the american college fraternity: impact … project report confidential fraternity report the...

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


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

Fraternity Mean


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


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 Mean


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 Mean


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


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


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


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

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