Search Reslife.net
		Recruiting and Retaining Male RA’s Submitted by Ryan Barone, Residence Hall Director, University of Connecticut Many colleges and universities have noticed a trend over the last two decades; less male-identified students are applying and matriculating into Resident Assistant (RA) positions. This tendency will likely be exacerbated, as the Department of Education projects that women will increasingly enroll in institutions of higher education, with an anticipated national breakdown reaching 60% women and 40% men around the year 2020 at current projections (Hussar, 2005). The popular media has helped frame the increasing rates of women in higher education as a “boy crisis” (Tyre, 2006). A closer look reveals that the number of men in higher education is not decreasing, but the number of women is increasing at a higher rate (King, 2006). It is important to note that men are not a monolithic group, and intersections of identity related to race, ethnicity, ability, sexual orientation and religion add rich complexities to identity. While “it may not be politically correct to support and study the increasing needs of men (Freeman, 2008),” it is nonetheless essential to Residential Life operations that rely on single-gender assignments. This reflection will examine research on gender and RA positions, offer possible explanations for a gender disparity, and highlight some suggestions for recruiting and retaining male RA’s. Gender and RA Research The trend of less men applying and becoming engaged in RA positions is not exclusive to Residential Life. The lack of apparent male interest and engagement on campus is highlighted by the fact that men underutilize all campus resources, save recreation centers, when compared with their female counterparts (Clayton, Lucas Hewitt, & Gaffney, 2004). Nonetheless, there appears to be a gap in research studying the intricacies of the RA position and students’ interest with gender as a dependent variable. The research that does exist is largely more than a decade old. In 1994 Fedorovich found that students who were actually selected as RA’s had higher GPA’s and rated them selves higher in holistic wellness then students not selected as RA’s. When coupled with research from Clayton et. al (2004) this finding likely has gender implications as men are less likely to take advantage of services such as nutrition consultations and mental health services. Therefore because men have lower GPA’s and seek assistance less than women, it could be inferred that these factors reduce the likelihood that men will become RA’s. As RA’s, women report a greater sense of accomplishment in their helping roles than men (Hetherington & Orzek, 1989) and women place a higher value on the benefits of the RA position, including interacting with students and the ability to make friends in the work setting (Shu & Marini, 1996). Little research has been conducted examining why individuals actually apply to be RA’s, though one study found that while men do report high levels of interest in the RA position, that interest does not necessarily translate into men applying (Clark, Williams, Wachs & Chose, 2000). The deficit in recent scholarship around men’s low rates of applications and matriculation in the RA position is noteworthy, and it presents an opportunity to for future Student Affairs research. Informed Observations Intentional observations can provide Residential Life professionals with anecdotal data that might prove useful when exploring issues related to gender and RA positions. Informal conversations over the past several years have unearthed several themes that college men have shared with the author. When male non-RA’s are asked, “what do you think are the main job responsibilities of an RA,” the following responses seem common: To enforce policy and keep order To make sure residents are safe To be a resource/to offer help. When asked, “what adjectives would you use to describe a RA?” the most common reply is “responsible.” It is noteworthy that blatantly negative adjectives are also frequent, including “boring,” “lame,” “annoying,” and “condescending.” When male non-RA’s have been asked, “what do you think are the primary reasons someone becomes an RA,” the most frequent response is “for money/for a free room.” Finally, interesting responses can be acquired when students are asked if they would ever apply to be an RA, and if not, why. Virtually all of the participants informally polled self-disclose that they are not interested in applying for the following reasons: I do not want the responsibility I do not have the skills to be an RA. Replicating this informal pooling of male students may unearth rich data related to men and RA positions. Discussion Many of the themes from these conversations are not surprising given male gender socialization which teaches men to appear invulnerable and to jockey for social position by demeaning others (Brannon, 1976). The most surprising theme may be the responses to the final question, “would you ever apply to be an RA, and if not, why?” The expected answer may have involved students not wanting to “get their friends in trouble,” or “not wanting to be a ‘cop,’” however the response most frequently given reflects students acknowledgement of the huge responsibility that comes with being an RA, and the apparent inaccessibility of such a position due to self-reported lack of skills. Suggestions If a goal of Residential Life departments is to recruit more qualified male candidates for RA positions, recruiting must be catered to address developmental interests and concerns for male students. The surprising finding that male students are concerned about their skill set as it relates to the RA job, and are apprehensive about taking on the job responsibilities, can help educate outreach efforts. Campaigns focusing on actual job responsibilities may decrease anxiety over the position. Additionally, being clear that intensive job training will occur may encourage more male applications. Men receive messages that prioritize success as defined by social and financial ascendancy, therefore messaging in RA recruiting which highlights resume advantages and leadership skill building may relate uniquely well to male students (Brannon, 1976). Additionally men are socialized to be pragmatic, therefore making them potentially susceptible to communication highlighting the financial benefits of an RA position, which may include room and/or board. It seems Residential Life Professionals are hesitant to make such appeals. Moreover candidates mentioning interest in a “free room” often facilitate irreparable harm to a student’s chances of being offered a position. These value-based judgments may reflect individual privilege or elitism, and it may be productive to critically examine such reactions that might uniquely impact a candidate pool. Due to male gender socialization, men may respond particularly well to individual encouragement from other male peers or role models, to apply to be RA’s. Recognition of one’s abilities/potential can foster confidence and lessen feelings of inadequacy and insecurity about leadership abilities. Once in RA positions, retaining male staff members can be a challenge. Outside pressures to live off campus can adversely impact retention. Additionally, as the above mentioned research presented, female students find RA work more rewarding and find a greater sense of accomplishment in the position. Proportionally less men than women are in the Student Affairs profession, and much has been written about the “feminization” of the field (McEwen, Williams, & Engstrom, 1991). We must therefore reach out to our male RA’s, help them develop networks for support, and be proactive in mentoring them in their positions. Polling students, both RA’s and non-RA’s, can lead to some productive information that might better educate departmental processes. This can be as simple as casual 1-1 conversations, web-based polling, or setting up focus groups (free food can help with turn-out). Each institutional cultural and student demographics will greatly impact the tendency for men to apply to be RA’s. Finally, a working understanding of male identity development might help Student Affairs professionals be more successful in targeted recruiting of male RA’s, and in retention of these students. Increasingly professional conferences and Student Affairs related publications are highlighting male identity development. Few Student Affairs preparation programs include male identity development theory, and an increased capacity about developmental theory might positively affect our ability to recruit and retain male RA’s. Works Cited Brannon, R. (1976). The male sex role-and what it’s done for us lately. In R. Brannon & D. David (Eds.), The forty-nine percent majority. Reading, MA: Addison-Wesley. Clark, C., Williams, L.B., Wachs, P.M., & Ghose, S. (2000). Gender and other factors influencing interest in the resident assistant position. Journal of College and University Student Housing, 29, 32-36. Clayton, O., Lucas Hewitt, C., & Gaffney, E. D. (Ed.). (2004, Fall). Reflecting on reconnecting males to higher education. New Directions for Student Services, 107, 9-22. Fedorovich, S. E. (1994). Wellness as a factor in the selection of resident assistants in university student housing. Journal of College Student Development, 35, 248-254. Freeman, J. P. (2008, July). The plight of men: Identity development and socialization confusion. NetResults. Journal of the National Association of Student Personnel Administrators (NASPA). Accessed July 24, 2008 from: www.naspa.org Hetherington, C, & Orzek, A. (1989). Resident assistant burnout: Factors of job and gender. Journal of College Student Development, 30, 266-269. Hussar, W. J. (2005). Projections of education statistics to 2014 (NCES 2005-074). U.S. Department of Education, National Center for Education Statistics. Washington, DC: Government Printing Office. King, J. (2006). Gender Equity in Higher Education. American Council for Education. McEwen, M., Williams, T., & Engstrom, C. (1991). Feminization in student affairs: A qualitative investigation. Journal of College Student Development, 32, 440–446. Shu, X & Marini, M. M. (1996). Gender and job values. Sociology of Education, 69, 49-65. Tyre, P. (2006, January 30). Trouble with boys [Electronic Version]. Newsweek. Retrieved May 30, 2008 from www.newsweek.com About the Author Ryan Barone is a Residence Hall Director at the University of Connecticut. He is currently serving as national co-chair of the NASPA Men and Masculinities Knowledge Community.