Examines changes in students' sense of autonomy and in their ability to manage their emotions, as described by Chickering's vectors, in relation to residence hall environments. Results neither support nor refute the all-freshman hall. Participants moved developmentally along the Autonomy Scale. Freshman women increased their scores on the Impulse…

Women living in homogeneous, as opposed to heterogeneous, residence halls described themselves as more intellectual, more content, and more exuberant. Grouping students according to commonality of curriculum appears to suggest that supportive, growth-enhancing environments can easily be established without undue involvement by the staff. (Author)