Journal of College & University Student Housing Volume 48, No. 1 - 47

Resident Assistants' Leadership Efficacy
SERVING AS A RESIDENT ASSISTANT can have a positive effect on students'
leadership efficacy. We used propensity score matching techniques to develop a
treatment group of resident assistants and a matched control group of students who
did not serve as resident assistants. Our covariates included pre-college leadership
efficacy, demographics, and other collegiate experiences. The results suggest
that resident assistants had significantly higher leadership efficacy than did their
matched group of peers.
Note: This research was funded by the Association of College and University
Housing Officers-International and the ACUHO-I Foundation, and the
C. Charles Jackson Foundation.
R
esident assistants (RAs) play an indisputably
important role in college
and university housing by helping
residents connect with campus resources
(Servaty-Seib & Taub, 2010), socialize and
develop relationships with other students
(Manata et al., 2017; Roland & Agosto, 2017),
and become integrated within the greater college
community (Blimling, 2010). They also
promote better university outcomes by facilitating
students' engagement and retention
through programming (Soria & Taylor, 2016)
and by imparting university values and promoting
student learning outcomes (Healea,
2006). While much is known about how
RAs contribute to their institutions, little is
known about the developmental outcomes
that they gain through their experiences
(Martin & Blechschmidt, 2014). Specifically,
even though leadership is often an implicit
expectation or explicit requirement in RAs'
position descriptions (Benjamin & Davis,
2016), little is known about the potential for
resident assistants to develop leadership outcomes
from their paraprofessional training,
interpersonal interactions or relationships,
and leadership experiences.
The existing literature on RAs' leadership
development has yielded somewhat
discordant information about the potential
leadership benefits derived from serving in
this role. Martin and Blechschmidt (2014)
discovered that RAs are significantly more
likely than are their non-RA peers to develop
self-awareness of their values, attitudes, and
beliefs, which motivates them to take action;
however, they also found that RAs were not
more likely than were their non-RA peers to
develop other measures of socially responsible
leadership or intercultural effectiveness.
Early (2016) found that resident assistants
who received mentorship reported higher
levels of leadership capacity and socially
responsible leadership than did RAs who
Volume 48, No. 1 * 2021
47

Journal of College & University Student Housing Volume 48, No. 1

Table of Contents for the Digital Edition of Journal of College & University Student Housing Volume 48, No. 1

Journal of College & University Student Housing Volume 48, No. 1 - Intro
Journal of College & University Student Housing Volume 48, No. 1 - Cover1
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