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Full-Text Articles in Education
Accidental Agent Of Change: George Ticknor's Study Abroad In 1815 Germany, Leslie Bohon
Accidental Agent Of Change: George Ticknor's Study Abroad In 1815 Germany, Leslie Bohon
The William & Mary Educational Review
The historian Herbst (1965) posited that “scholarship . . . like most human endeavors, [is] given [its] distinguishing character by the specific time and place in which [it is] pursued” (p. vii). The distinguishing character of U.S. higher education at the turn of the nineteenth century was transition. Indeed, in the early 1800s, U.S. educators were struggling to determine the future of higher education in the United States, igniting discussions and disagreements concerning everything from the purpose of education, to curriculum and pedagogy, and to student life (Herbst, 1965). Yet, answers did not appear to be forthcoming from within the …
Environment And Affect: Toward An Emotional Geography Of Student Persistence, Jamison R. Miller, Michael Donlan
Environment And Affect: Toward An Emotional Geography Of Student Persistence, Jamison R. Miller, Michael Donlan
The William & Mary Educational Review
Student persistence is a perennial problem for higher education. From lost revenue for colleges and universities to lost opportunity and development for students, educational scholars have had much incentive to examine the problem. In this paper, we review some of the prominent assessments of student persistence in research from various theoretical perspectives. Further, we explore how scholars have studied environmental factors in persistence and to a lesser extent student affect, yet we find the relationship between these two to be only lightly engaged in the literature. The emerging discipline of emotional geography offers to draw out new insights at the …
Does Gender Matter In Black Greek-Lettered Organizations?, Donald Mitchell Jr.
Does Gender Matter In Black Greek-Lettered Organizations?, Donald Mitchell Jr.
Journal of Sorority and Fraternity Life Research and Practice
This article explores the salience of gender for African Americans in Black Greek-lettered organizations at a predominantly White institution. An emphasis was placed on the social capital that may be gained through historically Black fraternities and sororities as a result of their single-gender structures. A constructivist phenomenological approach guided the study. The study revealed that the women found gender to be important in establishing relationships in sororities, whereas men de-emphasized the role of gender in their fraternity experiences. The article closes with a discussion and implications of the findings and recommendations for future research.
Modeling A Values-Based-Congruence Framework To Predict Organization Constructs In Fraternties And Sororities, Joshua Schutts, Kyna Shelley Ph.D.
Modeling A Values-Based-Congruence Framework To Predict Organization Constructs In Fraternties And Sororities, Joshua Schutts, Kyna Shelley Ph.D.
Journal of Sorority and Fraternity Life Research and Practice
Fraternities and sororities are challenged by members who demonstrate unethical behavior with the intent to benefit the organization. This poses serious challenges for practitioners in the field of fraternity/sorority advising. This study examines member’s values congruence with their fraternity/ sorority and its relationship to organizational commitment, identification, and unethical proorganizational behavior. Results from a robust path analysis (MLMV) indicate subjective values congruence can predict identification and commitment directly, while commitment directly predicts unethical pro-organizational behavior. Findings of the study provide several implications for fraternity/sorority practitioners.
White Clauses In Two Historically White Fraternities: Documenting The Past & Exploring Future Implications, Ryan P. Barone
White Clauses In Two Historically White Fraternities: Documenting The Past & Exploring Future Implications, Ryan P. Barone
Journal of Sorority and Fraternity Life Research and Practice
This study offers a critical analysis of the appearance and subsequent removal of white clauses in historically white fraternities (HWFs) using the theoretical framework of Critical Race Theory. Archival records are examined to document the first men of color in two HWFs. Data are then presented using phenomenological research methods from interviews with men who were members of these HWFs at the time of racial integration. Themes of colorblindness and internal and external influence on integration are presented followed by implications for fraternity/sorority communities, campus based professionals, and inter/national organization staff.
Moving Beyond An Exclusive Past Toward An Inclusive Future, Georgianna L. Martin
Moving Beyond An Exclusive Past Toward An Inclusive Future, Georgianna L. Martin
Journal of Sorority and Fraternity Life Research and Practice
No abstract provided.
Front Matter & Table Of Contents, Oracle
Front Matter & Table Of Contents, Oracle
Journal of Sorority and Fraternity Life Research and Practice
No abstract provided.
First To Go To College And First To “Go Greek:” Engagement In Academically Oriented Activities By Senior Year First Generation Students Who Are Fraternity/Sorority Members, Chad Aren, Dan Bureau Ph.D., Helen Grace Ryan Ph.D., Vasti Torres Ph.D.
First To Go To College And First To “Go Greek:” Engagement In Academically Oriented Activities By Senior Year First Generation Students Who Are Fraternity/Sorority Members, Chad Aren, Dan Bureau Ph.D., Helen Grace Ryan Ph.D., Vasti Torres Ph.D.
Journal of Sorority and Fraternity Life Research and Practice
Using National Survey of Student Engagement (NSSE) data, this study examined levels of engagement in academically oriented activities by college seniors who experience college as both first-generation students and fraternity/sorority members. On four of five NSSE scales, first-generation college students who are members reported higher levels of engagement than those who are not members, and members and non-members who are not first-generation. Because engagement in academically oriented activities positively influences student success, knowing students’ self-reported participation has implications for practitioners.