Membership in a Fraternity or Sorority, Student Engagement, and Educational Outcomes at AAU Public Research Universities

By Gary R. Pike. 2003

118 citations recorded by the source corpus.

Subfields: Demography, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/f1f9c86abee67a08eb4d7ef43628d7ce99c6a09c

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Demography

1. Allison M Cantwell
2. S. Brint

In Education

1. Robert A. Hannerman
2. Allison M Cantwell
3. S. Brint

In Social Psychology

1. Robert A. Hannerman
2. Allison M Cantwell
3. S. Brint

Citations in the corpus

• What Student Affairs Professionals Need to Know About Student Engagement (2009, unknown): “…2005, 2006, 2007, 2008; Nelson Laird, & Kuh, 2005; Nelson Laird, Shoup, Kuh, & Schwarz, 2008; Outcalt & Skewes-Cox, 2002; Pascarella et al., 2006; Pike, 2003, 2006a, 2006b; Pike & Kuh, 2005, 2006; Pike, Kuh, & Gonyea, 2003, 2007; Pike, Smart, Kuh, & Hayek, 2006; Umbach & Kuh, 2006; Zhao, Carini,…”
• Two Cultures: Undergraduate Academic Engagement (2008, background): “CSHE Research & Occasional Paper Series participation in good educational practices do not vary significantly by membership in sororities or fraternities (Pike 2003), participation in non-revenue producing sports (Umbach et al.”
• Undergraduate Time Use and Academic Outcomes: Results from the University of California Undergraduate Experience Survey 2006 (2010, background): “147–9), other researchers find some types of student organizations, such as Greek organizations and participation in athletics, to be detrimental to academic success (Hood, Craig, & Ferguson, 1992; Pascarella, Bohr, & Terenzini, 1995; Pascarella et al., 1999; Pike, 2003; Umbach, Palmer, Kuh, & Hanna”
• An Assessment of Engineering Students' Curricular and Co‐Curricular Experiences and Their Ethical Development (2012, unknown): “Increases in student engagement have empirically been shown to result in increases in a broad range of student outcomes that include: academic achievement and intellectual development (Flowers, 2004; Kuh, Cruce, Shoup, Kinzie, & Gonyea, 2008; Pike, 2003; Pike & Kuh, 2005); cognitive complexity (Pasc”