Perspectives Fall 2009

FALL 2009 A publication for members of the association of fraternity/SORORITY ADVISORS.

From Bystander Behavior to Intervention

in this issue:

S.O.S. Sharing Our Success | Keys to Success in the Order of Omega Case Study Competition | Book Review: The Company He Keeps: A History of White College Fraternities

Carolyn E. Whittier, Ph.D., 2009 President

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s we begin another school year, we also begin another round of Panhellenic formal recruitment, consultant visits, intake plans, and so much more. Another year also brings a renewed commitment to address issues and behaviors of our undergraduate members. This issue of Perspectives focuses on bystander behavior, including the current environment facing our students and the need for them, and for all of us, to no longer be bystanders to the issues facing undergraduate fraternities and sororities.

The fall semester also brings in a new season of NCAA college football. The NIC’s 2009 Undergraduate Interfraternity Institute curriculum used football references to encourage professionals to be “fraternity linebackers” in the effort to combat bystander behavior.

Being a fraternity linebacker means “confronting the challenges, behaviors, and situations that we know to be wrong.” By no means is the recommendation that advisors physically act as linebackers; it is a recommendation that they serve as emotional linebackers, being willing to teach students to “care for each other and maintain a positive chapter environment.”

In an effort to no longer be a bystander to the hazing behaviors that are sanctioned as part of some inter/national fraternity and sorority new member/intake programs, the Association of Fraternity/Sorority Advisors Executive Board has unanimously approved the presentation of a resolution to the voting membership that the Association cease being a partner with any umbrella organization that does not have a public statement against hazing and an accountability process for their member organizations that have hazing practices in the new member/ intake program. The members of the AFA Executive Board encourage all voting members to attend the AFA Business Meeting in December and vote to endorse the resolution. As an Association, we can no longer be a bystander and not take an active stance against the institutionalized hazing practices that are part of some fraternity and sorority programs.

As you are addressing behaviors with your undergraduate chapters, know that the Association has many resources available to you to aid in your efforts. Thank you for all that you are doing to address bystander behavior and encourage a healthy fraternity and sorority experience.

Fraternally,

Give your students something to brag about….

Start a Gamma Sigma Alpha chapter today!

Gamma Sigma Alpha is the premier academic honorary for Greek students.

If you are looking for opportunities to advance academic achievement within your fraternity/sorority community, contact us today!

Gamma Sigma Alpha National Greek Academic Honor Society

www.gammasigmaalpha.org – director@gammasigmaalpha.org - 317-876-4695

Allison St. Germain

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s I was contemplating this issue’s theme, I kept coming back to a short quote that I remember seeing on a bulletin board in my residence hall my freshmen year. I turned to the Internet, because the only line I could remember was “they came for…and I didn’t stand up.” I found what I was looking for on the New England Holocaust Memorial Web site.

First they came for the Communists, and I didn’t speak up, because I wasn’t a Communist. Then they came for the Jews, and I didn’t speak up, because I wasn’t a Jew. Then they came for the Catholics, and I didn’t speak up, because I was a Protestant. Then they came for me, and by that time there was no one left to speak up.

This quote is attributed to Martin Niemöller, and although his exact wording and meaning has been corrupted over the years, it speaks to our purpose of not being a bystander. What if you choose not to address the hazing that might be occurring in the football team just because you are not the football coach? What if you choose to ignore the disparaging comments made in the dining hall on campus against LGBT students just because you don’t work in the LGBT office? Or maybe you do not work on a campus, but rather volunteer as a chapter advisor. Would you choose not to intervene if you witnessed another fraternity/sorority chapter on campus whom you do not advise put their members at risk because they chose to not follow the campus risk management policies?

Perspectives is the official publication of the Association of Fraternity/Sorority Advisors, Inc. (AFA). Views expressed are those of the individual authors/ contributors/advertisers, and are not necessarily those of the Association.

AFA encourages the submission of articles, essays, ideas, and advertisements.

All Perspectives correspondence and submissions should be submitted to:

Allison St. Germain 2009 Editor Director of Educational Technologies Delta Zeta Sorority 14 Elgin Avenue Bethel, CT 06801 asg@dzshq.com Phone: 513/523-7597 Direct: 203/798-8777 Fax: 513/523-1921

These are extreme examples of bystander behavior, but every day we are faced with situations which test us. How many little opportunities pass us by each day without our intervention?

This issue of Perspectives will give you some techniques to move beyond being a bystander.

Perspectives is published four times per year.

On a final note, Perspectives welcomes submissions from all AFA members. Maybe you’ve had an idea that you would like to share with other professionals in the fraternity/sorority advising field but are intimidated by the idea of writing for a publication. Please call or email me, and we can work with you to see your ideas shared with the Association.

Submission deadlines: Winter 2010 November 1, 2009 Spring 2010 February 1, 2010 Summer 2010 May 1, 2010 Fall 2010 August 1, 2010

References

Send address corrections to AFA:

New England Holocaust Memorial. (n.d.) Martin Niemöller. Retrieved September 18, 2009, from http://www.nehm.com/contents/niemoller.html

Association of Fraternity/Sorority Advisors 9640 N. Augusta Drive, Suite 433 Carmel, IN 46032 317.876.1632 Fax 317.876.3981

info@fraternityadvisors.org

in this

Board 2009 Editorial

4 From Bystander Behavior to Intervention 8 Immeasurable Moments 10 We Need to be Doing More 14 Keys to Success in the Order of Omega Case Study Competition 16 S.O.S. Sharing Our Success, From the AFA EBI Committee 17 Caring for Our Community: Educate. Impact. Involve., Annual Meeting Highlights

regular columns From the Top............... 2 Editor’s Notes.............. 3 From Where I Sit........ 12 A Must Read.............. 18

Amanda Bureau, Heartland Truly Moving Pictures Megan Johnson, University of Iowa Georgianna Martin, University of Iowa Heather Matthews, Zeta Tau Alpha Monica Miranda Smalls, University of Rochester Katie Peoples, Drexel University Jessica Pettitt, CAMPUSPEAK, Inc. Todd Sullivan, University of Connecticut Nathan Thomas, Bradley University Rob Turning, Johns Hopkins University

Fall 2009 / Perspectives

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From Bystander Behavior to Intervention

By Mike Dilbeck

Two years, four months, and four days after a college man was found dead in his chapter house, officials at a prestigious, private university decided to take action.

They realized that it was no longer an “isolated” incident. The use of illegal drugs by members of this national fraternity chapter was not isolated to the student who died. Furthermore, following the death, some members of the chapter did not cooperate thoroughly or were not forthcoming with officials, therefore hampering efforts to investigate this tragedy (Ford, 2009). There were opportunities for somebody to say something or do something. There were opportunities for others to show leadership.

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ost fraternity/sorority professionals have asked their version of the following questions: “Why aren’t many of the problems I manage actually dealt with before they get to me? Why don’t others show leadership, do the right thing, live out their values, and take action?” These are valid questions and ones that deserve inspection. So much time is spent dealing with problem situations that other students, faculty, alumni, advisors, house directors, etc. may have the skills and ability to handle long before they ever reach the fraternity/sorority professional’s office.

Fraternity/sorority members are of some of the brightest and best students around. They are capable. They are smart. They have solid values. They are committed to making a difference.

Why, then, don’t they stand up for what’s “right” and actually intervene in situations involving hazing, drug/ alcohol abuse, eating disorders, offensive remarks, discrimination (racism, homophobia, sexism, antiSemitism, etc.), sexual abuse/assault, cheating, and all other unhealthy and inappropriate behaviors?

Why aren’t they handling these problems on their own? Why do their values seem to disappear when it comes to these problem areas?

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According to Dr. Alan Berkowitz, recognized expert on the social norms approach and bystander issues, and author of the new book RESPONSE ABILITY: A Complete Guide to Bystander Intervention, one theory is called bystander behavior which is “when someone witnesses a problem behavior and does not do anything about it. A bystander does not respond” (2009, p. 5).

You could actually say that every problem in the fraternity/sorority community has bystanders. Something happens – or is happening – and someone sees it, hears about it, or at least knows about it, and does nothing. Very rarely does hazing happen in a chapter and others do not know about it. The same principle applies when a chapter member reaches for those car keys after a “few too many.” Someone sees it yet does nothing, says nothing. We could fill this article with dozens of other examples.

Now here’s something I ask you to consider: you, too, are a bystander. This is not to invalidate or minimize those times when you have intervened and made a difference – you do it all the time.

However, if you are really honest with yourself, there have been times where you turned away and did nothing, said nothing. There are times you, too, are confronted, just like students, with opportunities to intervene. Now this does not necessarily make you a bad person or a bad fraternity/sorority professional. This conversation is not meant to lay guilt on you, but rather to empower you to see what you may not be seeing now. It also serves as a starting place to help you, and others committed to the fraternity and sorority movement, make the positive change you are out to make.

Allan and Madden’s (2008) findings from the National Study of Student Hazing provide evidence that: There are public components to hazing including: 25% of coaches or organization advisors were aware of the group’s hazing behaviors; 25% of the behaviors occurred on-campus in a public space; in 25% of the hazing experiences, alumni were present; and students talk with peers (48%, 41%) or family (26%) about their hazing experiences (p. 2).

These findings begin to make real that others do know about problem situations and, yet, most of the time, nothing is done to intervene.

As you read the rest of this article, picture one of those moments.

Take a minute to visualize one moment in time when you saw something or heard about something happening and did not act according to your own values. This will allow you to personalize the concept of bystander behavior, transitioning it from an abstract concept to a tangible and actionable behavior. The only way to make any difference in beating bystander behavior is to make it real in your life and then take action.

The Phenomenon of Bystander Behavior According to Berkowitz (2009), research on why individuals do not intervene “has identified four stages in the process of moving from inaction to action. Understanding these stages can help us notice when we are ‘in’ one of them and motivate us to take action to move ourselves into the next stage” (p. 9).

The first step is to notice the event.

There are many events that are obvious (physical hazing, sexual assault, etc.), and there are those that are not so noticeable. For example, if you are not a member of an oppressed or mistreated group, you may not notice when an inappropriate remark is made to/about that group. However, if you are a member of that group, you will most likely notice with no real effort.

Second, you must interpret the event as a problem.

If you do not see the event as a problem, it will not warrant your attention. Anything that allows you to minimize the significance of a problem will foster bystander behavior. This is the world of reasons, excuses, explanations, and rationalizations we use to let ourselves “off the hook” for dealing with a problem.

The next stage is determining whether or not you are responsible for dealing with the problem.

Most of us determine responsibility based on whether or not we play a direct role in a problem/situation. This is a limited relationship. We actually limit how much we are responsible for so that our risks are minimized. I’ve even heard this comment recently, “If I don’t go to the event, then I am not responsible.” In my opinion, this reflects a minimized relationship to leadership as well as a limited view of being responsible. So, I invite you to re-examine and even broaden your own personal definition of “being responsible.”

As Berkowitz (2009) explains, “To be part of the solution, you must first understand how you are part of the problem” (p. 14). This gives you a whole new way of looking at a problem and possible actions you can take. It is critical to understand that any mistreatment hurts not only those affected but also the bystanders. “For example, sexual violence may harm women who [sic] men care about, but it also hurts us as men when it leads women to fear us, view us as only interested in sex, and question our sincerity,” Berkowitz says (p. 15). Therefore, this gives every man the opportunity to see how he is part of the problem and to intervene. So, to be part of the solution requires that we do something about the problem whether or not we believe that we have any responsibility for causing it. Otherwise, we become a part of the problem.

Now here’s something I ask you to consider: you, too, are a bystander.

Fall 2009 / Perspectives

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The final stage of bystander behavior is determining whether or not you have the skills and resources to act.

This is where you have an opportunity to train yourself and gather resources, so that you feel empowered to intervene at any given moment. This article will not outline all the different options for intervening; however, the most important thing to know is that there are options. Direct confrontation, while one valid option, is not the only one for intervening.

Let’s say that you have gone through all four stages: you have noticed the event, you have interpreted it as a problem, you have determined that you have a responsibility to deal with it, and you have the necessary skills and resources to intervene. So, why don’t you?

What’s stopping you?

The Barriers To Intervening In that moment, there are barriers in the way of you doing something or saying something. Bystander behavior theory says that there are five barriers to actually intervening. “While distinct from the stages of bystander behavior, the reasons for not intervening also overlap with them to some extent” (Berkowitz, 2009, p. 18). These five barriers are: social influence, fear of embarrassment, diffusion of responsibility, fear of retaliation, and pluralistic ignorance.

Social Influence: “There seems to be a problem but no one is doing anything so it must not be that big of a deal.” Here, you are actually seeing no one do anything, so you don’t intervene.

Fear of Embarrassment: This is based on how others will respond to you intervening and is a fear of embarrassing yourself or others.

This is based on the reactions you believe you will get from intervening.

Diffusion of Responsibility: You assume someone else will do something. This alleviates the need for you to intervene – someone else will.

Fear of Retaliation: This is fear of physical or emotional harm.

This also includes the fear of lack of support from superiors.

Pluralistic Ignorance: Where social influence is based on actual actions of others, this barrier is based on your own perceptions and assumptions that “you are the only one who thinks this way” and that “everyone does it” or feels the same as they do.

The five Barriers To Intervention Social Influence Fear of Embarrassment Fear of Retaliation Diffusion of Responsibility Pluralistic Ignorance

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After all, this is ultimately why fraternities and sororities exist – to empower and enable students to become caring, contributing, and responsible citizens of society.

These barriers are reflected in the 2008 study on hazing by Allan and Madden, which notes some of the reasons for students not reporting hazing activities: I didn’t want to get my team or group in trouble (37%); I was afraid of negative consequences to me as an individual from other team or group members (20%); I was afraid other members of the team or group would find out I reported it and I would be an outsider (14%); I might be hurt by team or group members if they learned I had reported it (8%); and others (50%) (p. 29).

According to Berkowitz, “...the reasons for not intervening serve as barriers that prevent an individual from moving through the stages” (p. 18). Now that you know the barriers, how do you have power in a situation and take action? Simply being aware when you are being limited, constrained, and even stopped by one or more of these barriers will give you the opportunity to go beyond that barrier and act anyway. When you are not aware of the barrier, you are trapped by it. In the moment that you distinguish that a barrier is in the way, that barrier no longer grips you, you can move through the stages, and you are free to act.

The Power of Bystander Intervention The fraternity chapter mentioned at the beginning of this article has been placed on deferred suspension until November 2009 (Ford, 2009). During the suspension, they are required to pay for each of their members to take a “Training for Intervention Procedures” class, among other requirements. This is just one indication that authorities and university officials are beginning to take notice of the power of bystander intervention.

I now invite you to consider that bystander intervention training is a powerful approach for dealing with many of the problems in the fraternity/sorority community. This is our opportunity to empower the 95% of those who are not causing the problems, but who are also not standing up to the other 5% who are. After all, this is ultimately why fraternities and sororities exist – to empower and enable students to become caring, contributing, and responsible citizens of society.

Again, simply knowing what you now know from this article will make no difference. This will be just more information for you to store in your arsenal of knowledge. The real test will come in those

moments of your life when you are confronted with a situation that you know is not right. The next time you see or hear of something happening, you are either going to intervene or you are going to turn your back, shut your ears and your mouth, and do nothing. You choose – it all happens in a moment.

“To Do” List For Intervening: • Examine, broaden, and re-define your personal relationship to “being responsible” and what you are responsible for.

• Distinguish in any given moment the stage you are in and what barrier is in the way of taking action – then move through the stages and act!

• Share this conversation with others and sponsor a bystander behavior and intervention program on your campus to share with students, alumni, faculty, and staff.

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J oin the discussion on addressing bystander behavior in fraternity/sorority life by visiting the Association’s Online Community and clicking on the “Perspectives Discussion” link.

– Mike Dilbeck is creator and producer of the RESPONSE ABILITY Project, as well as a speaker for CAMPUSPEAK, Inc. For more information on Mike, please visit his website at www.mikedilbeck.com. More information on RESPONSE ABILITY, including the educational DVD and the book, may be found at www.responseabilityproject.com.

REFERENCES: Allan, E. J., & Madden, M. (2008). Hazing in view: Initial findings from the national study of student hazing. Retrieved August 1, 2009, from http://www.hazingstudy.org/publications/hazing_in_view_web.pdf Berkowitz, A. (2009). RESPONSE ABILITY: A complete guide to bystander intervention. Chicago: BECK & CO. Ford, L. (2009, April 7). SAE death no longer ‘isolated incident’.

Southern Methodist University Daily Campus. Retrieved August 1, 2009, from http://media.www.smudailycampus.com/ media/storage/paper949/news/2009/04/07/News/Sae-Death.No. Longer.isolated.Incident-3699802.shtml

Fall 2009 / Perspectives

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Immeasurable Moments

By Lori Hart Ebert, Ph.D.

A few years ago, I heard a minister use the phrase “immeasurable moment” in a sermon.

He discussed the idea that when people read books, they likely do not remember 99% of what they read, but they might retain 1%. In higher education, we often call this the “teachable moment.” Life-changing insight usually happens in a moment…an “immeasurable moment” or “teachable moment.” Regardless of what you call it, change often occurs through a conversation, a sentence, an interaction, or a confrontation that lasts maybe a few moments but impacts the course of an individual’s life or the life of a group.

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Perspectives / Fall 2009

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can distinctly remember one hard, yet simple conversation I had as an undergraduate sorority member with a sorority friend, where I was challenged to either “quit” my sorority or change everything that was frustrating me. One conversation changed the course of my life, and I truly believe that if my sorority sister had been a bystander and not challenged me, I would not be writing this article for a fraternity/sorority publication today!

I have been in the fraternity/sorority world for 17 years, serving in a variety of roles including: graduate assistant, Masters and Ph.D. student, sorority/fraternity professional, volunteer for Alpha Omicron Pi Fraternity, staff member for Pi Kappa Phi Fraternity, and, for the last nine years, professional speaker for CAMPUSPEAK, Inc. I have looked at sororities/fraternities through many lenses, and through each lens I find that we are all pointing fingers. To some degree, we are all bystanders. All of us want safe and healthy environments for our sorority/fraternity undergraduates, but each of us look to a different group, and our expectation is that someone else should ultimately be responsible for “fixing” the problems. My challenge to each of us is that it is all of our jobs to create safe and healthy environments for students. We, as individuals or collective organizations, cannot be bystanders and think someone else is responsible for the undergraduate members.

From the lens of a national fraternity, it would be easy to stand by, since we have chapters sitting on college campuses all across the country. However, in many respects, we are “on the ground” with these chapters as much as campus-based professionals are on a daily basis. Through conventions, leadership conferences, and training opportunities we have the ability to create relationships and intervene. By training our local advisors and consultants, we are impacting our chapters, and with educational resources and communication, we have the potential to become a powerful voice.

As a woman who attends many fraternity events, I have taken on a personal responsibility to confront any fraternity man who wears a t-shirt that is demeaning to women. It has almost become a game, as men have literally come up to me and “reported” who has on t-shirts that are inappropriate. A few years ago, I was attending a Pi Kappa Phi conference, and one of my favorite undergraduate students – who I knew was winning an award that evening – was wearing an inappropriate t-shirt that was demeaning to women.

I had a chat with him, and the by the end of the conversation I encouraged him to change his shirt immediately to reflect the values of the organization. When he won the award that night, I was proud of him despite his lack of judgment earlier in the day.

The next day he told me he struggled to enjoy the night, because he was so embarrassed about his t-shirt. I explained to him that we all have lapses in judgment. I knew from my interactions with this student that this incident didn’t reflect his normal pattern of behavior. Our job is to challenge and support students.

This requires us to engage students and one another not to be bystanders. I believe that conversation changed his life in many respects, and I have no doubt this incident helped shaped his life in some small way.

So, if you are not a bystander then you are the person that intervenes, arbitrates, mediates, and sometimes simply interferes with situations and incidents. Intervening can be as simple as the t-shirt example above or when a student says they are turning 21, stopping to have a conversation about safe drinking strategies for the evening. Or it might mean having to confront a group and have hard conversations about behaviors related to hazing even if the information you have is just hearsay. In worst case scenarios, intervention might mean contacting authorities or closing chapters, because you will not stand by and tolerate illegal or immoral behaviors.

If we as volunteers and professionals stand by and do not take the risk to have the conversation, interaction, or confrontation, we miss an opportunity to create an “immeasurable moment” or “teachable moment” for students. In a moment, in a sentence, in a conversation, each of us has the ability to change a life! We all have a responsibility to act.

– Lori Hart Ebert, Ph. D., is the Director of Alcohol Education for Pi Kappa Phi Fraternity and a speaker for CAMPUSPEAK, Inc.

If we as volunteers and professionals stand by and do not take the risk to have the conversation, interaction, or confrontation, we miss an opportunity to create an “immeasurable moment” or “teachable moment” for students.

Fall 2009 / Perspectives

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We Need to be Doing More

By Kyle A. Pendleton

This past summer I attended the RESPONSE ABILITY Bystander Intervention Training at the Pennington & Co. FRMT Risk Management College. This six hour workshop was facilitated by Mike Dilbeck, the creator of the RESPONSE ABILITY program, and Dr. Alan Berkowitz, an expert consultant on the bystander model.

As if having the opportunity to be trained by them was not enough, what made this experience even more educational for me was the fact that because of my special invitation from Bobbi Larsen of HRH/Willis, I was the only campus-based fraternity/sorority professional attending the workshop, which was only offered to staff members of inter/national organizations.

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he dynamic was quite interesting, because it really made me think about the bystander model in relation to addressing concerns with undergraduate fraternity/sorority leaders and members. As much as we in the fraternity/sorority advising profession hate to admit it, the “Us vs. Them” or “Campus vs.

HQ” mentality is alive and well still today and has contributed greatly to inaction. Bottom line, WE all have been bystanders for too long. The time is now to finally stop the blame game and ongoing shirking of responsibility, and admit the paranoia regarding liability. WE need to collectively come together and decide that WE are going to do something about it.

Now, many of you are asking what is “it?” Honestly, that is not a question I can answer for any of you. That is a question we all need to ask and answer for ourselves; “it” is whatever issue needs

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to be addressed on our campuses or with our chapters. For some, it is the reform of social practices on campus, for others it is tackling unhealthy new member education practices, and yet for others it might be substandard academic performance.

But if nothing else, RESPONSE ABILITY should have us all asking, “What is keeping us from doing the right thing and addressing our problems?”

Alan Berkowitz said at the training, “There is a big difference between confronting and passing the buck.” That statement hit home, because it put into perspective that, regardless of campus or inter/national organization, we all have a stake in addressing inappropriate behavior and traditions! How can we create a culture on our campuses and within our organizations in which people want to speak up and address problems?

I want to first recognize that many inter/national organizations and campus-based fraternity/sorority professionals are sponsoring great programming initiatives and having the “tough conversations” with today’s students. However, it should be a goal of ours to see that a bystander behavior program is facilitated, discussed, and practiced within every organization, campus, and chapter. It needs to be more than a 45-minute session at UIFI or a presentation at an organization’s presidents’ academy. WE have to be intentional with our programming and empowering conversations; we need to seek the answers to questions that for so long we did not want to know. Hopefully the dialogue created by this program will allow us to tackle what we have for so long avoided or not talked about.

As we wrapped up our training, Alan and Mike asked all of us in the room to think honestly about how WE were being bystanders.

For me, it came down to the realization that I am not going to solve the problems of the fraternity/sorority community overnight.

I was, however, just going to do something MORE than I would have before the training. My hope for you is that after learning more about bystander interventions, you will do the same…MORE! – Kyle A. Pendleton is the Assistant Dean of Students at Purdue University and served as the 2007 AFA President.

The time is now to finally stop the blame game and ongoing shirking of responsibility, and admit the paranoia regarding liability.

Fall 2009 / Perspectives

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By Alan D. Berkowitz

Taking a Look at Bystander Behavior

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his is an exciting moment in the fraternal world and in higher education in general. We are experiencing the benefits of four paradigm shifts that have changed how we look at student life and provided us with new tools to use in the prevention of high-risk behaviors. I would like to briefly review these paradigm shifts, share why I feel they are important, and explain how they have led us to focus on the role of the bystander and the healthy “silent majority” as two of our most effective prevention tools.

In the past we have been reactive when dealing with crises in fraternal life, focusing on the aftermath, the fall-out, and getting things back to “normal.” The first paradigm shift that has changed our outlook is seeing our role as proactive rather than only reactive. This requires that we look at the causes of problems and how we can prevent them, in addition to simply reacting after the fact. Initial proactive efforts focused on the individuals causing the “problem” – on identifying them and preventing their actions. While this was more effective than being exclusively reactive, focusing on problem persons does not address the larger environment in which problem behavior occurs. This led to a second paradigm shift: looking at environments and how they foster or discourage healthy and unhealthy behavior – shifting attention to policies, practices, traditions, and their implementation. A crucial element of the environment surrounding any problem is the bystander – peers who are in a position to intervene and prevent or lessen a problem but don’t. Thus, the third shift is engaging the bystanders by providing the understanding and skills to enable them to act on their desire to intervene. Concurrent with this bystander focus is a fourth and

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related paradigm shift – emphasizing the health of the fraternal community and the fact that the “silent majority” is positive, caring, and wants to be part of the solution.

After all, fraternities and sororities are values-based organizations, and one of our greatest assets is the positive values of the majority of our members. I would like to talk more about these last two shifts, focusing on the bystander and emphasizing the positive, because “from where I sit,” they are extremely exciting developments.

An emerging body of research within the Social Norms approach has conclusively established that the majority of students, including members of fraternities and sororities, engage in healthy behavior, are concerned about their peers’ high-risk behaviors, and are uncomfortable with social injustice. This good news has remained hidden, because the majority has wrongly thought of itself as a minority and been silent, while the problematic minority (which incorrectly thinks it represents the majority) has been more visible. Publicizing the “good news” about fraternity/sorority members can empower them to act on their values and gives their healthy behavior the attention it deserves. One benefit of this approach is that it encourages others to notice and appreciate the positives of fraternal organizations, rather than focus on the negative. This perspective can also be used to empower fraternal leaders and officers as we teach them to shift attention from the problematic minority to the silent majority who support their efforts.

Part of empowering the healthy majority is to encourage them to not “stand by” when they observe something that feels wrong and to reveal that a majority of their peers are also uncomfortable and will support them if they take constructive action. This

entails explaining the reasons for bystander behavior and providing skills to intervene in constructive, indirect, and gentle ways that solve problems without confrontation or unpleasantness. It also requires that we develop a research agenda for fraternal organizations to identify the positive, so that we can publicize and empower it.

I am delighted that this issue of Perspectives focuses on the task of “engaging the bystander.” As an optimist who believes that goodness lives in the hearts of most people, I am happy to see that we are reaching for this goodness and finding new ways to celebrate and appreciate its expression in the wonderful young adults with whom we are privileged to work.

– Alan David Berkowitz is an independent consultant who works with colleges and universities, the military, and communities to foster health and social justice through proactive prevention. He is a founder of the Social Norms approach and an expert on bystander response-ability, combining these two methods to create media campaigns, lectures and keynote addresses, skill-building, and train-thetrainer workshops. Alan is the recipient of five national awards and is the expert consultant for the “RESPONSE ABILITY: Transforming Values into Action” project, which is based on his work. His book on bystander behavior is a valuable resource for those interested in the issue, along with articles and workshops – including trainings tailored for fraternities and sororities – that are featured on his website: www.alanberkowitz.com.

“ My organization did in fact haze and, you know, when I stepped up, I was kind of like the main person who felt that he was not going to take it anymore. After I stood up and said something at our meeting and presented this whole thing on hazing in front of my chapter, I had a lot of reflection beforehand and then I gave the whole spiel to my group. It’s funny, before the meeting I was really nervous and really wasn’t sure how the whole chapter was gonna take to that idea or even just how they were going to respond to it. I’m like, ‘Oh, man, I’m like the only one in this group who feels that hazing is wrong.’ But then afterwards, I got some e-mails from my friends who were saying, ‘Hey, I think you have the right set of mind, and I think that you’re going to be taking this organization above and beyond what it is right now and we want you to know that we support you and are behind that.’ And I just kind of felt really, really glad that I wasn’t one of the only ones who felt that and there were people in the group who really felt that hazing is wrong and that they supported my efforts in trying to stop it.”

”

– D aniel Kim was awarded the 2009 Anti-Hazing Award by HazingPrevention.org for his efforts to end hazing in his fraternity. He currently works for his International Fraternity.

From Where I Sit is a section in Perspectives featuring a personal perspective on the interfraternal community.

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Perspectives / Fall 2009

Do you have an opinion to share on fraternity/sorority life? Tell us how things look from where you sit by emailing your thoughts to the editor at asg@dzshq.com, and you could see your ideas in a future issue of Perspectives.

Annual Meeting Scholarship Recipients Benefit from Donors and Sponsors Who “Believe!”

G

eorgianna Martin, a doctoral student at the University of Iowa, said this about receiving a 2008 Jennifer Jones Hall scholarship to attend the AFA Annual Meeting in Denver: “Believing in the future of fraternity/sorority advising and believing in the Association means believing in developing each of our members. One very important way we can show we believe in one another is through financial contributions to the AFA Foundation. As a scholarship recipient, I’m grateful for those who have

donated to the Foundation and the Foundation’s scholarship committee which believed in me.”

It is very fitting that Georgianna talked about “believing.” Jennifer Jones Hall, past AFA President and past AFA Foundation Chairman, created the “Because You Believe” theme for the AFA Foundation (still seen on “Because You Believe” fundraising stickers at every Annual Meeting!). Jennifer is someone who truly believes in our profession, and who believes in ensuring that Association members benefit from professional development opportunities.

In 2003, the first Jennifer Jones Hall graduate student scholarship was awarded to Michelle Espino, then a doctoral student at the University of Arizona. The scholarship was named in honor of Jennifer for her

The Foundation’s Mission To secure, invest and distribute the necessary resources to support the educational objectives of AFA and other relevant research, scholarship, and educational programming that further the fraternity/sorority advising profession.

As a registered 501(c)(3) organization, the Foundation raises money through individual, organizational and corporate donations to provide the highest quality professional development opportunities for AFA members. Gifts are taxdeductible to the extent the law permits.

dedication to AFA and the AFA Foundation and her support of graduate students in particular.

That first scholarship has grown into the AFA Foundation providing as many scholarships as possible each year thanks to the generosity of scholarship sponsors and endowment donors. In 2008, a total of 21 scholarships were awarded to graduate students and professionals. Rachel Marsh, Assistant Director of Greek Life at the College of Charleston, said, “[Thanks to receiving an Annual Meeting scholarship,] I was able to attend the educational sessions, connect with old and new colleagues in the field, and participate in the Project Job Search program, all of which helped me leave as a better prepared new professional in the field. My scholarship really helped with the cost of a truly valuable experience!”

About AFA Foundation donors and scholarship sponsors, Rachel added, “It is important to invest in things that you are passionate about and believe in if you want to ensure its success in the future.

If you believe in the fraternal movement, you should give to the AFA Foundation!”

Thank you to all AFA Foundation donors who made the 2008 scholarships possible and to all donors who will make more scholarships available in 2009!

(Upper left) Jennifer Jones Hall (left) presents Georgianna Martin with her Annual Meeting Scholarship certificate. (Above) John Mountz presents Rachel Marsh with her certificate for an MJ Insurance Annual Meeting Scholarship.

Thank you to the 2009 Annual Meeting Scholarship Sponsors: • CAMPUSPEAK endowed scholarship • Thomas B. Jelke Foundation endowed scholarships • “Marlin-Bradley Ally Scholarship” endowed by Blake Bradley • “Linda Wardhammar Endowed Scholarship” sponsored by Gamma Phi Beta • “Beth Saul Gamma Sigma Alpha Scholarship” endowed by Gamma Sigma Alpha • “Margaret Anne MacDonald Bundy Memorial Scholarship” sponsored by Alpha Delta Pi • Alpha Epsilon Pi Foundation scholarship • Dr. Ron Binder scholarships • MJ Insurance scholarships • Jennifer Jones Hall scholarships Thank you to these sponsors and to those who are considering becoming a sponsor in the future!

Individuals, organizations, and businesses interested in endowing or sponsoring a scholarship are encouraged to contact the AFA Foundation office at foundation@fraternityadvisors.org or 678.654.6207. Through sponsorships and donations, we are able to provide more scholarships each year to benefit AFA members and the students with whom they work!

Keys to Success in the Order of Omega Case Study Competition

By Maria Rovira and Elizabeth Osborne

E

very year, graduate students attend the AFA Annual Meeting to gain knowledge about the profession, to network, and to participate in special graduate student learning opportunities such as the Order of Omega Case Study Competition. Given the popularity of the competition among graduate student attendees, many often wonder what it takes to deliver a winning response.

Therefore, the purpose of this article is to discuss the Order of Omega Case Study Competition and offer suggestions about appropriate approaches for success. The feedback presented in this article is based on the experiences of the 2008 Order of Omega Case Study Competition winners, and is intended to encourage participation in the competition as a means for additional personal and professional development.

Case studies offer graduate students and professionals the opportunity to apply theory and professional best practices to a hypothetical situation. Case study competitions provide a safe environment for participants to utilize what they have learned within and outside of the classroom. Participating in a case study competition has many benefits for both graduate students and professionals in the field. For graduate students, it provides a vehicle for development and even networking. For professionals in the field, it gives a glimpse of the future of the profession. The incorporated interaction between professional judges and graduate student participants strengthens the ties between the professionals of today and the professionals of tomorrow. Case studies allow professionals and graduate students to come together to dialogue about their thoughts and ideas on pertinent issues.

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Perspectives / Fall 2009

The Competition The format for the Order of Omega Case Study Competition is quite simple. An informational meeting is held on the first evening of the Annual Meeting during which partners are chosen randomly and presentation slots are assigned. Prior to the distribution of the case information, the rules are discussed. Participants are not to consult anybody other than their partner in the formulation of their response. Then the competition packet is distributed and the work begins. Included in the competition packet are the hypothetical institutional profile, the issue to be addressed, the rules, and the criteria on which the judges will evaluate responses. The competition draws on all eight Core Competencies for Excellence in the Profession as its foundation. It is a great venue for graduate students to see the Core Competencies put into practice with the guidance of professionals in the fraternity/sorority field.

Tackling the case There are a few things that need to be understood about case studies in order for a team to be able to respond appropriately to the issue presented. First, there is no single correct response to a case study. Judges are often looking for the most thought-out and thorough response. Additionally, it is important to remember that not every detail mentioned in the case study is relevant or needs to be addressed. Often times, students participating in case study competitions can become overwhelmed by the enormous amount of information included and may have trouble deciding what information is pertinent when forming a response.

Most importantly, reviewing the criteria in the competition packet is vital, as is remembering that it is not just about the answer you give but about the presentation of the response.

Establishing a set of assumptions from the beginning is important in order to create the boundaries needed in formulating a response.

Sharing these assumptions with the judges during the opening of the presentation enables them to understand the team’s approach to the case study. Following the creation of assumptions, making a list of priorities to address allows the situation to become clearer and easier to manage for the participants. For example, it may help to list constituency groups that would need to be contacted about the issue at hand and the order in which they should be contacted. It is also important to utilize the resources provided.

The competition packet provides a list of criteria that the judges look for in a response. Comparing the list of priorities and issues present in the case study with the list of criteria is an excellent guide for checking to see if you are on the right track as you formulate your response.

If you know you will be competing in the case study competition, it is smart to have as many materials accessible as possible.

Many participants bring their student development theory books to the Annual Meeting. But, what sets candidates apart is introducing elements that others might not have considered, including reports, standards, or guiding documents of other higher education associations.

Everyone is asked to discuss theory per the judging criteria.

Therefore, referencing student development theory in the response is expected. Including other references shows critical thinking and creativity. Despite this, incorporating theory into a response can still be a daunting task. Many participants do not feel confident in their understanding of theory, much less in their application, but getting rid of this potential fear becomes important in order to formulate a well-rounded response for a case study. In the end, the best way to overcome this fear is to talk about theory and utilize the safe environment provided by the case study competition for putting into action that which one has learned in the classroom. Discussion between partners with regard to the applications of theory to the entire response should occur throughout the planning process.

It is also important to consider the style of presentation. The competition packet explains the criteria for presenting the case.

Partners should decide prior to presenting whether to answer in the first person or to answer in the third person. It is always important to have a plan of attack for how the actual presentation of the response will be done. Whichever style a participant chooses is up to him/her, but it is always important for a participant or for the team to own their response fully. Showing ownership of decisions made goes a long way, because it displays autonomy and confidence. In addition to the style of presentation, having a script available shows preparation and allows for a smooth presentation. At some point during the planning process, it is also pertinent to note that the judges will question teams following their presentation. Anticipating the judge’s questions, planning which partner will answer, and how they will answer helps to navigate through the questions in a smooth and confident manner.

Conclusion We have provided the steps that we recommend in order to develop a winning response: developing relevant assumptions; making a list of priorities; and infusing theory in all aspects of the response. Additionally, it is always important to make the best use of the materials given to participants that outline important criteria, and to introduce novel elements that can set you apart from the rest. Most importantly, reviewing the criteria in the competition packet is vital, as is remembering that it is not just about the answer you give but about the presentation of the response.

– Maria Rovira is a Residence Hall Director at the School of Visual Arts.

– Elizabeth Osborne is the Coordinator of Fraternity and Sorority Affairs at Oklahoma State University.

No suggestion is ever too outrageous. Additionally, discussing applications out loud can help partners work with each other to see if the idea is feasible. It also helps to ensure that both partners are on a similar path in terms of formulating a cohesive response.

Multiple theories can often be applied to any particular situation; the key in producing a winning response is to always attempt to go above and beyond the basics while still staying relevant.

Fall 2009 / Perspectives

15

S.O.S. Sharing Our Success From th e AF A EB I Commi tt ee

By Joy Michele Helsel

The AFA EBI Committee is pleased to introduce a new program, S.O.S. (Sharing Our Success). The goal is to share success stories from EBI participants to demonstrate how use of the AFA/EBI Fraternity/Sorority Assessment tool can be beneficial to fraternity/sorority communities. Please watch the EBI page in future issues of Perspectives for links to additional S.O.S. articles!

I

will freely admit I’m not an assessment geek. I understand why assessment is important; I just don’t know the specifics.

During the 2006-2007 academic year, I decided it was time to learn, and that spring the Fraternity & Sorority Life Office at California University of Pennsylvania participated in the AFA/EBI Fraternity/Sorority Assessment for the first time. We chose the paper survey option, assuming a better response rate than with the online survey. Colleagues and graduate assistants administered the survey, thus ensuring a high rate of return.

Our budget allows for the administration of the survey every other year, so it is important that we take the administration of the instrument seriously because of this limitation. When the campus made the decision to participate in the assessment in 2007, we also made the commitment to revive the Greek Summit, a one-and-ahalf day mini-conference open to all fraternity/sorority members.

The results of the 2007 assessment, specifically the questions with the lowest mean score, showed clearly that we needed to focus on improving the following: Fraternity & Sorority Enhanced Career Development, Alumni Involvement, Community Service, and Safety & Security. There were 15 questions on the list of lowest mean questions, four of which dealt with diversity, two with academics, four with programming, two with personal development, and one with career development. Based on these results, we chose to focus the Greek Summit primarily on scholarship, career development, community service, and diversity. We also included several sessions on health and safety, chapter finances, and meeting management.

We addressed these areas through breakout sessions, using various resources including inter/national representatives and campus and community members. In addition, we collaborated with staff in the offices of career services and the Women’s Center and brought in representatives from other campuses as well as Pennsylvania’s Liquor Control Enforcement.

Over the next two years, we made changes to fraternity/sorority programming to address some of the shortcomings brought to light by the 2007 assessment results. In addition to the traditional programs offered each semester, our Order of Omega chapter hosted a résumé building workshop geared to graduating students.

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Perspectives / Fall 2009

Fraternity and sorority members were encouraged to attend a mock networking reception and etiquette dinner sponsored by our office of career services. We held a study skills workshop for new members, presented by staff from the office of student retention. In addition, I met with the chapter scholarship chairs to review academic reports, and to share information regarding on-campus academic support services.

We recently received the results from the 2009 AFA/EBI Fraternity/Sorority Assessment, and we are pleased to see an increase in the overall satisfaction in our fraternity/sorority program. Specifically, there was a significant increase in the following learning outcomes: interpersonal relationships, interpersonal competence, and healthy behaviors.

Our residence life staff also participates in an EBI assessment.

As some of the factors, including housing and safety and security, are part of both the fraternity/sorority and the residence life assessments, we will be comparing the results and looking to see if the responses are similar for both populations, or if the responses are specific to residence life or fraternities and sororities.

We are planning for the fall 2009 Greek Summit and have developed the schedule based on the results from the 2009 assessment.

Having participated in the AFA/EBI Fraternity/Sorority Assessment, I am much more comfortable with the instrument and have a better understanding of assessment. My next goal is to bring together all student affairs staff that participate in an EBI assessment to see how we may cooperatively address similar concerns.

– Joy Michele Helsel is the Director of Fraternity & Sorority Life/Special Publications Student Association, Inc. at California University of Pennsylvania.

To learn more about the AFA/EBI Fraternity/Sorority Assessment and how your campus can become a participant, please contact Glenn Skaggs, Assessment Director for Educational Benchmarking, Inc. (EBI) at GSkaggs@webebi.com.

T

he 2009 Annual Meeting Planning Team invites you to Jacksonville this December as we strive to Educate attendees on relevant topics, trends, and issues; Impact participants to create positive change; and Involve members in an effort to advance the fraternal movement.

The Annual Meeting engages attendees through meaningful General Programs and participation in over 100 educational programs and provides time for relationship building during Fireside Chats and the Exhibit Hall.

The Annual Meeting is a unique opportunity for both passive and active learning; reconnecting with colleagues and engaging new colleagues in conversations; recharging our professional batteries; and sharing best practices and innovations as we Care for our Communities.

Educate General Programs: This year, we are pleased to offer two General Programs. On Monday, Steve Farber, business leader and author of such books as The Radical Leap and The Radical Edge, will share extreme leadership lessons and their connection to fraternity/sorority advising. All those in attendance at the Opening Program will receive a copy of his newest book, Greater Than Yourself. The Opening Program is funded by a grant to the AFA Foundation from Beta Theta Pi Fraternity and Foundation. On Tuesday, attendees will hear Dr. Bernard Franklin, Delta Upsilon International President and Metropolitan Community College – Penn Valley President, challenge us to be authentic fraternity/ sorority members and professionals, and to elevate our organizations. This General Program is funded by a grant to the AFA Foundation from Delta Upsilon Fraternity.

Educational Programming: The Call for Content process drew in program proposals and feedback from members about their educational needs and wants during the Annual Meeting. Attendees will have the opportunity to select from a wide variety of topics and engage in discussions intended to advance the fraternal movement. Over 100 educational programs will be offered to members throughout the Annual Meeting.

As in 2008, educational programs will be grounded in the Core Competencies for Excellence in the Profession.

Graduate Training Track: Funded by a grant to the AFA Foundation from Rho Lambda National Honorary, this intensive and interactive educational track is specifically designed for graduate students and will complement the educational experience of those seeking careers in advising fraternities and sororities.

Speaker Showcase: We will once again feature an opportunity for professional speakers, facilitators, and educators to share a brief offering of their programs with us during the Speaker Showcase.

This year’s Speaker Showcase will occur on Monday evening in tandem with the Exhibit Hall Reception.

Annual Meeting Advance Programming: Formerly known as pre-conference programming, the Annual Meeting Advance programming offers participants an opportunity to choose from several learning opportunities. Topics include best practices for working with a large fraternity/sorority community, reframing risk management, bystander intervention training, surviving the current economic crisis, suicide prevention training, and social justice. Attendees may elect to participate in these additional programming opportunities when registering for the Annual Meeting. For more information about these programs, visit the AFA website: http://www.fraternityadvisors.org/ AnnualMeeting/Advance.aspx.

and Interfraternal Partners. Categorized by the Core Competencies for Excellence in the Profession. This resource center will embrace sustainability efforts by providing onsite viewing of materials with the opportunity to download copies from the AFA website after the Annual Meeting. The 2009 DRC ushers in a new Poster Presentation component that will showcase the innovative and successful work our colleagues are doing on campus and in inter/national organizations.

For more information about this new resource or to submit an application please visit the AFA website at: http://www.fraternityadvisors. org/AnnualMeeting/DRC.aspx.

Order of Omega Case Study Competition and First-Year Case Study Challenge: Teams of two final-year master’s students are invited to compete in the feature Case Study Competition, generously sponsored by Order of Omega, while first-year graduate students may elect to participate in the experiential learning of the Case Study Challenge.

Fireside Chats (FSC) and the FSC Meet & Greet: The traditional 20-minute Fireside Chats will happen on the Tuesday afternoon of the Annual Meeting, while the informal Meet & Greet will occur on Monday night with a longer, stand-alone opportunity for participants to connect. This year we are excited to announce that campuses and inter/national organizations will have the opportunity to participate in a maximum of nine chats, which is two more than last year.

Impact Service Project: This year all Annual Meeting attendees will have the opportunity to give back, as we have moved the service plunge onsite and scheduled it at a time that will be accessible to more attendees. The Service Plunge is designed to give back to our host city. We hope that you will choose to model the way, and take a minute to serve the Jacksonville area. For more information about the Service Project, please contact Dan Kennedy at djkennedy@barton.edu

Project Job Search: Project Job Search (PJS) has two exciting components. Potential job seekers may elect to participate in the PJS: Résumé Review & Mock Interview process, while potential employers will have the opportunity to wear a button saying, “I’m Hiring,” throughout the Annual Meeting as well as display their position descriptions in a central location. Candidates are encouraged to engage in conversations with potential employers during the Annual Meeting to share and exchange information.

The AFA CONNECTION Kickoff: The AFA CONNECTION Kickoff is a program uniquely designed for first-time meeting attendees to assist in maximizing and taking ownership over the Annual Meeting experience. First-time attendees will receive tips of the trade for navigating the Annual Meeting and learn about which programs and opportunities not to miss.

Additional Information: This year, in an effort to support sustainability and better allocate resources, the registration book is available online only. All materials are currently available at http://www. fraternityadvisors.org/AnnualMeeting.aspx.

Please view this site to register and find important information about all the components of the 2009 Annual Meeting.

The registration deadline is Friday, October 30. Likewise, please read the Annual Meeting blog at www.annualmeeting2009.blogspot. com for the most up-to-date announcements regarding the 2009 Annual Meeting.

Involve Developmental Resource Center (DRC): The DRC will showcase the best practices, programs, and initiatives of AFA members

Fall 2009 / Perspectives

17

Reviewed by Tony Ribera, Indiana University, Bloomington

Book Review: The Company He Keeps: A History of White College Fraternities Nicholas L. Syrett Chapel Hill, NC: North Carolina Press 2009, 412 pages, $30 (Hardcover)

M

otivated by media coverage in the 1980s and 1990s of alleged acts of harassment and sexual violence by fraternity men, Nicholas Syrett sought to gain a better understanding of fraternities throughout history. Has this type of behavior depicted in the media always been exhibited by fraternity men? What changes, if any, have occurred in fraternity men’s behavior over time? How has their behavior been connected to masculinity? Drawing on a multitude of primary and secondary sources, Syrett answers these questions in the chapters of The Company He Keeps: A History of White College Fraternities.

Fraternity men are an important group to study because of their influence on college campuses. Dating back to the 1820s, fraternal masculinity has been the hegemonic form of masculinity in the college setting. As a result, prospective members and non-members alike aspired to obtain fraternal masculinity (Syrett, 2009). Additionally, because fraternities historically excluded others on the basis of gender, class, race, religion, and sexual orientation, alienated students developed organizations either mirroring fraternities, or in direct opposition of them. It is clear that fraternities greatly influenced the behaviors of other groups and individuals on campus; however, their impact had much broader implications beyond the college environment. As men graduated from college and went on to prominent careers, Syrett contends that fraternal masculinity set the standard for male behavior in American society.

In exploring the evolution of fraternal masculinity, Syrett highlights themes which have been consistent for quite some time, like the importance of women and other men in elevating one’s masculinity.

Through his research on the subject, he

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Perspectives / Fall 2009

found that with women’s presence on campuses, fraternity houses were all-male spaces that allowed men to come together and affirm their power and privilege. But because of their living together, people grew suspicious of the sexual practices of fraternity men. This resulted in men defining masculinity in opposition of homosexuality. Active heterosexuality, and the sharing of these experiences, began to serve as vital contributors to one’s masculinity and symbols of fraternity membership.

Sex was sport – with men encouraging one another to use alcohol and coercion in order to engage in sexual activities with women. In his discussion of this behavior in the early 1900s, Syrett presents comparable claims to other scholars, such as Kimmel’s (2008) recent argument on the college hook-up culture in Guyland.

Men gained prestige and furthered their masculine status through the exploitation of women. Here, the discussion of sexual activity among a group of men was more meaningful than the act of sex itself.

While men gained status by sharing tales of their sexual experiences, women’s reputations suffered. Syrett captures this through a quote from a female college student in the 1920s: Fraternity men can ruin a girl’s reputation. If she won’t ‘neck’ they slander her. If she does, they tell their men friends she is ‘a good party,’ and those men friends will pay her a call with that idea in mind.

It is hard to go straight (p. 223).

In addition to his discussion of consistent themes, Syrett analyzes the changes over time. This can be seen in the importance, or lack thereof, that fraternities placed on academics and relationships with faculty throughout the years. Fraternities were founded on intellectual pursuits, being modeled after literary societies. Although over time good grades remained relatively

important, the intellectual curiosity of fraternity men dwindled. Fraternity men were expected to perform well in the classroom, but it had to come naturally.

Men who worked too hard were looked down upon by other men, and cheating was an acceptable practice among peers.

Along with active heterosexuality, antiintellectual and status quo became synonymous with the fraternity man.

The title of this book accurately captures the sample of this study, but it does not represent the focus. More than a history of White college fraternities, this text is a history of fraternal masculinity and the influence of this masculinity on campus life and society. As a result, the target audience expands much further than historians and those who work with fraternities at predominantly White institutions. This text would benefit all practitioners who work with college students. Typically, fraternity men sought and received affirmation from their peers by intentionally marginalizing others, specifically women. Practitioners could utilize this text to engage in dialogue with students about this behavior and if these dynamics remain present on college campuses today. In what ways does today’s college man demonstrate masculinity? Is this behavior deviant of the current student culture or a product of it? How are others influenced through this performance?

Practitioners and students could benefit from reflecting on these questions and the many more generated throughout the pages of The Company He Keeps: A History of White College Fraternities.

References Kimmel, M. (2008). Guyland: The perilous world where boys become men. New York: Harper Collins.

Syrett, N. L. (2009). The company he keeps: A history of white college fraternities. Chapel Hill, NC: University of North Carolina Press.

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