The effect of deferring fraternity and sorority rush upon scholastic achievement, satisfaction, and quality and quantity of involvement among students at a small, private liberal arts university Public Deposited

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  • The purpose of this study was to investigate the effect of deferring formal fraternity and sorority rush upon scholastic achievement, levels of satisfaction, and quality and quantity of involvement among students at a small, private liberal arts university. It has been suggested that timing of rush may exercise an impact upon institutional efforts to integrate new students into the intellectual and social life of the campus community. Data obtained for the study were provided from the Registrar's Data File, the University of Puget Sound (Tacoma, WA), and two instruments constructed and administered by the University. Junior classes for the years 1987 and 1991 constituted the initial population for the study. Responses to a junior year survey were matched to responses from the same class to a corresponding freshman year survey. The junior class of 1987 participated in an early formal rush as freshmen in 1985, while the junior class of 1991 participated in a deferred rush as freshmen in 1988. Matched responses to the surveys were used to describe an adjusted, usable population. Since the study was concerned with a discreet population and not a sample, the use of statistical measures were applied to guide the professional judgment of the investigator. Data analyses included: Preparation of a correlation matrix for the dependent variables (scholastic achievement, satisfaction, and quality and quantity of involvement); two-way ANOVA upon continuous, precollege characteristics; and preparation of chi-square contingency tables for categorical precollege characteristics. Scholastic achievement was measured by determination of differences between junior and freshman year cumulative GPAs for each year. Exploratory and confirmatory factor analyses were performed for the satisfaction and involvement measures, subject to factor scale methods suggested by Armor (1974). Backward, stepwise, hierarchical multiple regression was performed for scholastic achievement as well as for each identified factor of satisfaction and involvement. A full model, which contained 13 independent variables, was fit. The conclusions of the study were as follows: 1) A class by affiliation interaction was found for scholastic achievement. It was concluded that timing of rush impacted GPA. This was important since GPA is considered an important indicator of student success as well as a formal manifestation of academic integration. 2) Timing of rush did not impact satisfaction. However, main effect findings indicated that affiliated students were more satisfied with their co-curricular experience than independent students, yet were not satisfied with overall college life. 3) Timing of rush did not impact involvement, though affiliated students were more involved than independent students. 4) There was a positive correlation between satisfaction and involvement, and affiliated students were more involved and less satisfied than independent students. Recommendations for further study were provided.
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