The Journal of College and University Student Housing - Volume 37, No. 2 - 48

Vanessa D. Johnson • Young-Shin Kang • George F. Thompson

DISCuSSION
Establishing the RACD as a valid instrument for measuring RA confidence in addressing issues of cultural diversity has implications for student learning taking place in residence halls. Housing personnel have a responsibility to participate in the teaching and training process that promotes an understanding of cultural diversity. This obligation is rooted in a professional commitment to student learning, cultural diversity, and the assessment of both. Saenz, Ngai, and Hurtado (2007) have emphasized that providing “opportunities for facilitated interactions that expand student knowledge about diverse others, perspectives, and backgrounds, contributes to the development of important skills” (p. 36). In particular, structured and intentional exposure to cultural diversity promotes diplomatic skills such as persuasion and negotiation in college students (Saenz et al.). The development of learning opportunities to facilitate skill development should be the responsibility of professionally trained full-time staff members; this, however, has not been the case in college and university residence halls (Pope et al., 2004). Though RAs across the country have historically been trained to facilitate these complex learning experiences, the training has not been appropriate. This accepted practice has not always proven successful (Pope et al.). Stewart and Peal (2001) reported that RAs require much more than lecture-based training to change their worldview on cultural diversity; they need to experience the difference personally in their own time. As student learners, RAs are typically exposed to training programs each year on issues of cultural diversity, yet there is little

or no measurement of the effectiveness of that learning experience across an academic year. The RACD offers housing professionals an opportunity to assess the effectiveness of their own training programs related to cultural diversity. Palmer (1988) stated that in order to provide strong living and learning environments for students in residence halls, housing

Those setting the vision for divisions of housing and residence life are poised to take the lead in assessing RA learning regarding issues of cultural diversity . Understanding this unique opportunity will allow those working in residential education programs to make an important and timely contribution to student learning related to matters of cultural diversity in higher education .

personnel need to continuously evaluate their efforts, including the training of student staff. The use of the RACD as an assessment tool by housing and residence life divisions has the potential to meet recognized professional standards for the promotion of student learning in the cocurriculum (American College Personnel Association [ACPA] et al., 2006;

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The Journal of College and University Student Housing - Volume 37, No. 2

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