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The Nature of Inclusivity and Exclusivity of Social Greek-Letter Organizations

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The Nature of Inclusivity and Exclusivity of Social Greek-Letter Organizations Eastern Michigan University DigitalCommons@EMU Master's Theses, and Doctoral Dissertations, and Master's Theses and Doctoral Dissertations Graduate Capstone Projects 2017 The an ture of inclusivity and exclusivity of social Greek letter organizations on college campuses: A case study, Eastern Michigan University Casey J. Krone Follow this and additional works at: http://commons.emich.edu/theses Part of the Education Commons Recommended Citation Krone, Casey J., "The an ture of inclusivity and exclusivity of social Greek letter organizations on college campuses: A case study, Eastern Michigan University" (2017). Master's Theses and Doctoral Dissertations. 739. http://commons.emich.edu/theses/739 This Open Access Dissertation is brought to you for free and open access by the Master's Theses, and Doctoral Dissertations, and Graduate Capstone Projects at DigitalCommons@EMU. It has been accepted for inclusion in Master's Theses and Doctoral Dissertations by an authorized administrator of DigitalCommons@EMU. For more information, please contact [email protected]. The Nature of Inclusivity and Exclusivity of Social Greek-Letter Organizations on College Campuses: A Case Study, Eastern Michigan University by Casey Jordan Krone Dissertation Submitted to the College of Education Eastern Michigan University in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION Educational Leadership Dissertation Committee: Ronald Flowers, Chair James Barott Elizabeth Broughton Robert Orange July 2017 Ypsilanti, Michigan Dedication I dedicate this dissertation to the women of the J.P.N., to trailblazing women everywhere, and especially to Mom, Grandma Jordan, and Grandma in Tennessee. Thank you for all of the sacrifices you have made so that I could have this experience. I hope I have made you proud. ii Acknowledgments Many people supported me throughout this dissertation process. Whether it was asking me about my progress, or showing interest in learning more about my topic, or understanding when I needed to dedicate time to writing and could not be present for other things, your understanding, support, and patience helped in more ways than you could know. To Dr. Flowers and my committee members, thank you. I know how busy you all are, and I am so thankful for the time that you shared with to help me create a dissertation of which I can be proud. I have transformed as a student in this program, and I acknowledge that this transformation is a result of being in your classes, having conversations with each of you, and witnessing your dedication and passion for lifelong learning. To my husband, Chris, thank you. Thank you for allowing me the space and time to do something that was so important to me. You’ve seen me writing at all hours of the day and have been patient throughout the process. Thank you for supporting me, encouraging me, and believing in me. You’ve been there since the first graduation and for each one since. To my family, I promise this is the last graduation I’ll ask you to attend. Thank you to my parents for providing me with the educational opportunities I have had. You ignited my passion for learning, which has led me to this point. Thank you for making sure I knew that I could do anything I set my mind to, and then supporting me when I chose to take this on. To my best friend, Jessica, thank you. I love you. Thank you for listening, for encouraging me, for helping me to stay positive, for sharing your family with me, and for making sure I stayed focus on the bigger picture. I could not have done this without you. iii On that note, thank you to all of the other amazing women in my life—Kit, Sarah, Liz, Eden, Mary, Kelly, Gabby, Katie B., Alex, Erin, Dani, and Katy. Your hard work and all of the amazing things you are doing were a constant source of inspiration during this process. Amber and Alexis, I spent more hours in the archives than I expected, but it was worth it to connect with the two of you. Thank you for all that you both do to preserve the history of our institution. It’s so important, and I hope you know how appreciated you are. Thank you for helping me to navigate the research, for being such good listeners, and for being so supportive. It’s been a nice bonus to gain new friendships during this process. iv Abstract Social Greek-letter organizations have been exclusive since their inception in 1776. As an educator working with Greek-letter organizations at Eastern Michigan University, I was faced with a lack of information and needed strategies for assisting Greek-letter organizations on campus that expressed interest in being inclusive of students who identified as transgender. The purpose of this qualitative case study was to explore the role and function of social Greek-letter organizations, specifically the nature of inclusivity and exclusivity of these organizations on college campuses. Given the unique nature of Eastern Michigan University as one of the most diverse college campuses in America, in this study, I focused on the development of social Greek-letter organizations on the EMU campus. In addition, I sought to place EMU in the context of Greek-letter organizations on American campuses. To accomplish this goal, I developed a contextual understanding of Greek-letter organizations in the United States. I had six research questions I sought to answer as a result of my research: 1. How did Greek-letter organizations begin? 2. What has been the place of Greek-letter organizations in higher education? 3. How have Greek-letter organizations evolved over time? 4. How did Greek-letter organizations emerge at Eastern Michigan University? 5. How have Greek-letter organizations at Eastern Michigan University evolved over time? 6. How are Greek-letter organizations organized? I conducted a qualitative case study. The Eastern Michigan University Greek community was my unit of analysis. I used archival research and unobtrusive data. Data was organized chronologically as well as by themes. As a result of this research study, I believe Greek v organizations are inherently exclusive. They were born out of the context of higher education in American, which was also created as an elite institution for White, Protestant men. As Greek organizations currently exist in America, I do not believe they are truly capable of being inclusive in nature. vi Table of Contents Dedication ......................................................................................................................... ii Acknowledgments ............................................................................................................ iii Abstract ............................................................................................................................. v List of Tables..................................................................................................................... x List of Figures .................................................................................................................. xi Chapter 1: Introduction to the Study ................................................................................... 1 Statement of the Problem ........................................................................................ 1 Purpose of the Study ............................................................................................... 2 Research Questions................................................................................................. 2 Significance of the Study ........................................................................................ 3 Background of the Problem ................................................................................... 10 Summary.............................................................................................................. 13 Definitions of Relevant Terms .............................................................................. 14 Organization of the Document .............................................................................. 18 Chapter 2: Literature Review and Conceptual Framework ................................................. 20 Organizational Theory .......................................................................................... 20 Organizational Activities ...................................................................................... 21 Cultural Activities ................................................................................................ 25 Organizational Environment ................................................................................. 27 Institutional Theory .............................................................................................. 29 Organizational Culture .......................................................................................... 35 Conceptual Framework ......................................................................................... 38 vii Overview of Greek-Letter Organizations in Higher Education ................................ 40 Greek Councils, Member Chapters, and National Organizations ............................. 64 Challenges for Greek-Letter Organizations ............................................................ 77 Relevancy and Future of Fraternal Organizations ................................................... 80 Summary.............................................................................................................. 85 Chapter 3: Research Methods ..........................................................................................
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