The Journal of College and University Student Housing - Volume 37, No. 1 - 36

Katherine M. Garey • Rashad L. Givhan

analyze new ideas are essential to their success at the urban institution. Effective diversity training affords them the space and time to share their cultural experiences with peers, to make connections, and to question preconceived ideas of diversity. Psychologist Erik Erikson’s work reveals that the identities of young people are best developed when they are given a “psychological moratorium—a time and place in which they can experiment with different social roles before making permanent commitments to an occupation, to intimate relationships, to social and political groups and ideas, and to a philosophy of life” (Gurin, Dey, Hurtado, & Gurin, 2002, p. 334). The researchers believe that this theory can also be applied when looking at students’ grasp of diversity: We argue that such a moratorium should ideally involve a confrontation with diversity and complexity, lest young people passively make commitments based on their past experiences, rather than actively think and make decisions informed by new and more complex relationships. Institutions of higher education can provide an opportunity for such a psychosocial moratorium, thus supporting young adults through this identity development stage. Residential colleges and universities provide many students with an opportunity to experiment with new ideas, new relationships, and new roles. (pp. 334-335) In this instance, RA training helps facilitate a “moratorium” for students to consider notions of multiculturalism; their supervisors, peers, and residents serve as the “new and more complex relationships.”

All too often, though, students tend to disengage when confronted with new concepts of diversity. They experience an internal struggle, as they feel they must abate their own cultural beliefs to interact with those who are different. As a result, for resident assistants who are not familiar with engaging students who do

. . . for resident assistants who are not familiar with engaging students who do not look like them, supporting their residents may prove to be a laborious task and one that they dread. While resident assistants are free to draw their own conclusions, it is critical that professional staff members provide support to students as they challenge societal norms and embrace ideas that may be altogether foreign.

not look like them, supporting their residents may prove to be a laborious task and one that they dread. While resident assistants are free to draw their own conclusions, it is critical that professional staff members provide support to students as they challenge societal norms and embrace ideas that may be altogether foreign. Professional staff must be diligent in reminding resident assistants that they can still hold fast

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The Journal of College and University Student Housing - Volume 37, No. 1

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