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Developing an instrument to assess college students' attitudes toward pledging and hazing in Greek letter organizations - Statistical Data Included
College Student Journal, Sept, 2001 by Kevin Cokley, Kesi Miller, Dana Cunningham, Janice Motoike, Aisha King, Germine Awad
A 2 x 7 x 2 factorial MANOVA was performed on the dependent variables. The combined dependent variables were significantly affected by gender, [lambda]=.905, F(7, 222) = 3.31, p < .002, ethnicity, [lambda] = .759, F(42,1044) = 1.50, p < .02, and Greek status, [lambda] = .834, F(7, 222) = 6.31, p < .000, but not by their interactions.
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Significant gender differences were found on impact of pledging scores, F(7, 222) = 6.82, p < .001, and conformity to pledging rules, F(7, 222) = 6.35, p < .002. Women were more likely to believe that pledging should be a positive experience (mean = 16.68) compared to men (mean = 14.80). Men, however, were more likely to believe in conformity to pledge rules (mean = 11.71) compared to women (mean = 10.80). Significant ethnic differences were also found. The Least Significant Difference (LSD) test was used to investigate the impact of each ethnicity on the individual dependent variables. Due to the small numbers of several of the ethnic groups, only the scores for African Americans, European Americans, and Latino/a Americans were examined. Latino/a American students had higher self-esteem scores (mean = 18.10) compared to African American students (mean = 16.03) and European American students (mean = 17.20). African American students had more positive beliefs about the purpose of pledging (mean = 29.92) compared to European American students (mean = 26.56) and Latino/a American students (mean = 24.64). African American students' beliefs about the impact of pledging (mean = 16.78) were slightly higher than European American students (mean = 15.94) and Latino/a American students (mean = 15.86). African American students were also more likely to support conformity to pledging rules (mean = 12.21) compared to European American students (mean = 10.87) and Latino/a American students (mean = 10.72). In addition, African American students had more positive perceptions of Greek organizations (mean = 12.84) compared to European American students (mean = 10.24) and Latino/a American students (mean = 9.89). There were also differences in beliefs about how difficult the pledging process should be, with both African American students (mean = 10.60) and European American students (mean = 10.32) being significantly higher than Latino/a American students (mean = 9.30). Significant Greek status differences were found with regard to purpose of pledging, F(7, 222) = 20.01, g < .000, impact of pledging, F(7, 222) = 9.11, p < .003, and perceptions of Greek organizations, F(7, 222) = 21.08, p < .000. Greek members had more positive beliefs about the purpose of pledging (mean = 32.40) than non-Greek members (mean = 25.22). Greek members were also slightly more likely to believe that the impact of pledging should be positive (mean = 16.69) compared to non-Greek members (mean = 15.77). Greek members had more positive perceptions about Greek organizations (mean = 13.80) than non-Greek members (mean 10.05). A summary of the means and standard deviations for all of the dependent variables is in Table 3.
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