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Relevant bibliographies by topics / Fraternities and sororities

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Academic literature on the topic 'Fraternities and sororities'

Author: Grafiati

Published: 4 June 2021

Last updated: 11 February 2022

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Journal articles on the topic "Fraternities and sororities"

1

Kuh, George D., and James W. Lyons. "Fraternities and Sororities." NASPA Journal 28, no. 1 (July 1, 1990): 20–29. http://dx.doi.org/10.1080/00220973.1990.11072183.

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Wechsler, Henry, George Kuh, and Andrea E. Davenport. "Fraternities, Sororities and Binge Drinking." NASPA Journal 33, no. 4 (July 1, 1996): 260–79. http://dx.doi.org/10.1080/00220973.1996.11072415.

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Rosenberg, Stuart, and Joseph Mosca. "Risk Management In College Fraternities: Guidance From Two Faculty Advisors." Contemporary Issues in Education Research (CIER) 9, no. 1 (January 15, 2016): 7–14. http://dx.doi.org/10.19030/cier.v9i1.9545.

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Students who become members of fraternities and sororities avail themselves of significant opportunities that enrich their college life. Faculty advisors play an important role in assisting fraternities and sororities in shaping students’ leadership, scholastic, and personal development. Given the risks such as alcohol use and hazing that continue to be associated with Greek life, faculty advisors also need to be actively involved in enforcing various policies to ensure student safety. In this paper, the authors review some of the problems that cause a liability risk to Greek life and they offer examples from their own experience as faculty advisors to two fraternities to help manage the risk.

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Malaney, Gary D. "Student Attitudes Toward Fraternities and Sororities." NASPA Journal 28, no. 1 (July 1, 1990): 37–42. http://dx.doi.org/10.1080/00220973.1990.11072185.

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Ridgway, Rachael, Connie Tang, and David Lester. "Membership in Fraternities and Sororities, Depression, and Suicidal Ideation." Psychological Reports 114, no. 3 (June 2014): 966–70. http://dx.doi.org/10.2466/17.12.pr0.114k28w4.

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College student membership in fraternities/sororities may have positive or negative effects on their behavior. This study investigated the relationships between fraternity/sorority membership, depression, and suicidal behavior. 293 undergraduate students (232 women, 61 men; M age= 22.6 yr., SD=1.5, range=18–24; 127 sorority sisters, 35 fraternity brothers) from a rural state college participated in the study. Depression, self-esteem and perceived social support were measured with the Beck Depression Inventory, the Rosenberg Self-esteem Scale, and the Multidimensional Scale of Perceived Social Support, respectively. Depression and suicidal ideation correlated negatively with self-esteem and perceived social support, but were not correlated with membership in fraternities/sororities.

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Loughery, Caitlin, Nanhua Zhang, Ken Resnicow, Remonia Chapman, John C. Magee, and Ann M. Andrews. "Peer Leaders Increase Organ Donor Designation Among Members of Historically African American Fraternities and Sororities." Progress in Transplantation 27, no. 4 (September 28, 2017): 369–76. http://dx.doi.org/10.1177/1526924817732022.

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Introduction: Health education programs can positively impact organ donor designation among African Americans, a disproportionately represented group on the transplant waiting list. Alumni chapters of historically African American sororities and fraternities are a novel setting for organ donation education and research. Research Questions: This study tested the effectiveness of a lay health advisor model to increase donor designation registrations on the Michigan Organ Donor Registry among members of Midwest alumni chapters. The secondary outcome was change in attitudes toward donation assessed by pre–post questionnaire. Design: Sorority/fraternity members were trained to deliver educational presentations during a 12-month period. Follow-up messaging consisted of tailored newsletters and e-mails. A cluster randomized design was utilized with 25 chapters (16 sororities and 9 fraternities) assigned to intervention (organ donation) or comparison (chronic disease). Results: Odds of signing up for the donor registry were 1.45 times higher for the intervention group than the comparison group. Among those identified as nondonors at baseline, the odds of signing up were 1.58 times higher for intervention than comparison. Discussion: Using lay health advisors in African American sororities and fraternities can increase enrollment in a donor registry. Alumni chapters offer a unique and viable setting for organ donation education and research; relationship building with chapter officials is key to success.

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Martin, Georgianna L., Gene Parker, Ernest T. Pascarella, and Sally Blechschmidt. "Do Fraternities and Sororities Inhibit Intercultural Competence?" Journal of College Student Development 56, no. 1 (2015): 66–72. http://dx.doi.org/10.1353/csd.2015.0010.

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Turek, Traci, Payton Wragge, Matthew R. Bice, and James W. Ball. "Physical Activity Motivation Among Sororities and Fraternities." International Journal of Kinesiology in Higher Education 1, no. 2 (April 3, 2017): 53–62. http://dx.doi.org/10.1080/24711616.2017.1282762.

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Kimbrough, Walter M. "Should Black Fraternities and Sororities Abolish Undergraduate Chapters?" About Campus: Enriching the Student Learning Experience 10, no. 4 (September 2005): 27–29. http://dx.doi.org/10.1002/abc.140.

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Martin, Georgianna L., Michael S. Hevel, and Ernest T. Pascarella. "Do Fraternities and Sororities Enhance Socially Responsible Leadership?" Journal of Student Affairs Research and Practice 49, no. 3 (July 2012): 267–84. http://dx.doi.org/10.1515/jsarp-2012-6245.

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Dissertations / Theses on the topic "Fraternities and sororities"

1

Torbenson, Craig Laron. "College fraternities and sororities : a historical geography, 1776-1989 /." Full-text version available from OU Domain via ProQuest Digital Dissertations, 1992.

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Kaufman, Mark Evan. "Creating a residential campus facility programmed for Fraternities and Sororities." College Park, Md. : University of Maryland, 2006. http://hdl.handle.net/1903/3645.

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Thesis (M. Arch.) -- University of Maryland, College Park, 2006.
Thesis research directed by: School of Architecture, Planning and Preservation Architecture. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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Bryant, Patience Denece. "The Impact of Colorism on Historically Black Fraternities and Sororities." NSUWorks, 2013. http://nsuworks.nova.edu/shss_dcar_etd/20.

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This dissertation study was conducted in order to examine and gain an insight on two topics that are considered to be highly under researched: American historically black fraternities and sororities and colorism within the back American community. The purpose of the study was to examine the impact that colorism has had on black American collegiate Greek letter organizations. Using the qualitative phenomenological approach, 18 graduate or alumni members, two from each of the nine historically black Greek letter organizations that make up the National Pan-Hellanic Council were interviewed using open ended questions to see what impact (if any) colorism has had on historically black fraternities and sororities. During the interviews the following five major themes emerged: discriminatory practices between black Americans, stereotyping black Greek letter organizations, stereotyping skin tones, colorism as a part of American history, and colorism as being permanently a part of the black American community. The following theories were also explored during the study: Social Identity Theory, Double Consciousness, Primary Identification Theory, and Conflict Caused by Colorism, to further see what impact colorism had on historically black fraternities and sororities. Through these five themes and theories, it was found that colorism has had and continues to have a significant impact on not only members of historically black fraternities and sororities, but also that of members of the black American community as a whole.

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DiChiara, Anthony Nicholas. "Fraternal Leadership: Differences in Leadership Practices among Four Governing Greek Councils." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/32312.

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The purpose of this study was to examine the leadership practices of students affiliated with fraternities and sororities. In addition, this study explored the differences in leadership practices among members of the four governing councils of the fraternities and sororities present at the host institution. Data were collected by administering the Student Leadership Practices Inventory (SLPI, Kouzes & Posner, 2006) to affiliated members of fraternities and sororities enrolled at a major research institution located in the mid-Atlantic region of the United States. This study was designed specifically to address the following research questions: 1. What are the leadership practices, as measured by the SLPI, of affiliated members of the Greek community? 2. What are the leadership practices, as measured by the SLPI, of the affiliated members of IFC chapters? 3. What are the leadership practices, as measured by the SLPI, of the affiliated members of NPC chapters? 4. What are the leadership practices, as measured by the SLPI, of the affiliated members of NPHC chapters? 5. What are the leadership practices, as measured by the SLPI, of the affiliated members of UCFS chapters? 6. What are the differences that exist in leadership practices, as measured by the SLPI, among the four governing councils?
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Murphy, Kari A. "Greek : the impact of media on the stereotyping of social fraternities and sororities." Scholarly Commons, 2008. https://scholarlycommons.pacific.edu/uop_etds/686.

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This study examines stereotypes of fraternities and sororities in the media. Recently the media, particularly movies and television, has produced numerous portrayals of fraternal organi zations. Through thi s study a content analysis of the television show GREEK from ABC Family was conducted. The first seven episodes were analyzed answer the following questions: Were stereotypes of fratern ities and sororities pmirayed through these episodes? If so, what were the stereotypes? Five stereotypes were studied for fraternities and six for sororities. Definitions of the chosen stereotypes are identified in the literature and recorded. Tally markers were used to tabulate each portrayal of stereotypes. An average of the three viewings was then calculated to help maximize the reliability of this study. The results were further manipulated to determine the frequency of both the fraternity and sorority stereotypes individually as well as together. Stereotypes were found throughout the television series. Fraternity stereotypes were recorded more often than sorority stereotypes. This study allows us to better understand the portrayals of fraternity and sorority life as shown in GREEK.

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Blackburn, Sean Stephen. "Learning Communities in Greek Houses." Thesis, Virginia Tech, 2003. http://hdl.handle.net/10919/32210.

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The purpose of this study was to examine the degree to which Greeks living in Greek housing experience outcomes associated with living in a learning community. Additionally, the study explored differences in the degree to which these outcomes were achieved by type of house (fraternity v. sorority) and type of control (university vs. private). Data were collected by administering the Learning Communities Assessment (LCA; Turrentine, 2001) to Greek students living in fraternity and sorority houses at a major research institution in the mid-Atlantic region of the U.S. Specifically, the study was designed to address the following research questions: 1. To what extent do Greek students feel actively engaged in their communities as measured by the LCA? 2. To what extent do Greek students learn within their communities as measured by the LCA? 3. To what extent do Greek students feel a sense of community as measured by the LCA? 4. To what extent do Greek students feel their identity has been shaped by their community as measured by the LCA? 5. Are there differences in the extent to which Greek students feel actively engaged, learn, feel a sense of community, and feel their identity has been shaped by their community by type of house (sorority v. fraternity) as measured by the LCA? 6. Are there differences in the extent to which male Greek students feel actively engaged, learn, feel a sense of community, and feel their identity has been shaped by their community by type of control (university v. private) as measured by the LCA?
Master of Arts

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Wilcots, Kylynnedra D. "The Relationship between Level of African-American Acculturation and Affiliation with Fraternities and Sororities." Thesis, University of North Texas, 1998. https://digital.library.unt.edu/ark:/67531/metadc278572/.

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Ninety-nine African-American undergraduates, at a historically Black college, completed the African American Acculturation Scale to compare fraternity/sorority members with independents' participation in Black cultural traditions versus dominant White society. Greek members were hypothesized to be more traditional, because these organizations represent ethnic enclaves, have duplicate institutions, and communicate ethnic socialization; findings did not support this, but reasons for joining did. They were more superstitious in their beliefs than nonmembers, likely related to pledgeship and initiation rituals. Validity data on the new measure were provided. Why participants join fraternities, why they like/dislike them, and what purposes they serve was also examined.

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Crenshaw, Anthony. "Undergraduate Members Perceptions of the Current Membership Intake Process: Among Selected Black Greek-Lettered Organizations." Thesis, Virginia Tech, 2004. http://hdl.handle.net/10919/9985.

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When students leave home for college, many desire a sense of belonging. One way for students to cultivate this sense of belonging is by participating in formal and informal peer groups (Chickering & Reisser, 1993). Of all peer groups, Greek-lettered organizations, when serving as an effective peer group, have the most impact on its members (Chickering & Reisser, 1993). As Greek-lettered organizations evolved, pledge processes were created as a means of promoting group values and continuing traditions (Nuwer, 1999). However, this pledge process led to accidents and deaths (Kimbrough, 2003; Nuwer; 1999; Ruffins, 1999). As a result, Black Greek-lettered organizations (BGLOs) replaced their pledge process with a membership intake process (Kimbrough, 1997, 2003; Ruffins, 1999). Despite the end of pledging, BGLO members instituted 'underground pledging,' unsanctioned events that occurred before, during, and/or after the membership intake process as a way to continue the pledge process (Kimbrough, 2003). As a result, students still perceive the pledge process as an instrumental part of the Black Greek experience and continue to participate in unsanctioned pledge activities that lead to injuries and deaths (Geraghty, 1997; Jones, 2000; Morgan, 1998; Rodriguez, 1995; Ruffins, 1997; 2001). Very little research has been conducted on BGLOs. As such, it would seem that research is needed on how members experience and view the intake process. The present study attempted to address this gap by examining the activities that were associated with the membership intake process, as well as current undergraduate members' perceptions of the pledge and membership intake processes.
Master of Arts

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9

Gibbs, Caelee Tra. "Privilege in fraternities and sororities: racial prejudices through the use of formalized recruitment, tradition, and marketing." Kansas State University, 2013. http://hdl.handle.net/2097/15602.

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Master of Science
Department of Special Education, Counseling and Student Affairs
Doris Wright Carroll
Privilege and its’ impact on the racial and social constructs of fraternity and sorority life is an issue that has plagued the past and continues to determine the future. The examination of literature and the application of both Critical Race Theory and Critical Race Feminist Theory provides the theoretical framework for defining this issue. While White privilege does not answer all questions regarding race and how it determines sorority and fraternity membership, it does seek to address issues surrounding the traditions and customs in fraternity and sorority life. Additionally, in using a Critical Race Feminist perspective it seeks to address issues regarding the formalized sorority recruitment process used by traditionally White sororities and its impact on multicultural students. As a result of the findings within the literature, the traditional practices fraternities and sororities cling to only further draw discriminatory barriers between traditionally White Greek organizations and potential multicultural members. Furthermore, if this issue is not addressed within both higher education and Greek life it could signal further racially dividing issues. With the impact of biracial and multiracial students becoming more prevalent on campuses, student affairs practitioners must work to redefine what race and ethnicity mean in terms of student affiliation and involvement. Future research must study the impact of segregated governing organizations and their impact on creating cohesion between multicultural and traditionally White fraternal organizations.

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Darbonne, August J. "A Space of Their Own Color: Black Greek Letter Organizations at the University of New Orleans." ScholarWorks@UNO, 2019. https://scholarworks.uno.edu/td/2602.

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Every semester across the United States, countless students join Greek letter organizations. While some may recognize the Greek letters, many Americans do not know the racial divide within the Greek life system, and the difference of purpose those organizations hold. This study focuses on eight historically Black fraternities and sororities and more specifically, their chapters at the University of New Orleans, a university that throughout its history has had a predominantly White student body, and often fostered an environment overtly and subtly hostile to African-American students. Using oral histories, university yearbooks, and university newspapers this study demonstrates how Black fraternities and sororities at UNO promoted and supported the academic success of African-American students by emphasizing community service work, communal bonds, and connections to campus activities. These organizations provided emotional and academic support for African-American students and actively resisted the racial divisiveness present on their university campus.

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Books on the topic "Fraternities and sororities"

1

Elefan, Ruben S. Fraternities, sororities, societies: Secrets revealed. Metro Manila, Philippines: St. Pauls, 1997.

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2

Wrongs of passage: Fraternities, sororities, hazing, and binge drinking. Bloomington: Indiana University Press, 2001.

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The divine nine: The history of African American fraternities and sororities. New York, NY: Kensington Books, 2000.

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Smith, Jerrod. The true alpha and omega: (unmasking spiritual wickedness in fraternities and sororities). 3rd ed. Bloomington, Ind: AuthorHouse, 2011.

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Sorority scandal. New York: Bantam Books, 1995.

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Francine, Pascal, ed. Sorority scandal. New York: Bantam Books, 1995.

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Inside Greek U.: Fraternities, sororities, and the pursuit of pleasure, power, and prestige. Lexington, Ky: University Press of Kentucky, 2007.

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Harrold, Roger. The Greek experience: A study of fraternities and sororities at the University of Minnesota. [Bloomington, IN]: Center for the Study of the College Fraternity, Indiana University, 1987.

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Parks, Gregory, and Matthew W. Hughey. Black greek-letter organizations 2.0: New directions in the study of African American fraternities and sororities. Jackson: University Press of Mississippi, 2011.

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Hazing, New Jersey Legislature General Assembly Special Committee on College Alcohol Abuse and. Public hearing before Special Committee on College Alcohol Abuse and Hazing: Testimony from members of local and national fraternities and sororities and interested members of the public on the issues of underage drinking and dangerous hazing practices among college and university students, March 25, 1988, Room 424, State House Annex, Trenton, New Jersey. Trenton, N.J: The Committee, 1988.

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Book chapters on the topic "Fraternities and sororities"

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Nuwer, Hank. "Hazing in Fraternities and Sororities." In International Encyclopedia of the Social & Behavioral Sciences, 554–61. Elsevier, 2015. http://dx.doi.org/10.1016/b978-0-08-097086-8.64092-8.

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"List of Referenced Sororities and Fraternities." In Women of Discriminating Taste, xiii—xvi. University of Georgia Press, 2020. http://dx.doi.org/10.2307/j.ctvxkn5cd.5.

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Koulogeorge, Nik. "College Fraternal Organizations Offer Experiential Civic Learning and Engagement Opportunities." In The Proper Role of Higher Education in a Democratic Society, 229–44. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-7744-8.ch013.

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Fraternal organizations are a valuable component of the American higher education experience. Among the many benefits promised by fraternity and sorority organizations is that a student may be connected to a network of powerful leaders in business and politics. As self-funded organizations with democratic processes pulled from the U.S. system of government, fraternal organizations can serve a unique role in preparing college students for a life of civic engagement and democratic leadership. This chapter explores the potential for fraternities, sororities, and inter-fraternal organizations to offer a complimentary, highly personalized, and values-driven form of civic education that may be offered through higher education institutions.

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Tull, Ashley. "Service and Philanthropy as College Student Activism for Fraternity and Sorority Members." In Exploring the Technological, Societal, and Institutional Dimensions of College Student Activism, 196–216. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7274-9.ch012.

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College student activism is often thought of as a problem to be dealt with, focusing on the potentially damaging role that student protest can take on a campus. Activism, however, can be defined in a multitude of ways, including how students express themselves in their commitment to others. This notion of community service or service learning has taken on a major role on many college campuses, and can highlight the powerful and positive impact of student activism. This chapter explores the role of service and philanthropy as mechanisms for college students to express their beliefs and commitments to others. Specifically exploring those student behaviors in fraternities and sororities, activism among undergraduates can be a tremendous asset to an institution, to a community, and ultimately, to the students themselves.

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Simmons, Jessica, Sheri Bauman, and Johanne Ives. "Cyber-Aggression among Members of College Fraternities and Sororities in The United States." In Bullying Among University Students, 93–109. Routledge, 2015. http://dx.doi.org/10.4324/9781315750132-8.

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Cockrell, Phillip, and Thomas Gibson. "The Untold Stories of Black and Brown Student Experiences in Historically White Fraternities and Sororities." In African American Suburbanization and the Consequential Loss of Identity, 153–71. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7835-2.ch009.

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This chapter will highlight the experiences of underrepresented minority students who are members of majority Greek-letter organizations at two institutions of higher learning located in the Midwest. The authors will explore the reasons why students joined majority Greek-letter organizations as opposed to those associated with their ethnicity/race. In addition, peer-to-peer perceptions, sense of mattering and belonging, and interest in upward mobility within their respective organizations will be examined.

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Cohen, Robert. "Dancing on the Edge of a Volcano." In When the Old Left Was Young. Oxford University Press, 1993. http://dx.doi.org/10.1093/oso/9780195060997.003.0006.

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Herbert Hoover’s America was a dismal place in 1931. The president had failed to end or even mitigate the economic crisis, which began with the stock market crash of 1929. Unemployment had spiraled out of control; the number of jobless Americans had soared from 429,000 in 1929 to more than nine million in 1931. The Hoover White House had undermined its credibility in 1929 and 1930 by erroneously predicting economic recovery. But by late summer 1931 even some of the president’s closest congressional allies were glumly admitting that the end of the Depression was not in sight. Breadlines and shantytowns—dubbed “Hoovervilles” to mock the impotent president—had spread across the nation, grim testimony to the hunger and homelessness wrought by the Great Depression. Municipalities and private charities could not keep pace with the need of millions of unemployed Americans for economic assistance. Relief workers, local officials, and liberals on Capitol Hill in August 1931 called for a special session of Congress to legislate aid for the unemployed; they warned that without federal relief dollars, the coming winter would bring widespread starvation. That same month, as their elders in Washington fretted over how to ready themselves for another year of Depression, students at the University of California at Berkeley also began to prepare for the coming year. But for Berkeley students that preparation did not include discussions of hunger, poverty, or other Depression-related problems. As the fall 1931 semester began, fraternities arid football, sororities and parties, were the talk of the campus. In its opening editorial of the semester, the Daily Californian, Berkeley’s student newspaper, gave advice to new students, making it sound as if their most serious problems would be chosing the proper Greek house and deciding whether to participate “in sports, in dramatics or publications.” The editor also informed the freshmen that they were “fortunate to have a classmate in [football] coach Bill Ingram . . . [who will] bring back another ‘Golden Era’ for California athletics.”

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Conference papers on the topic "Fraternities and sororities"

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Trenor, Julie Martin, Denise R. Simmons Grant, and Everton Archer. "The role of African American fraternities and sororities in engineering students' educational experiences at a Predominantly White Institution." In 2010 IEEE Frontiers in Education Conference (FIE). IEEE, 2010. http://dx.doi.org/10.1109/fie.2010.5673317.

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