University of Kentucky UKnowledge Theses and Dissertations--Educational Policy Studies and Evaluation Educational Policy Studies and Evaluation 2017 CAMPUS AS HOME: AN EXAMINATION OF THE IMPACT OF STUDENT HOUSING AT THE UNIVERSITY OF KENTUCKY IN THE PROGRESSIVE ERA James W. Thomas University of Kentucky, [email protected] Author ORCID Identifier: http://orcid.org/0000-0002-4909-9967 Digital Object Identifier: https://doi.org/10.13023/ETD.2017.082 Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Thomas, James W., "CAMPUS AS HOME: AN EXAMINATION OF THE IMPACT OF STUDENT HOUSING AT THE UNIVERSITY OF KENTUCKY IN THE PROGRESSIVE ERA" (2017). Theses and Dissertations-- Educational Policy Studies and Evaluation. 47. https://uknowledge.uky.edu/epe_etds/47 This Doctoral Dissertation is brought to you for free and open access by the Educational Policy Studies and Evaluation at UKnowledge. 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Thomas, Student Dr. John Thelin, Major Professor Dr. Jeffrey Bieber, Director of Graduate Studies CAMPUS AS HOME: AN EXAMINATION OF THE IMPACT OF STUDENT HOUSING AT THE UNIVERSITY OF KENTUCKY IN THE PROGRESSIVE ERA ___________________________________ DISSERTATION ___________________________________ A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in the College of Education at the University of Kentucky By James William Thomas Lexington, Kentucky Director: Dr. John Thelin, Professor of Education Lexington, Kentucky Copyright © James William Thomas 2017 ABSTRACT OF DISSERTATION CAMPUS AS HOME: AN EXAMINATION OF THE IMPACT OF STUDENT HOUSING AT THE UNIVERSITY OF KENTUCKY IN THE PROGRESSIVE ERA This dissertation explores how student housing impacted the college campus of the University of Kentucky in the Progressive Era. Student housing has long been part of the college ideal but lacked full engagement by many administrators. Through three examinations, housing will be shown to have directly influenced the administrative, social, and staffing elements of the college campus. The role student housing played in the interaction of political, rural, and sociological changes on the campus during the time period allows exploration in detail while addressing the changes within those areas of the state as well. While housing was an afterthought by the administration due to oversight and lack of funding throughout much of the examined history (1880-1945), its consideration was still an essential part of student life and part of the college ideal. Housing was a place wholly of the student – while administrators set policies and the government had a concern for it at various times, it was also a place where, originally, a “boys will be boys” mentality slid by, unapproved, but unthreatened. However, how did the politics of the state shape the college and its housing experience? How did the addition of women students, the first of many major additions that were foreign to the original student population of mostly rural males, change the campus and its structures? Originating in the “environment” of student- centered housing – be it boarding houses, Greek houses, or dormitories, the students who populated these facilities would cajole, alter, and sometimes force the campus through both intentional and unintentional engagements and interactions. This dissertation shall establish an understanding of how the administration, particularly the presidency, viewed student housing. Following the introduction, three sections shall detail instances of housing influencing the campus climate in ways previously understudied. First, an examination of the political climate of the state interacted with concerns about student housing as a key factor in ending the presidency of Barker. The second section will show how a judicial ruling created new forms of student services – granting in loco parentis control but also creating the need for the diversification of services beyond what had existed previously. The third section will denote, in detail, how housing women changed the college campus – expanding its borders and the need for services. Through such examinations, a previously unexplored role of student living quarters as affecting the growth and development of the University of Kentucky into the institution it is now shall become apparent. KEYWORDS: University of Kentucky, Student Housing, Student Affairs, Living Quarters, Student Diversity James William Thomas April 15, 2017 CAMPUS AS HOME: AN EXAMINATION OF THE IMPACT OF STUDENT HOUSING AT THE UNIVERSITY OF KENTUCKY IN THE PROGRESSIVE ERA By James William Thomas Dr. John Thelin Director of Dissertation Dr. Jeffrey Bieber Director of Graduate Studies April 15, 2017 Date ACKNOWLEDGEMENTS In 1987, Owen Connelly’s study of Napoleon’s military campaigns was published with the title Blundering to Glory. Arguing that Napoleon’s approach was less strategy than adaptation, the book is still relevant to the study of many historians today. More than the book, though, the title is relevant to me. I have used the title to sum up my own academic experiences more than once and I feel that is still very much accurate. The truth is, by statistics, I should not have made it this far. My father went through unemployment and underemployment for several years when I was young. My mother was never given the opportunity to finish high school traditionally, instead earning a G.E.D. later in life. I was once told the chance of me entering a doctoral program was less than three percent and the chance of me finishing one would be less than one percent given a host of factors. I do not know if these were true statistics, but being in an academic setting, I granted them some truth. Yet, I “blundered” on – through job changes and working full time through all of my master’s and doctoral work – I tried to find success and put my passions – many discovered on the way but cemented with permanence now in my core thoughts – on full display. None of this would have happened nor would I have had any success if not for many people. If the glory I have found is to be had, it is owed to them; I will take credit for the blundering that also occurred. I ask that you forgive me this long acknowledgment, but it did, indeed, take a village to raise me. First, thank you to my committee. Richard Angelo was a key element in my pursuit of a doctoral degree. His frank conversation with me after I finished my master’s work and continued to take classes due to interest helped me beat back my impostor syndrome long enough to apply and be accepted as a doctoral student. While his retirement ended his time iii on my committee, I would not be here if not for his conversations, his dedication, and his teaching that challenged, engaged, and at times flustered me – all for the better. John Thelin I sit in awe of – his classes engaged and enlightened and his critiques and recommendations were cornerstones on which much was built – not one recommended book or article did not have an impact somewhere. Karen Tice provided eye-opening thoughts – whether it be from classes that looked at reality television as gendered commentary or a well-placed recommendation to try and define “gender” even when dealing with a system that considered it as a dyad, she readily provided thoughts on context that the work needed. When I first spoke to Rebekah Epps regarding connecting rural elements to educational research, especially because of Shelby Elam’s memoirs about being a rural student coming to Lexington, she connected me with Julie Zimmerman. In reading Dr. Zimmerman’s book and meeting her in person, I knew, again, that there would be a wealth of new thoughts and considerations with which to engage and I was not disappointed. Jane Jensen served on my master’s committee, and her willingness to mentor and return following Dr. Angelo’s retirement is just one small indicator of her tireless dedication to students such as me. The committee has, literally through years, read early works of mine, many of them having read rough papers for classes, examinations of things I found interesting, etc.