Reflection Of Lawrence Hart'sThe Divine Nine And Blackballed?

Between family legacies, traditions, and an abundance of college themed movies, books, and television shows, it would be difficult to find a prospective college student who is not familiar with the idea of “Greek life.” For the purpose of this essay, “Greek life” refers to the system employed by many colleges and universities to establish and maintain fraternities and sororities (primarily dominated by caucasian and economically advantages students). It is important to note the existence of fraternities and organizations outside of this stereotypical “Greek” realm, such as coeducational honor and service based fraternities, though even these are not fully exempt from detrimental practices. Fraternities and sororities are often looked down upon with a negative light for a number of reasons, some of which include dangerous hazing habits and unsavory social scenes. While there certainly are undeniable benefits and negatives within these systems, the biggest effect they have is on gender. “Greek life” in college is unhealthy due to its impact on post-college gender expectations by promoting party culture, encouraging misogyny through ingrained tradition, and indoctrinating women into subservience at an impressionable age.

Marybeth Gasman and Ufuoma Abiola’s article Colorism Within the Historically Black Colleges and Universities it investigates the significant of color prejudice at HBCUs. This article examines the origins, manifestations and damaging results of colorism on black college campuses. In this article the authors are trying to find a way to solve the problem of colorism at HBCUs and create an environment where students can be success regardless of whether they are dark skin or light skin. After they do this they offer recommendations for future research.

One undergrad student who is now a senior, Cassandra Skinner, tells how her choice to attend an HBCU was difficult due to the misconception that these types of schools were “ghetto” or “ratchet”. But after her first semester, and being on the cheerleader squad, she realized that this is where she belonged, with “her

The differences between interactions of social events are derived from people feeling secure and protected verses feeling threatened and helpless. Campus settings are interrupted as high-risk environments for rape culture and are seen to promote sexual aggression from the dominant groups. When looking at systemic factors in the problem we can see how fraternities create guideline that follow in the traditions of perpetuating rape culture. Men who participated in fraternity living arrangements are encouraged to interact and bond with like-minded members. Often these brothers are not encouraged to develop or share experiences with others outside of the fraternity. This level of involvement embraces the dominant cultural beliefs or values to be see as a way of life. Without being able to experience healthy and diverse situation these people are

By using a collection of interviews and recollections, the audience receives both sides about the truth of fraternities while lacking any sort of bias. Throughout the article you made it clear that a solution to ether side was impossible; therefore the focal purpose is to teach students, parents, professors, or community residents about fraternities. The absence of a possible resolution leaves a window for any reader’s interpretation.

In S.Rogers, C. Rogers, T Anderson’s 2012, article EXAMINING THE LINK BETWEEN PLEDGING, HAZING, AND ORGANIZATIONAL COMMITMENT AMONG MEMBERS OF A BLACK GREEK FATERNITY. Gives the reader an insight on the stereotypes and misconception that are placed on African American Greek organizations. Even though there are hazing rituals that are conducted to build a better relationship between the pledgees and the organization. The “hazing” or as most know it by the initiation rituals are to weed out those who seem unfit to be a part of a 100 + year organization. Though some of the initiation rituals have resulted in physical, psychological and even death. The initiation rituals build not only character nonetheless members for life.

When one first thinks of Greek life or a sorority the only thing that comes to mind is the social aspect. Most people don’t think of sororities as social institutions that envelop their own culture, with mannerisms, languages and customs that are unique to each individual organization. However, these institutions promote a common set of values that enable members to become connected in a way that has a more profound meaning than just social interaction. Greek organizations are good examples of how institutions can affect and be affected by social status and roles within the collegiate community. They are also a prime example of how race, class and gender can affect a social setting in both positive and negative manners.

The movie, Burning Sands, is an exploration of the seriousness of hazing on Historically Black Colleges and Universities (HBCUs). In connection to class discussion, Burning Sands is an analysis of the complexity of social influence within fraternities on a HBCU’s campus. Burning Sands follows the journey of five pledges (possible future members of the fraternity) in their final week of pledging for the fraternity, Lambda Phi (fraternity created for the movie). The “Big Brothers” (members already a part of the fraternity) complicate the final week of pledging with severe and cruel mistreatment. The pledges must decide if inclusion into Lambda Phi is worth the risk of losing dignity and pride. In the movie, Lambda Phi exert social influence on

Over several decades, Greek life has been an integral part of colleges and universities throughout the United States. There is a high demand of “fitting in” in today’s society and a question that students, parents, and teachers alike often ask themselves is, “Does Greek life provide a more safe or harmful environment?” With strong evidence, it is absolutely absurd to believe that fraternities and sororities do more good than they do harm. Various statistics provide factual evidence as to why Greek life is a toxic and dangerous environment for many young adults. Between the rape culture, hazing, and delinquency linked to the students associated with Greek life, it is time that it comes to an end for good so that students may have a more safe and enjoyable college experience. Fraternities and Sororities should be banned off of college and university campuses due to the danger and drama associated with them.

Steven Gregory’s book entitled The Devil Behind The Mirror is an ethnographical study of the Dominican Republic. The Dominican Republic is in the Caribbean, it occupies the Western half of an island, while Haiti makes up the Eastern portion. Gregory attempts to study and analyze the political, social and cultural aspects of this nation by interviewing and observing both the tourists and locals of two towns Boca Chica and Andres. Gregory’s research centers on globalization and the transnational processes which affect the political and socio-economics of the Dominican Republic. He focuses on the social culture, gender roles, economy, individual and nation identity, also authority and power relations. Several of the major relevant issues

Dear White People (2014) was released during the peak of culture-themed parties on campuses all over the United States, for example, news media picked up stories about Mexican “fiestas” with college students dressed up as border patrol and “illegals,” to “Compton Cookout” parties with students dressed up as gangsters, with painted black faces. This satirical drama takes on cultural appropriation, beginning and ending its story with a black-culture-themed party, and looks at how it affects a group of black students navigating a predominantly white Ivy League university.  It reveals the myriad ways that black students both limit and further their status at the university by adjusting their black culture behavior, what the main character calls, “modulating their blackness.”

This purpose of this study is to understand how Black alumni from Cornell University, who choose to attend their affinity reunion, make sense of their undergraduate experiences at a PWI. In this chapter, we will explore the undergraduate experiences of Black alumni who graduated from Cornell University as expressed by the participants in an attempt to interpret how their experiences can inform us about their alumni engagement. The analysis has identified 5 superordinate themes and 13 subthemes. The chart below identifies each emergent theme identified from the analysis along with the frequency in appearance of each theme:

In a publication titled ‘Black Women in Academe’, author Yolanda Moses describes how “isolation, invisibility, hostility, indifference, and a lack of understanding of the Black women’s experiences are all too often part of the climate Black women may face on campuses” (Moses, 1989). The detrimental environment surrounding these women frequently results in sullenness, lack of social assertiveness, and belief that they are less competent than male students. Even if time spent at an academic institution is minimal, with this kind of prejudice faced at an early age, any woman- black or otherwise, would suffer the rest of their life. In response to the discrimination faced at universities, some have created programs to aid black students and other minorities; these programs tend to generalize the needs of all its black students and do not fully support black women specifically.

College campuses are notorious for controversial problems. There are debates over actions taken based on race, gender, economics, politics, etc. Moreover, most of these problems have no single right or wrong solution, but some solutions are definitely better than others. While writing this essay, I researched many articles on controversial problems on college campuses and compared them to my campus. It was then that I realized most of the problems other colleges faced have already been addressed here at SUU.

Before I left Spelman for my domestic exchange at LSU and Stanford, that story was just a good memory, but when I was away, its importance to me was more than nostalgic, it was an example of the power black love. HBCU campuses, like Spelman, create spaces for loving blackness not only to cultivate self-worth or restore dignity but also to activate black love as political resistance. What I experienced with the Outdoors club and what I took for granted before I left Spelman’s campus was how supporting, encouraging, accepting, and acknowledging blackness in the classrooms and on campus was a daily enactment of loving blackness as political resistance. For example, when I am in convocation and the student introducing themselves before introducing the speaker declares their major and the audience roars “YAASSSSSS,” that is intellectual reinforcement and support from their peers. The applause is to congratulate the student for making it this far, declaring to continue, and letting them know that they are not alone, but they are in fact supported. At a PWI, this would either be considered ratchet or it would not happen at all. Furthermore, loving blackness as political resistance looks like the letter that the professors of Spelman College signed in support of the students’ protests and awareness campaign on sexual assault and sexual violence with the AUC. A student or a group of students on Spelman’s campus started a sexual assault and sexual violence campaign with the hashtag