This blog series features different writers responding to the prompt, “What is the future of the RA role?”
By Colin Varnet, Student Staff Member
Okay, but hear me out.
The phrase “Let’s get rid of RAs” may come across as provocative or even absurd to those familiar with the vital role Resident Assistants play in university residential life. However, this statement reflects a growing conversation across college campuses: not a call to eliminate RAs entirely, but rather a prompt to reevaluate what is being asked of them. As universities evolve and student needs change, the RA role has expanded significantly, often blending peer mentorship, emotional support, community programming, and policy enforcement into a single job. But is this fair to the RA? Should the RA have this many responsibilities, or should the position be broken up?
One argument for rethinking the RA role focuses on the increasing demands placed on student staff. Imagine being an RA. A full time student, often working another job/internship, extracurriculars, and having to balance a social life on top of all of this. The RA position often requires them to support residents experiencing a wide range of emotional and academic challenges, while simultaneously upholding and enforcing university policy. How does anyone toe the line between being a friend and being responsible?
So here lies a proposal, one which might turn some heads. Should RAs even exist in the first place? Some argue that splitting the role in two might be most beneficial. For example, Binghamton University split the position into Community Assistants and Student Support Assistants, with the first being focused on community building and social cohesion, and the second acting as a live-in position to enforce policy. This is a method which is being increasingly adopted by other universities, with some even leaving the more duty-response related work in the hands of hired professional staff.
This can potentially be beneficial for residents. For example, some residents may hesitate to open up to a current RA for fear of facing disciplinary consequences. This is especially true in cases involving alcohol use, mental health crises, or interpersonal conflicts. On the other end, RAs are often caught off-guard with certain situations, and are sometimes underprepared by their university due to the breadth of their role requiring long training periods at the beginning of the year. With more focused roles honed in on certain aspects of the job, many argue that residents will be even better supported by more knowledgeable and effective student and professional staff combos.
However, others argue that even though the current RA model might be imperfect, it remains an effective and efficient approach to residential life. RAs are embedded in the communities they serve. This proximity to residents are often helpful in providing early insight into potential conflicts and policy concerns, which are observations that might otherwise go unnoticed by professional staff. RAs being student peers can also make them more approachable than administrators or campus security, particularly when addressing minor concerns or mediating roommate disagreements. Furthermore, having policy enforcing student roles can be argued to lead to more fair and understanding treatment, while also building a sense of community respect.
There are also practical/organizational considerations. Splitting the RA role into multiple positions could require additional funding and staff, which seems to be increasingly difficult for some universities, many who already feel financial constraints as it is. For smaller universities, the current model may be the only viable way to ensure student support is consistently available, and provides the RAs with a wide breadth of skill-building employment and professional development. Skills in crisis response, peer leadership, conflict resolution, and time management are frequently cited as valuable skills gained in the position when RAs are moving forward in their careers post-graduation.
Given these competing perspectives, maybe there isn’t a “right” answer. Instead, universities might be better served by taking a critical look into the ways their current systems work, and looking to see which model is more feasible and beneficial for their residents. Improvements could include enhanced training, clearer communication of role boundaries, and better access to professional support staff. So maybe the real question is not if we should get rid of RAs, but whether the expectations currently placed on them are reasonable and sustainable. As student needs constantly change, this might be a new opportunity to reflect on how best to structure the RA position to support residential wellness and development.
