Does Living Environment (Co-ed vs. Single Sex) Impact the Housing Experience?

This research note explores whether climate and satisfaction differs by the type of floor (single-sex or co-ed) in which one resides.

The Association of College and University Housing Officers-International (ACUHO-I), in partnership with EBI, has developed the Resident Assessment to gain insight into resident perceptions. The Resident Assessment is based on ACUHO-I/CAS professional standards. It provides insight into resident perceptions and demonstrates to residents their perceptions are important. In 2010-11, 315,563 students participated in the assessment. The majority of students responding to the ACUHO-I Resident Assessment, both freshmen and all students, reside on co-ed floors.

Students who live on co-ed floors are more likely than those on single-sex floors to report better climate toward people of differing backgrounds as well as high levels of satisfaction with their living environment. Residents on co-ed floors are also more likely to interact with fellow residents who are different from themselves and to benefit from those interactions. Residents on co-ed floors are not more likely than residents living on single-sex floors to participate in hall activities and are no more likely to be satisfied with hall activities or their RA. Residents on co-ed floors are more likely to be satisfied with their ability to study, their ability to sleep, and with the cleanliness of their floor. They are also more likely to be satisfied with safety and security as it relates to their floor or building. However, residents were equally likely to report high levels of learning outcomes. Students on co-ed floors were more likely to report being satisfied with their on-campus housing experience but, interestingly, they were not more likely to indicate they intended to return the following year.

1. Students living on co-ed floors are more likely than students living on single-sex floors to indicate their fellow residents respect people of differing backgrounds.

   • Respondents living on co-ed floors, all students and first-years only, were significantly more likely than respondents living on single-sex floors to report their fellow residents respected people of differing genders, sexual orientation, race/ethnicities, religious beliefs, and political views.

2. Students living on co-ed floors are more likely than students living on single-sex floors to report they had interacted with residents who are different from themselves and benefitted from those interactions.

3. Students living on co-ed floors are more likely than students living on single-sex floors to indicate they are satisfied with their housing experience, but they are no more likely to continue living on campus.

4. Students living on co-ed floors and students living on single-sex floors are equally likely to indicate they participate in hall activities often and to be satisfied with hall recreational activities or their RA.

5. Students on co-ed floors are more likely than students on single-sex floors to indicate they are satisfied with their living environment.

   • Respondents on co-ed floors were more likely than respondents on single-sex floors to be satisfied with their ability to study and sleep in their rooms. They also were more likely to be satisfied with the degree of privacy and the noise level of their floor/community.
   • Respondents on co-ed floors were more likely to be satisfied with the cleanliness of the floor, cleanliness of bathroom facilities, and common areas.
   • Respondents on co-ed floors were more likely to be satisfied with the security of possessions in their rooms and feelings of safety in both their room and their hall/apartment building.

6. Students on co-ed floors were more likely than students on single-sex floors to indicate feeling accepted by other students, they were no more likely to report trusting or respecting other students.

7. Overall, learning outcomes were not related to type of living environment.

   • Respondents on co-ed floors were not more likely than respondents on single sex floors to indicate that living on campus had enhanced their ability to meet other people, live cooperatively, resolve conflicts, improve interpersonal relationships, study more effectively, manage their time, solve problems, respect other races/ethnicities, or improve communication skills.
   • First-year students who lived on co-ed floors were more likely than first-years on single-sex floors to indicate that living on-campus had enhanced their ability live cooperatively and respect other races/ethnicities.

Conclusion

Students living on co-ed floors are more likely than students on single-sex floors to report a positive climate toward people of differing genders and sexual orientation and satisfaction with their overall living environment related to their ability to study or sleep and the cleanliness of their floor. However, differences do not exist regarding participation in activities or learning outcomes.

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