the american college fraternity: impact of membership...

UniLOA Project Report CONFIDENTIAL Fraternity Report

U N I V E R S I T Y L E A R N I N G O U T C O M E S A S S E S S M E N T

( U N I L OA ) R E S U LT S R E P O R T

THE AMERICAN COLLEGE FRATERNITY:

IMPACT OF MEMBERSHIP ON STUDENT GROWTH,

LEARNING, AND DEVELOPMENT

A DESCRIPTIVE ANALYSIS OF DATA

COLLECTED BY:

C 0 M P I L E D B Y

T H E C E N T E R F O R L E A R N I N G O U T C O M E S

A S S E S S M E N T , I N C .

J U L Y , 2 0 0 9


T H E A M E R I C A N C O L L E G E F R A T E R N I T Y : I M PA C T O F M E M B E R S H I P O N S T U D E N T G R O W T H , L E A R N I N G, A N D D E V E L O P M E N T

INTRODUCTION

Fraternities have a long history of tenuous relationships with the college campuses on which they reside. On some campuses, fraternities are seen as having a positive impact on their members and complement the goals of the institution. On other campuses fraternities have been barred from even existing. Fraternity representatives will often lay claim that membership enhances overall student growth, learning, and development and serves to bolster the essential quality of campus life as their various organizations add to the force of student volunteers upon which all campuses have come to rely. Institutions note the sometimes raucous behavior of fraternity members on the whole negatively impacts the quality of the student experience. Unfortunately, stalwarts from both camps have no choice but to rely on their own lived experience and are limited to providing anecdotal arguments for or against the concept of “fraternity.”

Do fraternities add to or subtract from the overall collegiate experience? To answer that question, one must look at overall outcomes, or, what and who do students become as a result of their fraternity experience as measured in changes in their behavior. Some limited studies have been conducted from which contrasting conclusions have been drawn, from espousing values contrary to academic achievement to promoting engagement which has been found to complement academic achievement.

Yet, to date, no “hard data” has existed that might provide empirical evidence to support any argument for or against “fraternity.” To that end, five national fraternities, some in concert with one another and others as a result of unilateral action on their part, participated in the University Learning Outcomes Assessment project and gathered data from their various chapters across the nation.

The UniLOA is a standardized assessment instrument designed to measure student behaviors consistent with seven distinct domains regarded as critical by employers, academicians, managers, researchers, accrediting agencies, and a host of others. Through a variety of administration protocols, behavior can be measured at key points along a student‟s academic lifespan, thus providing valuable data for College and University decision-makers, and in the present project, fraternities, to support strategic planning.

A total of 5,697 valid responses were forwarded to the Center for Learning Outcomes Assessment for analysis by the various national fraternities between 2007 and 2009. This report presents a comparative analysis of findings of male college students based on their membership or non-membership in a fraternity.


Summary of select findings:

Fraternity men score higher than the national mean of all students as well as the national mean for males on all seven of the domains measured by the UniLOA, with the exception of scoring lower than the national mean on the communications domain. Fraternity men did, however, score higher on the communication domain than non-affiliated males.

Fraternity men scored at a statistically significant higher level (p<.05) than non-affiliated males on a total of 47 (67%) of the UniLOA‟s individual items, and scored numerically higher on an additional 8 (11%) items.

Fraternity men scored numerically lower than the non-affiliated male mean on 15 (21%) UniLOA items, of which 2 (3%) were statistically significant (p<.05).

Fraternity men experienced higher net gains in growth over their academic lifespan in each of the seven UniLOA domains than non affiliated male students.

Fraternity men experienced average growth within each of the UniLOA‟s seven domains of 2.37 points as opposed to non-affiliated men‟s average growth of .60 during the first semester of their first college year.

The largest differential in scores is observed in the domains of citizenship and membership/leadership, with fraternity men scoring substantially higher than the national norm and non-affiliated males.

Fraternity men score numerically lower on multiple items more frequently in critical thinking (4 items), self-awareness (4 items, with one of statistical significance of p<.05) and communications (5 items).

Considering the overall rate of growth along all 7 UniLOA domains is stronger for fraternity men than for non-affiliated males, there may be some grounding to supporting the claim that fraternity membership causes accelerated growth, learning, and development as opposed to mere correlation.

Highest and lowest scored UniLOA items for fraternity men in each of the UniLOA domains are presented in the table on the following page.


Highest Lowest

Critical

Thinking

I understand basic statistics that I

read or see in the media. For

example when I see or read

statistics I know what they mean

and how they are being used to

represent information

appropriately or inappropriately.

I am good at describing things in class. For

example I answer the teacher‟s questions

when we are reviewing material.

Self-Awareness I am self monitoring. For example I am

constantly checking if I am where I want to

be in my life and who I want to be.

I list my personal goals for a class or

activity. For example I list my learning

goals for a class beyond the learning

outcomes listed in the syllabus, as well as

my goal for a grade.

Communication I adjust my communication skills

to whatever setting I am in. For

example I use different kinds of

skills in class than I do during

informal situations.

I make sure that when I am talking with

someone I change my communication style

to be consistent with their world view. For

example when speaking to someone who is

devoutly religious I take that into account

when I speak with them.

Diversity I value differences between

people as part of the overall

human experience. For example I

know that we are not a melting

pot where people who are

different can come to be seen as

„all the same‟. I know that people

are different and that these

differences are important.

I act on the values of diversity and social

justice. For example I work with an

organization or with my church to help

others.

Citizenship I vote. For example I am

registered and vote in campus,

local, state and national elections

I engage in the political process through

voicing viewpoints. For example I write

letters to the editor, engage in debate with

others, or contact political leaders to voice

my opinion

Membership

and Leadership

I can describe the common

factors in both leadership and

membership. For example I can

use this knowledge in a way that

makes me effective as either a

leader or a member

I engage in constructive dialog rather than

arguments. For example when I confront

others I focus on minimizing a negative

emotional response from people I‟m

confronting

Relationships I balance keeping personal, social,

and professional relationships

healthy with the rest of my life.

For example I spend time on

relationships and still get my

school work done

I use effective networking skills. For

example I go out of my comfort zone to

introduce myself to and establish and

maintain an appropriate relationship with

others, such as my professors and

supervisors


DOMAIN AND COMPOSITE MEANS BY SAMPLE AND NATIONAL DATABASE

Overall Domain Means - Fraternity Sample

n=5,697

56

58

60

62

64

66

68

70

72

74

76

National Database Norm

Male Non-Fraternity Student Means

All Fraternity Means

Critical

Thinking

Self-

Awareness Communication Diversity Citizenship

Membership

and Leadership

Relationships

National

Database

Norm

72.60 69.43 73.37 69.45 63.15 70.21 70.16

Male Non-

Fraternity

Student

Means

73.48 68.19 72.42 67.52 62.48 69.21 68.61

All

Fraternity

Means

73.93 69.70 72.69 70.23 67.82 72.25 71.11


INDIVIDUAL ITEM MEANS BY NATIONAL, MALE, A ND FRATERNITY SAMPLE S

Critical Thinking (* = p<.05)

Item National

Mean

Non

Fraternity

Male

Mean

Fraternity

Mean

+ or –

from

male

non-

fraternity

mean

1) I rely on multiple kinds of information when I form

an opinion. For example I look for a variety of facts

and informed opinions before forming my own

conclusion.

74.30 74.0 75.20 +1.2 *

8) I can see what a problem is like from a different

perspective. For example I anticipate different possible

solutions and outcomes based on different

perspectives.

75.20 75.6 74.70 -.9

15) My presentations in classes are concise, precise,

and persuasive. For example they are always within the

time limit and don‟t wander off the point and I

typically get an A on my presentations.

72.50 70.0 73.20 +3.2 *

22) I can tell when something is a belief, when

something comes from science, and when something is

logical. For example in class discussions, political

debates, personal differences, and areas of conflict, I

listen for these different perspectives.

73.60 75.7 74.10 -1.6

29) I evaluate the credibility of sources and

information. For example when I am using the

Internet, or reading popular media, I know how to tell

credible sources from questionable sources.

73.50 74.3 73.60

-.7

36) I identify valid and invalid arguments and can spot

fallacies of deductive and inductive arguments. For

example I see when someone has a problem with the

logic and structure of their argument, or is confusing

cause and effect, or is missing key pieces that are

needed.

71.80 71.7 73.20 +1.5 *

43) I identify the basic assumptions behind opinions

and arguments. For example I can specify my

assumptions and values that lead to my points of view

or other people‟s assumptions and values.

71.10 70.3 71.90 +1.6 *

50) I understand basic statistics that I read or see in the

media. For example when I see or read statistics I

know what they mean and how they are being used to

represent information appropriately or inappropriately.

75.40 76.7 76.90 +.2

57) I am good at describing things in class. For

example I answer the teacher‟s questions when we are

reviewing material.

69.20 68.5 71.30 +2.8 *

64) I know when someone is using misleading

language. For example I can tell when a TV

advertisement has used some „weasel words‟ to try to

confuse or mislead me.

76.70 78.0 76.90 -1.1


Critical Thinking Graph

62

64

66

68

70

72

74

76

78

80

National Mean

Non Affiliated Male Mean

Fraternity Mean


Self-Awareness (* = p<.05)

Item National

Mean

Non

Fraternity

Male Mean

Fraternity

Mean

+ or – from male

non-fraternity

mean

2) I list my personal goals for a class or activity.

For example I list my learning goals for a class

beyond the learning outcomes listed in the

syllabus, as well as my goal for a grade.

51.70 47.8

53.20

+5.4 *

9) I can express my personal goals to others. For

example I have engaged in meaningful meetings

with significant others to assist in establishing and

clarifying goals and making a plan to accomplish

those goals.

71.90 68.8 72.00 +3.2 *

16) I am able to attach lived experience to

emotional/affective response. For example I can

manage the emotional response I experience and

accept the comfort and discomfort they bring to

me.

72.50 73.1 72.70 -.4

23) I can describe myself accurately. For example

I have engaged in reflection with others and have

sought their input to check the accuracy of my

perceptions.

71.10 70.1 71.50 +1.4 *

30) I talk freely about my strengths and

weaknesses. For example I have admitted to

others when I cannot do something and have

taken action to improve the skills that I found

lacking.

71.70 71.6 70.40 -1.2

37) I have a career plan. For example I have a

written and comprehensive career plan and

understand how my daily activities compliment

that plan in achieving my goals.

69.60 66.4 70.00 +3.6 *

44) I can describe the skills that I have gotten

from my education. For example I have identified

skills and ability that I didn‟t possess before going

to school and I can tell others what they are.

74.20 72.1 74.40 +2.3 *

51) I am aware of real results of decisions and the

effectiveness of their implementation. For

example my decisions usually involve thinking

about the consequences of my actions for myself

and for others around me.

73.10 74.0 70.80 -3.2 *

58) I am self monitoring. For example I am

constantly checking if I am where I want to be in

my life and who I want to be.

74.30 74.1 73.40 -.7

65) I am very organized in my work. For example

I keep a “to do” list and use it. 70.40 63.7 68.80 +5.1 *


Self-Awareness Graph

40

45

50

55

60

65

70

75

80

National Mean


Fraternity Mean


Communications (* = p<.05)

Item National

Mean

Non

Fraternity

Male Mean

Fraterni

ty Mean

+ or – from male

non-fraternity

mean

3) My presentations in classes are concise, precise,

and persuasive. For example they are always

within the time limit and don‟t wander off the

point and I typically get an A on my

presentations.

73.30 70.9 72.80 +1.9 *

10) I use my best active listening skills. For

example at parties and in class I use active

listening and check with others to make sure I

have heard them appropriately.

73.80 73.2 72.40 -.8

17) I adjust my communication skills to whatever

setting I am in. For example I use different kinds

of skills in class than I do during informal

situations.

77.30 77.2 76.00 -1.2

24) I use technical terms and jargon as

appropriate. For example I adjust the level of my

communication to my audience, I don‟t

communicate the same with professors as I do

with first year students on campus.

73.80 73.1 73.40 +.3

31) I make sure that when I am talking with

someone I change my communication style to be

consistent with their world view. For example

when speaking to someone who is devoutly

religious I take that into account when I speak

with them.

69.10 68.4 67.20 -1.2

38) I use correct grammar when appropriate in

speaking with others. For example when speaking

in class or to professors I use correct „standard

English‟ even though I may use dialect and slang

with my friends.

77.30 77.2 75.60 -1.6

45) My oral presentations are well structured. For

example I spend a lot of time organizing what I

am going to say, and even map out or outline my

presentation.

71.20 67.5 71.60 +4.1 *

52) I use supporting material for my

presentations and papers. For example I rely on

reliable sources and references to help me make

my points.

76.80 76.6 75.10 -1.5

59) I „self disclose‟ appropriately in conversation

or in class. For example I share my genuine

thoughts, feelings, and personal experiences as

needed, but not too much so.

70.90 69.7 71.10 +1.4 *

66) I know what others think about my

communication style. For example I listen when

others tell me how I come across to them.

72.20 70.4 71.90 +1.5 *


Communications Graph

62

64

66

68

70

72

74

76

78

80

National Mean


Fraternity Mean


Diversity (* = p<.05)

Item National

Mean

Non

Fraternity

Male Mean

Fraternity

Mean

+ or – from

male non-

fraternity

mean

4) I have personal relationships with several

people who are ethnically different from me. For

example I have several African-American or

European-American friends.

70.90 69.5 73.40 +3.9 *

11) In a class or among my friends I will advocate

for diversity and social justice. For example I

make sure that everyone is treated the same way.

72.20 71.7 69.60 -2.1

18) I take the time to see things from a different

gender, ethnic, or social class perspective. For

example in class assignments I will use a

perspective different from my own to help

strengthen the paper.

67.20 65.8 67.80 +2.0 *

25) I can tell anyone what diversity is. For

example I have a „standard answer‟ when

someone asks me about diversity.

65.60 63.5 67.40 +3.9 *

32) I talk with other people who are different

than me about our differences. For example I will

talk with someone who is ethnically different

from me to try to understand the world from

their point of view.

68.40 65.6 68.60 +3.0 *

39) I act on the values of diversity and social

justice. For example I work with an organization

or with my church to help others.

67.90 62.9 69.40 +6.5 *

46) I go beyond simple diversity to act and think

more complexly. For example I work hard to

include many types of differences such as gender,

ethnicity, social class, morals, and personality

when I form opinions or work with other people

in class or hang out with my friends.

68.50 65.3 69.90 +4.6 *

53) I value differences between people as part of

the overall human experience. For example I

know that we are not a melting pot where people

who are different can come to be seen as „all the

same‟. I know that people are different and that

these differences are important.

75.70 74.8 73.30 -1.5

60) I see myself as a member in multiple

communities. For example I see myself as a

member of a club, an organization, a social group,

a family or origin, a local community, a state, a

nation, etc. all at the same time.

73.80 70.3 74.60 +4.3 *

67) I behave in such a way to offset my inherent

gender, ethnic, and social class bias. For example

I work hard to see things from other gender,

ethnic, or social class points of view.

68.10 65.8 68.80 +3.0 *


Diversity Graph

50

55

60

65

70

75

80

National Mean


Fraternity Mean


Citizenship (* = p<.05)

Item National

Mean

Non

Fraternity

Male Mean

Fraternit

y Mean

+ or – from

male non-

fraternity

mean

5) I spend time researching candidates before I

vote. For example I will read some independent

sources about more than one presidential

candidate before making up my mind.

68.20 67.7 69.40 +1.7 *

12) I am serious about voting. For example, I

actively access the media to learn about and to

address questions about a candidate‟s platform,

beliefs, and values

66.10 64.0 68.10 +4.1 *

19) I am informed of current events. For example

I regularly read, listen, or watch various media to

remain current in my knowledge of local,

regional, national and international events

66.50 66.2 70.00 +3.8 *

26) I vote. For example I am registered and vote

in campus, local, state and national elections 70.30 67.7 71.50 +3.8 *

33) I know about current issues within the

community. For example I know what the hot

political and social issues are in my town

63.40 62.4 66.60 +4.2 *

40) I contribute financially to causes I believe in.

For example I make financial donations to

charities, organizations, and causes

60.60 65.5 64.40 -1.1 *

47) I can identify good political leaders. For

example I am able to report to others the values,

voting records, platform and political philosophy

held by political leaders and understand how

these compliment or contrast to those of the

community

64.90 63.4 69.20 +5.8 *

54) I engage in the political process through

voicing viewpoints. For example I write letters to

the editor, engage in debate with others, or

contact political leaders to voice my opinion

55.50 50.7 62.20 +11.5 *

61) I empower those around me. For example I

actively seek the opinions of others and assess

them in contrast to my own and am able to

withhold judgment of the other person

69.60 67.6 70.00 +2.4 *

68) I am active in organizations related to

professional and personal interests without

overextending my commitments. For example I

belong to professional and hobby clubs and

groups

67.70 61.6 71.20 +9.6 *


Citizenship Graph

50

55

60

65

70

75

National Mean


Fraternity Mean


Membership and Leadership (* = p<.05)

Item National

Mean

Non

Fraternity

Male Mean

Fraternity

Mean

+ or –

from male

non-

fraternity

mean

6) I know when and where skills and talents can

most benefit the larger group. For example I look

for and actively participate in groups or work

teams based on my skills and abilities

72.70 69.9 73.90 +4.0 *

13) I am a role model for others. For example I

am aware of how others see me and I act in ways

that provide a positive example for others to

follow

74.10 72.9 73.00 +.1

20) I have polished communication skills for

influencing others. For example I have learned

effective ways to influence others and have

observed situations where others have changed

their minds based on my influences

70.00 69.5 72.00 +2.5 *

27) I use good skills in confronting others. For

example I share my observations of another

person in a constructive and non-threatening way

to influence changes in their behavior

71.00 69.3 71.60 +2.3 *

34) I know how to effectively run an

organization, group, or club. For example I use

my skills of influencing others to help conduct

the business of organizations I belong to

69.50 65.2 72.60 +7.4 *

41) I engage in constructive dialog rather than

arguments. For example when I confront others I

focus on minimizing a negative emotional

response from people I‟m confronting

68.20 66.0 67.50 +1.5 *

48) I can describe the common factors in both

leadership and membership. For example I can

use this knowledge in a way that makes me

effective as either a leader or a member

73.00 71.2 74.10 +2.9 *

55) I balance my needs and the group‟s needs so

that neither is neglected. For example sometimes

I will give up what I want or need so that the

group will succeed

72.10 71.0 71.70 +.7

62) I take risks to accomplish a goal or to get the

job done. For example I don‟t fear failure in such

as way that I won‟t act and I will try new ways of

doing things

72.10 72.3 73.50 +1.2 *

69) I actively seek leadership opportunities in

areas that are important to me or in which I have

expertise. For example I seek to be a leader in the

groups I belong to

69.70 64.8 73.70 +8.9 *


Membership and Leadership Domain Graph

60

62

64

66

68

70

72

74

76

National Mean


Fraternity Mean


Relationships (* = p<.05)

Item National

Mean

Non

Fraternity

Male Mean

Fraternity

Mean

+ or – from

male non-

fraternity

mean

7) I balance keeping personal, social, and

professional relationships healthy with the rest of

my life. For example I spend time on

relationships and still get my school work done

76.70 74.9 75.60 +.7

14) I understand and improve my self-expression

in relationship management. For example I am

able to express my thoughts and feelings with

others consistent with the situations I share with

them

72.40 71.6 71.50 -.1

21) I use effective networking skills. For example

I go out of my comfort zone to introduce myself

to and establish and maintain an appropriate

relationship with others, such as my professors

and supervisors

65.00 63.0 66.80 +3.8 *

28) I take an active part in class discussions. For

example I engage in discussions with others who

are different than me and make new friends and

acquaintances outside my own “circle”.

67.10 65.4 68.90 +3.5 *

35) I foster cooperation rather than competition.

For example I am not always trying to “win” at

relationships

69.10 66.5 67.90 +1.4

42) I actively engage in relationship development

and management with a wide variety of “others”.

For example I work on my relationships with

peers, faculty, supervisors, etc

70.10 67.1 70.10 +3.0 *

49) I am confident in establishing a presence in

dealing with others in the work place. For

example I share my observations of others in an

effective way to assure they know what my

feelings are, without being overbearing with them

73.20 71.7 73.80 +2.1 *

56) I can confront other people in a constructive

way. For example when I have a disagreement

with someone or don‟t agree with what they say

or do I can constructively bring this problem out

into the open

70.80 69.7 71.70 +2.0 *

63) I don‟t shy away from a relationship that may

be hard. For example if I think a relationship

might cause some problems for me or be

challenging or me I don‟t back off because I

know that I will really learn something in this

relationship

70.70 68.1 71.70 +3.6 *

70) I know how my gender, ethnicity, social class,

and personality affect my relationships. For

example when my relationships have problems I

think through how my gender, ethnicity, social

class, or personality might be affecting the

relationship

71.40 68.1 76.60 +8.5 *


Relationships Domain Graph

50

55

60

65

70

75

80

National Mean


Fraternity Mean


SAMPLE MEANS BY SELE CTED DEMOGRAPHICS AN D NATIONAL DATABASE

Growth, Learning, and Development over the Academic Lifespan

Fraternity Sample

Critical

Thinking

Self-

Awareness Communication Diversity Citizenship

Membership and

Leadership Relationships

0-15 71.22 67.12 69.52 67.98 65.69 69.25 69.99

16-30 73.87 69.71 72.64 71.15 67.77 72.22 73.08

31-45 73.95 69.29 72.04 70.26 67.72 72.04 72.41

45-60 75.06 70.77 73.98 70.89 68.61 73.09 73.74

67-75 75.38 70.92 73.67 71.33 69.17 73.34 73.90

76-90 75.81 71.20 74.71 70.63 69.76 74.37 74.28

91-

105 75.64 71.24 74.36 71.85 69.86 74.00 74.45

106-

120 77.53 71.91 76.05 71.74 70.87 75.63 75.80

62

64

66

68

70

72

74

76

78

80

Critical Thinking

Self-Awareness

Communication

Diversity

Citizenship

Membership and Leadership

Relationships


Growth, Learning, and Development over the Academic Lifespan

Fraternity vs. Non-Fraternity Samples

CT SA COM DIV CZP ML R

F NF F NF F NF F NF F NF F NF F NF

0-15 71.22 71.82 67.12 66.48 69.52 70.97 67.98 66.45 65.69 61.62 69.25 67.83 69.99 67.65

16-30 73.87 71.65 69.71 68.15 72.64 71.80 71.15 65.55 67.77 62.15 72.22 69.36 73.08 68.39

31-45 73.95 70.48 69.29 66.86 72.04 71.05 70.26 67.78 67.72 61.69 72.04 68.24 72.41 68.56

46-60 75.06 73.53 70.77 67.82 73.98 72.47 70.89 67.33 68.61 61.33 73.09 69.10 73.74 68.34

61-75 75.38 76.49 70.92 68.65 73.67 72.01 71.33 67.86 69.17 61.50 73.34 68.11 73.9 67.20

76-90 75.81 75.00 71.2 70.10 74.71 73.06 70.63 70.16 69.76 63.24 74.37 69.69 74.28 69.00

91-105 75.64 76.25 71.24 69.89 74.36 74.64 71.85 68.17 69.86 64.26 74 70.14 74.45 69.00

106-120 77.53 77.83 71.91 70.38 76.05 75.65 71.74 69.80 70.87 65.44 75.63 71.87 75.8 71.00

Change

Over

Time

6.31 6.01 4.79 3.9 6.53 4.68 3.76 3.35 5.18 3.82 6.38 4.04 5.81 3.35

Net

Difference

between

Fraternity

and Non

Fraternity

members

+.30 +.89 +1.85 +.41 +1.36 +2.34 +2.46

22.5

33.5

44.5

55.5

66.5

7

Fraternity

Non-Fraternity


Academic Lifespan Rate of Overall Growth, Learning, and Development based on Fraternity Membership Graphs

Critical Thinking

Self Awareness

66

68

70

72

74

76

78

80

0-15 16-30 31-45 46-60 61-75 76-90 91-105 106-120

F

NF

63

64

65

66

67

68

69

70

71

72

73

0-15 16-30 31-45 46-60 61-75 76-90 91-105 106-120

F

NF


Communication

Diversity

66

68

70

72

74

76

78

0-15 16-30 31-45 46-60 61-75 76-90 91-105 106-120

F

NF

62

63

64

65

66

67

68

69

70

71

72

73

0-15 16-30 31-45 46-60 61-75 76-90 91-105 106-120

F

NF


Citizenship

Membership and Leadership

56

58

60

62

64

66

68

70

72

0-15 16-30 31-45 46-60 61-75 76-90 91-105 106-120

F

NF

62

64

66

68

70

72

74

76

78

0-15 16-30 31-45 46-60 61-75 76-90 91-105 106-120

F

NF


Relationships

62

64

66

68

70

72

74

76

78

0-15 16-30 31-45 46-60 61-75 76-90 91-105 106-120

F

NF

the american college fraternity: impact of membership...

Documents