Lesbian, Gay, and Bisexual Students' Perceptions of Resident Assistants: Implications for Resident Assistant Selection and Training.

Lesbian, Gay, and Bisexual Students' Perceptions of Resident Assistants: Implications for Resident Assistant Selection and Training Through the use of in-depth interviews, the perceptions of Resident Assistants (RAs) held by 20 lesbian, gay, and bisexual students were explored. Students were asked about their experiences with and expectations of RAs. They were also questioned about their ideas concerning RA training. Students expected RAs to be open and accepting, personally supportive, and to create accepting climates. RAs who identified themselves as lesbian, gay, or bisexual were valued as confidants and network builders, and contributed in a positive way to students' favorable impressions of the residence life department. Because on-campus living provides opportunities for students to build support networks, interact with people who are different from themselves, and be exposed to new ideas, it can have a positive impact on the psychosocial and cognitive development of students (Chickering & Reisser, 1993). Resident Assistants (RAs) are particularly influential in creating floor climates in which growth can take place (Schuh, 1989). Thus it is especially important that RAs work to develop a community in which all students feel comfortable and accepted. Residence hall environments present particular challenges for lesbian, gay, and bisexual (LGB) students. Research suggests that these students often experience their residence halls as unwelcoming, hostile, and even dangerous environments (D'Augelli, 1989b; Love, 1997; Rhoads, 1994). Rhoads (1997) noted that a sense of group identity, community, and a social network are crucial to offset the potentially negative aspects of residence hall living for LGB students. Slater (1993) also found that LGB students who had more support were better able to handle the victimization they experienced on campus. The potential does exist to create a sense of community and support among heterosexual and nonheterosexual students. Mohr and Sedlacek (2000) found that 42% of the first-year students they studied wanted to have or did have friendships with LGB individuals. To encourage an open climate and to provide appropriate role modeling, however, RAs themselves must be knowledgeable and supportive of issues related to sexual orientation. Unfortunately, RAs are often misinformed (Bowles, 1981), possess negative attitudes about LGB students (Robertson, 1990), and demonstrate homophobic behaviors (D'Augelli, 1989a). However, the RAs in one study (Bowles, 1981) overwhelmingly requested further training in order to serve their LGB students more effectively. Robertson (1990) also suggested that RA training could have a positive impact on RA attitudes. Clearly, residence life programs need to select RAs carefully based on their openness to all forms of diversity, including sexual orientation. Little is known, however, about specific ways in which RAs create a comfortable climate for LGB students on their floors and how residence life programs can effectively educate RAs about issues facing LGB students to enable RAs to create supportive environments. This study examined the role of RAs through the eyes of LGB students living in college residence halls. The following questions were examined: What expectations do LGB students have of RAs? What recommendations do they have for selection and training of RAs who will be knowledgeable and supportive of LGB students? Method A constructivist philosophy, which emphasizes the meaning that people make of their experiences, guided this study (Schwandt, 1994). Since little is known about the experiences of LGB students in residence halls, we felt that it was particularly important to gain a sense of students I perceptions using an openended interview approach rather than predefining a range of possible responses. We were particularly interested in the ways in which students interpreted experiences with their residence hall staff, how they viewed the role of the RA, and suggestions they had regarding staff selection and training. …