Evaluation of a Leadership Program for Fraternity Men

Abstract

Interventions with fraternity men have been critiqued for an exclusive aim at decreasing negative behaviors and lacking consideration of male gender role socialization. The purpose of this study was to address those noted gaps in the literature. This study conducted an objectives-based evaluation of a strength-based, gender-sensitive program aimed at teaching fraternity men leadership skills. Findings indicated that participants were satisfied with the program and the six programmatic objectives were met such as increased self-awareness of leadership strengths and weaknesses, how gender norms influence leadership development, and how to connect men's health with leadership. Participants recommended that the program be more structured and to have a Greek co-instructor. Implications for practice and future research are discussed.

Gendered stereotypes and norms: A systematic review of interventions designed to shift attitudes and behaviour

“…Across the 18 studies, four reported significant outcomes [59,79,97,111], nine reported mixed results with some but not all significant outcomes [49,63,68,77,91,92,99,105,115] and the remaining five reported non-significant but positive results [75,87,96,107], including one qualitative study [53]. Quality was reasonably high (n ¼ 12 rated .71 -.86), and there were some interesting observations to be made about specific elements for this population.…”

“…That is not to say that male participants do not respond well to education-based interventions with 13 of the 18 studies engaging male only cohorts reporting intended outcomes using direct participant education. However, of these studies, nine also utilised one or more of the additional strategies identified such as co-design or peer engagement which whilst different to community engagement, employ similar principles around participant engagement [77,79,87,91,92,96,97,99,105,107,111,115]. These findings suggest that participant sex may impact on how well participants engage with an intervention type and thus how successful it is.…”

“…e Non-significant outcomes in relation to changes in attitudes and/or behaviours towards gender norms and/or stereotypes[88,108].f Non-significant outcomes, however results were positive in relation to attitude and/or behaviour change, including qualitative measures, towards gender norms and/or stereotypes[48,50,53,57,73,75,76,81,82,87,96,98,107,116].…”

“Cool” Party, Bro: The Fraternity Use of Party Structure as a Mechanism for Control over Female Status on Campus

“…Members of fraternities must relinquish false ideals of masculinity and hold one another responsible for deviant actions. Leaders must be targeted and acknowledged by the university as gatekeepers and educated to foster environments that support awareness and grow understanding of the severity and repercussions of an assault (Isacco et al 2013). In a study conducted by Isacco et al (2013) the researchers found that "fraternity men were open to a more holistic model of leadership, which incorporated selfreflection, awareness of gender norms, consultation, and men's health" (p. 231).…”

“…Leaders must be targeted and acknowledged by the university as gatekeepers and educated to foster environments that support awareness and grow understanding of the severity and repercussions of an assault (Isacco et al 2013). In a study conducted by Isacco et al (2013) the researchers found that "fraternity men were open to a more holistic model of leadership, which incorporated selfreflection, awareness of gender norms, consultation, and men's health" (p. 231). Simply put, the fraternity men on campus must become allies to the prevention of sexual assault if a significant change is to occur (Fabiano et al 2010;Katz 2006).…”