Theses and Dissertations

Date of Award

2025

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Abraham S. Fischler College of Education and School of Criminal Justice

Advisor

Sherilyn Poole

Committee Member

Andrew Lumpe

Committee Member

Kimberly Durham

Keywords

Fraternity, Sorority, NPHC, Advising, Phenomenological, Pandemic

Abstract

This applied dissertation explored the lived experiences of members of Black Greek-Letter Organizations (BGLOs) at a predominantly White institution (PWI) in the years following the COVID-19 pandemic. BGLOs have historically served as critical spaces for leadership development, cultural expression, and community support. However, within PWIs, these organizations often encounter systemic barriers related to visibility, funding, and institutional engagement.

The purpose of this study was to center the voices of BGLO alumni who graduated between 2020 and 2024 to better understand how they navigated their membership experiences during a time of social, institutional, and cultural transition. Using a qualitative research design, the study included semi-structured interviews and a focus group with participants who reflected on their engagement, challenges, and hopes for future organizational growth. Themes revealed included cultural resilience, generational tension, lack of institutional support, and a deep commitment to preserving BGLO traditions. Participants expressed the emotional labor involved in sustaining their organizations while managing academic and social expectations within predominantly White environments.

Despite these challenges, BGLO members remained dedicated to community service, advocacy, and mentorship. They also shared recommendations for improving support structures, including increased funding equity, access to advisors, and opportunities for cultural celebrations.

This research offers valuable insight for fraternity and sorority life professionals, higher education administrators, and student affairs practitioners committed to equity and inclusion. It calls for more intentional and culturally responsive approaches to supporting BGLOs and fostering a sense of belonging for historically underrepresented students.

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