Greek Membership: The Relationship with First-Year Academic Performance

Autor/inn/en	DeBard, Robert; Sacks, Casey
Titel	Greek Membership: The Relationship with First-Year Academic Performance
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 13 (2012) 1, S.109-126 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
Schlagwörter	Student Records; Campuses; Academic Achievement; Social Organizations; Fraternities; Sororities; Higher Education; College Freshmen; Credits; Effect Size; Grade Point Average; School Holding Power; Outcomes of Education; College Entrance Examinations; Standardized Tests; Aptitude Tests; Achievement Tests; ACT Assessment + Suchen Sie Ihr Suchwort? Schülerakte; Schulleistung; Frauengruppe; Hochschulbildung; Hochschulsystem; Hochschulwesen; Studienanfänger; Lernleistung; Schulerfolg; Aufnahmeprüfung; Standadised tests; Standardisierter Test; Aptitude test; Eignungsprüfung; Eignungstest; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Assessment; Hochschulzulassung
Abstract	Much has been written about the need for student involvement to build a sense of belonging on college campuses. However, when it comes to membership in Greek social organizations, such involvement has been largely cast as negative. Unlike many of the anecdotal articles critical of the influence joining a Greek social organization can have on student success in college, this article offers the largest study ever conducted on the impact of Greek membership on the academic performance of first-year students, involving more than 45,000 student records from 17 different institutions. This study provides information regarding grades, credit hours earned, and retention. The findings offer not only a collective view in judging the efficacy of maintaining Greek life on our college campuses, but encourage individual institutions to use the methodology to inform policy at the institutional level. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10