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I IMPACT of MEMBERSHIP in BLACK GREEK LETTER

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I IMPACT of MEMBERSHIP in BLACK GREEK LETTER IMPACT OF MEMBERSHIP IN BLACK GREEK LETTER ORGANIZATIONS ON STUDENT LEARNING OUTCOMES By Reginald C. Cooper, Jr. Hinsdale Bernard David W. Rausch Professor Professor (Chair) (Committee Member) Deanna Anderson Brian J. O’Leary Assistant Vice Chancellor Associate Professor (Committee Member) (Committee Member) i IMPACT OF MEMBERSHIP IN BLACK GREEK LETTER ORGANIZATIONS ON STUDENT LEARNING OUTCOMES By Reginald C. Cooper, Jr. A Dissertation Submitted to the Faculty of The University of Tennessee at Chattanooga in Partial Fulfillment of the Requirements of the Degree of Doctor of Education The University of Tennessee at Chattanooga Chattanooga, Tennessee August 2018 ii Copyright © 2018 By Reginald C. Cooper, Jr. All Rights Reserved iii ABSTRACT This study examined the perceived relevance of Black Greek Letter Organizations (BGLOs) through the perspectives of undergraduate student populations at four target universities located in the State of Tennessee. This study also compared student learning outcomes of Black students who were members of BGLOs against Black students who did not belong to BGLOs Three research questions were addressed: (1) Is there a significant difference in the self- reported GPAs of Black students who are members of BGLOs versus those who are not members of BGLOs? (2) Is there a significant difference in student perceptions of the relevance of BGLOs based on campus location, GPA category, class standing, ethnicity, status, gender, Greek affiliation, and type of institution (i.e., historically Black colleges and universities (HBCUs) or predominantly White institutions (PWIs)? (3) For those students who are members of a fraternity or sorority, is there a significant difference in their perceptions of the relevance of BGLOs based on the organization’s governing council? A researcher-developed instrument was used to measure student perceptions on five scales. In terms of BGLOs and academic integration, the Pearson Chi-square test found no significant difference in academic performance for Black students with membership in BGLOs and Black students without membership in BGLOs. For social integration, results of the ANOVA and t-test used for Research Questions 2 and 3 suggested the following: (a) Students with lower self-reported GPAs were more likely to have favorable perceptions of BGLOs than iv students with higher self-reported GPAs, (b) Black students were more likely than White students and students classified as “Other” to have favorable perceptions of BGLOs’ leadership on campus, engagement in the community, and overall relevance, (c) part-time students were more likely than full time students to have favorable perceptions of BGLOs’ leadership on campus and overall relevance, (d) female students were more likely than males students to have favorable perceptions of BGLOs’ leadership on campus, engagement in the community and overall relevance, and (e) Students enrolled at HBCUs were more likely than students enrolled at PWIs to have favorable perceptions of BGLOs’ leadership on campus. v DEDICATION This work is dedicated to the loving memory of my father, Leroy Gill Cooper. Thank you for the many life lessons you taught me. While I wish that you were here to witness this life defining moment, I know that your presence is with me daily. I hope that the human capital invested in me yields a significant return on your investment. This work is also dedicated to the loving memory of my grandparents, Rufus and Sarah Mae Moore. Thank you for loving me, faults and all. One of the greatest achievements of my life is being your grandson. “And we know that all things work together for good to them that love God, to them who are the called according to his purpose.” Romans 8:28 vi ACKNOWLEDGEMENTS First, I would like to acknowledge God, for I know that without Him, nothing is possible. Thank You for being the head of my life and keeping me during this process. May this dissertation glorify You and Your love for your children. To my mother, Cathy Cooper, thank you for serving as the epitome of a God-fearing woman. Words cannot express how much I appreciate all that you have contributed to my life. I can truly say that I would not be the man I am today, had God not brought you into my life. Thank you for saving my life both figuratively and literally; you are truly my guardian angel. From Shawhan, to Robinwood to Oakwood, you have been there every step of the way. I hope that I have made you proud. To my wife, Kayla, I am so proud to have such a loving, kind and considerate woman in my life. Thank you for being my biggest cheerleader when I had moments of doubt regarding this process. I pray that God gives you all the desires of your heart! To Dr. Basil Condidine, thank you for all of your help and input regarding the formatting of my manuscript. Your contributions are truly appreciated. To my dissertation chair, Dr. Hinsdale Bernard, thank you for all of your guidance, encouragement and most of all, your patience with me during this process. I can truly say that I would not have made it through this process without your help. I am humbled to have worked with such an amazing professor. It was truly an honor to serve as one of your doctoral learners. vii To my committee members, Dr. David Rausch, Dr. Dee Dee Anderson, and Dr. Brian O’Leary, thank you for your dedication during this process. While I know that the journey may have been longer than any of us anticipated, I am truly appreciative of all of your guidance and insight. viii TABLE OF CONTENTS ABSTRACT ....................................................................................................................... iv DEDICATION ................................................................................................................ xvii ACKNOWLEDGEMENTS .............................................................................................. vii LIST OF TABLES ........................................................................................................... xvi LIST OF FIGURES ......................................................................................................... xvi LIST OF SYMBOLS ...................................................................................................... xvii LIST OF ABBREVIATIONS ........................................................................................ xviii CHAPTER I. INTRODUCTION AND BACKGROUND TO THE PROBLEM ............................1 Phi Beta Kappa ..........................................................................................................2 Statement of the Problem ..........................................................................................3 Purpose of the Study ..................................................................................................5 Rationale for the Study ..............................................................................................6 Theoretical/Conceptual Framework ..........................................................................6 Research Questions ...................................................................................................9 Significance of the Study ........................................................................................10 Delimitations of the Study .......................................................................................11 Limitations of the Study ..........................................................................................12 Definition of Terms .................................................................................................12 II. LITERATURE REVIEW .........................................................................................14 History of Black Greek Letter Organizations (BGLOs) in America .......................15 Alpha Kappa Nu .................................................................................................16 Gamma Phi .........................................................................................................16 Sigma Pi Phi Fraternity (The Boulé) ..................................................................17 Alpha Phi Alpha Fraternity, Inc. (ΑΦΑ) ............................................................17 Alpha Kappa Alpha Sorority, Inc. (AKA) .........................................................18 Kappa Alpha Psi, Fraternity, Inc. (ΚΑΨ) ..........................................................19 ix Omega Psi Phi Fraternity, Inc. (ΩΨΦ) ..............................................................19 Delta Sigma Theta, Sorority, Inc. (∆ΣΘ) ...........................................................21 Phi Beta Sigma Fraternity, Inc. (ΦΒΣ) ..............................................................22 Zeta Phi Beta Sorority, Inc. (ΖΦΒ) ....................................................................23 Sigma Gamma Rho, Sorority, Inc. (ΣΓΡ)...........................................................24 Iota Phi Theta Fraternity, Inc. (ΙΦΘ) .................................................................25 National Pan-Hellenic Council (NPHC) ............................................................26 Affirmative Action and BGLOs ..............................................................................26 Hazing in BGLOs ....................................................................................................29 Negative Portrayals of BGLOs in the Media ..........................................................31 Tinto’s Model
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