How black greek-letter organization membership affects college adjustment and undergraduate outcomes

African American Fraternities and Sororities: The Legacy and the Vision

Volumn , Issue , 2005, Pages 393-416

  Harper, Shaun R ^a   Byars, Lauretta F ^a   Jelke, Thomas B ^a  

^a NONE

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EID: 34047139161     PISSN: None     EISSN: None     Source Type: Book    
DOI: None     Document Type: Chapter

References (93)

1. See James H. Brooks and David L. DuBois, "Individual and Environmental Predictors of Adjustment during the First Year of College," Journal of College Student Development 36 (1995): 347-30
2. George D. Kuh and James W. Lyons, "Fraternities and Sororities: Lessons from the College Experiences Study," NASPA Journal 28 (1990): 20-29
3. Lamont Flowers, Ernest Pascarella, and Elizabeth Whitt, "Cognitive Effects of Greek Affiliation in College: Additional Evidence," NASPA Journal 38 (Spring 2001): 280-301
4. Edward G. Whipple, ed., New Challenges for Greek Letter Organizations: Transforming Fraternities and Sororities into Learning Communities (San Francisco: Jossey-Bass, 1998
5. Arthur W. Chickering and Linda Reisser, Education and Identity, 2d ed. (San Francisco: Jossey-Bass, 1993
6. Maureen E. Kenny and Gail A. Donaldson, "Contributions of Parental Attachment and Family Structure to the Social and Psychological Functioning of First-Year College Students," Journal of Counseling Psychology 38 (1991): 479-86
7. Daniel K. Lapsley, Kenneth G. Rice, and David P. Fitzgerald, "Adolescent Attachment, Identity, and Adjustment to College: Implications for the Continuity of Adaptation Hypothesis," Journal of Counseling and Development 68 (May-June 1990): 561-65.
8. M. Lee Upcraft, Richard H. Mullendore, Betsy O. Barefoot, and Dorothy S. Fidler, eds., Designing Successful Transitions: A Guide for Orienting Students to College (Columbia: University of South Carolina, National Resource Center for the Freshman Year Experience, 1993
9. Walter M. Kimbrough and Philo A. Hutcheson, "The Impact of Membership in Black Greek-Letter Organizations on Black Students' Involvement in Collegiate Activities and Their Development of Leadership Skills," Journal of Negro Education 67 (1998): 96-105.
10. P. Paul Heppner and Wayne P. Anderson, "The Relationship between Problem Solving, Self Appraisal, and Psychological Adjustment," Cognitive Therapy and Research 9 (1985): 415-27.
11. James H. Brooks and David L. Dubois, "Individual and Environmental Predictors of Adjustment during the First Year of College," Journal of College Student Development 36 (1995): 347-60.
12. Nancy Cantor et al., "Life Tasks, Self Concept Ideals, and Cognitive Strategies in a Life Transition," Journal of Personality and Social Psychology 53 (1987): 1178-91
13. Charles R. Geist and Susan Borecki, "Social Avoidance and Distress as a Predictor of Perceived Locus of Control and Level of Self-esteem," Journal of Clinical Psychology 38 (July 1982): 611-13.
14. Brooks and Dubois, "Individual and Environmental Predictors," 348.
15. Vincent Tinto, Leaving College: Rethinking the Causes and Cures of Student Attrition, 2d ed. (Chicago: University of Chicago Press, 1993
16. Alberta M. Gloria, Sharon E. Robinson Kurpius, and Kimberly D. Hamilton, "African American Students' Persistence at a Predominantly White University: Influences of Social Support, University Comfort, and Self-Beliefs," Journal of College Student Development 40 (1999): 257-68
17. Ernest T. Pascarella and Patrick T. Terenzini, How College Affects Students: Insights from Twenty Years of Research (San Francisco: Jossey-Bass, 1991
18. Tinto, Leaving College.
19. Shaun R. Harper and M. L. McClure, "Black Students' Perceptions of and Reactions to Largely White Physical Spaces and Activities at a Predominantly White Institution" (paper presented at the annual meeting of the National Association of Student Personnel Administrators, Boston, 2002
20. Alexander W. Astin, "Student Involvement: A Developmental Theory for Higher Education," Journal of College Student Personnel 25 (1984): 26-31.
21. Walter R. Allen, "The Color of Success: African American College Student Outcomes at Predominantly White and Historically Black Colleges," Harvard Educational Review 6 (1992): 26-44
22. Anthony R. D'Augelli and Scott L. Hershberger, "African American Undergraduates on a Predominantly White Campus: Academic Factors, Social Networks, and Campus Climate," Journal of Negro Education 62 (1993): 67-81
23. Joe R. Feagin, Hernan Vera, and Nikitah Imani, The Agony of Education: Black Students at White Colleges and Universities (New York: Routledge, 1996
24. Jacqueline Fleming, Blacks in College: A Comparative Study of Students' Success in Black and in White Institutions (San Francisco: Jossey-Bass, 1984
25. Barbara J. Gossett, Michael J. Cuyjet, and Irvin W. Cockriel, "African Americans' and Non-African Americans' Sense of Mattering and Marginality at Public, Predominately White Institutions," Equity and Excellence in Education (December 1996): 2
26. Harper and McClure, "Black Students' Perceptions"; Gary D. Malaney and Michael Shively, "Academic and Social Expectations and Experiences of First-Year Students of Color," NASPA Journal 33, no. 1 (1995): 3-18
27. Shirley L. Mow and Michael T. Nettles, "Minority Student Access to, and Persistence and Performance in, College: A Review of the Trends and Research Literature," in Higher Education: Handbook of Theory and Research, ed. John C. Smart (New York: Agathon Press, 1990), 35-105
28. William E. Sedlacek, "Black Students on White Campuses: 20 Years of Research," Journal of College Student Personnel 28 (1987): 484-95
29. William E. Sedlacek, Edward G. Helm, and Dario O. Prieto, "The Relationship between Attitudes toward Diversity and Overall Satisfaction of University Students by Race," Journal of College Counseling 1, no. 2 (1998): 111-20
30. Brian D. Smedley, Hector F. Myers, and Shelly P. Harrell, "Minority-Status Stresses and the College Adjustment of Ethnic Minority Freshmen," Journal of Higher Education 64 (1993): 434-52.
31. Smedley, Myers, and Harrell, "Minority-Status Stresses.
32. Allen, "The Color of Success.
33. Mardy T. Eimers, "The Impact of Student Experiences on Progress in College: An Examination of Minority and Nonminority Differences," NASPA Journal 43 (Spring 2001): 390.
34. Hinderlie and Kenny, "Attachment, Social Support, and College Adjustment.
35. Shaun R. Harper, "Most Likely to Succeed: The Self-Perceived Impact of Involvement on the Experiences of High-Achieving African American Undergraduate Men at Predominantly White Universities" (PhD diss., Indiana University, 2003); Dawn R. Person and Monica C. Christensen, "Understanding Black Student Culture and Black Student Retention," NASPA Journal 34, no. 1 (1996): 47-56
36. E. Michael Sutton and Walter M. Kimbrough, "Trends in Black Student Involvement," NASPA Journal 39 (2001): 30-40.
37. Lemuel W. Watson, Melvin C. Terrell, Doris J. Wright, and associates, How Minority Students Experience College: Implications for Planning and Policy (Sterling, VA: Stylus, 2002), 2.
38. Jenifer Rice-Mason, "An Assessment of Black Fraternities' and Sororities' Goals on Predominantly White Campuses" (PhD diss., Southern Illinois University at Carbondale, 1989
39. William L. Crump, The Story of Kappa Alpha Psi: A History of the Beginning and Development of a College Greek Letter Organization, 4th ed. (Philadelphia: Kappa Alpha Psi Fraternity International Headquarters, 1995
40. Sutton and Kimbrough, "Trends in Black Student Involvement.
41. Harper, "Most Likely to Succeed.
42. Allen, "The Color of Success"
43. Walter R. Allen, "Improving Black Student Access and Achievement in Higher Education," in Racial and Ethnic Diversity in Higher Education, ed. C. S. V. Turner (Needham Heights, MA: Simon and Schuster, 1996), 179-88
44. Louise Bohr et al., "Do Black Students Learn More at Historically Black or Predominantly White Colleges?" Journal of College Student Development 36 (1995): 75-85
45. Robert Davis, "Social Support Networks and Undergraduate Student Academic-Success-Related Outcomes: A Comparison of Black Students on Black and White Campuses," in College in Black and White: African-American Students in Predominantly White and in Historically Black Public Universities, ed. Walter R. Allen, Edgar G. Epps, and Nesha Z. Haniff (Albany, NY: SUNY Press, 1991
46. D. Jason DeSousa and George D. Kuh, "Does Institutional Racial Composition Make a Difference in What Black Students Gain from College?" Journal of College Student Development 37 (1996): 257-67
47. Fleming, Blacks in College
48. Fleming, Blacks in College, 152.
49. Allen, "The Color of Success.
50. Allen, "Improving Black Student Access and Achievement.
51. Robert A. Schwartz and Charles M. Washington, "Predicting Academic Performance and Retention among African American Freshmen," NASPA Journal 39 (2002): 354-70.
52. Sutton and Kimbrough, "Trends in Black Student Involvement.
53. Pascarella and Terenzini, How College Affects Students.
54. Darren Clarke and Saunda Tomlinson-Clarke, "Predicting Social Adjustment and Academic Achievement for College Women with and without Precollege Leadership," Journal of College Student Development 35 (1994): 120-24
55. R. Barnett, "Change in Moral Judgment and College Experience" (master's thesis, University of Minnesota, 1982); Thomas A. Kraack, "The Influence of Involvement in Formal Campus Organizations on College Student Development" (PhD diss., University of Minnesota, 1985
56. For a discussion of positive images of self, see Amy S. Badura, Michele Millard, Eugenio A. Peluso, and Nicole Ortman, "Effects of Peer Education Training on Peer Educators: Leadership, Self-esteem, Health Knowledge, and Health Behaviors," Journal of College Student Development 41 (2000): 471-78
57. For further discussion of interpersonal skills and competence, see R. Thomas Fitch, "The Interpersonal Values of Students at Differing Levels of Extracurricular Involvement," Journal of College Student Development 32 (January 1991): 24-30; Harper, "Most Likely to Succeed"; Pascarella and Terenzini, How College Affects Students.
58. For further discussion of persistence rates, see Cheryl Beil et al., "A Longitudinal Study of the Effects of Academic and Social Integration and Commitment on Retention," NASPA Journal 37 (1999): 376-85
59. Jeffery F. Milem and Joseph B. Berger, "A Modified Model of College Student Persistence: Exploring the Relationship between Astin's Theory of Involvement and Tinto's Theory of Student Departure," Journal of College Student Development 38 (1997): 387-400
60. Tracey L. Skipper and Roxanne Argo, eds., Involvement in Campus Activities and the Retention of First-Year College Students (Columbia: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition, 2003
61. Tinto, Leaving College.
62. Pascarella and Terenzini, How College Affects Students.
63. George D. Kuh et al., Involving Colleges: Successful Approaches to Fostering Student Learning and Development Outside the Classroom (San Francisco: Jossey-Bass, 1991), xi.
64. Shaun R. Harper and Marshawn A. Wolley, "Becoming an 'Involving College' for African American Men: Strategies for Increasing African American Male Participation in Campus Activities," Association of College Unions International Bulletin 70 (2002): 16-24
65. E. Michael Sutton and Melvin C. Terrell, "Identifying and Developing Leadership Opportunities for African American Men," in Helping African American Men Succeed in College: New Direction in Student Services, ed. Michael J. Cuyjet (San Francisco: Jossey-Bass, 1997), 55-64.
66. Ernest T. Pascarella et al., "Cognitive Effects of Greek Affiliation during the First Year of College," NASPA Journal 33 (1996): 254-59.
67. Flowers et al., "Cognitive Effects of Greek Affiliation in College.
68. George D. Kuh et al., Student Learning Outside the Classroom: Transcending Artificial Boundaries, ASHE-ERIC Higher Education Report No. 8 (Washington, DC: George Washington University Graduate School of Education, 1994
69. Gary R. Pike and Jerry W. Askew, "The Impact of Fraternity or Sorority Membership on Academic Involvement and Learning Outcomes," NASPA Journal 28 (1990): 13-19.
70. Shaun R. Harper, "The Academic Standings Report: Helping NPHC Chapters Make the Grade," Association of Fraternity Advisors Perspectives (Fall 2000): 14.
71. Alexander W. Astin and Linda J. Sax, "How Undergraduates Are Affected by Service Participation," Journal of College Student Development 39 (May-June 1998): 251-63
72. Alexander W. Astin et al., How Service-Learning Affects Students (Los Angeles: University of California-Los Angeles, Higher Education Research Institute, 2000
73. George D. Kuh, "The Other Curriculum: Out-of-Class Experiences Associated with Student Learning and Personal Development," Journal of Higher Education 66 (1995): 123-55.
74. Carol D. Branch, "Stepping through These Hallowed Halls: Performance in African American Fraternities" (PhD diss., University of California-Los Angeles, 2001), 125.
75. J. Sanford-Harris, "A Profile of Black Women College Presidents and Chief Executive Officers" (PhD diss., Boston College, 1990), in Dissertation Abstracts International 51 (1990): 3342.
76. Lori P. Patton and Fred Bonner II, "Advising the Historically Black Greek Letter Organization: A Reason for Angst or Euphoria," NASPA Journal 1 (2001): 21.
77. Giddings, In Search of Sisterhood, 16.
78. Kimbrough and Hutcheson, "The Impact of Membership in Black Greek-Letter Organizations.
79. Davis, "Social Support Networks and Undergraduate Student Academic-Success-Related Outcomes.
80. Kenneth W. Jackson and L. Alex Swan, "Institutional and Individual Factors Affecting Black Undergraduate Student Performance: Campus Race and Student Gender," in College in Black and White: African-American Students in Predominantly White and in Historically Black Public Universities, ed. Walter R. Allen, Ernest G. Epps, and Nesha Z. Haniff (Albany, NY: SUNY Press, 1991
81. Sutton and Kimbrough, "Trends in Black Student Involvement.
82. Walter M. Kimbrough, "Self-Assessment, Participation, and Value of Leadership Skills, Activities, and Experiences for Black Students Relative to Their Membership in Historically Black Fraternities and Sororities," Journal of Negro Education 64 (1995): 68.
83. Janet E. Helms, ed., Black and White Racial Identity: Theory, Research, and Practice (Westport, CT: Praeger, 1993), 3.
84. Nancy J. Evans, Deanna S. Forney, and Florence Guido-DiBrito, Student Development in College: Theory, Research, and Practice (San Francisco: Jossey-Bass, 1998
85. William E. Cross Jr. "The Psychology of Nigrescence: Revising the Cross Model," in Handbook of Multicultural Assessment: Clinical, Psychological and Educational Applications, ed. Lisa A. Suzuki, Joseph G. Ponterotto, and Paul J. Mellers (Thousand Oaks, CA: Sage, 1995), 93-122.
86. Thomas A. Parham and Janet E. Helms, "Relation of Racial Identity Attitudes to Self Actualization and Affective States of Black Students," Journal of Counseling Psychology 32 (1985): 431-40.
87. Branch, "Stepping through These Hallowed Halls," 36.
88. Harper, "Most Likely to Succeed," 44.
89. Colette M. Taylor and Mary F. Howard-Hamilton, "Student Involvement and Racial Identity Attitudes among African American Males," Journal of College Student Development 36 (1995): 330-36.
90. Alane R. O'Reilly, "The Impact of Membership in Black Greek Letter Organizations on the Identity Development of Black Students on Predominately White Residential Campuses" (PhD diss., Ohio University, 1990), 85.
91. Katrice A. Albert, "Why Is She so Womanish? The Relationship between Racial Identity Attitudes and Womanist Identity Attitudes in African American College Women" (PhD diss., Auburn University, 2002
92. George D. Kuh, Megan Palmer, and Kelly Kish, "The Value of Educationally Purposeful Out-of-Class Experiences," in Involvement in Campus Activities and the Retention of First-Year College Students, ed. Tracey L. Skipper and Roxanne Argo (Columbia: University of South Carolina, National Resource Center for the First-Year Experience and Students in Transition, 2003), 1-18.
93. Harper, "Most Likely to Succeed."