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Chapter 1
INTRODUCTION

Almost in all times and among all nations which have reached a sufficient level of

cultural development, there have always been fraternal associations formed for higher

purposes. The development of Fraternities can be traced from trade unions or guilds that

emerged in England. These guilds were set up to protect and care for their members at a

time when there was no welfare state, trade unions or National Health Service

(Sarmiento, 2011). Various secret signs and handshakes were created to serve as proof of

their membership allowing them to visit guilds in distant places that are associated with

the guild they belong. Others even modify their body through piercing, tattoo, and burns.

In the Philippine setting, ”the awakening of the Filipinos to a deep sense of

injustice being practice upon them by the colonizers was the introduction of fraternal

societies in the islands, and the influence of higher education obtained by those of means

to schools of Hongkong and other old-world countries” (Sarmiento, 2011,

http://www.pinoyfraternity.com/ index.php?showtopic=5477).

High schools have been described as potent breeding grounds of alienation and

boredom (Bronfenbrenner, 1974; Furrer & Skinner, 2003; Marks, 2000 cited in Johnson,

2009).Nowadays fraternities and sororities exist in high school students as well as in

college. Like their college counterparts, most have Greek letter names. There are local

high school fraternities and sororities with one or two chapters, which are not tied to or

affiliated with individual high schools but are instead area based, often drawing

membership from multiple high schools in a given area.

The presence of high school fraternities have become a serious problem through

the years. These organizations have sprung up in schools even in the watchful eyes of the
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school administrators who suddenly felt the need to act with all forces not easy to control;

and remove them from the school. An effort is made to stop the widespread of guilds –

with the Department of Education Order no. 6 Series of 1954, which prohibits hazing in

schools, and the Department of Education Order no. 20 Series of 1991, which prohibits

the operation of fraternities and sororities in public and private elementary and secondary

schools. Despite these orders, however fraternities and sororities continue to proliferate.

As they make the transition from childhood to adulthood, adolescents ponder the

roles they will play in the adult world and they become concern with how they appear to

others (Erikson, 1950, cited in Côté and Levine, 2002). Initially, they are apt to

experience some role confusion-mixed ideas and feelings about the specific ways in

which they will fit into society-and may experiment with a variety of behaviors and

activities (e.g. tinkering with cars, baby-sitting for neighbors, affiliating with certain

political or religious groups).

Adolescents participate in a complex social environment populated by many

friendship groups, cliques, and crowds and joining fraternities and sororities appears to be

a concrete manifestation of this propensity.

Based on Canlaon Police Report last October 21, 2007 at least 17 persons, 13 of

them minors, were arrested after police caught them in the middle of a fraternity hazing

in Canlaon City in Negros Oriental province. A team of policemen swooped down on the

residence of the suspected fraternity leader where the initiation ceremony for the

"Respect Innocent People (RIP)" fraternity was being held. The police team leader

reported that they also recovered a piece of wood allegedly used as an initiation paddle;

three empty bottles of whisky and cigarette butts. He said they turned over the minors to
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the Canlaon City Social Welfare and Development office, while they brought the four

adult members of the fraternity to the police station for investigation. Investigators also

said the leaders of the RIP fraternity might face charges based on the evidences found in

the initiation area, and for recruiting minors.

In the last few years, there have been many circumstances in the researchers work

place that are fraternity related. Based on school records, sometime in October 2009,

seven students were advised to transfer because police officers caught them participating

in hazing. Threats from the fraternity prompted a mother to transfer her son to Cebu

because he wants to be out of his fraternity last December 2011. Just last January 17,

2012 twelve students were caught in the act of initiation rites by the police and were

turned over to the school. Leaders of the said fraternity were advised to transfer and the

hazing victims were suspended in class for ten (10) days.

Because of this, various steps have been taken to promote co-curricular and

extra-curricular organizations and activities that can serve as more wholesome and

productive alternatives to fraternities, sororities and the like. Various clubs were

introduced by the school administrator to stir up students’ interest in different fields and

divert them to join a more productive group. Still most of the students prefer to join

fraternities rather than the clubs in school. But because of the clandestine nature of

fraternities and sororities, very little information is known about their true nature as it has

been shrouded with mystery and utmost confidentiality by its members.

This study hopes to shed light to an old but under-researched phenomenon in the

Philippines because at the moment, current literature is limited especially in the

researcher’s locality. Consequently, this study will help open a whole new world of
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understanding on the subject of fraternities and sororities and its implications for the

future, since only very few know about these groups.

Moreover, the study aims to fill the gap in current research literature in the

Philippines on fraternities and sororities. It hopes to provide insight into modern

conceptualizations and definitions of fraternities and sororities. This information may be

used in future research on fraternities and sororities and for effecting necessary changes

on government institutions’ policies that focus on fraternities and sororities. Furthermore,

the study it may give insights to guidance counsellors like me on how to deal with the

member of these fraternities and sororities.

Statement of the Problem

This study explores, describes and analyzes the lived experiences of high school

fraternity members.

Conceptual Framework

This study is anchored on theory of belongingness by Baumeister and Leary

(1995) where it is assumed that individuals have an evolved and robust need for closeness

and social belonging. This theory suggests that natural selection favored individuals who

maintained close bonds with groups because this attachment provided security and

facilitated reproduction. Man is a social being in which he has to be with others in order

to cope with this fast paced world.

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A conceptual framework was designed below.

Conceptual Framework

Belongingness

Peer Influences Family and Society

Lived experiences
of fraternity and sorority
member

Proposed Program for

Fraternity/Sorority Members
and Students

Figure 1. Schematic Diagram of the Conceptual Framework of the Study

The bigger circle represents the whole person and his lived experiences in
fraternities and sororities. It shows the interconnections of the following factors.
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Belongingness is the human emotional need to be an accepted member of a group.

Whether it is family, friends, co-workers, or a sports team, humans have an inherent

desire to belong and be an important part of something greater than themselves. The

motive to belong is the need for "strong, stable relationships with other people". This

implies a relationship that is greater than simple acquaintance or familiarity. The need to

belong is the need to give and receive affection from others and a stable relationship with

other people. This implies a relationship that is greater than simple acquaintance or

familiarity. The need to belong is the need to give and receive affection from others.

Peer influence. Peer pressure/influence refers to the influence exerted by a peer group in

encouraging a person to change his or her attitudes, values, or behavior in order to

conform to group norms. Peer groups offers an environment that is generally more

exciting and arousing, something that is not provided at home. Part of the excitement

comes when the child interacts with individuals who are less familiar to him, but whose

mental and physical prowess, as peers and agemates, are more likely to be no greater than

his own. Part of the excitement also sterns from the unpredictability of peer groups.

Teenagers want to belong and friends often fill gap of that need if not satisfied in home.

Sometimes friends are the one who convince/pressure students to join a fraternity.

Family and Society. Family is the first support group a person has. The adolescents in

all families reported, in one way or another, that their parents’ love was important to

them (http://loveourchildrenusa.org/nurturingparent.php). Some of them said explicitly;

others showed it indirectly through resentment and misbehavior when they felt their

parents had let them down or abandoned them. The young people made it clear that their

parents were the dominant force in their lives–not their peer group and not the folk heroes
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of the sports and entertainment world. This suggest that peer group’s power is negatively

correlated with family cohesiveness, discipline and warmth–the stronger the family, the

less the influence of the peer culture. Society will be the next support group. Human

societies are characterized by patterns of relationships (social relations) between

individuals who share a distinctive culture and institutions; a given society may be

described as the sum total of such relationships among its constituent members.

Thus the study hypothesize that peer influence is greater than the influence of

family and society such that adolescents fulfil their need to belong by joining fraternities

and sororities.

Scope and Limitation

The research is concerned with exploring and probing the lived experiences of ten

(10) high school fraternity/sorority members in Canlaon City. The participants are a

mixture of frat members from different organizations and schools. Although the

researcher was able to identify a number of possible participants who wanted to

participate in the study, most of them backed out at the time of data gathering. They are

bound by their bylaws not to tell anyone about the culture of their fraternity. The

participants in the study were high school students enrolled in the second semester of

school year 2011-2012 and first semester of school year 2012-2013 and were currently

fraternity/sorority members for at least six (6) months.

The participants ages from 15-18 years old at the time of the study. The study

used in-depth interview and was conducted in the participants’ natural setting.
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Significance of the Study

The results of the study may benefit the following sectors:

Educators. The study may spawn valuable insights concerning the real needs of this

sector in educational institutions. This study may provide hard facts on their actual needs

and the information gathered may be valuable in the school’s attempt to understand them

more fully and to help provide opportunities to address their pertinent needs in and

outside of the school. This group is expected to benefit directly from the actual data

generated in this study. The results will provide a deeper understanding on the

experiences of fraternity members and its connection to their academic and personal

lives.

School Administrators. The information gathered in this research may provide baseline

data for the administrators to plan and create a more concrete program to address the

needs of the fraternity and sorority members. Since this study is a first-of-its-kind in the

city, the researcher expects to provide a better and more comprehensive program in the

future that may address the actual needs of the students.

Guidance Counselors. This research aims to provide a wide and in-depth understanding

of the experiences of fraternity members that will help in the formulation of alternative

and relevant guidance programs to answer the need of the students and will help them in

their quest to belong. The intervention program that will provide the answer to some of

their concerns that were not addressed at home and in school.

Future researchers. This research hopes to lay down a solid foundation of data on their

experiences of students who join fraternities and sororities for future researchers who
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may want to further investigate the topic and explore areas not covered by the present

study. Furthermore, since local data on fraternity and sorority is scarce, it is the hope of

the researcher to contribute to the local literature on the subject to benefit those who

would wish to delve deeper into the topic in the future.

The Government, Organization Leaders and Policy-Makers. The focus of this study

is to attempt to provide new knowledge to leaders of organizations, government officials

and policy-makers. The data can help enhance and develop strategies implementing

specialized training, support systems, programs and laws that might protect the welfare of

students who are still in their teenage years.

Definition of Terms

In order to facilitate proper understanding of the context on how they are used in

the study, the following terms are defined conceptually, operationally or both.

Belongingness–Conceptually and operationally, the term, belongingness, refers to people

seek affectionate relationships with others and like to feel they “belong” and are accepted

as part of the group (Human Learning, 2008).

Counseling Program – Conceptually, comprehensive school counseling program is

developmental and systematic in nature, sequential, clearly defined, and accountable. It is

jointly founded upon developmental psychology, educational philosophy, and counseling

methodology (ASCA, 1994). The school counseling program is integral to the

educational enterprise. The program is proactive and preventive in its focus. It assists all

students in acquiring and using life-long learning skills. More specifically, school

counseling programs employ strategies to enhance academics, provide career awareness,

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develop employment readiness, encourage self-awareness, foster interpersonal

communication skills, and impart life success skills for all students(The Essential School

Counseling Program, PreK-12, 2005, Towson, MD: Baltimore County Public Schools).

Operationally, a plan of action that will be developed by the researcher in order to

adhere to the needs based on the experiences of the participants.

Family Background–whether participant of the study is living with parents, mother

only, father only, uncle/aunt, grandparents, and relatives.

Fraternity–Conceptually and operationally defined as men's student organization formed

chiefly for social purposes having secret rites and a name consisting of Greek letters,

such as, Alpha Rho Sigma Fraternity, Epsilon Sigma Beta, Tau Gamma Phi, Gamma

Omicron Delta Sigma and Kredianz. Fraternities were formed to create a venue for

young collegiate men to express themselves, form a brotherhood, and establish a familial

connection with other young men at the institution (Howard, 2004).

Fraternity/Sorority Member – conceptually and operationally, they participants of the

study, they are self confessed affiliates of high school fraternities.

Gangs – Conceptually and operationally defined as group of troublemaking young

people: a group of young people who spend time together for social reasons and may

engage in delinquent behavior. Gangs were also established out of a need to secure

something; most inner city gangs were established to control “turf”. They had a latent

function of fulfilling familial needs and a sense of brotherhood (Howard, 2004).

Operationally may also mean fraternity.

Lived experiences – Conceptually, it is a term used by Edmund Husserl; its rough

translation is life-world which refers to the individual’s “world of immediate

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experiences.” It is, in effect, the individual’s inner world of consciousness and

experience (Johnson and Christensen, 2004).

Operationally, it refers to the life experiences of high school fraternity members.

Peer pressure/influences – refers to the influence exerted by a peer group in

encouraging a person to change his or her attitudes, values, or behavior in order to

conform to group norms. Peer groups contribute to an individual’s socialization by

applying sanctions to behavior. (http://kidshealth.org/kid/feeling/friend/

peer_pressure.html)

School Freeze – on of the themed to emerge from participants, operationally defined as

the dropping out of students from school.

Social Responsibility – one of the themes that emerged from the participants,

operationally defined as the philanthropic goals and commitment of fraternities to help in

the community.

Society – conceptually and an operationally defined as a group of people who share a

defined territory and a culture. Society is also the social structure and interactions of that

group of people (Teubert, 2010).

Sorority –Conceptually and operationally refers to a club of women; specifically: a

women's student organization formed chiefly for social purposes and having a name

consisting of Greek letters (Howard, 2004).

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Chapter 2
REVIEW OF RELATED LITERATURE

This chapter presents the review of related studies that resembles in any way of

this study.

On adolescence behavior

During adolescence, children are exploring their independence and developing a

sense of self (Cherry, 2012). It appears that even though most of the participants live

with their parents they are not that open about their problems. They find it easy to open

up with their peers rather than their parents. Gerrard (2007) found that teenagers’

decisions are often not planned or even premeditated. Instead, they're reactive to "risk-

conducive" circumstances that usually involve friends and peers.

Adolescents participate in a complex social environment populated by many

friendship groups, cliques, and crowds. The desire to belong to a group may influence an

adolescent's behavior well before he or she is actually a member of the group (B.

Newman, B. Lohman, P. Newman, 2012). Adolescents' peers are very influential in terms

of socialization (Anderson & Meyer, 2000; Jones & Crawford, 2006). Peer influence

begins early in life and increases with age (Anderson & Meyer; Dohnt & Tiggemann,

2006).

Curiosity and the related more general field of intrinsic motivation, have

important roles in a wide range of human endeavour. Curiosity is a state commonly

experienced by all people, and there are some events which arouse curiosity in almost
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everyone; it is also a trait which is much more typical of some people than others. So a

magician might, by clever manipulation produce unexpected events which make most

people curious. Where did that trick come from? How did he do it? Such wondering

illustrates the state of curiosity. The trait which varies between people is seen in the way

that some events will be seen by some people as strange or peculiar while others will pass

them by with little interest. Some people are more likely than others to be in situations

where strange or novel events occur and when they occur they will be more likely to

become the focus of attention. Some might have gone out looking for them, or they might

have been more sensitive to those small discrepancies which attract attention (Beswick,

2000).

An article that looks at a study by Cornell University, which found that most

adolescents make unwise choices after heavily weighing the pros and cons. They engage

in high-risk behavior because they think that the benefits, such as immediate gratification

or peer acceptance, outweigh the risks (Whelan, 2007). In addition, an adolescent’s brain

development is not complete. Often the last part of the brain to develop is the frontal

cortex or the section of the brain that aids in decision-making and impulse control. This

may lead many teens—who are trying to learn a new world of complex decisions—to

make choices quickly or impulsively without a lot of critical thought (Newby and Snyder,

2009).

As supported by the fifth level of Maslow’s pyramid represents an individual’s

need to know and understand. According to Maslow’s hierarchy, this motivation cannot

occur until the deficiency needs have been met to the individual’s satisfaction (Martin

and Joomis, 2007). Gerrard (2007) established that teenagers’ decisions are motivated
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behavior, or they've thought about how much they want to do it. It's because the

youngsters just feel like doing it. They wanted to put themselves to the limit. Ferguson

(2005) suggest that adolescents are more prone to react with 'gut instinct' when they

process emotions; but as they mature into early adulthood, they are able to temper their

instinctive 'gut reaction' response with rational, reasoned responses," says Yurgelun-

Todd. This gut instinct, combined with raging hormones, peer pressure and the stresses of

life-especially in these times of terrorism and war-can equal some otherwise intelligent

teens doing some stupid stuff, that includes experimentation with drugs and alcohol; self-

injuring such as cutting; racing cars; playing chicken with traffic; unsafe sexual practices;

acts of aggression or violence; petty crimes such as theft; etc.

(http://EzineArticles.com/86747). It negates the idea that the need to be loved is

exceptionally strong in all human beings. From childhood to old age, humans want to be

loved by those around them (http://www.al-islam.org/raising_children/4.htm).

Peer influence begins early in life and increases with age (Anderson & Meyer;

Dohnt & Tiggemann, 2006). Harris (1996) cited in Harnette (2007) claims that peer

groups are more powerful than parents in shaping values. "Teenagers sort themselves out

into peer groups that vary in their attitudes toward intellectual achievement, and they can

usually find anti-intellectual groups even in middle-class neighborhoods" (Harris, p. 263).

Teenagers are especially prone to environmental influences because they are still being

formed as persons, and the cruel reality is that many struggle daily for acceptance from

their peers (Hartnett 2007). You may think that people behave the way that they do by

choice, but in reality the environment plays a critical role (Amy.B., 2009). Attitudes form

directly as a result of experience. They may emerge due to direct personal experience or
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they may result from observation. Social roles and social norms can have a strong

influence on attitudes (Cherry, 2007).

A paper by Johnson (2009) examined the link between social context variables

and the educational process by providing an analysis of the relationship between

belongingness, teacher support, and school context. Using a mixed methods approach, the

results illustrate the possibility and significance of supplying adolescent students with a

sense of belongingness. Using interviews and surveys of student belongingness and

teachers' support, the paper finds that schools which place greater emphasis on the

developmental needs of adolescent students are more likely to foster a sense of

belongingness and may, in turn, have important effects on a variety of student and teacher

outcomes. According to Noller 1994 (cited in Haye et al. 2004), when everyday problems

arise, adolescents prefer to discuss these with their close friends, rather than with parents.

Relationship with teenagers and children is also very important. According to

Lombardi (2012), studies reveal that boys who do not bond securely with their mothers in

the infant years act much more hostile, destructive and aggressive later in life. A close

bond with their moms when boys were young helped prevent delinquency when they

were older.) If parents have been noticeably absent or particularly cruel to a teenager

during their childhood it is possible that teens may want a degree of distance between

them (http://understandingteenagers.com.au/blog/2010/05/what-teenagersthinkof

parents/). Teens feel that they aren’t being taken seriously in their families either.

Teenagers are often “joking around, so even when they are serious, adults think they are

joking (Arthur, 2012).

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On the negative side of fraternity

Several related literature and studies are related to this study. One of these studies

is the study made by Caudill et al. (2006), where fraternity members appear to be heavy

drinkers than previously studied fraternity samples. Carter and Kahnweiler (2000)

investigated and subsequently found three possible flaws in the application of the social

norms strategy that may account for the failure to decrease binge drinking among

fraternity men: there is no predominant, healthy drinking norm in this population;

students are influenced more by people within their network(s) than by others; and binge

drinking is the norm in the group and may serve to perpetuate the problem. As stated by

Trockel, Williams, and Reis (2003) they the perceived consumption norms and perceived

subjective norms were significant predictors of alcohol consumption levels. Both

normative influence variables are significant in predicting differences in consumption

within chapters and across chapters of fraternity men. General approval of alcohol use did

not account for significant variance within chapters in consumption or any unique

variance in consumption between chapters. Perceived subjective norms as defined by

long-standing behavior theory may provide an alternative and potentially more promising

intervention target for this high-risk student population than does the current focus on

correcting students' errors in estimating the amount of alcohol their peers consume.

Findings of the study performed by Barry (2007) suggest that Greek members comprise a

subgroup that consumes alcohol in greater quantities, underscores and misperceives the

risks of alcohol abuse, and emulates a social environment and culture in which drinking

alcohol is a key part of life. Rites are valuable and are significant to the future of
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organizations, however, far too many of its members are incorporating hazing practices

into the organization’s rites of passage (Lee-Olukoya, 2011).

Palmer and Tilly (2001) found out that anecdotal evidence suggests that males

who join gangs do experience an increase in their sexual access to females. Bleeker and

Murnen (2005) on fraternity membership, the display of degrading sexual images of

women and rape myth acceptance wherein it was found out that fraternity men had

significantly more images of women displayed in their rooms and that images were rated

significantly more degrading than those in the rooms of non-fraternity men. Fraternity

men were found to have significantly higher scores on Rape Supportive Attitude scale

(RSA). Murnen and Kohlman (2007) also added that membership in each male group was

associated to a moderate extent with rape-supportive attitudes, and to a smaller extent

with self-report of sexually aggressive behavior.

Another research conducted by Wells and Corts (2008) explored on implicit

attitudes towards members of social fraternities and sororities. Members of Greek

organizations showed preferential responses towards Greek groups over academic and

service groups. These patterns of results suggest that many independent students harbor

ill feelings towards sorority and fraternity members, and it is possible that the attitudes

are stronger than what is reported to be typical.

E. Storch and J. Storch (2002) examined the relationship between membership in

fraternity or sorority and the frequency of academic dishonesty. Findings revealed that

(1) members of fraternities and sororities reported higher rates of academic dishonesty as

compared to non-members, and (2) the degree of involvement in fraternity or sorority

sponsored activities was positively associated with academic dishonesty. Pike (2000)
 18

states in his article that results of the National Study of Student Learning (NSSL) indicate

that membership in a Greek organization can have a negative effect on students' cognitive

development, particularly during the first year of college. The pressure from his fraternity

will often cause him to sacrifice his grades in order to put the fraternity first. (The Bad

Effects of Fraternities|eHow.com http://www.ehow.com/info_8602217_badeffects

fraternities.html# ixzz1rXzNPYLx).

A neophyte who is the lowest ranking members must obey all the other frat

members. He has no right to complain. He must always follow orders no matter what. For

instance, if the master ordered the neophyte to attack the neophyte's best friend, the

neophyte has no choice but to do so or suffer the consequences. Any member who

disobeys orders will be considered a traitor and will instantly be expelled and become an

enemy of the frat (Arceelee, 2010).

Kolb (2008) cites that high school fraternities like the college level groups, have

Greek letter name, a motto usually related to the name initials, secret rites and

handshakes and a self-generating membership: new members have to be voted in by the

current members. Gang members wear colors, flash hand signs, put up graffiti, and use

symbols in their codes that aid to identify them and their gang affiliation (Klivan, 2008).

Piley (2006) states that many gangs use tattoos to indicate membership in a specific gang.

There are cases in which gang tattoos are being covered in order to maintain the covert

existence of the gang. Moreover Gibbons (2006) in his article “The Idea of Fraternity

Revisited” mentioned that the aspiration and drive for fraternity are indicated throughout

the political history of human beings.

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An article of Marcus (2004) discusses the controversy over fraternities and

sororities in U.S. universities. It is being debated whether fraternities and sororities

should be banned due to their involvement in sexism, alcohol abuse, and hazing among

others. Hazing, in both white and black fraternities, is one of the perennial ills of college

life. And while hazing at white fraternities - particularly in the form of alcohol abuse -

remains an enormous problem, officers of black fraternities say that four years after

violent hazing was banned, the practice persists to such a degree that it has become a

threat to their fraternities' existence (Applebome, 2001). Hazing has been a perpetual

problem all over the world. It may be unknown to many that there are 1.5 million high

school students in the US alone that are hazed every year. In college, 55% experience

this. US statistics in February 12, 2010 show that there are 96 deaths due to school

fraternity and sorority hazing, not counting those in clubs, organizations or teams. Of

these deaths, 82% involves the intake of alcohol (Gueco, 2012).

Comacket al. (2010) made mention on the increase in the number of aboriginal street

gang members who indulge in gang wars and shooting. The clandestine nature of the

institution is part of the explanation why many do not imagine that they are not taking

part in an institution (Kichura, 2007).

As stated by Tristan Zantua, they are blinded by the privileges offered to them”

(Melendez, et al 2012). Frequently, individuals pledge allegiance to a fraternity with no

idea that they might be beaten; sexually abused; forced to drink a whole bottle of liquor

while locked naked in the trunk of a car; or subjected to hundreds of other humiliating

and tortuous hazing events that take place (http://www.university-college.net/

articles/fraternity-hazing.php). If more pledges were aware of what they might

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experience, the amount of pledges would surely drop because one's life and dignity is not

worth trading for some brothers.

Based on a meta-analysis of more than 13 studies of over 3,000 men, members of

fraternities were significantly more likely to accept common rape myths such as "if a

woman is wearing a short skirt she is asking to be raped" (Murnen & Kohlman, 2007).

This same meta-analysis also looked at data from 15 studies with over 5,000 individuals

and found that fraternity membership was significantly associated with increased self-

report of sexual aggression (Murnen & Kohlman, 2007).

What a lot of kids are doing is searching for a little status –“stige" some guys used

to call it. It was short for "prestige." There's the great irony. Young men approaching

manhood like to think they're rugged, free-thinking individuals, but they're pussycats,

hungry to be part of a tribe, to latch onto a group offering layers of psychological

protection (Olesker, 2000).

On the positive side fraternity

O’Donnell (2009) argues that despite negative stereotypes and news stories,

fraternities can make a positive contribution to campus life. He notes that fraternity

friendships create lifelong bonds between members and expose people to a variety of

personality types because of the necessary diversity in any group and offer real diversity

in fraternities at his alma mater, Dartmouth College. Last year alone, the Fraternity

System donated over 5,000 man hours and provided monetary assistance to philanthropic

events in Knoxville and the East Tennessee area (http://fraternity.utk.edu/life.html). In

additions, a fraternity will offer you more access to social life, an especially attractive
 21

quality when you've just moved to a new place and have few friends. Fraternities often

hold social events to engage their members with each other and the community (Sparks,

2011). The commitment found in members can be seen in the enthusiasm they have in

giving back to the community in Community service, also known as philanthropies.

Philanthropies are projects and events organized by groups or individuals to benefit the

surrounding communities (http://www.ship.edu/Greeks/Benefits_of_Membership/).

One important foundation of the fraternity experience is serving the community.

Fraternities contribute to the community in many ways, two of which are philanthropies

and community service. Community service is visible all across Salem as fraternities

participate in various community outreach programs. Fraternities also plan philanthropies

where they raise money for specific charities and organizations

(http://www.willamette.edu/dept/osa /greek/fraternities/index.html).

In contrast to the National Study of Student Learning (NSSL) findings, results

indicated that fraternity students had higher levels of involvement and gains in general

abilities than did non-fraternity students. Moreover, Greeks' gains in cognitive

development were the result of their social involvement (Pike, 2004). The fraternity, not

unlike any other human institution, encourages it members to make a commitment to

something outside themselves, such as participating in charity events, leading activities

to benefit the homeless, raising money for the poor and committing themselves to learn

about one another (http://www.oppapers.com/essays/Positive-Aspects-Fraternities/1436).

One important foundation of the fraternity experience is serving the community.

Fraternities contribute to the community in many ways, two of which are philanthropies

and community service. Community service is visible all across Salem as fraternities
 22

participate in various community outreach programs. Fraternities also plan philanthropies

where they raise money for specific charities and organizations

(http://www.willamette.edu/dept/osa/greek /fraternities/index.html).

The gang provides a source of support, solidarity and social connection, and thus

fulfils some of the functions of a close-knit family unit (White, 2009). A lawyer who

joined a frat when he was in college said a fraternity is an extended family. “When you

take the bar exam they take care of you in terms of review materials and billet you in a

hotel to prepare you for the bar,” the lawyer, who also did not want to be named, said

(Postrado, 2012). He added belonging to a brotherhood enhanced a student’s status in

campus. Fraternity fulfils the need of students to belong to an extended family and

frequently provides the opportunity to enhance those personal relationships through

group living situations (http://www.kappasigma.org/content/mission-statement).

The size of fraternity nationwide will determine the scope of one’s potential

connections. Because fraternity brothers are sworn to look out for each other, these

connections can come in handy when it's time to apply to graduate school or land a job

(Sparks, 2011). Fraternities provide their members with many social benefits, helping

men meet new people and develop strong friendships both inside and outside of

individual chapters (http://www.willamette.edu/dept/osa/greek/ fraternities/index.html).

Fraternities are all about ritual and acceptance and what current individuals were required

to do for acceptance is amplified for future pledges (http://www.university-

college.net/articles/fraternity-hazing.php).
 23

Local Literature

Fraternities here in the Philippines have a “stigma” according to Dela Cruz

(2008). That is, people think that fraternities have nothing good to do for you. Their

activities involve in frat wars, murders and any kind of crimes. He also added that being a

fratmen, especially when you are member of a big fraternity is risky and dangerous. It is

true that these big frats made services to people. “Despite the known risks, I think people

still find a strong sense of belonging in fraternities which they couldn’t find in other

social groups, like organizations, friends, or even their own families” (Melendez, 2012).

Baquilid (2010) emphasized that a fraternity or a sorority is a choice of lifestyle

for a lifetime. It has a strong influence on ones personality. He also stressed the truth that

there are fraternities that pride themselves on academic performance, extra-curricular

activities, leadership development, community service and many other achievements. The

organization is a venue where a person can practice the full development of an integrated

personality.

The opportunities to serve are endless. Through involvement in the Fraternity

System young men learn to develop their most important quality, the ability to give of

themselves. Beta Sigma Fraternity awarded new homes to the needy families of

Hagonoy, Davao del Sur. The Beta Sigma Village also hosted regular medical missions

by dedicated Beta Sigma volunteers and will continue to help and build for the betterment

of our society (http://www.betasigmafraternity.net/gkbetasigma_gb1.htm#

homesawarded). Here are some of locally organized social/civic response of fraternities;

Inspired by the thought of a Noble Betan, Brod Eugenio "Gene" Gatmaitan, CLSU -

71'B/Western USA and the persuasive efforts of the National BetaPhil, the University of
 24

Negros Occidental - Recoletos (UNO-R) Beta Sigma Fraternity had its first feeding

mission activity at the parish of San Sebastian Cathedral on the 30th day of May, where

Flores de Mayo, a Catholic festival, is annually held. In celebration of the founding

anniversary of Beta Sigma Fraternity on July 14, 2008, the Beta Sigma Fraternity and the

Sigma Beta Sorority in Bacolod City, together with the Brgy. 33 Sanguniang Kabataan

(SK) officials headed by Brgy. 33 SK chairman hon. Nico Alipato (Son of Brod Andy

Alipato UNO-R '76), had their joint Medical and Feeding Mission last July 11, 2008

(http://www.betasigmafraternity.net/UNO-R.htm#UNORMED).

Cruz (2008) also included in his article that fraternity also made lot of services

every year like outreach program. They adopt a baranggay and help the people there.

They educate the children and give them goods.

The way where your life can be influenced positively by fraternity according to

NAIFC is to be a better person (Baquilid, 2010).• This means wanting to be a leader; to

work effectively and to confront inappropriate behaviour; to learn to interact socially, and

to be a responsible person among other things. Another way is to form lifelong

friendships (Baquilid, 2010).•This means wanting to find a close knit of friends helping

one another with common values and interest.

Synthesis

The previous studies show some similarities in their findings. They showed the

benefits and disadvantages of being a fraternity or sorority member. It appears that

fraternities and sororities fulfil some important intrinsic and extrinsic benefits for
 25

teenager by providing them an avenue to make use of their abilities and fulfil their need

to belong.

Similar areas that were explored in the previous studies were the many situational,

personal and environmental variables on fraternities and sororities. What makes this

present study different is the fact that many of the previous studies conducted on the

subject utilized were college students. Furthermore, the previous studies generally

utilized quantitative approaches in studying fraternities and sorority and made use of

surveys, questionnaires and statistical analyses. Fewer studies were done on exploring the

qualitative, more personal and subjective experiences of students involved in fraternity

and sorority where more insights and in-depth themes can be culled and generated.

Mostly, previous studies utilized large samples and cut across different time

periods which aimed to capture the breadth of the topic but few researches attempted to

dig deeper and find out the depth of this human experience in fraternity and sorority. The

researcher persisted in conducting this study on the lived experiences of high school

students involving fraternities and sororities membership: Basis for a Counseling

Program.
 26

Chapter 3
METHODOLOGY

This chapter describes the research design, the participants of the study, the

sampling procedure, the statistical tool, the data gathering procedure and the analysis of

the data.

The Research Design

The study used the qualitative-phenomenological approach in research. The study

used the descriptive type of research methodology as to the nature of the problem. The

qualitative approach used semi-structured in-depth interview with high school

fraternity/sorority members to determine their experiences in the organization.

The Participants of the Study

The participants of this study were ten high school students who are members of

fraternities and sororities in Canlaon City, eight male and two female. Their age range is

15-18 years old. The participants were a mixture of fraternity members from different

organizations and school. Although the researcher was able to identify a number of

possible participants of this study and wanted to participate, most of them backed out at

the time of data gathering.

In order to protect their identity and ensure confidentiality, the participants were

assigned pseudonyms. These names were consistently used all throughout the paper when

there is a need for the researcher to refer to the participants.

After the pre-survey, fifteen fraternity members were interested to be participants

of the study, two from School 1, ten from School 2 and three from School 3.
 27

Only five participants (one from School 1, three from School 2, and one from

School 3) cooperated for the initial interview because others were hesitant about

revealing their identity.

The panellists asked for additional participants and the researcher requested for

referrals from those who were interviewed and was able to come up with 5 more

respondents. All in all ten participants were interview (one from School 1, seven from

School 2 and two from School 3).

The Sampling Design

Due to the sensitivity of the study, the researcher conducted a pre-survey in order

to determine the sizeable number of respondents. The study employed purposeful

sampling in identifying the participants. The researcher selected individuals and sites for

the study because they can purposefully inform an understanding of the research problem

and the central phenomenon under study (Creswell, 2007). A Snowball or Chain

sampling was used by which it identifies cases of interest from people who know people

who know people who know what cases are information-rich, that is, good examples for

study, good interview subjects (Patton, 1990).

For phenomenological studies, the use of small number of participants is

justifiable due to the nature of the data-gathering procedure. Dukes (1984 cited in

Creswell, 2007) recommends the use of 3 to 10 participants. Creswell adds, “the

important point is to describe the meaning of a small number of individuals who have

experienced the phenomenon.” Creswell cites Polkinghorne (1989, cited by Corbin &

Strauss, 2008) pointed out to justify that with the length of time used with in-depth
 28

interviews (usually 1 ½ to two hours), “10 subjects in a study represents a reasonable

size.”

Research Instruments

An interview protocol and observation was used by the researcher to gather data.

The researcher himself formulated his own questions and did not rely on pre-prepared

questionnaire to gather information. Guided by an interview protocol he collected data

and the flow of the interview largely depended on his skill in asking the right questions,

probing for depth and eliciting the necessary responses from the participants.

Validity of the Research Instrument

As suggested by Creswell (2007), the following validation techniques were

utilized: Firstly, the use of member checking wherein “the researcher solicits the

participants’ views of the credibility of findings. It involved “taking data, analyses,

interpretations and conclusions back to the participants so that they can judge the

accuracy and credibility of the account” (Creswell, 2007).This is one of the most credible

means to establish validity of the qualitative research instrument.

Secondly the use of external audits (Erlanson et al., 1993; Lincoln and Guba,

1985; Merriam, 1988; Miles and Huberman, 1994 cited in Creswell, 2007) allows an

external consultant, the auditor, to examine both process and the product of the account,

assessing their accuracy. The auditor should have no connection to the study. The open-

ended questions for the in-depth interview was subjected to face and content validity by

the expert suggestion of three research practitioners engaging in qualitative research in

order to ensure that the questions would gather the true essence and meaning of the

participants’ experiences.
 29

Thirdly, the use of the commonest forms of triangulation is to combine interviews

with observation. Observation will test and fill out accounts given in interviews, and vice

versa (Pratt, 2006).

Fourthly, considerable effort was made in order to establish trust by building

rapport with the participants through prolonged engagement, immersion and persistent

observation. It also involves checking for misinformation that stems from distortions

introduced by the researcher or informants (Ely, et al, 1991; Erlandson, Harris, Skipper

and Allen, 1993; Glesne and Peskin, 1992; Lincoln and Guba, 1995; Merriam, 1998,

cited in Creswell, 2007).

Lastly, clarifying researcher bias from the outset of the study is important so that

the reader understands the researcher’s position and any biases or assumptions that

impact the inquiry (Merriam, 1998, cited in Creswell, 2007). In this clarification, the

researcher comments on pass experiences, biases, prejudices, and orientations that have

likely shape the interpretation and approach of the study.

Reliability of Research Instruments

The interview schedule was in Cebuano to obtain credible information from

Cebuano speaking participants. The reliability or consistency of responses of the

participants was established using a good quality recorder in order to capture the details

of the in-depth interview. In this case the researcher used the recording function of a

cellular phone. The recorded responses were transcribed in order to see the nuances of

the responses, the significant verbal and nonverbal cues, including the respondents’ tone

and volume, the variations, pauses and the nuances of their responses. The stability of

these responses was the hallmark of a reliable instrument.

 30

The researcher used a detailed field notes to indicate a good reliability index in

qualitative research. This was achieved by a good and competent way of transcribing the

data gathered during the interview, conducted several times until the necessary

information related to the inquiry was saturated and satisfied.

Data Gathering Procedure

The following procedures were observed during data gathering.

The researcher conducted a pre-survey to determine if there is sufficient number

of participants for research. Those who agreed to be participants of the study were asked

to refer others who are members of fraternity.

Data-Gathering Procedure

1. This study was conducted in the participants natural setting (field focused)

where they were interviewed in-depth in order to gather pertinent data

about the phenomenon under study. Data gathering was emic by nature;

insights are intrinsically drawn out from the cognitive and affective

domains of consciousness.

2. This study utilized an “emergent, rather than tightly prefigured design.”

The questions were based on the flow of the study.

3. Guided by a prepared set of open-ended questions, the researcher himself

was the one who asked his own questions. He was guided by an interview

protocol but data gathering largely depended on his skill in asking the

right questions, probing for depth and synthesizing and analyzing data.

The questions were given earlier to the participants so that they will know

what to anticipate during the interview.

 31

4. Upon the consent of the participants, a good and reliable cell phone with

recorder function was used to capture all their responses and to ensure that

everything was documented. The researcher documented all the salient

points expressed by the participants without missing out important and

salient details, both the obvious and the subtle nuances by taking down

notes while the recording of the participants’ interview was ongoing.

5. In order to ensure that the participants agree to the voluntariness of the

interviews, the researcher asked them to sign a consent form (Appendix C)

that provides that any information they shared was dealt with utmost

confidentiality and be used for research purposes only. Furthermore, the

same document also assured them that the things that they will consider

“off the record” was struck out from the manuscript and that in case they

felt that they needed to terminate the interviews at any time, they can do

so without any legal or moral responsibility to the researcher.

Transcription of responses was in detailed, word for word.

6. After transcription, the researcher went back to the participants for

validation of the responses.

Treatment of Data and Methods of Analyzing Lived Experiences

The researcher performed the following steps with definitions taken from

Creswell (1998, p. 235-237):

Mixed Method of Data Gathering (Pre-survey, in-depth interview, observations

– used pre-survey to have a picture of the possible data size, semi-structured interview

with open-ended questions developed by the researcher, the researcher conducted a one-
 32

on-one interview with the participants of the study. The questions pertain to their

experience in their membership in fraternities and sororities.

Epoche or bracketing – The researcher used this first step in the

phenomenological reduction process. The researcher bracketed, all preconceived notions

about the phenomenon at hand to the greatest extent possible. This allowed the researcher

to more fully understand the experience from the participant's own point of view.

Horizonalization - In the second step of the phenomenological data analysis

process, the researcher listed every significant statement which was relevant to the topic.

Each statement, or horizon of the experience, was given equal value. Imaginative

variation or structural description. The researcher wrote a "structural" description of the

experience after the textural description was written. The structural description

investigates how the phenomenon was experienced, looking at all possible alternate

meanings and perspectives. The imaginative variation process was employed here,

varying frames of reference and reviewing divergent perspectives.

Clusters of meanings - As the third step in the phenomenological data analysis

process, the researcher grouped the statements into clusters of similar meaning units, or

themes. Repetitive and overlapping statements were deleted. In order to validate these

themes, the researcher went back to the participants and asked them if he was able to

capture in essence the things they meant when they were being interviewed. The

researcher then made some necessary corrections as suggested by the participants based

on the validated information. The researcher then reflects on his description and uses

structural description, seeking all possible meanings and divergent perspectives, varying

the frames of reference about the phenomenon and constructing a description of how the
 33

phenomenon was experienced (Creswell, 2007). The researcher also asked three research

practitioners to validate the themes he had formulated.

Essential, invariant structure (or essence) - The ultimate goal of the

phenomenological researcher was to reduce the meanings of the experience to their

essential structure. The researcher used the textural description to reveal what happened

and the structural meanings to reveal how the phenomenon was experienced. Aspects of

the experience which are universal to all the participants are invariant structures and

reveal the essence of the experience.

The diagram that follows shows the entire phenomenological research process.

The diagram shown below is inverted triangle, due to the very nature of qualitative

research that is not strictly linear. Instead, the researcher has to verify the meanings of the

information gathered from the participants, thus, there is the need to go back and retrace

his steps in the process of data gathering and analysis by going back to the participants

and to clarify what each statement meant whenever necessary. The diagram also

decreases at the end to show that after the researcher has analyzed all the pertinent

themes that came up in the participants’ sharing during the in-depth interviews, the

“essence” of the phenomenon comes out based on the very words of those who have

actually experienced it. Qualitative research process is like a funnel; the analysis of data

requires the researcher to pour over a voluminous set of data and using his skills and

judgment, goes through the “sifting process” of identifying the important themes and

insights until the meaning of the experience or phenomenon surfaces (Creswell, 2007).
 34

MIXED METHOD OF DATA GATHERING

In-depth interview with participants
(Pre-survey, in-depth interview, observations, key informant interview)
using open ended questions

EPOCHE OR BRACKETING
fully understand the experience of
participants

HORIZONALIZATION
Transcribing responses and insights
of participants

Clusters of Meaning

Essence

Figure 2. Schematic Diagram of Data Treatment and

Methods of Analyzing of Live Experiences