The Influence of Fraternity or Sorority Membership on Students' College Experiences and Cognitive Development

By Gary R. Pike. 2000

188 citations recorded by the source corpus.

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Citations in the corpus

Student engagement evidence summary (2010, background): “…and critical thinking (Endo and Harpel, 1982; Gellin, 2003; Kuh, 2003; Kuh, Hu and Vesper, 1997; Pascarella et al., 1983; Pascarella et al., 1996; Pike, 1999, 2000; Pike and Killian, 2001; Pike, Kuh and Gonyea, 2003; Shulman, 2002; Terenzini, Pascarella and Bliming, 1996); — practical…”
Reported Gains in Student Learning: Do Academic Disciplines Make a Difference? (2001, methodology): “These findings were consistent with results reported by Pike (1999, 2000) .”
The Effect of Personality and Precollege Characteristics on First-Year Activities and Academic Performance (2003, background): “Pike (2000) found that involvement in Greek social fraternities was positively related to students’ selfreported gains in general abilities.”
Under-represented college students and extracurricular involvement: the effects of various student organizations on academic performance (2008, background): “On the other hand, some studies explain that Greek letter organizations provide the best opportunities for minority college students to get involved in the life of the college (Kimbrough and Hutcheson 1998; Pike 2000 ).”
Student engagement literature review (2010, background): “…thinking (Endo & Harpel 1982; Gellin 2003; Kuh 2003; Kuh, Hu & Vesper 1997; Pascarella, Duby, Terenzini & Iverson 1983; Pascarella et al. 1996; Pike 1999, 2000; Pike & Killian 2001; Pike, Kuh & Gonyea 2003; Shulman 2002; Terenzini, Pascarella & Bliming 1996); — practical competence and…”
The Effect of Undergraduate Student Involvement on Critical Thinking: A Meta-Analysis of the Literature 1991-2000 (2003, background): “For example, regarding involvement in Greek life, Pascarella et al. (1996) reported a negative effect on critical thinking, whereas Pike (2000) found a positive gain; Twale and Sanders (1999) reported that interacting with peers had a positive effect on critical thinking gains, whereas Inman and…”
First- and Second-Generation College Students: A Comparison of Their Engagement and Intellectual Development (2005, methodology): “The model has been successfully used to examine the effects of group differences on students’ college experiences and learning outcomes (Pike, 1999, 2000; Pike & Killian, 2001; Pike, Kuh, & Gonyea, in press).”
The Impact of Lottery Incentives on Student Survey Response Rates (2003, background): “For example, four recent studies using student surveys report response rates of 46%, 45%, 34%, and 31% (Henderson-King and Kaleta, 2000; Kahn and Nauta, 2001; Pike, 2000; Umbach and Porter, 2002).”
Gender Differences in Student Engagement Among African American Undergraduates at Historically Black Colleges and Universities (2004, background): “Several researchers have found that active engagement, both inside and outside of the classroom, positively affects a wide range of student outcomes, including cognitive and intellectual skill development (Anaya, 1996; Baxter Magolda, 1992; Kuh, 1995; Ory & Braskamp, 1988; Pike, 2000 ); college adj”
When Race and Gender Collide: Social and Cultural Capital’s Influence on the Academic Achievement of African American and Latino Males (2010, background): “…has been associated with robust educational gains such as critical thinking (Cruce, Wolniak, Seifert, & Pascarella, 2006); intellectual development (Pike, 2000), even among African American men (Strayhorn, 2008a); and persistence (Berger & Milem, 1999; Gloria, Castellanos, Lopez, & Rosales, 2005),…”
Voluntary Association Membership: Black Greek Men on a Predominantly White Campus (2006, background): “Other research has identified potentially positive outcomes associated with Greek membership, including increased opportunities for leadership development, higher levels of student involvement, and higher levels of postcollege charitable giving and community involvement (Pike, 2000; Thorson, 1997).”
The Relationship Between Institutional Mission and Students' Involvement and Educational Outcomes (2003, methodology): “Three recent studies using variations of Chickering’s model suggest that involvement and integration constructs help to represent accurately the relationships among students’ college experiences and learning outcomes ( Pike, 1999, 2000; Pike and Killian, 2001).”
Triumph or Tragedy: Comparing Student Engagement Levels of Members of Greek-Letter Organizations and Other Students. (2002, background): “Among the negative effects of Greek membership are less exposure to people from different racial and ethnic backgrounds (Pike, 2000), less openness to diversity (Pascarella et al., 1996), lower average grades (Astin, 1993; Pike & Askew, 1990), stunted intellectual development for members in the…”
Undergraduate Time Use and Academic Outcomes: Results from the University of California Undergraduate Experience Survey 2006 (2010, background): “…success (Hood, Craig, & Ferguson, 1992; Pascarella, Bohr, & Terenzini, 1995; Pascarella et al., 1999; Pike, 2003; Umbach, Palmer, Kuh, & Hannah, 2006), or to have little to no effect (Braddock, 1981; Hanks & Eckland, 1976; Hayek et al., 2002; Pascarella, Flowers, & Whitt, 2001; Pike, 2000).”
The Impact of Parents' Education Level on College Students: An Analysis Using the Beginning Postsecondary Students Longitudinal Study 1990-92/94 (2004, background): “Researchers have called for further study on the effects of different types of internal and external variables on students’ college outcomes (House, 1998; Pike, 2000 ).”
Working while studying at university: The relationship between work benefits and demands and engagement and well-being (2015, background): “Student engagement is associated positively with persistence (Bridges, Cambridge, Kuh, & Leegwater, 2005), performance (Pike, 2000), and satisfaction (Kuh, Kinzie, Schuh, & Whitt, 2005).”
Membership in a Fraternity or Sorority, Student Engagement, and Educational Outcomes at AAU Public Research Universities (2003, methodology): “In a study of 827 first-year students, Pike (2000) used path analysis to examine the direct and indirect effects of fraternity or sorority membership on student involvement and self-reported gains.”
Perceived fit with an academic environment: Attitudinal and behavioral outcomes (2008, background): “In fact, much of the person– organization fit literature in the vocational area involves the relationship between choices and characteristics of college students or students transitioning into college on college outcomes (e.g., fraternity and sorority membership on cognitive development, Pike, 2000”
How Sound Is NSSE?: Investigating the Psychometric Properties of NSSE at a Public, Research-Extensive Institution (2011, unknown): “, 2008), and critical thinking skills (Anaya, 1996; Pascarella, Seifert, & Blaich, 2008; Pike, 2000).”