fraternity affiliation related to male spiritual development presented by: jason goldfarb, eastern...

Fraternity Affiliation Related to Male Spiritual Development

Presented by:Jason Goldfarb, Eastern Illinois UniversityDr. Charles Eberly, Eastern Illinois University

Objectives

To increase participants’ knowledge of the relation of spirituality to fraternity life, and their interaction in higher education.

To understand the impact of spirituality on men's development within fraternity-affiliated and non-affiliated college men.

To increase awareness of leadership training experiences, alcohol use, and hegemonic masculinity as mediating issues in fraternity character development programs, and related college men's beliefs and values.

To suggest possible additions to programming for men’s fraternities on college campuses.

College Males’ Spiritual Development Buchko (2004)

Prayer occurred more frequently in women’s lives than men’s. During stressful times, men were found to pray more often than

women. Women, compared to men, were significantly more likely to look to

religion for advice or guidance in times of trouble. Women felt more comfortable and secure than men with the degree

to which they incorporated religion into their lives.

Bryant (2007) Women Reported Higher Levels of: Charitable involvement,

Equanimity, Religious skepticism, Religious commitment, Spirituality, Aesthetically-based spiritual experience, Spiritual quest, Compassionate self-concept, Religious/social conservatism, Religious engagement, Social activism, Spiritual/religious growth, and Spiritual struggle

Males Reported Higher Levels of: Spiritual/Religious Growth

Fraternity Membership

Most literature shows fraternity membership to have a positive or

negative effect on members.

PositiveAcademic (Debard, Lake, & Binder, 2006; Hébert, 2006) Brotherhood (Sigma Phi Epsilon, 1995) Ritual (Brooks, 1922; Callais, 2005; Eberly, 1967; Owen & Owen,

1976)

NegativeHazing (Nuwer, 2004)Drinking behaviors (Bartholow, Sher, & Krull, 2003;Caudill, Crosse, Campbell, Howard, Luckey, & Blane, 2006; Kuh &

Arnold,1993)

Ethnocentricity (Sindanius, Levin, Van Laar, & Sinclair, 2004)

HERI College Students’ Beliefs and Values Survey 2003 Aspects of Spirituality

Process of seeking personal authenticity, genuineness, and wholeness

Transcending one’s current locus of centricity (i.e., recognizing concerns beyond oneself)

Developing a greater connectedness to self and others through relationships and community

Deriving meaning, purpose, and direction in life Openness to exploring a relationship with a

higher power or powers that transcend human existence and human knowing

(Bryant, 2006, p. 1-2)

College Students’ Beliefs and Values Survey 2003 Factor Themes

Spirituality - Spirituality, Aesthtically-Based Spiritual Experience, Spiritual Quest, Equanimity, Spiritual/Religious Growth

Religiousness - Religious Engagement, Religious Commitment, Religious/Social Conservatism, Religious Skepticism

Related Qualities - Social Activism, Growth Global/National Understanding, Charitable Involvement, Self-Esteem, Spiritual Distress, Psychological Distress, Growth in Tolerance, Growth in Leadership, Artistic Orientation, Compassionate Self-Concept

Data Analysis: Affiliation, College Students’ Beliefs and ValuesFactors Affiliate

dNon-

Affiliated

Spirituality .862 .855

Aesthetically-Based Spiritual Experience

.797 .799

Religious Commitment .936 .946

Self-Esteem .692 .782

Equanimity .690 .749

Spiritual Distress .722 .675

Psychological Distress .632 .645

Spiritual/Religious Growth .821 .798

Growth in Global/National Understanding

.721 .796

Growth in Tolerance .679 .670Cronbach Alpha Scores

Data Analysis: Affiliation, College Students’ Beliefs and ValuesFactors Affiliate

dNon-

Affiliated

Growth in Leadership .680 .654

Religious Engagement .878 .879

Charitable Involvement .621 .630

Religious/Social Conservatism .770 .802

Religious Skepticism .799 .803

Spiritual Quest .838 .830

Social Activism .813 .810

Artistic Orientation .693 .716

Compassionate Self-Concept .759 .769

Cronbach Alpha Scores

Fraternity Membership and College Students’ Beliefs and Values

36.36

38.23

35

35.5

36

36.5

37

37.5

38

38.5

Affiliated Non-Affiliated

Spirituality

[MANOVA, F(1, 665) = 9.23, P < .005]


39.59

42.49

3838.5

3939.5

4040.5

4141.542

42.5


Religious Commitment

[MANOVA, F(1, 665) = 13.03, P < .001]


9.98

10.96

9.4

9.6

9.8

10

10.2

10.4

10.6

10.8

11


Spiritual/Religious Growth

[MANOVA, F(1, 665) = 16.22, P < .001]


20.50

23.32

1919.520

20.521

21.522

22.523

23.5


Religious Engagement

[MANOVA, F(1, 665) = 14.35, P < .001]


15.42

17.36

14

14.5

15

15.5

16

16.5

17

17.5


Religious/Social Conservatism

[MANOVA, F(1, 665) = 22.89, P < .001]


17.98

16.82

16.216.416.616.8

1717.217.417.617.8

18


Religious Skepticism

[MANOVA, F(1, 665) = 7.66, P < .01]

Leadership Training Among College StudentsLeadership Training(Cress, Astin, Zimmerman-Oster, & Burkhardt, 2001) Participants that indicated involvement in leadership

activities, compared toindividuals that did not, reported higher levels of:

Conflict resolution skills Ability to set goals Ability to plan and implement programs and activities Sense of personal ethics Willingness to take risks Understanding of leadership theories Interest in developing leadership in others Commitment to civic responsibility Elected or appointed leadership positions Co-curricular involvement

Fraternity Leadership Training ExamplesSigma Alpha Epsilon: John O. Moseley Leadership School

Explore Personal Leadership Abilities Learn New Leadership Skills Network with other Undergraduates and Alumni

Sigma Phi Epsilon: Ruck Leadership Institute (Stage 4 of Leadership Continuum) Leadership development Mentoring

Understand the essential concepts and the role of senior members of the chapter

Balanced Man Ideal of Sound Mind and Sound Body In-depth, hands-on training on methods to live your best life Preparing you for lifelong membership through a life of

volunteering

* Most Fraternities have a leadership component

Leadership Training and College Students’ Beliefs and Values

38.07

34.76

40.51

36.66

3132333435363738394041


Spirituality

ParticipatedDid Not Participate

[MANOVA, F(1, 665) = 25.52, P < .001]


10.53

9.67

11.47

10.09

8.5

9

9.5

10

10.5

11

11.5


Aesthetically-Based Spirituality Experience


[MANOVA, F(1, 665) = 18.58, P < .001]


41.02

38.25

44.94

40.79

34

36

38

40

42

44

46




[MANOVA, F(1, 665) = 18.33, P < .001]


14.66

13.67

14.93

14.01

1313.213.413.613.8

1414.214.414.614.8

15


Equanimity


[MANOVA, F(1, 665) = 10.12, P ≤ .001]


10.589.43

11.7110.44

0

2

4

6

8

10

12


Spiritual/ Religious Growth


[MANOVA, F(1, 665) = 21.05, P < .001]


22.3618.76

26.30

21.26

0

5

10

15

20

25

30




[MANOVA, F(1, 665) = 30.23, P < .001]


16.0214.86

18.5916.51

02468

101214161820


Religious/ Social Conservatism


[MANOVA, F(1, 665) = 21.23, P < .001]


26.46

25.44

27.38

25.79

24

24.5

25

25.5

26

26.5

27

27.5


Spiritual Quest


[MANOVA, F(1, 665) = 4.86, P < .005]


19.93

18.63

20.87

18.99

17.5

18

18.5

19

19.5

20

20.5

21


Social Activism


[MANOVA, F(1, 665) = 10.67, P < .001]


11.7811.73

12.25

11.69

11.411.511.611.711.811.912

12.112.212.3


Growth Global/ National Understanding


[MANOVA, F(1, 665) = 4.85, P < .005]


27.27

26.22

26.65

25.35

24

24.5

25

25.5

26

26.5

27

27.5


Self-Esteem


[MANOVA, F(1, 665) = 5.31, P ≤ .001]


11.31

9.89

10.87

9.63

8.5

9

9.5

10

10.5

11

11.5


Charitable Involvement


[MANOVA, F(1, 665) = 28.75, P < .001]


16.97

18.92

15.83

17.51

1414.5

1515.5

1616.5

1717.5

1818.5

19




[MANOVA, F(1, 665) = 12.44, P < .001]

Alcohol Use Among College StudentsAlcohol Use

The increase of high-risk drinking behaviors among college students has caused concern for institutions of higher education.

Institutional leaders are greatly concerned about student high-risk drinking because it can lead to other high-risk behaviors such as drug use, violence, and academic problems as well as affecting other students indirectly (IHEC, 2003).

Bartholow, Sher, & Krull (2003) discovered in there study a high correlation between Greek involvement and heavy drinking.

Alcohol Use and College Students’ Beliefs and Values

36.73

35.84

38.75

35.99

3434.5

3535.5

3636.5

3737.5

3838.5

39


Spirituality

Not at all/OccasionallyFrequently

[MANOVA, F(3, 663) = 9.06, P < .001]

Drank Beer


40.77

37.94

43.64

37.50

3435363738394041424344




[MANOVA, F(3, 663) = 23.56, P < .001]

Drank Beer


10.469.31

11.279.63

0

2

4

6

8

10

12




[MANOVA, F(3, 663) = 21.73, P < .001]

Drank Beer


21.92

18.53

24.30

19.06

0

5

10

15

20

25




[MANOVA, F(3, 663) = 22.09, P < .001]

Drank Beer


16.3014.20

18.0414.42

02468

101214161820




[MANOVA, F(3, 663) = 36.21, P < .001]

Drank Beer


17.68

18.39

16.22

19.42

14.515

15.516

16.517

17.518

18.519

19.5




[MANOVA, F(3, 663) = 20.67, P < .001]

Drank Beer

College Men and Hegemonic Masculinity Developed Scale based of Frank Harris’s Dissertation:

Harris, F. (2006). The meaning college men make of masculinities and contextual influences on behaviors, outcomes, and gender environment norms: A grounded theory study. Unpublished doctoral dissertation, University of Southern California, Los Angeles.

Hegemonic Masculinity: “Masculinity, as it has been traditionally defined, hierarchically positions men above women and some men above other men based on race, sexual orientation, class, religion, age, ability, and other social group membership” (Edwards, 2007).

Fraternities are often cited as being organizations that foster hyper-masculine behaviors (DeSanits, 2007).

Hegemonic Masculinity and College Students’ Beliefs and Values

37.71

35.65

39.03

37.06

33

34

35

36

37

38

39

40


Spirituality

LowHigh

[MANOVA, F(3, 663) = 8.82, P < .001]


10.269.99

10.96

10.20

9.4

9.6

9.8

10

10.2

10.4

10.6

10.8

11


Aesthetically-Based Spiritual Experience

LowHigh

[MANOVA, F(3, 663) = 6.36, P < .001]


42.81

37.90

44.14

40.07

34

36

38

40

42

44

46



LowHigh

[MANOVA, F(3, 663) = 20.33, P < .001]


10.98

9.46

11.33

10.42

8.5

9

9.5

10

10.5

11

11.5



LowHigh

[MANOVA, F(3, 663) = 15.91, P < .001]


25.45

17.90

25.37

20.33

0

5

10

15

20

25

30



LowHigh

[MANOVA, F(3, 663) = 39.52, P < .001]


17.8614.14

18.62

15.51

0

5

10

15

20



LowHigh

[MANOVA, F(3, 663) = 48.52, P < .001]


24.98

27.65

24.79

27.76

2323.5

2424.5

2525.5

2626.5

2727.5

28


Self-Esteem

LowHigh

[MANOVA, F(3, 663) = 33.30, P < .001]


16.55

18.73

15.85

18.25

1414.5

1515.5

1616.5

1717.5

1818.5

19



LowHigh

[MANOVA, F(3, 663) = 21.22, P < .001]

Discussion Questions

How does a discussion on “Spirituality” fit in public higher education?

How do we make a clear distinction, for our students, between “spirituality” and “religion”?

How can we create a supportive and engaging environment for students to share their spiritual/religious feelings and beliefs?

In what manner is value-based programming based on fraternity rituals offered in undergraduate chapters?

Closing Quote“Beyond and above the present situation in whichfraternities find themselves they need not be on thedefensive. They have more to say that is positive abouttheir way than do their critics. They can still talk sensibleabout “the fraternity way.” It is a difficult way, but one in which countless persons still believe. It is measuring up tothe test to be selected by fellow students to be pledged. Itis an Initiation through a Ritual which is based solely onintellectual, moral, and spiritual pursuits. It is building lasting friendships. It is fidelity to one’s friends. It is doing one’s share in group or corporate effort. The way leads to developing

leadership, team play, justifiable pride in victory, and stout heart in defeat”

(Brooks, 1922).

Thank you for attending our session

Questions…Comments…

Concerns…

ReferencesBartholow, B. D., Sher, K. J., & Krull, J. L. (2003). Changes in heavy drinking over

the third decade of life as a function of collegiate fraternity and Sorority involvement: A prospective, multilevel analysis. Health Psychology, 22(6), 616-626.

Brooks, S. R. (1922). In beta’s broad domain: A collection of the memoirs and written and spoken words of Seth R. Brooks, D.D. Oxford, OH: Beta Theta Pi.

Bryant, A. N. (2006). Gender differences in spiritual development during the college years [Electronic version]. Journal of Feminist Studies in Religion (currently under review).

Buchko, K. J. (2004). Religious beliefs and practices of college women as compared to college men [Electronic version]. Journal of College Student Development, 45(1), 89-98.

Callais, M. A. (2005). Helping fraternity and sorority members understand ritual. Oracle: The Research of Journal of the Association of Fraternity Advisors, 1(1), 32-37.

Caudill, B. D., Crosse, S. B., Campbell, B. C., Howard, J., Luckey, B., & Blane, H. T. (2006). High-risk drinking among college fraternity members: A national perspective. Journal of American College Health, 55, 141-155.

Cress, C. M., Astin, H. S., Zimmerman-Oster, K., & Burkhardt, J. C. (2001). Developmental outcomes of college students' involvement in leadership activities. Journal of College Student Development, 42, 15-27.

DeSantis, A. (2007). Inside Greek u.: Fraternity, sorority, and the pursuit of pleasure, power, and prestige. Lexington, KY: The University Press of Kentucky.

Eberly, C. G. (1967). The influence of the fraternity ritual. College Student Survey, 1(1), 9-12.

ReferencesEdwards, K. E. (2007). “Putting my man face on”: A grounded theory of

college men’s gender identity development. Unpublished doctoral dissertation, University of Maryland, College Park.

Harris, F. (2006). The meaning college men make of masculinities and contextual influences on behaviors, outcomes, and gender environment norms: A grounded theory study. Unpublished doctoral dissertation, University of Southern California, Los Angeles.

Hébert, T. P. (2006). Gifted university males in a Greek fraternity: Creating a culture of achievement. Gifted Child Quarterly, 50(1), 26-41.

Kuh, G. D., & Arnold, J. C. (1993). Liquid bonding: A cultural analysis of the role of alcohol in fraternity pledgeship. Journal of College Student Development, 34(5), 327-334.

Nuwer, H. (2004). The hazing reader. Bloomington, IN: Indiana University Press.

Owen, K. C., & Owen, S. M. (1976). Toward the year 2000: Perspectives on the American fraternity movement. Fraternity for the Year 2000, 1-24.

Sidanius, J., Van Laar, C., Levin, S., & Sinclair, S. (2004). Ethnic enclaves and the Dynamics of social identity on the college campus: The good, the bad, and the ugly. Journal of Personality and Social Psychology, 87(1), 96-110.

The quest: A journey of brotherhood (4th ed.). (1995). Richmond, VA: Sigma Phi Epsilon Fraternity.

Accessing the Presentation

To access our presentation, you can visit Dr. Eberly’s

Website at:http://www.eiu.edu/~csd/

faculty_EBERLY.php

fraternity affiliation related to male spiritual development presented by: jason goldfarb, eastern...

Documents

spiritual distress

spiritual quest

spiritual experience

related college

male spiritual development

religious commitment

fraternity membership

fraternity affiliation