First to Go to College and First to “Go Greek:” Engagement in Academically Oriented Activities by Senior Year First Generation Students Who Are Fraternity/Sorority Members

Using National Survey of Student Engagement (NSSE) data, this study examined levels of engagement in academically oriented activities by college seniors who experience college as both first-generation students and fraternity/sorority members. On four of five NSSE scales, first-generation college students who are members reported higher levels of engagement than those who are not members, and members and non-members who are not first-generation. Because engagement in academically oriented activities positively influences student success, knowing students’ self-reported participation has implications for practitioners

Student Learning in Fraternities and Sororities: Using NSSE Data to Describe Members’ Participation in Educationally Meaningful Activities in College

The benefits and challenges for college students involved in social fraternities and sororities have long been sources of heated discussion among higher education constituents. A liberal education is meant to incorporate elements of critical thinking, diverse experiences, and challenging and enriching interactions with peers and educators. Past research indicates that involvement in a fraternity or sorority has had some positive effect in these areas, especially as students persist at their chosen institutions. This study uses data from the National Survey of Student Engagement (NSSE) to explore indicators of student learning among senior members of social fraternities and sororities. Regression analyses controlling for conditional variables indicated that students in these groups report higher involvement in critical developmental practices and larger gains in important educational areas than their unaffiliated counterparts. Limitations and implications of the study are discussed