , Ann, e t a l . T h e R e s i d e n c e H a l l S t u d y . T h e
P r o v o s t 1s"Aa~ H oc C o m m i t t e e o n the R e s i d e n c e H a l l s .
East Lansing:
M i c h i g a n S t a t e U n i v e r s i t y , 1969.

164

Getzels,

F. W . , a n d G u b a , E. G.
"The S t r u c t u r e of R o le s
a n d R o le C o n f l i c t in a T e a c h i n g S i t u a t i o n . "
J o u r n a l o f E d u c a t i o n a l S o c i o l o g y , X X X X (1955),
3 0 - 4 0 . ----------------------------

G r e e n l e a f , E l i z a b e t h A.
" R e s i d e n c e Halls, 1 9 7 0 ' s . "
N A S P A J o u r n a l , VII, No. 2 (October, 1967), 72-76.
G ro s s,

Ne a l C.; M a s o n , W a r d S.; and M c E a c h e r n , A. W.
E x p l o r a t i o n in R ol e A n a l y s i s .
New York:
John
W il e y , 1 9 5 8 . ------------ -----

Hannah,
Hays,

W i l l i a m L.
S t a t i s t i c s for P s y c h o l o g i s t s .
Holt, R i n e h a r t a n d W i n s t o n , 1964.

H oy t e,
Ivey,

J o h n A.
A d d r e s s to F a c u l t y and A d m i n i s t r a t i o n ,
M i c h i g a n S t a t e U n i v e r s i t y , Ma r ch , 1961.
New York:

C. J.
"Test R e l i a b i l i t y E s t i m a t e d b y A n a l y s i s o f
Variance."
P s y c h o m e t r i k a , VI (1941), 153-60.
A l l e n E . , a n d Robin, S t a n l e y S.
Role Theory, Role
Conflict and Counseling, A Conceptual F r a m e w o r k . ”
J o u r n a l of C o u n s e l i n g P s y c h o l o g y , X I I I (Spring,
lW'fi) .--------------- ---- ---- ---------

Keller,

B ar bara.
"S t at u s , R o l e T r a i n i n g an d S a l a r y of
Residence Hall Directors."
NAWDC Jo u r n a l
(Summer, 1965).

K e r l i n g e r , Fred.
N e w Y or k :

Foundations of Behavioral R e s e a r c h .
H o l t , R i n e h a r t and W i n s t o n , I n c ., 1964.

Kilbourn, Donald.
"A S t u d y o f the S t a t u s a n d R o l e s o f
Head R e s i d e n t A d v i s o r s in C o l l e g e a n d U n i v e r s i t y
R e s i d e n c e H a l l s for W o m e n . "
U n p u b l i s h e d Ed.D.
thes is, M i c h i g a n S t a t e U n i v e r s i t y , 1959.
__________.
"The S t a t u s and R o l e of Head R e s i d e n t s . "
P e r s o n a l a n d G u i d a n c e J o u r n a l , X XX I X, No. 3
( N o v e m b e r , 196 0).

The

Leonard,

E u g e n e A.
O r i g i n s of P e r s o n n e l S e r v i c e s in
American Higher E d u c a t i o n . M i n n e a p o l i s : Univ e r s i t y o f M i n n e s o t a P r e s s , 1956.

Lindzey,

Gardner.
Handbook of Social P s y c h o l o g y .
b r i d g e , M a s s .:
A d d i s o n —W e s l e y , 19 54.

Linton,

R alph.
The C u ltural B a c k g r o u n d of P e r s o n a l i t y .
N e w York!
A p p l e t o n C e n t u r y C o . , 194 5.

Cam­

165
L in t o n ,
Mead,

Ra l ph .
T h e S t u d y of M a n . N e w York;
C e n t u r y C r o f t s , I n c . ", 1936.

Appleton

G e o r g e H.
M i n d , S e l f and S o c i e t y . C h i c a g o :
U n i v e r s i t y o ? C h i c a g o P r e s s , 1934.

M i c h i g a n State University Catalog,
Michigan.

1970.

East Lansing,

Neiman,

L. J., a n d H u g h e s , J. W.
"Problems of the C o n ­
c e p t o f R o l e — A R e — S u r v e y o f the L i t e r a t u r e . "
S o c i a l F o r c e s , X X X (1951), 1 4 1 — 49.

Nelson,

L a w r e n c e O.
" R o l e E x p e c t a t i o n s for S e l e c t e d
C o l l e g e and Univ e r s i t y Presidents."
Unpublished
Ph.D. d i s s e r t a t i o n , M i c h i g a n S t a t e U n i v e r s i t y ,
1960 .

Neville,

H o w a r d R.
" H o w to L i v e W i t h
D e l t a K a p p a , A p r i l , 1966, pp.

Newcomb,

T h e o d o r e M.
D r y d e n P re s s,

Social
1951.

Bigness."
4 3 0 — 32.

Psychology.

Phi

New York:

The

N o n n a m a k e r , E l d o n R.
"The R ol e o f t h e E n r o l l m e n t O f f i c e r
at M i c h i g a n S t a t e U n i v e r s i t y . "
Unpublished
P h.D. d i s s e r t a t i o n , M i c h i g a n S t a t e U n i v e r s i t y ,
1 95 9 .
Parsons,

Talcott.
The Social System.
F r e e Pr e s s , 1951.

__________, a n d S h i l l s , E d w a r d A.
of Action.
Cambridge:

i v s i . ---

Pool,

The

Toward a General Theory
H a r v a r d U n i v e r s i t y P re s s,

Cynthia.
"Head R e s i d e n t B e h a v i o r . "
XXX, No. 4 (Summer, 1967), 178-80.

P ow e ll ,

R iker,

G le n c o e :

NAWDC Journal,

J o h n R . ; P l y l e r , S a m u e l A . ; Di c k s o n , B a r b a r a A.;
a n d M c C l e l l a n , S t e p h e n D.
The Personnel Assistant
in C o l l e g e R e s i d e n c e H a l l s . B o s t o n : H o u g h t o n
M i f f l i n C o m p a n y , 196 9.
Harold.
C o l l e g e H o u s i n g as L e a r n i n g C e n t e r s .
Washington:
The American College Personnel
A s s o c i a t i o n , 1965.

R o e b e r , Allen.
"Role and Functions o f Pro f e s s i o n a l l y
Trained Counselors."
C o u n s e l o r D e v e l o p m e n t in
A m e r i c a n S o c i e t y . W a s h i n g t o n , D .C .:
O f f i c e of
M a n p o w e r A u t o m a t i o n and O f f i c e o f E d u c a t i o n , 196 5,
p. 6.

166
R ud o l p h ,

Frederick.
A History.

T he A m e r i c a n C o l l e g e a n d U n i v e r s i t y —
N e w Y o r k : A l f r e d a 7 K n o p f , 196 2.

S a r b i n , Theodore.
"Role T h e o r y . "
Handbook of Social
P s y c h o l o g y , Vol. I.
E d i t e d by G a r d n e r L i n d z e y .
C a m b r i d g e , Mass.:
A d d i s o n - W e s l e y , 1954.
Sargent,

Stansfeld.
" C o n c e p t s o f Ro l e
temporary Psychology."
Social
Crossroads.
E d i t e d by J o h n H.
She r if .
N e w York: H a r p e r and

a n d E g o in C o n ­
P s y c h o l o g y at t he
Ronrer and Muzafer
B r o t h e r s , 1951.

S e e m a n , M elvin.
"Role C o n f l i c t a n d A m b i v a l e n c e in
Leadership."
A m e r i c a n S o c i o l o g i c a l R ev i e w ,
X V I I I (1953), 373-80.
Sm i t h ,

Ewart E.
" E f f e c t s o f C l e a r a n d U n c l e a r Role E x p e c ­
tations of Group P r o d u ctivity and D e f e n s i v e n e s s . "
J o u r n a l o f A b n o r m a l P s y c h o l o g y , L V (1944), 213-29.

S mi t h ,

Rex B.
"A C o m p a r a t i v e S t u d y of the E x p e c t a t i o n s
Which Teachers, School Board Me m b e r s and C i t izens
of T h r e e S c h o o l D i s t r i c t s H a ve o f t h e T e a c h e r ' s
R ol e in S c h o o l and C o m m u n i t y . "
U n p u b l i s h e d Ed.D.
t he s is , M i c h i g a n S t a t e U n i v e r s i t y , 1960.

Snyder,

Clinton.
" V a r i a t i o n s in E x p e c t a t i o n s for the
T e a c h e r Role, As R e l a t e d to G e n e r a l a n d S p e c i f i c
Roles, E x p e c t a t i o n C a t a g o r i e s , a n d S o c i a l D i s ­
t a nc e ."
U n p u b l i s h e d Ph.D. d i s s e r t a t i o n , M i c h i g a n
S t a t e U n i v e r s i t y , 1965.

S w e i t z e r , R o b e r t E.
"The S u p e r i n t e n d e n t ' s R o l e in
Improving Instruction." Administrator's Note­
b o o k , V I (April, 1958), 1 -4'.
Upcraft,

Lee.
" R o l e E x p e c t a t i o n s for C h i e f S t u d e n t P e r ­
son n el A d m i n i s t r a t o r s in L a r g e U n i v e r s i t i e s . "
U n p u b l i s h e d Ph.D. d i s s e r t a t i o n , M i c h i g a n S t a t e
U n i v e r s i t y , 1967.

Waller,

Willard.
The Sociology of T e a c h i n g .
J o h n W i l e y a n d S o n s , 1932.

New York:

APPENDICES

APPENDIX A
LETTER TO PARTICIPANTS

Dear

Participant:

I a m c u r r e n t l y c o n d u c t i n g a s t u d y of e x p e c t a t i o n s
t h a t s i g n i f i c a n t r e f e r e n c e g r o u p s h o l d for the r o l e o f
t h e Head R e s i d e n t A d v i s o r a t M i c h i g a n S t a t e U n i v e r s i t y .
E n c l o s e d is a q u e s t i o n n a i r e c o n c e r n i n g s e v e r a l
d i m e n s i o n s of t h e A d v i s o r ' s role.
I would appreciate
it v e r y m u c h if y o u w o u l d c o m p l e t e th e q u e s t i o n n a i r e
a n d r e t u r n it to me at y o u r e a r l i e s t c o n v e n i e n c e in
the enclosed envelope.
S i n c e r e l y yours,

G a r y B. N o r t h
Michigan State University
All

responses

will

be k e p t c o n f i d e n t i a l !

167

APPENDIX
INSTRUMENT USED

B

IN T H E S T U D Y

MICHIGAN S T A T E U N I V E R S I T Y
•
E a s t L a n s i n g , M i c h i g a n 4 8823
OFFICE O F T H E D E A N O F S T U D E N T S
•
3 38 S t u d e n t S e r v i c e s B u i l d i n g
A Q UEST IONNAIRE ON JOB EXP ECT A T I O N S HELD F O R THE
ROLE O F HEAD R E S I D E N T ADVISOR
AT MICHIGAN STATE UNIVERSITY
The p u r p o s e o f t h i s q u e s t i o n n a i r e
is to d e t e r m i n e t h e e x p e c t a t i o n s
y o u h o ld for the
position o f H e a d R e s i d e n t A d v i s o r
at M i c h i g a n S t a t e University.
The S t u d e n t A f f a i r s s t a f f is a t t e m p t i n g to d e t e r m i n e the p e r c e p t i o n s h e l d f or t he
position b y v a r i o u s g r o u p s o n c a m p u s so t h a t a j o b d e s c r i p t i o n c a n b e d e v e l o p e d
which r e f l e c t s a m i n i m u m o f a m b i g u i t y a n d c o n f l i c t .
T he i t e m s l i s t e d in t he q u e s t i o n ­
naire i n c l u d e s e l e c t e d a c t i v i t i e s a n d f u n c t i o n s w h i c h
may be p e r f o r m e d by a H e a d
Resident A d v i s o r .
Please r e s p o n d
to e a c h q u e s t i o n as y o u p e r c e i v e
t he r o l e o f a
Head R e s i d e n t A d v i s o r .
Y o u r c o o p e r a t i o n i n c o m p l e t i n g t h i s q u e s t i o n n a i r e w i l l be
greatly a p p r e c i a t e d .
Please use t h e f o l l o w i n g s c a l e w h e n r e s p o n d i n g t o t he q u e s t i o n s .
Mark only one
response for e a c h q u e s t i o n .
P l e a s e do n o t s i g n t h e q u e s t i o n n a i r e .
(0) S t r o n g l y

Disagree

(1)

Disagree

(2) N o O p i n i o n

(3)

Agree

(4)

S t r o n g l y Agree

1.

Please i n d i c a t e the c a t e g o r y w h i c h r e f l e c t s y o u r c l a s s i f i c a t i o n :
(0) U n d e r ­
g r a d u a t e S t u d e n t (1) C o u n s e l o r (2) M a n a g e m e n t S t a f f (3) H e a d R e s i d e n t A d v i s o r
(4) S t u d e n t A f f a i r s S t a f f (5) F a c u l t y

2.

Please i n d i c a t e
(2) E a s t C a m p u s

the
(3)

3.

Please

your

indicate

The H e a d R e s i d e n t

a r e a i n w h i c h y o u l i v e a n d / o r w o r k (0) B r o d y (1) C e d a r W o o d s
R e d C e d a r (4) S o u t h C o m p l e x (5) W e s t C i r c l e (6) O t h e r
sex

(0)

female

(1)

male

Advisor:

4.

Should have
members.

primary

5.

Should know

something

6.

Should

participate

7.

Should

enforce

8.

should i n t e r p r e t and e x p l a i n university p h i l o s o p h y , p o l i c i e s , expectations
r e g u l a t i o n s t o i n d i v i d u a l s t u d e n t s a n d t o s t u d e n t g r o u p s i n t h e hall.

9.

Should be

in

Should serve
living.

:l.

Should work
problems.

about

as

for

the

inservice

established

for students

directly with

individual

by

hall

as

editorial

through

Should

.4.

Should n ot i f y parents w h e n a student
nance or u n i v e r s i t y regulations.

■5.

S h o u l d b e e x p e c t e d to c o n s u l t w i t h s t u d e n t s
and o t h e r e x t r a c u r r i c u l a r a c t i v i t i e s at t h e
Should consult with

.7.

Should

8.

Should act

live

i n the

staff

in an advisory

to h o u s e
is

hall where

capacity

students

staff

in h i s h a l l .

governing

t o A d.

and

policies.
a nd patterns

in h e l p i n g s o l v e

administrative

charged with

he

groups.

of

family or p e r sona l

or

regulatory

fac­

and hall newspapers.
a v i o l a t i o n of

law,

ordi­

who o v e r e mphasize dating, sports,
expense of th eir academic program.

and students b e f o r e

residence

t r a i n i n g of his

his own a c t i o n s

students

.3.

.6.

consultant

o f the

social

S h o u l d c o n s i d e r h u m a n f a c t o r s ab o ve b u s i n e s s ,
tors w h e n d e a l i n g w i t h s t u d e n t s .
act

and

education programs.

for approving hall

a model

selection

the home b a c k g r o u n d

regular

regulations

responsible

LO.

-2.

responsibility

filling vacant

staff positions.

works.
H o c . groups

168

as

they

develop

in t h e

hall.

169
19.

Should work closely with other
and act i v i t i e s a m o n g halls.

20.

Should rely o n acceptance and u n d e r s t a n d i n g o f individual
rules and r e g u l a t i o n s wh e n w o r k i n g w i th students.
disciplinary

Head

Resident

21.

Should delegate

22.

Should socialize

23.

S hou ld be

24.

Should encourage
in the r e s i d e n c e

25.

Should enforce

26.

S h o u l d s e r v e as c h i e f a d v i s o r t o t h e
attend hall gover n m e n t meetings.

27.

Should confront
s e c u r i n g food.

28.

S h o u l d see t h a t a s t u d e n t ' s r i g h t s a r e p r o t e c t e d
with a violation of ordinance, law or University

29.

Should
case.

30.

Should spend

31.

Should establish
students.

32.

S h o u l d give c o n s i d e r a t i o n
undergraduate staff.

33.

Sh ould c o o r d i n a t e and a d m i n i s t e r an o r i e n t a t i o n
t h e m a d j u s t to t h e h a l l a n d t h e U n i v e r s i t y .

with

available

always

residents

to

students
hall.

students

f o l l o w due
much

outside

students
to

regulations

as

responsibility

Advisors

as

expectations
to

by

hall

for
the

in

a day

university
student

procedures

possible

behavior

rather

than

judiciaries.

lectures,

illegally enter

process

time

hours

concerts,

established

student

coordinating programs

the hall.

twenty-four

plan

who

to

in

a

and

program

for

the

handling

is

groups when

should
of

disciplinar

talking with

communicate

program

and

charged

a student

areas
and

of m i n o r i t y

readinc

purpose

w h e n the s t u d e n t
regulation.

living

play

p o l i c y - m a k i n g bodies.

cafeteria

student behavior
needs

most weekends.

seminars

government

when

the

and on

students

them

to

selecting

for n e w

his

students

to hel

34.

S h o u l d p r o v i d e t r a i n i n g for s t u d e n t g o v e r n m e n t o f f i c e r s and c o m m i t t e e
w h i c h will b e t t e r enable them to p e r f o r m their e lected functions.

35.

Should encourage residents
g o v e r n the h a l l .

36.

Should assist students having academic
tutoring, and s tu dy skills programs.

37.

Should personally

38.

Should coordinate
programs with
o p e r a t i n g b u d g e t o f the hall.

the

39.

S h o u l d , in a d d i t i o n t o p r o v i d i n g
p o s i t i o n on the s u b ject known.

alternatives

40.

S h o u l d be

41.

S h o u l d be f a m i l i a r w i t h the c a m p u s s e r v i c e a g e n c i e s — c o u n s e l i n g , h e a l t h , i n t r a ­
murals, f i n a n c i a l aides, p u b l i c safety, r e g i s t r a r — and make use o f t h e m for
referral purposes.

42.

Should carry out decisions
to b e u n r e a s o n a b l e .

to

interview

trained

in

group

establish

each

new

dynamics

of

policies

difficulty
student

hail

and

in

by

providing

in t r y i n g
a

topic

to

or

supervisors

45.

Should

46.

Should
be p r i m a r i l y r e s p o n s i b l e for p r o v i d i n g s t u d e n t s w i t h
fo r d e c i s i o n m a k i n g , r a t h e r t h a n m a k i n g d e c i s i o n s for them.

47.

Should
ment.

49.

counsel

assist

with

students

students

with

who

officers

display

problems

Should communicate with parents about
r e garding their sons or daughters.

of

disruptive

of

advice

or

behaviors

social

or

within

the

make

his

consider

environment

them
in

organized

in

the

better

socialization— social

matters

keep

may

intellectual

through

hall.

techniques.

he

Should
not
programs.

student

an

though

44.

elected

for e s t a b l i s h i n g

even

to

counseling,

concern,

sensitivity training

Should
be t h e k e y
residence hall.

influence

regulations

the r e s i d e n c e

manager
to

and

43.

48.

personnel

his

social

members

and

traini

hall.

alternatives
personal

academic

Should
p a r t i c i p a t e i n the s e l e c t i o n a n d t r a i n i n g o f n e w r e s i d e n c e
staff members.
(Head, A s s i s t a n t , a n d G r a d u a t e A d v i s o r s ) .

the

adjus

concern

hall

advisory

170
50.

S h o u l d g i v e as m u c h c o n s i d e r a t i o n
or need when planning programs or

51.

Should voice
only through

52.

Should report
authorities.

53.

Should use
conce r n s .

54.

Should publicly support
with their decisions or

to c o s t f a c t o r s
activities.

his di s s a t i s f a c t i o n with
official channels within
known

student

55.

Should

encourage

56.

Should

be

instances
advisory

in

committees
or

and

drug

to provide

other

Head

aid

Should see that
to s t u d e n t s .

59.

Should recruit able
make application.

60.

Should

61.

S h o u l d t r y toc u l t i v a t e a n d d r a w o u t i n t r a v e r t e d
through personal contact and discussion.

62.

Should
member

63.

S h o u l d s e e k to h a v e r e g u l a t i o n s a f f e c t i n g s t u d e n t s
r e a c t i n g to c h a n g e s p r o p o s e d b y s t u d e n t g r o u p s .

64.

S h o u l d a s s i s t in w o r k i n g w i t h
in r e s i d e n c e hall work.

65.

Should

66.

Should prepare written reports about student
c o u n s e l i n g center and p s y c h i a t r i c services.

67.

Should

act

68.

Should

take

69.

Should

be

70.

Should be

71.

Should focus his efforts
the r e s i d e n c e hall.

72.

S h o u l d a s s i s t the
sonnel, reception

73.

Should

be

74.

Should

organize

75.

Should promote
responsibility

76.

S h o u l d let s t u d e n t s
activi t i e s .

assume

77.

Should serve
ing center.

primary

78.

Should exert his p rimary
involved with students.

79.

Should

80.

Should meet regularly with
food s ervice operation.

81.

Should
ties .

students

participate

recreational

in

for

staff

securing

students

as

a

the

to

representative
lead

in

financial

student

available

students

hall
desk

familiar

assist

to

any

the

University

though

the

only

and

on

students
hall

students

participate

with

with

referral

health
for

hall.

for

so

their

rather
and
than

posted

evaluation

accept

only

those

tend

that

enforcing

a

students

in

for

agent

and

his

the
staff

career

manager
hall

from

to

loans.

staff

rather

thar

experience

conduct

and
for

behavior
the

administration.
in

the

hall.

regulations.

hours.
government

student

needing

their

who

"loners"

advisory

behaviors
the

and

be

who want

own

student

problems

an

activities

office

to

andcha n g e d

than

of

available

scholarships,

psychological

students

through

academic
hall

disagrees

made

students

organized

responsibility

the

and

are

who

updated

seminar

rather

the

and

than

assistance,

programs

during

programs

influence

needs
he

of

social

may

residence
rather

in

have.

academic

and

groups

cafeteria per­

assistance.

p e e r c o n t r o l a n d s e l f - d i s c i p l i n e in r e s i d e n t s , r a t h e r
for r e g u l a t i n g and c o n t r o l l i n g s t u d e n t b e h a v i o r .

as

University

student

programs

rather

students

new

specific

skills

the

theresidence

and

residence

behaviors

primarily

on

m a n a g e r in t h e s e l e c t i o n a n d e v a l u a t i o n
p e r s o n n e l and c u s t o d i a l personnel.

with

study

for

to

even

selection

responsibility

instituting

working with

the

positions

practicum

assume

in

facilities

c o o r d i n a t e s t a f f c o v e r a g e in t h e
is a l w a y s a v a i l a b l e t o s t u d e n t s .

expect

or

value

safety procedures.

58.

assist

feedback

in

Should encourage students
r e s i d e n c e hall staff.

people

educational

division

Advisors

57.

adequate

to

and

does

violations

faculty-student contact

first

he

policies of his
the system.

alcohol

his staff
actions.

informal

trained

of

as

than

assume

recreational
hall

than

to

to

the

be

counsel­

directly

planning.
discuss

social,

hall

business

recreational

or

and

academic

the
activi­

171
82.

S h o u l d assist the res i d e n c e
o t h e r a d m i n i s t r a t i v e tasks.

83.

Should assume responsibility for student behavior
o t h e r p u b l i c a r eas o f the r e s i d e n c e hall.

84.

S h o u l d be f a m i l i a r w i t h the a c a d e m i c r e q u i r e m e n t s , r e g u l a t i o n s
c e d u r e s o f the v a r i o u s c o l l e g e s w i t h i n the u n i v e r s i t y .

8 5.

Should encourage the organization
"academic houses," "social action

8 6.

Should make no major policy
se e k i n g student o p i n i o n and

87.

S h o u l d p e r s o n a l l y inspect the re s i d e n c e hall at least
the general c o m f o r t and a p p e a r a n c e o f the buil d i n g .

88.

Should invite
cussions .

8 9.

Should maintain a
and other records

90 .

Should

91.

S h o u l d organize programs and make information available to students on
as s e x u a l i t y , d r u g s , a l c o h o l , s e l f - i d e n t i t y a n d p e r s o n a l a d j u s t m e n t .

92.

Should mix with students
o f t e n as p o s s i b l e .

in

93.

S h o u l d assist s t u d e n t in
academic and social life

i n t e g r a t i n g and
of the campus.

94.

Should

assist

95.

Should
a n d as

n o t b e e x p e c t e d t o f u n c t i o n as
a disciplinarian on the other.

96.

Should

have

97.

S h o u l d be able to articulate the various sides
o f c o n c e r n to s t u d e n t s and the u n iversity.

98.

Sho u l d use his own
in specific cases.

99.

S h ould assist the residence
contract to students.

100.

Thank

Should

you

students

function

be

in

his

manager with

his

as

resolving

staff

a

cooperation

quiet

in

and

in

the

problems
an

eat

and

room

cafeteria,
and

in

to

once
events

grill

to

with

without

a week
and

to

pro­

as
first

determine

informal

dis­

progress,

students.

a

different

classroom

and

living
of

staff
staff

this

hall

and

grading

student academic
hall program.

such

group

experience

counselor

to

top

as
the

on

the

one

hand

units.

controversial

university

full-time

the

a

changes,

conflicts.

advisor

hours

responding

advisor

relating

management

trained

within

social

and

interpreting

hall

in

for

cafeteria

roommate

judgment

assignments,

hall activities,
o p e r a t i o n o f the

counselor

the

enforce

changes

apartment

records system of
n e cessary for the

primarily

room

of special interest living groups such
houses," or "current issues houses."

nor physical
support.

into

a professionally

for y o u r

hall

in

policies

issues
and

interpreting

member.

questionnaire.

which

ar

regulations

the

housing

APPENDIX C
J O B D E S C R I P T I O N , HEAD R E S I D E N T
ADVISOR POSITION
AND WOMEN

MEN

A
MICHIGAN STATE UNIVERSITY . East Lansinq . Michigan 48823
Office o f the Bean of Students . Student Services BtnlcHng

AS-82-69

Job Description
Head Resident Advisor Position
Men and Women
Responsible to:
I.

II.

Ill.

IV.

Area Director, Office of the Dean of Students

Personnel
A.

Assume primary responsibility of the student personnel program as it
relates to the population of a residence unit.

B.

Responsible for the recruitment, selection, training, and evaluation of
resident assistants.

C.

Supervise and evaluate the graduate resident advisor and/or assistant
resident advisor.

D.

Work closely with other head resident advisors, coordinating programs
among halls.

Advising
A.

Serve as advisor to various hall student government leaders, committees,
and boards; or delegate specific advisory responsibilities to other
staff members.

B.

Act in an advisory and consulting capacity to individual students living
in the residence halls.

C.

Provide encouragement and motivation for students in the hall with regard
to their academic work.

D.

Interpret and explain University philosophy, policies, expectations, and
regulations to individual students in the hall.

E.

Be sensitive and perceptive to student problems and act as a referral
agent to appropriate agencies for students with particular problems.

Management
A.

Interpret to the management in the hall the role and responsibilities of
the advisory staff.

B.

Confer regularly with the hall manager concerning hall programs and
mutual problems.

C.

Assist the management in the selection and evaluation of various student
employees in the hall.

Discipline
A.

Assume primary responsibility for the administrative action of discip­
linary problems involving students in the hall in accordance with the
Academic Freedom Report For Students at Michigan State University.

B.

V.

VI.

173
Assist student judiciary boards to work effectively with disciplinary
problems and procedures.

Records
A.

Maintain records of hall activities, financial transactions, student
academic progress, equipment inventory, and other records consistent
with current policies.

B.

Submit an annual report to the Dean of Students Office.

Liaison with Various University Services
A.

Serve as the principle coordinator for hall programs with the total Uni­
versity conrnunity.

B.

Where appropriate, establish working relationships with academic personnel
working In the hall and involve them in various hall programs and plan­
ning.

C.

Understand the role of, and work closely with, various University services
such as the Counseling Center, Financial Aids Office, the University
College, and the Department of Public Safety.

D. Understand and be able to Interpret the history, philosophy,
of Michigan State University to the students in the hall.
VII.

andobjectives

General
A.

Assist in defining the student population of the residence unit.

B.

Be responsible for handling of and appropriate execution of policies,
expectations, and procedures defined in the residence hall advisor's
manual.

C.

Keep the Dean of Students Office informed of problems or unusual situations
within the residential unit.

D.

Remain on duty for the full term of employment extending from the fall
workshop and through official residence hall opening to closing of each
term including vacations if hall is open.

E. Represent the University to parents and guests of studentsvisiting
hall.

the

F.

Assist the Dean of Students Office in the formulation and facilitation
of policies and procedures.

G.

Assist the Dean of Students Office in the selection process of new
Residence Hall Advisory Staff.

H.

Assist with research projects as undertaken by the Dean of Students
Office.