Abstract
Alexander Astin’s (1999) theory of student involvement states that student time and energy are finite resources. Student leaders go beyond involvement and dedicate their time and energy towards creating experiences and opportunities for other students (Astin, 1999). Boundaries become hard to manage when students live and work in the same environment, such as with Resident Assistant (RA) positions. This study examines at the experiences of Resident Assistants and their relationship with burnout while in the RA position at a medium sized, private, Jesuit University in the Pacific Northwest. Through individual participant interviews the findings include that RAs face a significant amount of role ambiguity, that their supervisors have a strong impact on their RA experience, they devalue their personal experiences as RAs, and that the benefits ultimately outweigh the costs of the RA position. Implications of this research provide insight as to how future RAs can be supported in their position.
Recommended Citation
Bubbers, Caroline
(2016)
"Burnout in Resident Assistants,"
MAGIS: Vol. 10:
Iss.
1, Article 7.
Available at:
https://scholarworks.seattleu.edu/magis/vol10/iss1/7