Graduate Program

College Student Affairs

Degree Name

Master of Science (MS)

Semester of Degree Completion

Fall 2025

Thesis Director

Jon K. Coleman

Thesis Committee Member

Jody E. Stone

Thesis Committee Member

Jeremy D. Alexander

Abstract

As demands on student affairs professionals intensify across United States colleges, resident assistants face increasing vulnerability to burnout while balancing roles as students, employees, and peer leaders. The purpose of this narrative study was to examine the experiences of three resident assistants who pursued a third year in their position after experiencing and overcoming burnout. It was determined that specific support systems and resilience components had substantial impact on their ability to persist, providing indication of what institutional support would be most beneficial. Participants discussed experiences with overwhelming stress balancing academic responsibilities, peer relationships, and administrative duties, alongside factors historically contributing to burnout among this population. Through several perspectives, including challenges maintaining boundaries between peer and authority roles, community building responsibilities, and pressure to be constantly available for residents’ needs, real world implications are discussed. Findings reveal that resident assistants who successfully navigate burnout develop specific coping strategies, utilize institutional resources effectively, and maintain strong support networks both within and outside their residential communities. Recommendations are provided for housing professionals and institutions supporting this critical population. Understanding what motivates resident assistants to overcome burnout and return to their positions enables student affairs professionals to develop targeted interventions and create supportive environments promoting longevity and resilience among these essential campus contributors.

Keywords: Resident Assistant, Burnout, Persistence

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