The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1 - 92

Robert Longwell-Grice • Kathleen Kerr

Previous researchers (Butters & Gade, 1982;
Deluga & Winters, 1990; Durden & Neimeyer,
1986; Palladino, Murray, Newgent, & Gohn,
2005; Russell, Allen, & Wircenski, 2001) have
explored various topics related to RAs, but
to date no research has used metaphors to
explore job satisfaction with this population.
The secondary purpose of the present study
was to show how metaphors could be used in
research and practice in student affairs. We
were particularly interested in how RAs would
describe their jobs through metaphor.

Perhaps the most common use

THE USE OF METAPHORS
IN EDUCATION

their work.

Defined as “understanding and experiencing
one kind of thing in terms of another” (Lakoff
& Johnson, 1980, p. 5), metaphors may also
function to create a sense of reality for those
using them. Lakoff and Johnson (1980) view
metaphor as a powerful tool for “trying to
comprehend what cannot be comprehended
totally: our feelings, aesthetic experiences,
moral practices and spiritual awareness” (p.
193). Metaphors also provide a structure for
this comprehension: “Metaphors are not only
literary concepts that suggest particular perspectives and ideas; they can also structure
our thinking and understanding of events, and
consequently affect our behavior” (McEwan,
2007, p. 1). Because metaphors infuse language and typically reside below the level of
conscious awareness, it is not easy to recognize the strengths and limitations conveyed
in the message. While previous research conducted on resident assistants and job satisfaction has covered such areas as leadership styles
(Butters & Gade, 1982), RA stressors (Durden
& Neimeyer, 1986), role ambiguity and conflict
92

of metaphor in education is as a
tool for uncovering and exploring
assumptions about teaching,
learning, and the roles of teacher
and learner, partly because
metaphors provide teachers with
a powerful way to talk about

(Deluga & Winters, 1990), RA burnout (Palladino et al., 2005), RA training (Russell et al.,
2001), and reasons that students become RAs,
using metaphors to enhance our understanding of the RA position has not been discussed
in the literature to date.
Perhaps the most common use of metaphor in education is as a tool for uncovering
and exploring assumptions about teaching,
learning, and the roles of teacher and learner,
partly because metaphors provide teachers
with a powerful way to talk about their work
(Bullough, 1991; Calderhead & Robson, 1991).
We believe that residence life staff such as RAs
and hall directors are educators in that they
have programming expectations related to
educating students outside of the classroom.
While we acknowledge that teachers have additional responsibilities that RAs do not have,
we do feel that RAs have experiences similar to
those of new teachers. Hence, it is reasonable
to consider that their experiences are shaped
by, and reflected in, metaphors.

THE JOURNAL OF COLLEGE AND UNIVERSITY STUDENT HOUSING

The Journal of College and University Student Housing - Volume 39, No. 2 & Volume 40, No. 1

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