Fraternity Affiliation Related to
Male Spiritual Development
Presented by:
Jason Goldfarb, Eastern Illinois University
Dr. 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)

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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.
Positive
Academic (Debard, Lake, & Binder, 2006; Hébert, 2006)
Brotherhood (Sigma Phi Epsilon, 1995)
Ritual (Brooks, 1922; Callais, 2005; Eberly, 1967; Owen & Owen, 1976)
Negative
Hazing (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 Values
Factors
Affiliated
Non-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
.670
Cronbach Alpha Scores
Data Analysis: Affiliation, College
Students’ Beliefs and Values
Factors
Affiliated
Non-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
Spirituality
38.23
38.5
38
37.5
37
36.36
36.5
36
35.5
35
Affiliated
Non-Affiliated
[MANOVA, F(1, 665) = 9.23, P < .005]
Fraternity Membership and College
Students’ Beliefs and Values
Religious Commitment
42.49
42.5
42
41.5
41
40.5
40
39.5
39
38.5
38
39.59
Affiliated
Non-Affiliated
[MANOVA, F(1, 665) = 13.03, P < .001]
Fraternity Membership and College
Students’ Beliefs and Values
Spiritual/Religious Growth
10.96
11
10.8
10.6
10.4
10.2
9.98
10
9.8
9.6
9.4
Affiliated
Non-Affiliated
[MANOVA, F(1, 665) = 16.22, P < .001]
Fraternity Membership and College
Students’ Beliefs and Values
Religious Engagement
23.5
23
22.5
22
21.5
21
20.5
20
19.5
19
23.32
20.50
Affiliated
Non-Affiliated
[MANOVA, F(1, 665) = 14.35, P < .001]
Fraternity Membership and College
Students’ Beliefs and Values
Religious/Social Conservatism
17.36
17.5
17
16.5
16
15.42
15.5
15
14.5
14
Affiliated
Non-Affiliated
[MANOVA, F(1, 665) = 22.89, P < .001]
Fraternity Membership and College
Students’ Beliefs and Values
Religious Skepticism
17.98
18
17.8
17.6
17.4
17.2
17
16.8
16.6
16.4
16.2
16.82
Affiliated
Non-Affiliated
[MANOVA, F(1, 665) = 7.66, P < .01]
Leadership Training Among College Students
Leadership Training
(Cress, Astin, Zimmerman-Oster, & Burkhardt, 2001)
Participants that indicated involvement in leadership activities, compared to
individuals 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 Examples
Sigma 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
Spirituality
41
40
39
38
37
36
35
34
33
32
31
40.51
38.07
36.66
34.76
Affiliated
Participated
Did Not Participate
NonAffiliated
[MANOVA, F(1, 665) = 25.52, P < .001]
Leadership Training and College Students’
Beliefs and Values
Aesthetically-Based Spirituality Experience
11.47
11.5
11
10.5
10
10.53
10.09
9.67
Participated
Did Not Participate
9.5
9
8.5
Affiliated
NonAffiliated
[MANOVA, F(1, 665) = 18.58, P < .001]
Leadership Training and College Students’
Beliefs and Values
Religious Commitment
46
44.94
44
42
40
41.02
40.79
38.25
38
Participated
Did Not Participate
36
34
Affiliated
NonAffiliated
[MANOVA, F(1, 665) = 18.33, P < .001]
Leadership Training and College Students’
Beliefs and Values
Equanimity
15
14.8
14.6
14.4
14.2
14
13.8
13.6
13.4
13.2
13
14.93
14.66
14.01
13.67
Affiliated
NonAffiliated
Participated
Did Not Participate
[MANOVA, F(1, 665) = 10.12, P ≤ .001]
Leadership Training and College Students’
Beliefs and Values
Spiritual/Religious Growth
12
10
11.71
10.58
9.43
10.44
8
6
Participated
Did Not Participate
4
2
0
Affiliated
NonAffiliated
[MANOVA, F(1, 665) = 21.05, P < .001]
Leadership Training and College Students’
Beliefs and Values
Religious Engagement
30
25
20
26.30
22.36
18.76
21.26
15
Participated
Did Not Participate
10
5
0
Affiliated
NonAffiliated
[MANOVA, F(1, 665) = 30.23, P < .001]
Leadership Training and College Students’
Beliefs and Values
Religious/Social Conservatism
20
18.59
18 16.02 14.86
16.51
16
14
12
10
8
6
4
2
0
Affiliated
NonAffiliated
Participated
Did Not Participate
[MANOVA, F(1, 665) = 21.23, P < .001]
Leadership Training and College Students’
Beliefs and Values
Spiritual Quest
27.38
27.5
27
26.5
26
25.5
26.46
25.79
25.44
25
Participated
Did Not Participate
24.5
24
Affiliated
NonAffiliated
[MANOVA, F(1, 665) = 4.86, P < .005]
Leadership Training and College Students’
Beliefs and Values
Social Activism
20.87
21
20.5
20
19.93
19.5
19
18.99
18.63
18.5
Participated
Did Not Participate
18
17.5
Affiliated
NonAffiliated
[MANOVA, F(1, 665) = 10.67, P < .001]
Leadership Training and College Students’
Beliefs and Values
Growth Global/National Understanding
12.25
12.3
12.2
12.1
12
11.9
11.78
11.73
11.8
11.69
11.7
11.6
11.5
11.4
Affiliated
NonAffiliated
Participated
Did Not Participate
[MANOVA, F(1, 665) = 4.85, P < .005]
Leadership Training and College Students’
Beliefs and Values
Self-Esteem
27.5
27.27
27
26.5
26.65
26.22
26
25.35
25.5
25
Participated
Did Not Participate
24.5
24
Affiliated
NonAffiliated
[MANOVA, F(1, 665) = 5.31, P ≤ .001]
Leadership Training and College Students’
Beliefs and Values
Charitable Involvement
11.5
11.31
10.87
11
10.5
10
9.89
9.63
9.5
Participated
Did Not Participate
9
8.5
Affiliated
NonAffiliated
[MANOVA, F(1, 665) = 28.75, P < .001]
Leadership Training and College Students’
Beliefs and Values
Religious Skepticism
18.92
19
18.5
18
17.51
17.5 16.97
17
16.5
15.83
16
15.5
15
14.5
14
Affiliated
NonAffiliated
Participated
Did Not Participate
[MANOVA, F(1, 665) = 12.44, P < .001]
Alcohol Use Among College Students
Alcohol 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
Spirituality
39
38.5
38
37.5
37
36.5
36
35.5
35
34.5
34
38.75
36.73
35.84
Affiliated
Drank Beer
35.99
Not at all/Occasionally
Frequently
NonAffiliated
[MANOVA, F(3, 663) = 9.06, P < .001]
Alcohol Use and College Students’ Beliefs and
Values
Religious Commitment
44
43
42
41
40
39
38
37
36
35
34
43.64
40.77
37.94
Affiliated
Drank Beer
37.50
Not at all/Occasionally
Frequently
NonAffiliated
[MANOVA, F(3, 663) = 23.56, P < .001]
Alcohol Use and College Students’ Beliefs and
Values
Spiritual/Religious Growth
12
10
10.46
9.31
11.27
9.63
8
Drank Beer
6
Not at all/Occasionally
Frequently
4
2
0
Affiliated
NonAffiliated
[MANOVA, F(3, 663) = 21.73, P < .001]
Alcohol Use and College Students’ Beliefs and
Values
Religious Engagement
25
20
24.30
21.92
18.53
19.06
Drank Beer
15
Not at all/Occasionally
Frequently
10
5
0
Affiliated
NonAffiliated
[MANOVA, F(3, 663) = 22.09, P < .001]
Alcohol Use and College Students’ Beliefs and
Values
Religious/Social Conservatism
20
18
16
14
12
10
8
6
4
2
0
16.30
14.20
18.04
14.42
Drank Beer
Not at all/Occasionally
Frequently
Affiliated
NonAffiliated
[MANOVA, F(3, 663) = 36.21, P < .001]
Alcohol Use and College Students’ Beliefs and
Values
Religious Skepticism
19.5
19.42
19
18.39
18.5
18 17.68
17.5
17
16.22
16.5
16
15.5
15
14.5
Affiliated NonAffiliated
Drank Beer
Not at all/Occasionally
Frequently
[MANOVA, F(3, 663) = 20.67, P < .001]
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 hypermasculine behaviors (DeSanits, 2007).
Hegemonic Masculinity and College Students’
Beliefs and Values
Spirituality
40
39
38
37
36
39.03
37.71
37.06
Low
High
35.65
35
34
33
Affiliated
Non-Affiliated
[MANOVA, F(3, 663) = 8.82, P < .001]
Hegemonic Masculinity and College Students’
Beliefs and Values
Aesthetically-Based Spiritual Experience
10.96
11
10.8
10.6
10.4
10.2
10.26
10.20
Low
High
9.99
10
9.8
9.6
9.4
Affiliated
Non-Affiliated
[MANOVA, F(3, 663) = 6.36, P < .001]
Hegemonic Masculinity and College Students’
Beliefs and Values
Religious Commitment
46
44
44.14
42.81
42
40
40.07
Low
High
37.90
38
36
34
Affiliated
Non-Affiliated
[MANOVA, F(3, 663) = 20.33, P < .001]
Hegemonic Masculinity and College Students’
Beliefs and Values
Spiritual/Religious Growth
11.5
11
11.33
10.98
10.42
10.5
10
Low
High
9.46
9.5
9
8.5
Affiliated
Non-Affiliated
[MANOVA, F(3, 663) = 15.91, P < .001]
Hegemonic Masculinity and College Students’
Beliefs and Values
Religious Engagement
30
25
20
25.37
25.45
17.90
20.33
Low
High
15
10
5
0
Affiliated
Non-Affiliated
[MANOVA, F(3, 663) = 39.52, P < .001]
Hegemonic Masculinity and College Students’
Beliefs and Values
Religious/Social Conservatism
20
18.62
17.86
14.14
15.51
15
Low
High
10
5
0
Affiliated
Non-Affiliated
[MANOVA, F(3, 663) = 48.52, P < .001]
Hegemonic Masculinity and College Students’
Beliefs and Values
Self-Esteem
28
27.5
27
26.5
26
25.5
25
24.5
24
23.5
23
27.76
27.65
24.98
Affiliated
24.79
Non-Affiliated
Low
High
[MANOVA, F(3, 663) = 33.30, P < .001]
Hegemonic Masculinity and College Students’
Beliefs and Values
Religious Skepticism
19
18.5
18
17.5
17
16.5
16
15.5
15
14.5
14
18.73
18.25
16.55
15.85
Affiliated
Non-Affiliated
Low
High
[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 which
fraternities find themselves they need not be on the
defensive. They have more to say that is positive about
their way than do their critics. They can still talk sensible
about “the fraternity way.” It is a difficult way, but one in
which countless persons still believe. It is measuring up to
the test to be selected by fellow students to be pledged. It
is an Initiation through a Ritual which is based solely on
intellectual, 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…
References
Bartholow, 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.
References
Edwards, 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