Barrett, The Honors College Thesis/Creative Project Collection
Barrett, The Honors College at Arizona State University proudly showcases the work of undergraduate honors students by sharing this collection exclusively with the ASU community.
Barrett accepts high performing, academically engaged undergraduate students and works with them in collaboration with all of the other academic units at Arizona State University. All Barrett students complete a thesis or creative project which is an opportunity to explore an intellectual interest and produce an original piece of scholarly research. The thesis or creative project is supervised and defended in front of a faculty committee. Students are able to engage with professors who are nationally recognized in their fields and committed to working with honors students. Completing a Barrett thesis or creative project is an opportunity for undergraduate honors students to contribute to the ASU academic community in a meaningful way.
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- All Subjects: Greek Life
- Creators: Dean, W.P. Carey School of Business
The following paper will explore The Analysis of Sorority Interactions & Engagement During an Event for the purpose of Barrett, The Honors College Thesis Creative Project. My topic will be explored as a Creative Project with this document being written documentation supporting and explaining the creative project along with research, reason & findings from the event. The event itself stands for the majority of this creative project as that is where this written report gained & sourced its survey results from. An analysis of the event taking place and the attendees themselves created data into the ever-changing event industry. Specifically, a creative project like this shows the importance of events in everyday life especially the need for events post-COVID-19 restrictions.
From December 2019 to December 2020, I served as the chapter president of the Chi Omega Psi Epsilon Chapter at Arizona State University. Although my experiences as president sharpened my leadership abilities and provided me with skills I will take into my future career, the emotional baggage caused by the experience was scarring. I found myself carrying it with me after my term ended, allowing my negative emotions to highly affect my post-leadership experience. In conducting this project, it was my goal to determine if other student leaders had similar experiences to mine, and if so, come up with recommendations on how to improve support processes to ensure that student leaders are able to enjoy their terms as much as possible. From my research, it is evident that expectations and responsibilities put on student leaders are taking away from the positives that spring from leadership experiences. In interviewing 18 student leaders from multiple organizations across six universities around the country, it became evident that students’ positions were highly affecting their mental health and feelings towards the organization and university while in the leadership role and after their terms. I created three recommendations with the hope that this project will start the conversation around the topic of student leadership support, eventually inspiring change that will allow future student leaders to have a better experience than both myself and my peers had. These recommendations include creating an outlet/platform where past and current student leaders can talk about their experiences, creating an avenue for organization advisors to connect with the majority of members rather than having them solely in contact with the leaders, and streamlining university communications to both students, leaders, and advisors. By doing these three things, student leaders will have a better support network, allowing them to fully experience, learn from, and enjoy their time as an executive board member of their organization.
This project consists of both a research paper and a qualitative and quantitative analysis of lesbian, gay, bisexual, transgender, queer, and more (LGBTQ+) college students in Greek Life sorority and fraternity organizations. The purpose of this study was to gain a better understanding of the experiences and social climate that LGBTQ+ students face when navigating the intersections of gender, sexuality, and their involvement in Greek Life. Themes that emerged include heteronormative and cisgendered aspects of sororities and fraternities; lack of education on the LGBTQ+ community and how to support them; and exclusion of LGBTQ+ students in Greek Life organizations, especially those outside of the gender binary. As many sororities and fraternities are over 100 years old, many aspects of these organizations have changed over the years. However, there is always room for improvement and diversity, equity, and inclusion efforts have been slowly developing with these organizations amending their official documents based on the gendered language used that is outdated. The next step for better supporting LGBTQ+ students in Greek Life organizations is for these organizations to discuss nonbinary and transgender membership at their annual conventions, as well as universities seeking to begin either incorporating a gay-straight alliance for fraternity and sorority life, or better educating their members on aspects of the community.