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Counselor, Teacher, Role Model

LIMITATIONS AND
FUTURE STUDY
Having cited all of these potential uses, we also
recognize the limitations of the study. The researchers are aware that there are varying ways
of defining success and, while two different
measures of success (self and supervisor) were
used here, success is subjective, and it could be
that in another setting the students deemed unsuccessful or having mixed success in this study
would be seen as successful.
While this study focused on the area of satisfaction and touches on the area of RA selection, the researchers also feel there is a need to
explore the use of metaphor in relation to RA
training. Namely, where do perceptions of the
RA position come from, and how successful is
RA training at re-framing these perceptions?
In the end, though, the researchers believe
that use of metaphors in RA selection and training holds real promise. Although the data for
this paper was collected several years ago, the
essence of the RA job and the myriad roles that
RAs play on their floors have remained substantially consistent. The topic and these findings are as timely in 2012 as they were when
we started the study. A strong argument can be
made that this information could be useful in
hiring all levels of staff outside of residence life
as well. As Bullough (1991) and Calderhead and
Robson (1991) found, metaphors can be powerful tools for uncovering and exploring assumptions about teaching and learning and the roles
of teacher and learner. Knowing what assumptions RAs hold would give residence life professionals a powerful way to talk about their work.

REFERENCES
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methods. Boston, MA: Allyn and Bacon.
Bullough, R. V. (1991). Exploring personal teaching metaphors in preservice teacher education.
Journal of Teacher Education, 42, 43-51.
Butler, D. G., & Campbell, J. A. (2003). The RA position: Tapping the power. The Journal of College
and University Student Housing, 32, 4-10.
Butters, M. A., & Gade, E. M. (1982). Job satisfaction and leadership behavior of residence hall
assistants. Journal of College Student Personnel, 23,
320-324.
Calderhead, J., & Robson, M. (1991). Images of
teaching: Student teachers’ early conceptions of
classroom practices. Teaching & Teacher Education, 7, 1-8.
Deluga, R., & Winters, J. (1990). Impact of role ambiguity and conflict on resident assistants. Journal
of College Student Development, 31, 230-236.
Deluga, R., & Winters, J. (1991). Why the aggravation:
Reasons students become resident assistants, interpersonal stress, and job satisfaction. Journal of
College Student Development, 32, 546-552.
Denzin, N. K., & Lincoln, Y. S. (2005). The discipline
and practice of qualitative research. In N. K.
Denzin & Y. S. Lincoln (Eds.), The Sage handbook
of qualitative research (3rd ed., pp. 1-32). Thousand Oaks, CA: Sage.
Durden, M. C., & Neimeyer, G. J. (1986). Construct
systems of resident assistants: How they perceive their jobs. The Journal of College and University Student Housing, 16, 18-23.
Fainsilber, L., & Ortony, A. (1987). Metaphorical uses
of language in the expression of emotions. Metaphor and Symbolic Activity, 2, 239-250.
Glesne, C., & Peshkin, A. (1992). Becoming qualita-

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Table of Contents for the Digital Edition of The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1

The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1
Volume 39, No. 2 Table of Contents
Letter from the Editor
Factors That Play a Role in First-Year Students’ On-Campus Housing Decisions
Influence of Academically Based Living-Learning Communities on Men’s Awareness of and Appreciation for Diversity
Using the Theory of Planned Behavior to Predict Resident Assistants’ Intention to Refer Students to Counseling
Parental Notification of Alcohol or Drug-Related Violations: Parents’ Perceptions and Reactions to the Practice
Counselor, Teacher, Role Model, Cop: Understanding RA Satisfaction Through the Use of Metaphor
Living and Learning in College
The Past, Present, and Future of Residential Colleges: Looking Back at S. Stewart Gordon’s “Living and Learning in College”
The Journal of College and University Student Housing Volume 40, No. 1 – Addressing the Needs of Residential City University, Students with Disabilities Theme Issue
Volume 40, No. 1 Table of Contents
Introduction - Addressing the Needs of Residential Students with Disabilities
Service, Comfort, or Emotional Support? The Evolution of Disability Law and Campus Housing
Implementing Universal Design: A Collaborative Approach to Designing Campus Housing
Supporting Students with Severe Physical Disabilities: The Illinois Model
College Students with Intellectual Disabilities: How Are They Faring?
A Collaborative Support Model for Students on the Autism Spectrum in College and University Housing
When Community and Conduct Collide: Residents with Invisible Disabilities and the Student Conduct Process
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Parental Notification of Alcohol or Drug-Related Violations: Parents’ Perceptions and Reactions to the Practice
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Living and Learning in College
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - The Past, Present, and Future of Residential Colleges: Looking Back at S. Stewart Gordon’s “Living and Learning in College”
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Introduction - Addressing the Needs of Residential Students with Disabilities
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Service, Comfort, or Emotional Support? The Evolution of Disability Law and Campus Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Implementing Universal Design: A Collaborative Approach to Designing Campus Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - Supporting Students with Severe Physical Disabilities: The Illinois Model
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - College Students with Intellectual Disabilities: How Are They Faring?
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - A Collaborative Support Model for Students on the Autism Spectrum in College and University Housing
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The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - When Community and Conduct Collide: Residents with Invisible Disabilities and the Student Conduct Process
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