IS THREE A CROWD?
A Study of Triple-Room Residency at UC Davis
Robyn A. Caruso
Student Affairs Research & Information
University of California, Davis
October 1998
Is Three a Crowd?
A Study of Triple-Room Residency at UC Davis
Introduction
In Fall 1997 the Director of Student Housing at UC Davis asked Student Affairs Research &
Information (SARI) to conduct an exploratory study of students living three to a room in
Thoreau Residence Hall. Prior to this quarter Student Housing had not permanently assigned
more than two residents to suite-style residence hall rooms. Because the effects of this new form
of room assignment were unknown, staff in Student Housing wanted to know how satisfied these
students were with their living situation and whether this arrangement had any unforeseen affects
on them. At the time of this project, 57 triple-room residents were living in Thoreau Hall.
A literature review of student housing research revealed that, although several American
universities offer triple rooms, few have produced and/or published research on this topic. One
institutional exception to this finding, UCLA, conducted several studies that indicate students
living in triple rooms are less satisfied with their living quarters than those in double rooms. In
particular, students in triples are less satisfied with the amount of privacy and study time in their
room. Further, a negative relationship was found between tripling and grades: students in the
triple rooms achieved lower grades. A more recent UCLA study found fewer significant
differences between residents in triples and doubles, but still concluded that further research was
needed to control for several variables.
In addition to the literature review, the author of the present report sent e-mail messages to
twenty Student Affairs Research Directors to inquire if they had any knowledge of or experience
assessing students living in triple rooms. A similar message requesting information was also
posted on an electronic mail list for student housing professionals. Many of the respondents who
had some experience with triple rooms felt that such assignments were a bad idea and often
resulted in significant problems. One common problem cited is that two of the roommates side
against the other, creating an "odd person out" situation.
Finally, the author met with Thoreau Hall staff to get their perspectives on the triple-room
residents. All knew of a few residents who had obtained new housing assignments because they
were dissatisfied with the living arrangement. The Resident Advisors provided valuable insight
into how triple-room residents had adapted to their living situation.
Methods
The study was initiated in Spring 1998, employing both qualitative and quantitative research
methods. (An important caveat: because this study was conducted at the end of the school year,
residents had had eight months to either adapt to their living situation or transfer out. Given this
elapsed time, it is likely that overall responses might have been less positive if the study had
occurred earlier in the year.) The author sent all triple room residents a letter explaining the
project and inviting them to participate in a confidential, individual interview.
Many of the residents contacted SARI and volunteered to be interviewed. Nearly one-third of
this population (31.8%) participated in an interview. Eighteen interviews were conducted; most
residents came from different rooms. Immediately prior to the interview, the participants
completed a brief self-administered questionnaire. Most interviews lasted about twenty-five
minutes and were audio taped to ensure accuracy of the data. Participants were given a $10 gift
certificate to the UC Davis Bookstore as an honorarium for participating in the project.
For the quantitative analysis, a comparison of triple-room residents, Thoreau residents and all
freshmen was made on a variety of variables concerning background information and academic
characteristics (see Tables 1 & 2).
TABLE I
Background Information
Triple Room Residents
(n = 57)
Thoreau Residents
(n = 215)
Freshmen
(n = 3,551)
Gender
Women
Men
68%
32
54%
46
56%
44
White/Caucasian
Asian
Black/African-American
Filipino/Filipino-American
Hispanic/Chicano/Latino/Mexican
American Indian/Alaskan Native
Unknown
40%
39
2
2
9
2
7
41%
35
1
5
8
1
8
44%
31
3
5
11
1
7
18%
22
15
16
13
16
16%
14
20
16
13
21
15%
18
20
16
13
18
Ethnicity
Parent Income
Less than $20,000
$20,001-$40,000
$40,001-$60,000
$60,001-$80,000
$80,001-$100,000
$100,001 or more
Mean
Median
$61,874
$55,000
$69,915
$60,000
$71,895
$60,000
Financial Aid Recipient
Yes
No
53%
47
52%
48
58%
42
TABLE 2
Academic Characteristics
Triple Room Residents
(n = 57)
Thoreau Residents
(n = 215)
Freshmen
(n = 3,551)
4.0 and above
3.50-3.99
3.00-3.49
2.50-2.99
2.49 and below
Mean
Median
30%
58
11
2
0
3.79
3.76
32%
46
21
1
0
3.76
3.75
30%
46
22
2
0
3.76
3.77
701-800
601-700
501-600
401-500
301-400
300 and below
Mean
6%
20
46
22
6
0
557
6%
29
43
17
4
1
569
5%
26
44
19
5
1
561
701-800
601-700
501-600
401-500
301-400
300 and below
Mean
4%
44
37
13
2
0
592
10%
45
38
7
1
0
610
9%
41
38
11
1
0
601
18%
28
32
16
7
2.87
2.98
16%
27
22
22
12
2.77
2.85
14%
24
28
22
13
2.74
2.79
4%
0
7
46
40
4
38
40
4%
1
11
38
43
2
37
40
3%
4
11
43
38
2
37
39
High School GPA
SAT Verbal
SAT Math
UC Davis Cumulative GPA
3.50 and above
3.00-3.49
2.50-2.99
2.00-2.49
1.99 and below
Mean
Median
Total Units Passed
Less than 10.0
11.0-20.0
21.0-30.0
31.0-40.0
41.0-50.0
More than 51.0
Mean
Median
Results
There were no significant differences found in a comparison of the high school GPA, SAT
scores, UC Davis cumulative GPA, and total units passed of triple-room residents, Thoreau
residents and all freshmen. Additionally, a comparison of background and demographic
information, including gender, ethnicity, and financial aid, did not yield any significant
differences between triple-room residents, Thoreau residents and all freshmen. The only
variables that showed notable differences were parent income and gender. The mean parent
income of all freshmen was $71, 895, while the mean for Thoreau residents was $69,915 and
only $61,874 for triple-room residents. (This finding was not unexpected because the triple
rooms were offered at a rate reduction of approximately $1,100.) Women were slightly overrepresented among triple-room residents (68%); as shown in Table 1, only 54% of Thoreau
residents and 56% of all freshmen were women.
Themes from Interviews
Perceived Problems with the Room Assignment Process
Some of the interview participants reported that they did not consciously choose to live in a triple
room. The Hall & Room Assignment Request Form states: “A small number of triple spaces are
available in Thoreau Hall at a reduced rate (approx. $1,100 less than a double room); would you
be interested?” Further probing suggested that the residents either forgot they had responded
“Yes” or they did not understand that expression of “interest” was interpreted as a commitment.
Another perceived problem was that residents did not feel they had adequate information about
the size of the room. A majority said they were never informed that a triple room was the same
size as a double room. In addition, residents reported that housing assignments were not received
early enough for roommates to discuss space limitations and avoid duplication of equipment
(TVs, microwaves, etc.). As a result, many residents reported bringing duplicate belongings.
Finally, assignment of space and furniture within a triple room was done on a "first come, first
serve" basis. Some residents who arrived after their roommates had already made bed selections
felt disadvantaged because of the distance they lived from Davis.
Space
Not surprisingly, the issue that concerned triple-rooms residents most was the physical
dimensions of the room and the repercussions of sharing limited space with two other people;
this finding is consistent with the research literature. When asked how the size of the triple room
met their expectations, over half of the interviewees said that they thought the room would be
larger than it was. One said, "It hasn't [met my expectations]. It has been very difficult. I thought
the room would be bigger than a double."
When asked about the disadvantages of living in a triple room, most of the residents noted a lack
of space in the room, both personal and living space. One triple-room resident responded, "There
is no room for anything. There are only two closets for three people. You have to loft all the beds
which makes it feel like a cave." Another resident said: "There's not enough space for our
belongings. It's annoying when we are all trying to study because it gets cramped." Still another
one reported, "There's not enough privacy. You have to work out a three-way organization.
There's conflicting personalities. Having a top bunk is a disadvantage. It'd be nice to know in
advanced the size of the room and how it affects you." Space was additionally an issue because
the triple rooms, originally designed to accommodate two residents, contained only two closets.
One of the issues associated with the physical space of the room was the bunk (“vaulted” or
“lofted”) bed. Because of the dimensions of the triple rooms, it is impossible to have three beds
on the ground; as a result, one bed needs to be stacked. The residents were unaware of this prior
to moving in and were usually surprised when they saw the bunk beds. During the interviews, a
number of residents reported that they did not like bunk beds and that they were one of the main
disadvantages of living in a triple room. Some objected to bunk beds because their own physical
characteristics (e.g., height, weight, sleep habits) prevented them from comfortably and safely
adjusting to them.
Given the limited space that the residents have in a triple room, it is not surprising that the issue
of privacy was mentioned. Many residents cited “lack of privacy” as one of the chief
disadvantages of living in a triple room.
In addition, many of the interview participants had difficulty studying in their rooms. A majority
of triple-room residents “strongly” or “somewhat” agreed with the statement: "I study in places
other than my room because I have a difficult time concentrating in my room." One resident
reported that "it's hard to concentrate and study in the triple rooms." Another felt that living in a
triple room had adversely affected his grades because "it's so hard to study in my room." As a
result, many students had to make adjustments in their study habits.
Social Dynamics
A significant number of the participants interviewed felt that increased social contact was the
main advantage of living in a triple room. Examples cited included having someone to talk with
and the opportunity to know more people. One resident shared, "You get to be closer to one more
person. You are always going to have someone there…Being away from home sometimes you
can get lonely, you got to talk to somebody. You have someone to communicate with, talk with."
Despite the loss of space per person, triple-room residents reported having good, communicative
relationships with their roommates. All of the interview participants described the
communication in their room as "pretty good," "good," "effective" or "great." In addition, all of
the residents described themselves as being friends or acquaintances with both of their
roommates. A majority of the participants reported that they felt “very” or “somewhat”
comfortable asking their roommates to be quiet. Further, ten of the participants said that they felt
“very” or “somewhat” comfortable asking their roommates for privacy in the room.
When asked how decisions about the room are made, a majority reported that all three
roommates could discuss the issue and come up with a solution. One resident shared, "Someone
proposes a change and then we talk about it." Another participant added, "It's a group decision, a
consensus." The seemingly amicable nature of these roommate relationships contrasts with the
situation that the literature predicts for those living in triple rooms. Triple rooms have been seen
as harmful because they create an "odd person out" situation in which two of the roommates side
against the other. There was no evidence of these negative social dynamics among those
interviewed.
Personal Growth
Many of the residents reported having experienced some personal growth as a result of adjusting
to their living situation. When asked how the experience of living in a triple room affected their
lives, twelve of the participants mentioned some kind of personal growth. One resident
responded, "It has definitely opened me up to a whole new way of thinking. Before I got there I
had all these closed-minded ways of thinking. It's just really interesting to hear different points of
view from both of my roommates." Another resident shared, "It kind of forces you to make do
with what you can and to be very flexible." One resident felt, "It's easier for me to compromise
now because I had to think of two other people besides myself." Another resident reported, "It
made me more aware of other people, the differences in other people, mostly cultural." Yet
another resident shared, "I've learned how to cooperate, share some duties, mostly cooperation.
With three people you have to work a lot harder. Since you are more confined, you have to give
and take." In addition, one of the residents felt that "You learn more about living with people and
getting your needs and their needs blended together." It is evident that many of the residents
benefited personally from living in a triple room because they had to learn and use new living
skills, such as compromise, sharing, and respecting differences in others. These experiences of
personal growth can be seen as the most significant unexpected advantage of living in a triple
room.
Feelings about Tripling
Ten of the eighteen interview participants said that they would make the same decision again to
live in a triple room; for these students the advantages outweighed any perceived disadvantages.
Those who would not make the same decision again generally cited a lack of space as the main
reason behind their decision. In general, these residents felt that the money saved was not worth
the sacrifice of space and privacy. Despite their personal experiences, fourteen of the eighteen
residents believed that UC Davis should continue offering the option of triple rooms. Some of
these residents did feel that more information about the triple rooms should be given to incoming
students.
Resident Recommendations
Interview participants were asked to provide recommendations to improve the triple rooms or the
triple-room program in general. Participants were told that this question had no limitations and to
give any recommendations, without regard to feasibility. Five main recommendations dominated
the responses to this question. Not surprisingly, most participants recommended that the triple
rooms be larger. In addition, eleven residents mentioned the importance of either adding a third
closet or providing some other storage space for triple-room residents. Another recommendation
was that Student Housing provide more information about the triple rooms; six residents shared
this sentiment. Further, five residents mentioned the need for other bed options so that bunk beds
were not necessary in triple rooms. Finally, four residents recommended that the roommate
selection process be refined so that more attention is paid to matching roommates of similar
personalities.
Discussion
This study revealed that students would have preferred receiving more information about triple
rooms before making a housing selection. One way to address this need in the future would be
for Student Housing to distribute information specifically about triple rooms to incoming
students. An important area to be covered in such material would be the dimensions of the triple
room, the size of comparable double rooms, the furniture provided, and its usual configuration
(i.e., stacked beds to accommodate three residents).
In addition, the material could also include a section (e.g., Is a triple room right for you?) that
broadly suggests the character types (e.g., sociable, flexible, communicative) and experiences
(e.g., previously shared a room, several siblings) of people who would most likely adapt to living
in a triple room. Outlining the advantages and disadvantages of living in a triple room could
provide students with some tangible information to assist them in deciding the type of room that
would be most appropriate for them. The provision of clear and candid information about the
triple rooms could benefit both the students and the campus by preventing problems during the
school year as well as preparing students who elect to live in them.
Another strategy that could help avoid confusion is to rephrase the question regarding triple
rooms on the Hall & Room Assignment Request Form. The question refers to “triple spaces,”
while elsewhere the application refers to “single” and “double rooms.” Because consistency in
wording can minimize confusion, it would be useful to change references to triple “space” to
triple “room.” In addition, the question about the triple room asks: "…would you be interested?"
This wording can be construed as merely an invitation to receive more information rather than a
commitment for a triple room. Changing the question to "Would you prefer a triple room?" is
more direct and would maintain the style of the other questions.
Finally, nowhere on the application is there mention of the fact that triple rooms are actually
double rooms with a third person added. The interviews with Thoreau Hall Staff and triple room
residents suggest that references to triple rooms should explicitly state their size and nature so
that a larger or differently configured room is not implied or inferred by the reader.