Understanding young people’s transitions in university halls through space and time

Abstract

AcknowledgementsGary Walker, co-researcher on the second research project, Frank Kew for his helpful and constructive comments on a draft of the article and the anonymous reviewers for their constructive and detailed criticism. Biographical detailsDorothy Moss is a principal lecturer in Childhood Studies at Leeds Metropolitan University. Her research and publications are in the area of feminist sociology, the sociology of space and time and the social divisions of childhood. Recent publications include, Moss, Dorothy (2006) Ingrid Richter is currently a senior lecturer in Childhood Studies at Leeds Metropolitan University. Her research and publications are in the area of sociology and social policy with a particular focus on children, young people and families. She has worked in higher education since 1991 and has experience of lecturing in the areas of sociology, social policy and crime deviance and juvenile justice.

A place for sharing: The emotional geographies of peer-sharing in UK University halls of residences

“…Matias' cultural, gendered and aged identity, coupled with his 'structured' university role marked him out instantly as different amongst his peers. This chimes well with Moss and Richter's (2010) assertion that halls spaces may appear largely paradoxical, being simultaneously structured/unstructured, controlled/unregulated, public/private. Here, while the occupants of Matias' flat expressed initial disappointment at sharing with an RAperhaps fearing they might not be able to behave in certain ways around himhe quickly ameliorated any perceived hostility by taking charge and encouraging discussion: "Everyone has different views, and that's cool.…”

“…Furthermore, Jarvis (2011) argues against proximity and social interaction as being the sole proponents of convivial co-resident accommodation, proposing instead that harmonious and sustainable living also includes carefully cultivated time-space negotiations within households and between sharers. For example, Moss and Richter (2010) suggest that daily routines may not have clear spatial or temporal organisation in shared living spaces, with activities being performed in the same environment, and at different times of the day, offering little opportunity for differentiation or structure. What punctuates these debates though is how the individualisation of identity, or a conflation of the Self, has become synonymous with peer-sharing.…”

“Social Stuff” and Institutional Micro-Processes

“…But the life in residential colleges can intensify the partying in both subtle and obvious ways. Communal living involves a particular organization and management of space and time (Moss & Richter, 2010) that, in a residential college, are driven by institutional regulatory processes (such as policies and admission procedures), college traditions (such as college O-Week, formal dinners, and cultural events), and the students' own needs, desires, and expectations (such as parties to socialize and develop friendship groups). All of these operate through institutional micro-processes, and in their aggregate form contribute to the student experience.…”