The Effects of Fraternity and Sorority Membership in the Fourth Year of College: A Detrimental or Value-Added Component of Undergraduate Education?

Autor/inn/en	Hevel, Michael S.; Martin, Georgianna L.; Weeden, Dustin D.; Pascarella, Ernest T.
Titel	The Effects of Fraternity and Sorority Membership in the Fourth Year of College: A Detrimental or Value-Added Component of Undergraduate Education?
Quelle	In: Journal of College Student Development, 56 (2015) 5, S.456-470 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0897-5264
DOI	10.1353/csd.2015.0046
Schlagwörter	Student Organizations; Fraternities; Sororities; Undergraduate Students; College Seniors; Outcomes of Education; Group Membership; Regression (Statistics); Least Squares Statistics; Statistical Significance; Critical Thinking; Thinking Skills; Abstract Reasoning; Inquiry; Lifelong Learning; Well Being; Ethnicity; Racial Differences; Academic Ability; Longitudinal Studies; Surveys; Defining Issues Test; National Survey of Student Engagement + Suchen Sie Ihr Suchwort? Student organisations; Schülerorganisation; Studentenorganisation; Studentenvereinigung; Studentenvertretung; Frauengruppe; College; Colleges; Senior; Hochschule; Fachhochschule; Lernleistung; Schulerfolg; Gruppenzugehörigkeit; Regression; Regressionsanalyse; Kritisches Denken; Denkfähigkeit; Abstraktes Denken; Denken; Life-long learning; Lebenslanges Lernen; Well-being; Wellness; Wohlbefinden; Ethnizität; Rassenunterschied; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung
Abstract	We use a longitudinal national dataset to explore the direct and conditional effects of fraternity/sorority membership on students' educational outcomes in the 4th year of college. Controlling for a variety of potentially confounding variables, including pretest measures of the outcomes, we find no direct effect of fraternity/sorority membership on educational outcomes; however, we identify 5 conditional effects related to students' entering academic abilities and their racial/ethnic identities. We conclude by discussing implications for practice and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01