Satisfaction Level of Fraternities and Sororities Members Essay

6483 Words Apr 5th, 2016 26 Pages
Membership in a Fraternity or Sorority, Student
Engagement, and Educational Outcomes at AAU
Public Research Universities
Gary R. Pike
Research involving 6,782 undergraduates
(50% first-year students, 50% seniors, 16% fraternity/sorority members, and 58% females) at 15 AAU public research universities revealed that Greek affiliation had a weak positive relationship with engagement and gains in learning. The effects for Greek affiliation were stronger for seniors than first-year students.
During the past 4 decades, the role of fraternities and sororities on college campuses has come under increasing scrutiny
(see Clark, 1962; Jakobsen, 1986; Kuh,
Pascarella, & Wechsler, 1996; Maisel, 1990;
Winston & Saunders, 1987). Critics of the
Greek
…show more content…
As a result, it would be reasonable to expect higher, not lower, levels of learning and development for Greek members (Winston & Saunders,
1987).
Relatively few studies have examined the effects of fraternity or sorority membership on students’ learning and intellectual development. In a longitudinal study of more than 6,000 seniors, Pike and Askew (1990) found that Greek students reported higher levels of academic effort, involvement in organizations, and interaction with other students. However, Greeks had significantly lower scores on the College Outcome
Measures Program (COMP) objective test
(Forrest & Steele, 1982) than did non-Greek

Gary R. Pike is Director of Institutional Research at Mississippi State University.

MAY /JUNE 2003

VOL

44 NO 3

369

Pike

students. These differences persisted after controlling for entering ability and college experiences and were the same for males and females. In a longitudinal study of students at 18 colleges and universities, Pascarella et al.
(1996) examined the relationships between
Greek affiliation and scores on the Collegiate Assessment of Academic Proficiency
(CAAP) examination (American College
Testing Program, 1989). Statistical controls were used to account for differences in background, ability, and first-year college

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