Date of Award

Spring 5-1-2009

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Educational Leadership

First Advisor

Kandace Hinton

Second Advisor

Robin Hughes

Third Advisor

Mary Howard-Hamilton

Abstract

The purpose of this study was to explore the impact Black Greek Sorority membership has on the experience and persistence of Black women students at predominantly White 4-year institutions. Scholarly research has generally ignored both the postsecondary experiences of Black women and the relevance of Black Greek sororities. Existing research on Blacks in college primarily concentrated on negative statistics such as low graduation and attrition rates. Studies lump Black males and Black females together, failing to address the uniqueness of Black women. Consequently, the voice of Black women remains ignored or unheard and her experiences unsubstantiated. Similarly, Black Greek Letter organizations, more specifically Black Greek sororities, despite nearly 100 years of relevant service have failed to be examined by scholarly research. This study focuses on third or fourth year women who are successfully matriculating at a 4-year predominantly White institution. These women are excelling academically and socially in spite of disparate racial treatments. This study examines Black Greek sorority membership as a component in the survival of Black women students at predominantly White 4-year institutions. Qualitative research methods were used to examine the impact of Black Greek sorority membership. Data collection for this study included semi-structured in person interviews with the fifteen participants at three Midwestern public universities. Data analysis on the experience of Black women on predominantly White college campuses prior to Greek membership yielded two emergent themes: 1) Race overwhelms everything and 2) Living in racist space. Data analysis post sorority membership yielded five emergent themes that captured the essence of what it is like to be Black Greek sorority women on a predominantly White campus. Those themes are 3) A place of our own, 4) Personal and academic enrichment, 5) A community of leaders, 6) Social integration into the campuses, and 7) Black and White Greek separation. The findings of this study could be used to inform the practices and policies of faculty, administrators and students at a variety of institutions. The reflections of the Black Greek sorority women in this study can be used to develop strategies to enhance the experience and increase the persistence of Black women at predominantly White institutions. Above all, the study provides much needed insight into the experiences of Black women and gives credence to the numerous benefits of undergraduate Black Greek sorority membership.

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