final msl fraternity and sorority presentation

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Fraternity and Sorority Analysis University of Illinois Urbana-

Champaign 12/04/15Ismael Correa & Mia Xin

MSL/ NCLP, 2006, 2009, 2010, 2011, 2012, 2015

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Outline

Section I Background and Purpose

Section II Demographic findings

Section IIILeadership Training Experiences

Section IVGroup difference on the Social Change

Model Leadership Outcomes

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Section IBackground and Purpose

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MSL Overview

MSL is an international research study which studies the impact of higher education on shaping socially

responsible leadership capacity and other leadership related outcomes in college students.

MSL can be gauged on 2 levels:1.Theoretical level: The Social Change Model and 7Cs 2.Conceptual level: Astin’s (1993) inputs-Environment-Outputs (I-E-O) Model.

Sample FS Participants: 300 University of Illinois undergraduate

studentswho completed the MSL survey in its entirety and who indicated membership in either a multicultural or social fraternity or sorority.

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Theoretical Framework: Social Change Model (7 C’s)

Individual Values

Consciousness of Self- awareness of the beliefs, values, attitudes, and emotions that motivate one to take action

Congruence- thinking, feeling, and behaving with consistency, genuineness, authenticity, and a honesty toward others; actions are consistent with the most deeply held beliefs and convictions

Commitment- The psychic energy that motivates the individual to serve that drives the collective effort; implies passion, intensity, and duration, and is directed toward both the group activity as well as its intended outcomes.

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Group Values

Collaboration- To work with others in a common effort, constitutes the cornerstone values of the group leadership effort because it empowers self and others through trust.

Controversy with Civility- Recognizes two fundamental realities of any creative group effort: that differences in viewpoint are inevitable, and that such differences must be aired openly, but with civility.

Theoretical Framework: Social Change Model (7 C’s)

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Community Values

Citizenship – The process by whereby an individual and the collaborative group become responsibly connected to the community and society through the leadership development activity.

Theoretical Framework: Social Change Model (7 C’s)

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Section IIDemographic Findings

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Demographic Findings Class Standing

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Demographic Findings Grade Point Average

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Demographic Findings Race

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Demographic Findings Gender

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Section IIILeadership Training Experiences

of Fraternity and Sorority Members

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Fraternity and Sorority Members Participation in Leadership

Training Experiences

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About 50% (152/300) of students participated in at least one leadership training experience

Out of that 50%: • 16% participated in 1 Leadership Training

Experiences • 29% participated in 2 Leadership Training

Experiences • 29% participated in 3 Leadership Training

Experiences • 22% participated In 4 Leadership Training

Experiences • 4% participated in 5 Leadership Training

Experiences

Fraternity and Sorority Members Participation in Leadership

Training Experiences

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Male Leadership Training Experiences

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Female Leadership Training Experiences

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1. Most of men participated in a Leadership Lecture/Workshop (42.5%)

2. Most of women participated in a Leadership lecture/workshop. (44.2%)

3. Women participate in the leadership certificate program at a much higher rate than men. (23.6% compared to 9%)

Key Observations

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Section IVGroup Differences on the Social Change Model (SCM) Leadership

Outcomes

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Group Differences on the Social Change Model (SCM) Leadership

Outcomes Hypothesis

Students who were involved in Fraternities and Sororities scored the same on each of the 7 leadership outcomes than students who were not involved in Fraternities and Sororities.

Alternative Hypothesis Students who were involved in Fraternities and Sororities scored differently on each of the 7 Leadership Outcomes than those students who were not involved in Fraternities and Sororities.

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Group Differences on the Social Change Model (SCM) Leadership

Outcomes

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Group Differences on the Social Change Model (SCM) Leadership

Outcomes Key Question: Is the effect size big enough to mean

something?

Effect Size• An effect size quantifies the difference between two groups.

o An effect size of .15 is trivial o An effect size of .20 is small o An effect size of .50 is medium o An effect size of .80 is large

In higher education a small effect size is very notable

Ellis, P.D. (2009), “Thresholds for interpreting effect sizes”, http://www.polyu.edu.hk/mm/effectsizefaqs/thresholds_for_interpreting_effect_sizes2.html accessed on November 16th, 2015

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Effect Size

Consciousness of Self .27 Small to Moderate Effect Size

Citizenship .18 Small

OMNIBUS .15 Trivial/Small

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Conclusion

• Demographic Distributions • 80% of the participants had a GPA of 3.00/4.00

and up • About 68% of participants were Juniors and

Seniors • Leadership Training Experiences

• Most of Men participated in a Leadership Lecture/Workshop (42.5%)

• Most of women participated in a Leadership Lecture/Workshop (44.2%)

• Group Difference Analysis between individuals who belong to a Fraternity or Sorority and individuals who do not belong to a Fraternity or Sorority • Those who belong to a Fraternity or Sorority on

campus at U of I indicate significantly higher leadership skills on consciousness of self, citizenship and their overall leadership capacity

Discussion

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What does this data tell us about . . . Our school’s students who are involved in a Fraternity or Sorority?Our school’s Fraternity and Sorority system?Our school’s culture?Our school’s leadership programs?Our school’s strengths and weaknesses?Our school’s future strategies?

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Q & A