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The influence of a Latina-based sorority on the academic experiences of Latina college students

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The influence of a Latina-based sorority on the academic experiences of Latina college students

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THE INFLUENCE OF A LATINA-BASED SORORITY ON THE ACADEMIC
EXPERIENCES OF LATINA COLLEGE STUDENTS

by
Diana R. Moreno

A Thesis Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
MASTER OF EDUCATION
(EDUCATIONAL COUNSELING)

August 2012

Copyright 2012 Diana R. Moreno

ii
Acknowledgments
I would like to thank the following individuals for their support, guidance, and
encouragement throughout the completion of my thesis. Engaging in this research and in
the writing process has required much sacrifice, time, and focus. Although intense and
demanding, it has been a rewarding and enlightening experience. I extend my sincere
gratitude and admiration to the following people:
My thesis chair, Dr. Kristan Venegas, for encouraging me to explore the research
process and sharing my excitement with this study. Thank you for being a role model and
for providing opportunities for me to enrich my graduate experience.
My thesis committee members, Dr. Jeanett Castellanos and Dr. Darnell Cole, for
taking time out of your busy schedules to partake in this experience. Thank you for
sharing your knowledge and expertise and contributing to my thesis.
My husband, Michael Moreno, for your love, support, and encouragement
throughout this process. Thank you for always being so understanding and optimistic, and
for embarking on this crazy journey of attending graduate school at the same time. I love
you.
My mentor, Dr. Richard Andalon, for your continued support and unwavering
commitment to my work. Thank you for your time and effort during this process and for
always expressing care and concern for my academic, professional, and personal
endeavors.

iii
My mentors and advisors, Mr. Adrian Huerta and Dr. Sheila Sanchez, for your
care, inspiration, and motivation. Thank you for being great role models and for always
taking the time to ask how I am doing or how you can support me.
My family and friends for your love, support, and understanding. Thank you for
always checking in with me, for understanding when I could not make birthdays,
celebrations and/or gatherings, and for showing me love and support even when you did
not quite understand what I was doing.
My participants, for you willingness to participate in this study and your openness
in sharing your stories. Thank you for your commitment to academics, community
service, the Latina/o community, each other and the organization. Have no doubt that you
are doing great things and that you can be “super women,” balancing great careers and
beautiful families. You are a true inspiration and I have no doubt all of you will do great
things in your chosen field.

iv
Table of Contents
Acknowledgments ii
List of Figures vii
Abstract viii
Chapter One: Introduction 1
Research Question 2
Statement of the Problem 3
Purpose of Study 4
Significance of Study 4
A Brief History of Greek Life on College Campuses 5
Key Definitions 7
Overview of Related Research 8
Methodology 9
Research Site 9
Participant Selection 9
Data Collection 10
Data Analysis 10
Theoretical Framework 10
Overview 11

Chapter Two: Literature Review 13
Literature on Latina/os in Higher Education 13
Literature on Student Involvement 15
Literature on Latina/o Sororities and Fraternities 16
Literature on Student Development Theory 17
Racial and Ethnic Identity Models 18
Latina/o Identity Models 19
Gender Identity Models 19
Model of Multiple Dimensions of Identity 20

Chapter Three: Research Design and Approach 27
Research Design 28
Research Site 28
Participant Recruitment 29
Participant Selection 30
Participant Demographics 31
Table 1: Participant Demographics 32
Researcher’s Role 32
Methodology 34
Data Collection 34

v
Data Analysis 36
Limitations to the Study 37
Reliability and Validity 38

Chapter Four: Findings 41
Development of Sisterhood and Bonding 42
Developing a Genuine Bond 44
Family Away from Home 46
Motivation, Support, and Filling an Affective Need 47
Validation of Culture 49
Cultural Adjustment and Sense of Belonging 49
Connection to Family 51
Values and Beliefs 54
Cultural Education 55
Cultivation of Leadership and Empowerment 58
What it Means to be Latina 60
Becoming Empowered 61
Preparing to Lead 62
Becoming A Leader 64
Promotion of Higher Education 64
Outreach to K-12 and Community College Students 65
Retention and Academic Achievement 66
Obtaining a College Education for the Family 68
Enhancement of Professional Development 69
Learning How to Plan, Coordinate, and Execute Events 70
Envisioning Themselves as Professionals 70
Learning How to Dress, Speak, and Be Professional 71
Challenges Associated with Sorority Involvement 73
Summary 77
Chapter Five: Discussion of the Findings 79
Emerging Themes 80
Development of Sisterhood and Bonding 80
Validation of Culture 83
Cultivation of Leadership and Empowerment 84
Promotion of Higher Education 86
Enhancement of Professional Development 88
An Analysis of the Findings Using the MMDI 91
Contextual Influences for Latina Sorority Members 92
Overview of the MMDI 93
Implications for Research 96

vi
Implications for Practice 98
Conclusion 101

References 105
Appendices 116
Appendix A: Recruitment Letter 116
Appendix B: Information Sheet 117
Appendix C: Participant Demographic Sheet 119
Appendix D: Interview Protocol 120

vii
List of Figures

Figure 1. Model of Multiple Dimensions of Identity 22
Figure 2. Reconceptualized Model of Multiple Dimensions of Identity 25, 95

viii
Abstract
This study examined the influence of a Latina-based sorority on the academic
experiences of Latina undergraduate students. As women of color, Latina students face
unique challenges that threaten their retention and success in college. Using a qualitative
approach, this study explored the experiences of ten Latina members of a Latina-based
sorority at a large, public university in southern California. The participants, current
undergraduates and recent alumni, self-identified as first-generation college students from
low socio-economic backgrounds. The interviews confirmed that participation in a
Latina-based sorority has a profound impact on the academic experiences of Latina
students. The data collected led to the emergence of five themes: Development of
Sisterhood and Bonding; Validation of Culture; Cultivation of Leadership and
Empowerment; Promotion of Higher Education; and Enhancement of Professional
Development. To analyze the findings that emerged, this study used one key tenet of the
Model of Multiple Dimensions of Identity (MMDI), as reconceptualized by Abes, Jones,
and McEwen (2007). The five themes that emerged were critical factors to the retention
and academic achievement of the participants. Based on the findings of this study,
implications for future research and practice are presented.

1
Chapter One: Introduction
Higher education is experiencing a dramatic shift in the demographic identity of
its student population (Pascarella & Terenzini, 1998; Reason, 2009; Swail, 2002). Within
the past forty years, the female college student population has drastically increased,
surpassing male student attendance (Freeman, 2004; Peter & Horn, 2005). The growing
Latina/o population is also impacting the identity of the typical American college student.
As the fastest growing ethnic minority group in the United States, the number of
Latina/os who enroll in colleges and universities continues to rise (Brown, Santiago, &
Lopez, 2003; Fry, 2011; González, Jovel, & Stoner, 2004). Institutions of higher learning
need thoughtfully consider the impact of this fact. For Latinas, going to college presents
many challenges, often stemming from their gendered and ethnic identities (Gloria, 1997;
Nieves-Squires, 1991). As women of color, they must balance traditional roles and
expectations with their aspired contemporary roles as professional career women. In
comparison to Latino males, “Latinas are more likely to experience gender-role
stereotyping and familial obligations when they enter college, which could ultimately
affect their success” (Garcia, 2005, p.13). Adjusting to the college environment becomes
a barrier to overcome as the Latina student finds ways to negotiate her multiple and
intersecting identities. Latina-based sororities offer a space where Latina students can
develop and navigate their complex identities. This study examines the distinct
experiences of Latinas students as influenced by their involvement in a Latina-based
college sorority. The guiding research inquiry is: How do Latina-based Greek-letter
sororities influence the academic experiences of Latina undergraduate students?

2
Since the founding of the first fraternity, scholars have been weary of the potential
value of student participation in Greek-letter organizations (Scott, 1965). Research on the
benefit of fraternity and sorority membership and specifically for Latina/o students
(Garcia, 2005; Guardia & Evans, 2008) has proven otherwise. For many Latina college
students, sororities serve as a tool to facilitate retention, adjustment and success in
college (Guardia & Evans, 2008; Stuart, 2008). Membership in a sorority has the
potential to connect a minority student to the larger campus community while
maximizing the student’s potential to develop and succeed. For example, Latina/o Greek-
letter organizations are a way to facilitate the successful adjustment of many Latina/o
students on predominantly White college campuses by fulfilling cultural and academic
needs (Garcia, 2005; Guardia & Evans, 2008). Membership in a sorority can increase
students’ overall campus involvement, facilitate adjustment to the university, encourage
retention, and consequently support their college success (Guardia & Evans, 2008).
In this chapter, the current study is introduced, including the guiding research
question, statement of the problem, significance, related research and methodology. This
introductory chapter establishes a common language and provides a foundation for
understanding Latina/o Greek-letter organizations. The chapter concludes with an outline
of how the study is presented in this paper.
Research Question
This study examines how Latina-based sororities influence the college
experiences of Latina undergraduate students. The research question guiding this study is:

3
How do Latina-based Greek-letter sororities influence the academic experiences
of Latina undergraduate students?
Statement of the Problem
In the fall of 2009, Latina/os represented 12.5 percent of students enrolled in
degree-granting institutions (NCES, 2009). In the 2008-2009 academic year, Latina/o
students earned 8.1 percent of Bachelor’s degrees conferred (NCES, 2009). Of these
degrees 60.9 percent were awarded to Latina women (NCES, 2009). The number of
Latina/o people pursuing post-secondary education is on a steady incline. By the year
2019 enrollment of Latina/o students in post-secondary institutions is expected to
increase by an astounding 45 percent (NCES, 2011). Undoubtedly, Latina/o students are
entering higher education across the United States at an increasing pace. This is a highly
anticipated accomplishment that many scholars have addressed through extensive
research in outreach and access. However, getting this student population to college is
just the beginning of a long and challenging journey.
Specific to Latina/o students, and stemming from historical injustices, are a
unique set of challenges that play an important role in retention and the successful
completion of an undergraduate education. These barriers include first generation college
student status, inadequate K-12 education, low socio-economic status, and familial and
financial responsibilities; these factors often require the student to attend school on a
part-time basis (Brown et al., 2003). Brown et al. (2003) state “higher education’s
success in ensuring Latino educational achievement will become an increasingly
important benchmark for assessing its contributions to the economic and civic health of

4
this country” (para. 4). Based on an increase in college attendance and the unique
experiences Latina/o students bring with them to the university, a closer analysis of
factors that support and encourage retention and academic achievement in higher
education is pressing.
Purpose of Study
The purpose of this study is to contribute to the limited research on the Latina
student experience in Greek-letter organizations. The majority of studies on Greek life
have studied predominantly White fraternities and sororities (Torbenson & Parks, 2009).
Studies on Latina/o Greek-letter organizations show that these organizations have
different objectives, practices, and a distinct group culture (Garcia, 2005; Guardia &
Evans, 2008; Layzer, 2000; Muñoz & Guardia, 2009). One of the potential reasons for
the paucity of research on this topic may be due to the relative newness of Latina/o
Greek-letter organizations and other non-White and non-Black groups.
Significance of Study
Research on this topic is necessary for several reasons. First, the Latina/o
population within the United States is growing at an overwhelming rate (Brown et al.,
2003). Many Latina/os are choosing to enroll in college but are facing issues that
challenge their ability to adjust to the campus environment and persist until graduation
(Castellanos & Gloria, 2007; Hurtado & Ponjuan, 2005; Hurtado & Carter, 1997;
Hurtado, Carter & Spuler, 1996). As a whole, higher education reflects a dominant
culture that has historically marginalized and highlighted the “otherness” of Latina
students (Torres, Howard-Hamilton & Cooper, 2003.). Essential to the conversation of

5
personal, academic and professional development for Latina students is the realization of
their position as minorities within the institution of higher education. Research has shown
that sororities have the potential to significantly impact the success of Latina students
(Bovell, 2009; Garcia, 2005; Guardia & Evans, 2008; Nuñez, 2004). Sororities can
influence the development of students by encouraging and affirming multiple social
identities (Guardia, 2007; Guardia & Evans, 2008; Handler, 1995). Because Latinas face
many challenges adjusting to and completing college (Garcia, 2005), exploring how
sororities can help address those challenges can yield critical and powerful information.
A Brief History of Greek Life on College Campuses
Fraternities were founded with the purpose of filling an emotional and social void
left by the departure from home and aggravated by a rigid and strictly academic
curriculum (Rudolph, 1990). The first Greek-letter fraternities began in the early to mid
1800s at colleges in the eastern United States (Torbenson, 2009). These social clubs
developed an institution that would change the undergraduate experience (Rudolph,
1990). Fraternities and sororities have since made negative and positive contributions to
student life. The first sororities emerged at colleges in the Midwest and South in the
1850s (Torbenson, 2009). Founded on a basis of racial, gender, and class exclusion,
fraternities and sororities have come a long way, developing into important spaces for
promoting student engagement, retention and academic success. The exclusivity of the
mainstream fraternity and sorority is crucial to understanding the current status of these
organizations.

6
Since its foundation in the beginnings of higher education, the Greek system has
changed dramatically and continues to progress towards reflecting the increasingly
diverse student population (Whipple, 2009). Many non-traditional fraternities and
sororities have been created to serve the diverse needs and interests of students. These
include organizations based on race and ethnicity, religious affiliation, sexual orientation
and special interests, such as service to the community. Although historically White
fraternities and sororities still lack racial diversity, organizations that serve specific
student populations and needs, such as Latina/o Greek-letter organizations, have been
created and incorporated into the Greek system to fill that void (Miranda & Martin de
Figueroa, 2000).
The historical beginnings of Latino Greek-letter organizations (LGLO) can be
traced back to the 1800s; they began as secret societies of Latin American men (Muñoz
& Guardia, 2009). The first documented Latino fraternity, Phi Iota Alpha, arose in the
1930s at Louisiana State University (Muñoz & Guardia, 2009). However, the majority of
LGLOs did not arrive to the college campus until almost 200 years later in the late 1980s
and early 90s (Muñoz & Guardia, 2009). Muñoz and Guardia (2009) describe the
Latina/o student leaders involved in establishing LGLOs as “pioneers…in forming their
own organizations, they represent Latina/o student’s ability to take a traditionally white
institution- college fraternities and sororities- and reshape it for their own interests and
needs” (p. 104). The development of LGLOs can be described in four phases: the
Principio phase from 1898-1980 when secret societies emerged on the east coast and then
converted to Greek-letter organizations; the Fuerza phase from 1980-90 when LGLOs

7
were established and used as a strategy for survival and voice on campus; the
Fragmentación phase from 1990-2000 which saw an overwhelming expansion of
LGLOs; and the Adelante phase from 2000-present which demonstrates the current and
continued development of LGLOs (Muñoz & Guardia, 2009). The first Latina sorority,
Lambda Theta Alpha, was founded over 40 years after the first Latino fraternity (Layzer,
2000). Currently, over 35 LGLOs exist on college campuses throughout the United States
(Muñoz & Guardia, 2009).
Key Definitions
The term Latina/o is used throughout this study to describe students who trace
their roots to any of the Latin America nations. It is important to note that the term
Hispanic is used in this study only when quoting specific authors who have chosen to use
the term to identify Latina/os. Torres, Howard-Hamilton and Cooper (2003) stress the
importance of understanding the diversity within the Latina/o community and how these
differences impact individual students.
Furthermore, the term Latino is commonly used as the plural term that describes
male and female groups. It is a gendered term that assumes masculinity and reproduces
the patriarchal nature of Latino culture. To show inclusiveness of the masculine and
feminine forms, the term Latina/o is often employed. Throughout this study the term
Latina is used, to recognize and emphasize a gendered identity. Anzaldúa (2007)
highlights the importance of using the gender appropriate term: “we are robbed of our
female being by the masculine plural. Language is a male discourse” (p. 76). When

8
referring to male and females the term Latina/o is used. Language is one way to affirm
the gendered experiences of Latina students.
Overview of Related Research
Research on the experiences of Latina students in the college sorority system is
lacking. Existing research signals the potential of Latina-based sororities to positively
influence the college experience of Latina students. In a book chapter, Muñoz and
Guardia (2009) presented a comprehensive history of the arrival and development of
Latina/o Greek-letter fraternities and sororities in the United States. Research on Latina/o
sororities and fraternities has found that they have a profound impact on the persistence
and academic success of Latina students (Bovell, 2009; Garcia, 2005; Guardia & Evans,
2008; Nuñez, 2004; Patterson, 1998; Reyes, 1997). Latina-based sororities have been
shown to facilitate retention, adjustment and success in college for Latina student
members (Guardia & Evans, 2008; Stuart, 2008). Recent literature confirms that
fraternity and sorority involvement, specifically for Latina/o students, provides academic,
personal, and professional benefits (Bovell, 2009; Garcia, 2005; Guardia & Evans, 2008;
Nuñez, 2004; Sanchez, 2011).
A handful of studies conducted on Latina/o Greek-letter organizations have
addressed ethnic and gender identity development. In a study of Latino males, Guardia
(2007) found that ethnic identity development is positively correlated with membership
in a Latino fraternity. Nuñez (2004) examined the ethnic identity development of Latina
students as influenced by their participation in a Latina-based sorority. Bovell (2009)
conducted a study that analyzed the impact of Latina sorority membership on gender

9
identity development. The potential of the sorority to positively affect the student
experience, specifically that of students of color, has yet to be maximized. This study
aims to fill this existing gap in the literature by examining the role that Latina-based
Greek-letter sororities have on students’ academic experiences. Exploring this role can
yield crucial information as to the overall development, adjustment and retention of
Latina college students as facilitated by the college sorority.
Methodology
This study uses a qualitative approach to inquire about the influence of the Latina-
based sorority on the academic experiences of Latina college students. Specifically,
interviews were used as the primary method to gather data speaking to the distinct
experiences of Latina sorority women. A total of ten participants took part in the study,
six were current undergraduate students and the remaining four were recent alumni of the
sorority.
Research Site
In this study, the primary site was a chapter of a statewide Latina-based sorority.
The participants’ sorority is referred to by the pseudonym Phi Sorority throughout this
paper. The chapter’s host institution is a large public university located in a large city in
southern California. The school is referred to as West Coast University throughout this
paper.
Participant Selection
A purposeful sampling technique was used to select participants. The participants
in this study were all current or alumni members of Phi Sorority at West Coast

10
University. To participate in the study students had to meet the following criteria: (1) Be
an active or alumni member of Phi Sorority at West Coast University; (2) Self-identify as
Hispanic/Latina and as a Woman; (3) Be 18 years or older.
Data Collection
Interviews were guided by an interview protocol designed to understand the
impact of the sorority. Participants were asked open-ended questions about their
undergraduate and sorority experience. Interviews were conducted via three meeting
methods: in-person, telephone, or e-mail Internet. For the most part, interviews required
two, one-hour meetings. Participants completed a Demographic Form that provided
general information about their family and education background. All interviews,
regardless of the mode by which they were conducted, followed the same structure.
Data Analysis
The data collected was transcribed, reviewed and coded for meaning. The data
was analyzed using one element of Abes, Jones, and McEwen’s (2007) Model of
Multiple Dimensions of Identity as a lens to examine the academic experiences of the
participants as influenced by their participation in the sorority.
Theoretical Framework
The Model of Multiple Dimensions of Identity, as reconceptualized by Abes et al.
(2007), provides a lens through which to conceptualize the college experiences of Latina
student members of Greek-letter organizations. This study uses one tenet of the model,
which addresses contextual influences that impact student development, to analyze the
findings that emerged from this study. This model proposes that within the core of

11
identity is a sense-of-self. Surrounding the core, at intersecting and constantly changing
proximities, lie different dimensions of identity including ethnicity and gender.
Contextual influences, such as family, peers, norms, and stereotypes must pass through a
meaning-making filter before approaching and influencing the core of a student’s
identity. This study focuses on the contextual influences element of the MMDI to
understand the findings that resulted from the data. The portion of the MMDI that
addresses contextual influences on identity development can be used to conceptualize
how Latina students view and understand their academic experiences as influenced by
membership in the sorority.
Overview
There is no single, one-size fits all procedure afforded to scholars and
practitioners in institutions of higher education when it comes to ensuring student
success; the process of educating and promoting the success of students, particularly
those from underrepresented backgrounds, requires extensive work and critical attention
(Torres, Howard-Hamilton & Cooper, 2003). This study examined the college
experiences of Latina students as influenced by a Latina-based sorority. Interviews were
used to gather the data necessary to analyze the experiences of Latina student members of
a Latina Greek-letter organization. The data yielded by the in-person, telephone, and e-
mail interviews, was examined using one key element of the Model of Multiple
Dimensions of Identity (Abes et al., 2007).
The current study is detailed throughout five chapters. Chapter one provides an
introduction to the study including the significance and purpose, guiding research

12
question, methodology and an overview of the study. Chapter two presents a review of
relevant literature including an in-depth description of the Model of Multiple Dimensions
of Identity, which is used as the theoretical lens to analyze the participants’ academic
experiences as influenced by the sorority. Chapter three details the methodological
approach including the site, participant selection, participant demographics, data
collection, and data analysis methods. Chapter four presents the findings that emerged in
this study. Chapter five, provides a discussion of the findings, makes meaningful
connections, details implications for future research and practice and concludes the study.
This qualitative study helps frame future research by highlighting specific areas of
inquiry regarding the effects of participation in college sororities on the academic
experiences of Latina students.

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Chapter Two: Literature Review
This chapter provides a review of existing literature related to the unique
experiences of Latina students involved in Latina-based sororities. There is a paucity of
research exploring issues related to Latinas pursuing higher education (Ceja & Perez,
2010; Gándara, 1982; González, Stoner, & Jovel, 2003; Rodriguez, Guido-DiBrito,
Torres & Talbot, 2000). Even fewer scholars have studied the effects of participation in
Latina-based sororities, related to Latina student development. Existing scholarship
confirms that young adulthood, specifically the years spent in college, are crucial to
student development (Torres, Howard-Hamilton, & Cooper, 2003). Regarding fraternity
and sorority involvement, early research demonstrates the uncertainty of scholars in
regards to the potential value of student participation in Greek-letter organizations (Scott,
1965). However, recent literature has found that fraternity and sorority involvement,
specifically for Latina/o students can provide academic, personal, and professional
benefits (Bovell, 2009; Garcia, 2005; Guardia & Evans, 2008; Nuñez, 2004; Sanchez,
2011).
This section is organized in the following manner: Literature on Latina/os in
Higher Education; Literature on Student Involvement; Literature on Latina/o Sororities
and Fraternities; and Literature on Student Development Theory.
Literature on Latina/os in Higher Education
In the United States, Latina/os continue to grow in numbers, and are expected to
continue enrolling in higher education at an increasing pace (Brown, Santiago, & Lopez,
2003; González, Jovel, & Stoner, 2004). Research conducted-to-date shows that Latina/o

14
students encounter a unique set of barriers that may challenge their retention and
academic achievement. These barriers include first generation college student status,
inadequate K-12 education, low socio-economic status, and familial and financial
responsibilities (Brown et al., 2003). Many Latina/os are entering college but upon
arriving at the university are encountering issues that complicate their adjustment and
persistence (Castellanos & Gloria, 2007; Hurtado & Ponjuan, 2005; Hurtado & Carter,
1997; Hurtado, Carter, & Spuler, 1996). Student development research that explores the
personal and academic development of Latina/os remains limited (Ferdman & Gallegos,
2001; Torres, 2003), but has delineated the challenges and unique needs of this student
population (McNamera & Rickard, 1998; Pascarella & Terenzini, 2005; Rendón, Garcia,
& Person, 2004; Tinto, 2002). Furthermore, research on the distinct experiences of Latina
students as women of color in higher education is still needed (Garcia, 2005).
Torres et al. (2003) assert that more research need be conducted and critical
attention given to educating and promoting the student success of underrepresented
populations in higher education. Brown et al. (2003) ascertain that “higher education’s
success in ensuring Latino educational achievement will become an increasingly
important benchmark for assessing its contributions to the economic and civic health of
this country” (para. 4). Although literature exists on the Latina/o student experience in
post-secondary education (Castellanos & Gloria, 2007; Hurtado & Ponjuan, 2005; Muñoz
& Guardia, 2009; Orozco, 2003; Rendón, 1992), more literature is needed to gain a
comprehensive understanding of the unique transition, adjustment, and persistence
factors that challenge and/or contribute to the success of this student population.

15
Literature on Student Involvement
Extensive literature exists on the value of student involvement during college.
Foundational to scholarship on student involvement is the work of Alexander Astin.
Astin’s research (1984; 1993) has outlined and confirmed the positive impact of
involvement on the personal and academic growth and development of college students.
Other scholars have also demonstrated how student involvement promotes personal
growth and development, encourages persistence, and facilitates academic achievement
(Garcia, 2005; Pascarella & Terenzini, 2005; Torbenson, 2009).
Existing literature confirms that student involvement in clubs and organizations
results in a newfound sense of empowerment and a strong set of leadership skills (Astin,
1993; Astin, 1984; Evans, Forney, Guido, Patton & Renn, 2010; Komives, Lucas, &
McMahon, 2007). Specifically, involvement in Greek-letter fraternities has been shown
to empower students to become leaders (Guardia & Evans, 2008; Hurtado & Carter,
1997; Montelongo, 2003; Nuñez, 2004; Sanchez, 2011). A few studies have also found
that involvement in student organizations can provide valuable leadership and
professional skills (d’Amico & Hawes, 2000; Hoover & Dunigan, 2004; Reyes, 1997;
Sanchez, 2011). Sax and Astin (1997; 1998) and Vogelgesang and Astin (1999)
conducted studies that addressed the multiple benefits undergraduates obtain by being
involved in service and experiential learning activities. These benefits include the
reinforcement of concepts and theories learned in the classroom and activities that
prepare them for different careers. Also, several studies and theories suggest, in indirect
ways, that certain undergraduate experiences promote students’ preparation for

16
postgraduate studies and the development of skills for professional careers (Angell, 1980;
Astin, 1993; Astin, 1984; Beilke, 1990; Reyes, 1997; Sanchez, 2011).
Literature on Latina/o Sororities and Fraternities
To-date, the literature that exists on Latina/o sororities and fraternities is
extremely limited. Torbenson and Parks (2009) confirm that most studies exploring
Greek-letter organizations have been centered on predominantly White fraternities and
sororities. Most studies conducted on Latina/o-based sororities and fraternities have been
by masters or doctoral students. Muñoz and Guardia’s (2009) chapter in Brothers and
Sisters: Diversity in College Fraternities and Sororities details the history of Latina/o
Greek-letter fraternities and sororities and briefly outlines the academic and affective
benefits of involvement in these organizations. Most studies found that sororities have a
significant impact on the academic success of Latina students (Bovell, 2009; Garcia,
2005; Guardia & Evans, 2008; Nuñez, 2004). For many Latina college students, sororities
serve as a tool to facilitate retention, adjustment and success in college (Guardia &
Evans, 2008; Stuart, 2008). Garcia (2005) and Patterson (1998) conducted studies
exploring the influence of Latina-based sororities on the college adjustment of Latina
students and found that overall, involvement in these organizations has a positive impact
on the adjustment to the campus community and academic environment. Reyes (1997)
explored the potential influence of participation in a Latino fraternity on college
persistence. Furthermore, research shows that involvement in a Latina-based sorority
fulfills personal needs (e.g., family, peer support, etc.) important to academic persistence
and success (Stuart, 2008).

17
A few studies have inquired about the influence of the Latina/o-based sorority or
fraternity on the ethnic and gender identities of student members. In 2009, Bovell
conducted a study that inquired about the gender identity development of students in
Latina-based sororities. She found that membership in these types of organizations can
empower and promote an understanding of themselves as women. Nuñez (2004)
conducted a study that looked at the empowerment and ethnic identity development of
Latina students involved in a Latina-based sorority. The impact of involvement in a
Latino fraternity on the ethnic identities of Latino males has been briefly explored
(Guardia, 2007; Guardia & Evans, 2008).
A culture of service or “giving back” is detailed in many of the studies as a
characteristic of Latina/o Greek-letter organizations (Layzer, 2000). Many Latina/o
sororities and fraternities complete countless hours of community service, often
benefiting the Latina/o community. The sorority, as a group that possesses a unique
identity and culture has also been examined. Olivas’ (1996; 2004) research explored the
cultural behaviors and group norms impacting academic achievement and personal
development and the cultural and ethnic identity development of Latina-based sorority
members. Similarly, Layzer (2000) investigated the Latina student experience in Latina-
based sororities as it relates to the development of group culture.
Literature on Student Development Theory
From its inception, student development theory has maintained that college is a
crucial period in the development of identity (Torres et al., 2003). Torres et al. assert that
the foundational work of Erikson (1968), Marcia (1966), Josselson (1987), and

18
Chickering and Reisser (1993) established the groundwork for recent theorists to examine
an increasingly diverse college student population. Developmental theorists have
critiqued the work of these pioneers, deeming their theories exclusive and inapplicable to
non-White student populations (Torres et al.). Nonetheless, the work of these theorists
has provided current scholars with a means for formulating developmental theories and
models that conceptualize the diverse experiences of the current college student
population.
Racial and ethnic identity models. Several theorists have explored the
development and understanding of racial and ethnic identity. The Minority Identity
Development (MID) model was originally created by Atkinson, Morten and Sue (1979)
and further developed by Sue and Sue in 1990. The model, renamed Racial/Cultural
Identity Development (R/CID), addresses developmental issues encountered by minority
students. The R/CID explains the development of identity as a five-stage process that
includes: conformity, dissonance, resistance and immersion, introspection, and
integrative awareness (Torres et al., 2003). Phinney (1990) proposed a three-stage model
in the development of ethnic identity. The three stages (unexamined ethnic identity,
ethnic identity search/moratorium, and ethnic identity achievement) demonstrate the
process of negotiating “conflict between (1) the level of prejudice and stereotyping
perceived as prevalent from the majority culture and (2) dissonance of values between
minority and majority culture” (Torres et al., p. 36). These models have taken a
generalized approach, discussing students of color under the larger category of
“minority”.

19
Latina/o identity models. Ferdman and Gallegos (2001) are two of the few
scholars to examine the identity development of Latina/o students. Their model consists
of six orientations: Latino integrated; Latino identified; subgroup identified; Latino as
other; undifferentiated/denial; and White identified. Through these orientations or lenses,
a student demonstrates how they view their ethnicity and the larger racial group within
the context of the United States (Ferdman & Gallegos, 2001). Torres (2003) also
examined the identity development of Latina/o students in the first two years of college.
A student’s identity is shaped by three factors in the first year of college: the environment
where the student grew up, generational status and familial influences, and the way he or
she views him/herself within society (Torres, 2003). The model proposes that the
identity of a Latina/o student is transformed by a “conflict with culture or when a change
in relationship within the environment occurred” (Torres et al., 2003, p. 56).
Gender identity models. Few studies have exclusively examined the
development of gender identity. Bem (1981) explained gender identity development
through the idea of gender schemas. Gender identity, Bem (1981) proposed, develops as
an individual negotiates cultural gender expectations and roles, and internal, self-
understanding. Helms (1990) explained the development of a womanist identity using a
four-stage model- pre-encounter, encounter, immersion-emersion and internalization.
McNamera and Rickard (1998) introduced a feminist identity development model that is
based on the idea of engaging in social action to change oppressive structures. The idea
of oneself as a gendered body, male or female, is developed very early in life (Evans, et

20
al., 2010; Torres et al., 2003) and is affirmed on a daily bases by different social
institutions.
Model of multiple dimensions of identity. The Model of Multiple Dimensions
of Identity (MMDI) is one of the few models to examine the convergence of multiple
aspects of identity. This study uses one aspect of Abes, Jones and McEwen’s (2007)
reconceptualization of the MMDI to explore the Latina-based sorority as a contextual
factor affecting the development of Latina students. Jones and McEwen (2000)
introduced the MMDI after conducting a study on ten college women of diverse
racial/ethnic backgrounds. The MMDI explains how multiple identities are negotiated
and shaped and addresses factors which significantly influence a student’s understanding
and articulation of the question “who am I?”
Jones and McEwen’s (2000) three-dimensional model proposed that at the center
of a person’s identity was her core sense-of-self. The sense-of-self includes personal
attributes, characteristics and identity. The core reflects how a student views and
understands herself. The women in Jones and McEwen’s (2000) study emphasized the
internal process of constructing the core, and noted that socially defined labels describing
social identities did not make up the core sense-of-self. Hence, the core or inner self is
different than the outer or public self, which is dictated by societal expectations. This is
important in understanding the socially constructed nature of ethnicity and gender. These
are not biological characteristics that definitively compose a person- rather they are
socially constructed identities that inform a person’s worldview.

21
Surrounding the core are a person’s different dimensions of identity, or social
identities, notably, race, gender, culture, family, sexual orientation, religion, education
and social class. These different layers of identity lie within the third dimension, the
context that influences the saliency of each piece of identity (i.e. ethnicity, gender,
culture). Contextual factors include current experiences, family background, sociocultural
experiences, and career decisions and life planning. Figure 1 provides a visual
interpretation of the MMDI. Around the core, are intersecting circles that represent the
different dimensions of a person’s identity. The dots on each circle represent the saliency
of that aspect of identity as recognized by the individual; the closer to the core the dot is
located, the more salient it is in the person’s identity at that particular time.

22
Figure 1. Model of Multiple Dimensions of Identity

(Jones & McEwen, 2000)

One of the strengths of the MMDI is that it does not approach identity
development as a linear processes whereby a student moves from stage to stage. A non-
linear approach recognizes the fluidity of identity and its multiple dimensions, which
might be working together or separately at different points in time. Additionally, the
MMDI considers the impact of context on how a person views her different social
identities, including relevance and importance. Another strength, is the underlying
assumption that a person’s different dimensions of identity cannot be viewed as separate
identities that function exclusively; a person’s identity is influenced by multiple aspects

23
that work together at all times, with some more important than others at particular times
and within particular contexts. It is important to note that Jones and McEwen’s (2000)
study did not include Latina participants. However, this should not invalidate its
relevance and applicability to understanding Latina student development. The MMDI
was based on a study of a racially and culturally diverse group of women. The women in
Jones and McEwen’s (2000) study and Latinas negotiate similar dimensions of identity,
such as gender norms and familial expectations.
Abes, Jones and McEwen’s (2004) study of lesbian college students prompted a
reconceptualization of the MMDI. To understand the holistic development of Latina
students, this study uses the MMDI as reconceptualized by Abes et al. (2007). Informed
by the work of Robert Kegan and Marcia Baxter Magolda, Abes, et al. developed a more
complex model for the development of multiple and intersecting identities. The
reconceptualized version of the MMDI takes a holistic approach to identity development.
It explains how students formulate their identity through cognitive, intrapersonal and
interpersonal processes (Abes et al.). The MMDI, as reconceptualized by Abes et al., uses
feminist theory to understand the negotiation of multiple and intersecting dimensions of
identity. In addition, queer theory helps explain the “performative and fluid nature of
identity construction” (Abes et al.).
Abes et al.’s (2007) most significant contribution to the MMDI is the addition of
meaning-making capacity. The meaning-making capacity helps explain how students
come to understand and negotiate their personal and social identities. The
reconceptualized version of the MMDI is explained by a two-dimensional model (see

24
Figure 2). The core is interpreted slightly different from the original model. Abes et al.
describe the core by explaining, “although fluid in nature, the core includes personal
values and aspects of identity that individuals perceive as central to their sense of self” (p.
15). Furthermore, like the original MMDI, family is recognized as a contextual influence.
Peers, stereotypes, norms, and sociopolitical conditions are added as contextual
influences. Arrows in Figure 2 represent these influences. The meaning-making capacity
is understood as a filter that allows for the easy or difficult penetration of influences,
towards the person’s core sense-of-self. Contextual influences must pass through a
meaning-making filter in order to influence a student’s understanding of her identity.
Abes et al. explain the process in greater detail,
How contextual influences move through the filter depends on the depth and
permeability of the filter. The depth (thickness) and permeability (size of
openings) of the filter depend on the complexity of the person’s meaning-making
capacity…Regardless of differences in meaning-making, context influences
identity perceptions; differences in depth of the filter and size of the grid openings
incorporate contextual influences in qualitatively different ways. (Abes et al., p.
6)
This would suggest that Latina students understand their identities differently depending
on their meaning-making capacity. An individual’s capacity to make meaning of certain
influences determines the extent to which these influences shape the person’s identity, or
core sense-of-self. A student’s meaning-making capacity is described on a continuum

25
from less complex to more complex by the designations formulaic, transitional or
foundational (Abes et al.).

Figure 2. Reconceptualized Model of Multiple Dimensions of Identity

(Abes, Jones, & McEwen, 2007)

Evans et al. (2010) assert, “most students with multiple marginalized identities
face the intersections of their complex selves not necessarily as willing participants but
for survival in the dominant culture” (p. 247). The Latina student is charged with the task
of understanding herself as a person of color and as a woman within a predominantly

26
White and patriarchal structure. The degree to which the Latina student engages in an
analysis and intentional re-shaping of her identity is affected by her surroundings. In the
college environment, the sorority can serve as one contextual influence that positively
shapes Latina students’ identities. Evans et al. state that the sorority is a space where
notions of gender are instilled and reproduced and where gender identity is extremely
relevant. The Latina-based sorority may have differing degrees of influence on each
individual’s identity development. This chapter outlined the literature relevant to this
study. The following chapter discusses the methods used to inquire about the experiences
of Latina student members of Latina-based sororities.

27
Chapter Three: Research Design and Approach
This study investigated the academic experiences of Latina students in a Latina-
based college sorority. The research inquiry was:
How do Latina-based Greek-letter sororities influence the academic experiences
of Latina undergraduate students?
The following five findings emerged from this inquiry: the Development of Sisterhood
and Bonding; Validation of Culture; Cultivation of Leadership and Empowerment;
Promotion of Higher Education; and Enhancement of Professional Development.
Qualitative research focuses on people’s lives and worldviews and serves as a tool
to understand a person’s unique life experiences (Creswell, 2009). Interviews were used
as the primary method to probe the study’s inquiry and collect data. This study used one
element of the Model of Multiple Dimensions of Identity (Abes, Jones, & McEwen,
2007) as a theoretical lens to conceptualize the college experiences of Latina students as
influenced by their participation in a Latina-based sorority.
Due to its exploratory character, qualitative research is effective in addressing
new areas of inquiry or topics with scarce research (Creswell, 2009). A paucity of
research exists in the case of the academic experiences of Latina student members of
college sororities. The majority of studies conducted on the Latina/o student experience
in fraternity and sorority organizations have used qualitative methods (e.g. Bovell, 2009;
Guardia & Evans, 2008; Nuñez, 2004; Olivas, 1996; Sanchez, 2011). The use of
qualitative methods in past studies on this topic suggests its effectiveness and
applicability to understanding the lived experiences of college sorority members. In this

28
chapter, the research design, methodology, and a brief description of how data was
analyzed are described. Additionally, limitations of the study are presented.
Research Design
Research Site
The research site for this study was a chapter of a Latina-based sorority located in
southern California. To maintain the anonymity of the participants’ sorority it is referred
to as “Phi Sorority”. Phi Sorority was selected because it is a well-established
organization with nearly a twenty-year history. The membership of the sorority and
selected chapter reflect the diversity among the broader Latina community. The selected
chapter of Phi Sorority is housed at a four-year university in southern California. To
maintain the anonymity of the chapter’s host university it is referred to as “West Coast
University”.
Phi Sorority was established in the early 1990s at a four-year institution in
Northern California. The organization was formed by a group of Latina students who saw
the need for a support group that addressed the unique experiences of Latinas pursuing a
college degree (Phi Sorority, 2011). The purpose and vision of Phi Sorority are reflected
in the four core objectives of the organization: Sisterhood, Academic Excellence,
Promotion of the Chicana/Latina Culture and Community Service. Since its inception,
the sorority has expanded to include chapters throughout California at six colleges and
universities (Phi Sorority, 2011). Over 400 women from diverse backgrounds have
become members of the organization through one of the six chapters. Phi Sorority prides
itself in offering its members lifetime membership into a network of like-minded and

29
college-educated Latinas and most importantly a second familia. The chapter at West
Coast University was established in 2003 (Phi Sorority, 2011).
West Coast University is a public, four-year institution located in a major city and
suburban community of southern California. The university boasts a prestigious
background and remains among the top-ranking institutions in the United States and the
world (West Coast University, 2011). The three key components of the mission of the
university are education, research, and service (West Coast University, 2011). In the fall
of 2010, West Coast University enrolled 39,593 students (West Coast University, 2011).
The undergraduate student population composed the majority of the student body, with
26,162 students enrolled in the fall of 2010. Fifty-five percent of the undergraduate
student population was female. Ethnically, the student population identified as follows:
37% Asian/Pacific Islander, 32% White, 16% Hispanic, 6% International, 4% African
American/Black, and less than 1% identified as American Indian/Alaskan Native. The
ethnicity of the remaining 4% was unknown (West Coast University, 2011). To reiterate,
of the 26,162 undergraduate students that enrolled at West Coast University in the fall of
2010, only 4,126 were Hispanic/Latino. West Coast University was selected for two
reasons. First, it was the host university for the sorority selected for this study. Second, it
contained the student population central to the research inquiry.
Participant Recruitment
As a member of a chapter of the organization, the researcher was granted
permission from the National Board of Directors of Phi Sorority to conduct this study.
The researcher was not a member of the chapter at West Coast University and did not

30
have a previous personal relationship with any of the study’s participants. To
disseminate information about the study, the researcher contacted the student leadership
of the sorority to introduce the study and to request for a Recruitment Letter (see
Appendix A) to be sent via email to prospective participants, including alumni. To follow
up, the researcher attended a general body meeting to encourage participation and answer
study-related questions. Those that chose to voluntarily participate in the study were
provided an Information Sheet (see Appendix B) and asked to complete the Participant
Demographic Form (see Appendix C). The researcher obtained verbal and/or written
consent from participants prior to beginning the interviews.
Participant Selection
The population for this study included Latina members of a Latina-based sorority.
The study had a total of ten participants. Participants included undergraduate student
members of the selected sorority and members who had graduated within five years.
Participants met the following criteria: (1) Were an active or alumni member of Phi
Sorority at West Coast University; (2) Self-identified as Hispanic/Latina and as a
Woman; (3) Were 18 years or older. For undergraduate students, “active” status was
determined using Phi Sorority’s definition. An active member is one who is in good
academic standing with the sorority, participates in sorority functions including weekly
meetings, and contributes actively to the organization (Phi Sorority, 2012). In addition,
participants were asked to report how many hours per week they spent on sorority-related
activities as an additional measure of degree of participation. Participants estimated
spending 2 to 15 hours per week on events, activities, or matters related to the sorority. A

31
purposeful sampling technique was used to select participants. This method was most
appropriate as the researcher sought to investigate a college population with distinct
experiences central to this study. Students who chose to participate did so on a voluntary
basis and were not compensated for their participation. Pseudonyms are used throughout
this paper to conceal the identity of the participants.
Participant Demographics
A total of ten participants were part of the study. Six of the participants were
current undergraduate students and four were recent alumni (graduated within the past
five years). All of the participants were first-generation college students. None of the
students that participated in the study transferred to West Coast University, all began
their studies as first-year, freshmen. Table 1 provides an overview of basic demographic
information for each participant.

32
Table 1: Participant Demographics
Participant Ethnicity Class
Standing
Major/
Minor
First-
generation
college
student?
Socio-
economic
Status
Number of
Years as
Member of
Phi
Sorority
Elena Mexican-
American
4
th
year Women
Studies/Education
and Public Policy
Yes Low
Income
3
Viviana Mexican-
American
5
th
year English/Art History,
Education
Yes Low
Income
4
Adelina Mexican Alumnae Physiological Science Yes Low
Income
4
Esperanza Latino Alumnae Sociology/Chicana/o
Studies
Yes Lower
Class
4
Camilla Hispanic 2
nd
year Undecided-
Psychology
Yes Low
Income
1
Francesca Mexican-
American
4
th
year History/Applied
Developmental
Psychology,
Chicana/o Studies
Yes Lower
Middle
Class
3
Valeria Mexican 3
rd
year Political Science/
Labor and Work
Studies, Chicana/o
Studies
Yes Low
Working
Class
2
Belinda Latina 3
rd
year Sociology/
Education, Political
Science
Yes Low SES 2
Ally Mexican
American
(Latina)
Alumnae
and
Graduate
Student,
Master’s in
Social Work
Social Work/Public
Child Welfare

Yes Low
Income/W
orking
Class
3
Marcie Latina Alumnae Sociology/Education Yes Low-
Income
3
Note: Information on this table was self-reported by participants.

Researcher’s Role
Creswell (2009) notes, “Qualitative research is a form of interpretative inquiry in
which researchers make an interpretation of what they see, hear, and understand. Their
interpretations cannot be separated from their own backgrounds, history, contexts, and
prior understandings” (p. 176). The approach for a study as selected by the researcher is

33
indicative of his or her general approach to life and understanding of the way the world
works (Creswell, 2009). As a researcher, it is important that I make clear my worldview
as it informs the approach and design of this study. I describe my worldview as what
Creswell (2009) calls an advocacy or participatory worldview. It is political,
“empowerment issue-oriented”, collaborative and change oriented (p.6). Creswell (2009)
goes on to explain,
An advocacy/participatory worldview holds that research inquiry needs to be
intertwined with politics and a political agenda. Thus, the research contains an
action agenda for reform that may change the lives of the participants, the
institutions in which individuals work or live, and the researcher’s life.
Moreover, specific issues need to be addressed that speak to important social
issues of the day, issues such as empowerment, inequality, oppression,
domination, suppression, and alienation. (p. 9)
At this time, it is also important that I disclose my status as a member of a
Chicana/Latina-based sorority. Although this status can raise questions regarding the
lack of objectivity on my behalf, it can be contested that my participation in a sorority
strengthens my ability to understand and interpret the experiences of sorority members.
As a member of the Greek community, I possess additional knowledge and am privy to
information and experiences that a non-member would not have access to. Also important
to my worldview are my experiences as a first-generation college student and a woman of
color. These identities have shaped who I am as an individual, student, educator, and
researcher. The researcher’s willingness to voice her unique life experiences offers a

34
valuable perspective and helps the reader understand the approach taken in the study.
Mertens (2009) asserts that there is great value in a researcher’s ability to reflect on life
experiences, including values and beliefs, throughout the research process. The potential
impact of the researcher’s worldview must be considered.
Methodology
Data Collection
Interviews were conducted with ten participants and guided by an interview
protocol designed to understand the impact of the sorority experience. The participants
were asked open-ended questions about their general undergraduate experience and their
experience as members of a Latina-based sorority. The interview questions are detailed in
Appendix D. Personal interviews were conducted via three meeting methods: in-person,
telephone call, or e-mail. Of the ten participants, two selected to interview in person, one
over the telephone, and seven via a live email exchange. Every participant was asked to
partake in two, one-hour interviews over a two-week period. Most of the interviews were
conducted within the estimated one-hour time frame. However, with the participants’
consent, a few interviews went over the estimated time, lasting approximately 1.5 to 2
hours. All participants were asked to complete a Demographic Form that provided
general information about their family and education background prior to participating in
the interviews.
Offering participants the option to interview via three different modes of
communication proved to be effective in accommodating their busy schedules and in
gathering data within the time frame of this study. This flexibility also allowed

35
participants to select which mode of communication was most comfortable for them. In-
person interviews were conducted with some of the participants at a public location
agreed upon by the researcher and the participant. Telephone interviews were also
conducted at a date and time convenient for both the researcher and participant. Many of
the participants selected to interview via an email Internet conversation. Interviewing via
email is a relatively new method that has broadened the reach to different groups
including the target population of this study. The current college-aged generation has
grown up in a world of rapidly advancing technology. The “millenials,” as they are often
referred to in the literature, became tech-savvy at a very early age. They thrive in
technology-driven environments and are accustomed to quickly accessing a world of
knowledge via Internet search engines, social media sites, and multiple-capability smart
phones. For these reasons conducting interviews via email served as an effective mode of
communication and data collection for this study. This method provided more time
options to conduct the interviews.
All interviews, regardless of the mode by which they were conducted, followed
the same structure. Before beginning the interview, the researcher asked participants to
confirm that they read the study Information Sheet and to provide consent to begin the
interview. At that point the Demographic Form was collected if it had not been received.
The interviews began with an opening statement and were guided by the interview
protocol. The interview protocol included semi-structured and open-ended questions.
Participants were informed that they could end the interview at any point or refuse to
respond to any question that they did not feel comfortable answering.

36
During all interviews, the researcher took detailed notes. With the consent of
participants, in-person and telephone interviews were audio-recorded. Email interviews
were captured in writing, printed and deleted from the researcher’s email account. For
participants that interviewed via email, it was highly suggested that they delete the
conversation from their account. Doing this facilitated data collection and safeguarded
the privacy and confidentiality of participants.
Data Analysis
The data collected from the personal interviews was organized and prepared for
analysis, reviewed, analyzed, coded, and interpreted. Abes et al.’s (2007) Model of
Multiple Dimensions of Identity, specifically the component addressing contextual
influences to student development, was used to guide the analysis of the data. As with
most qualitative research, the process of analysis began during the data collection phase.
The formal process of analysis consisted of six steps. First, interviews conducted in-
person and over the telephone were transcribed. The email interviews made it possible to
capture the responses of participants in their own words, providing a written record and
eliminating the need for transcription. Interview notes taken by the researcher were
printed at this time. Also, the raw data was arranged by participant using a matrix that
captured detailed responses to each interview question, keywords and general description
of what was being addressed, emerging themes, and the researcher’s thoughts and
reflections. Second, an initial and general review of the data was conducted to obtain a
broad sense of the participants’ experiences. Notes were taken during this initial review
and included thoughts, reflections, and questions. Third, a detailed analysis was

37
conducted and the data was hand-coded using codes that were generated from the initial
review. Fourth, the coded data was reviewed in order to compile a list of emerging
themes and to begin the process of understanding the findings. The emerging themes
were cross-referenced between all participants’ responses. Fifth, the themes were
reported, interpreted, and discussed. Lastly, the themes that resulted from the data were
placed within the MMDI in order to conduct a final analysis and report the larger
meaning of the findings of this study.
Limitations to the Study
The findings that emerged from this study certainly contribute to the limited
research related to Latina student members of college sororities and provide a strong
point of reference for the development of future studies. However, as with any study,
certain limitations exist. First, the sample size of this study was small with a total of ten
participants. A larger sample, including participants from various sororities across
California and the United States, would certainly enrich the findings. Although the
sample size for this study was small, the in-depth interviews conducted with the
participants yielded rich data, valuable to the design of future research and approaches to
practice. The second limitation to this study is time. This study was conducted over a
short period of time during the second and final year of a master’s program. More time
would have allowed for the interviewing of additional participants and for the use of
triangulation methods to enrich the data. A third limitation to this study is the ethnic
heterogeneity of the participants. Most of the participants were Mexican-American and a
few identified as Salvadorian-American. Although many similarities exist, peoples

38
tracing their roots to Latin America have differing histories as immigrants to the United
States, which impact their experiences in this country, including higher education.
Having a sample which included an even number of Mexican-American and Salvadorian-
American participants or an ethnically homogenous group, would have allowed for the
analysis of their distinct experiences at the institution and with the sorority. A fourth
limitation is the different modes of collecting data, which included in-person, telephone,
and email interviews. Using only one mode of interviewing could have potentially
yielded similar responses, in regards to depth and detail, from the participants. Finally,
the researcher’s bias must be noted as a potential limitation to the study. The researcher’s
affiliation and personal experience with a Latina-based sorority at another university
helped provide access to the exclusive population and increased the trust and openness
between researcher and participant. Certain personal biases or approaches, as informed
by personal experience, may have impacted participants’ responses and/or the analysis of
the data. To ensure the validity and reliability of the study, the researcher followed strict
protocols common in qualitative research.
Reliability and Validity
Throughout the study the researcher adhered to ethical research protocols in order
to ensure the trustworthiness of the study. Approval from The Office for the Protection of
Research Subjects was obtained prior to beginning the study. A systematic and objective
approach was taken to avoid collecting inaccurate or incomplete data and/or
misinterpreting the findings that emerged from the study. The researcher remained aware

39
of personal biases that might affect the study’s design, execution, or analysis throughout
the study.
Reliability and validity were achieved using procedures common in qualitative
research. To ensure reliability the researcher took the following steps. For in-person and
telephone interviews the audio recording was reviewed multiple times to confirm the
accuracy of transcriptions. Responses of interviews conducted via email were printed
exactly as written by participants. All interview transcripts were reviewed several times
during different phases of analysis. During the coding process, codes were compared
throughout each interview and cross-referenced between different participants and
throughout the entire process. To ensure the validity of the findings the following
procedures were employed. An in depth and detailed description of each theme was
presented using statements from different participants. The researcher’s bias was
presented at the beginning of this paper, informing the reader of the worldviews that
might impact the interpretation and analysis of the findings in this study. Additionally,
although the themes presented in chapter four address the benefits of participation in a
Latina-based sorority, the few challenges, noted by the participants, in regards to
membership in the organization, are stated at the end of the findings chapter.
Furthermore, the researcher used peer debriefing as a way to ensure the validity of the
findings.
Interviews served as a tool to examine the experiences of Latina students in
Latina-based sororities. The data collected in this study helped answer the initial research
inquiry: How do Latina-based Greek-letter sororities influence the academic experiences

40
of Latina undergraduate students? The theoretical framework, Abes et al.’s (2007) Model
of Multiple Dimensions of Identity, informed the interpretation and conceptualization of
the data produced by the interviews. The next chapter is perhaps the most important part
of this paper. It captures the findings, including emerging themes and processes that
resulted from the interviews.

41
Chapter Four: Findings
In this study, the guiding research question was designed to explore the influence
of Latina-based Greek-letter sororities on Latina students’ academic experiences. The
findings that emerged confirmed that Latina-based sororities have a profound impact on
the undergraduate college careers of Latina students. Story after story detailed the
aspirations, struggles, and successes of the participants in this study and common to the
Latina college experience. Importantly, the inquiry led to the emergence of the following
five themes:
 Development of Sisterhood and Bonding
 Validation of Culture
 Cultivation of Leadership and Empowerment
 Promotion of Higher Education
 Enhancement of Professional Development
Although the majority of the findings reflect the benefits of Latina student involvement in
a Latina-based sorority, the participants mentioned a few challenges that come with
participation in the organization. Due to the limited data that emerged concerning
challenges of involvement, these are briefly presented following the five themes.
This chapter presents the findings of this study. The five themes that emerged
from the guiding research inquiry are delineated in the following order: Development of
Sisterhood and Bonding; Validation of Culture; Cultivation of Leadership and
Empowerment; Promotion of Higher Education; and Enhancement of Professional

42
Development. The chapter concludes with the challenges associated with participation in
the sorority as reported by the participants.
Development of Sisterhood and Bonding
The depth of the bond amongst the sisterhood emerged as a life-changing
experience for all of the participants. Like most sororities, one of the objectives of the
organization is sisterhood. However, the way the sisters described the bond between each
other was deeper than just a college friendship. When asked to define sisterhood Ally
stated, “Sisterhood is a group of women who share similar values and beliefs and who
support each other through thick and thin. At the end of the day, your sisters will be there
beside you.” For Valeria sisterhood meant “having an unbreakable bond between
women.” Delineating the elements of sisterhood, Valeria explained, “Sisterhood does not
only mean being a family, but also working together to support one another. It means
being [there] for one another in good and bad times. Sisterhood means never judging but
understanding. Sisterhood means taking care of one another.” Through the sisterhood
Valeria gained “eternal friendship.” When asked to define sisterhood, Belinda replied,
“[It] is when you call a sister at whatever time, and they will always be there- to calm
your anxieties, to clear your tears, to make you laugh, to vent- to simply understand.”
Echoing the sentiments of the participants, Ally shared that the sorority “offers long
lasting bonds, unity and trust, literally a family of sisters, which is something you do not
find in many organizations.” Adelina described the depth and power of the sisterhood
when she stated that the sorority helps Latinas find “your sister, your best friend, your
soulmate…” For Esperanza making female friends had always been a struggle. However,

43
the sisterhood of Phi Sorority opened up a new experience for her.
Phi Sorority was different. Sisters who seemed to have absolutely nothing in
common found at least one thing they both loved, Phi Sorority. They put whatever
issues they might have had aside and came together for their organization. Putting
aside all the unnecessary drama for something great showed me that these ladies
have real loyalty to one another. Sisterhood depends on loyalty. Even though I am
not one to try and make girl friends, the sisters of my sorority made an effort to be
my friend.
After meeting her sorority little sisters, Esperanza realized the depth of the bond between
her sisters. As the youngest in her family, Esperanza had never experienced being an
older sister. The experience she shared with her sorority sisters, especially her little sister,
is one she will never forget.
I consider my sorority little sister to be my real sister. When I need anything I
know I can go to her, and vice versa. My second little sister suffers from
pulmonary hypertension. She just received her second lung transplant 2 months
ago. She received card after card from our sisters wishing her a speedy recovery.
During her surgery her biological older sister kept me updated via text message. I
had sisters calling and texting me left and right asking if I had any updates. That is
sisterhood. Now that my little sister is recovering, all she can think about is going
back to school and becoming active so she can help transition our future lines.
Again, That is sisterhood.
The sorority is a space in where a diverse group of women come together. Esperanza

44
described that the beginning of her experience with the sorority, marked by the pledging
process, took a “group of girls with different personalities and brings them together as
one.” The pledging process, which initiates new members into the sorority, facilitated and
reinforced the strong bond that members experienced as sisters. To maintain this bond,
the sisters participated in retreats designed to continue developing and strengthening the
relationships between them. For Belinda, participating in a sisterhood retreat “was a true
and unique experience” as she was “surrounded by such beautiful, big-hearted women.”
Developing a Genuine Bond
Many participants shared that the genuine connection between the sisters was one
facet that initially attracted them to the organization. The connection was an enduring
bond that would last a lifetime. In reminiscing on how she learned about the organization
Adelina recalled her attendance at a rush (recruitment) event for Phi Sorority, “I really
bonded with the girls, we just hit it off, it was natural… I didn't feel it was forced at all,
didn't think they had an agenda… it flowed you know…” The instant connection Adelina
felt with the sisters of the sorority “just felt right and that's why I joined the
organization…” From that moment Adelina knew that Phi Sorority was the sisterhood
she wanted to become a part of. Camilla joined the sorority because she was looking to
“feel like I was at home again.” She “wanted to get to know a group of girls that would
be there for me no matter what.” Camilla yearned for a support system and a group of
people that she “could count on” at West Coast University, which was far away from
home. She had not planned to join a sorority but she “still did it because I felt really
comfortable with the girls that approached me. They seemed really nice and friendly. I

45
saw how they all were very close and I wanted to have the same bond as well.” Ally
stressed the life-long commitment to the profound relationships she built with her sisters.
The most significant experience was definitely the long lasting bonds made with
some of the girls…. These are the girls that looking back on, I would invite to my
masters graduation celebration, have them be my bridesmaids and share other
important life memories along the way. These are the girls I share anything with,
text them whenever, call them whenever and they will be there. From important
things, such as getting a fellowship, to silly things… such as texting "that guy is
cute", the memories shared and created are priceless.
The genuine bond and the tight-knit community gained by becoming a member of the
sorority were attractive to the participants when deciding to join the organization. Belinda
echoed the feelings of the participants when she asserted that she joined the sorority “for
the support system.” She “wanted to surround myself by women who were Latinas and
knew my struggles without much explanations. I wanted to be understood by a group of
women and guided- that is why I joined my sorority.”
The bond among this group of women was evident to those outside of the
sorority. When asked how others on campus viewed her sorority Adelina replied, “I
have been told that as an organization the girls are down to earth. It seems like we love
each other that we actually have a bond, it's real, it’s not fake or imposed….” The
genuine care the women showed for each other was something that was stressed by
many of the participants.

46
Family Away from Home
For many of the participants their sorority sisters were their “family away from
home.” They viewed, treated and cared for each other as they did their biologically
related siblings. The sorority reminded the participants of the “home” they had left
behind to go to college. In describing the relationship she developed with her sorority
sisters, Adelina said:
My sisters are at this point in time, and they have been for the past four years,
my best friends…. I surround myself with my sisters, they're my friends, they’re
my backbone at times, they help me out. They guide me, they're family too. I'm
so glad that I was given the opportunity to meet individuals so different from
me. We get to learn from each other…We're like real sisters! We get mad at each
other, then we love each other, then we hate each other. It's great! True
sisterhood, it means everything that a real sister would, or that my real sister
means to me.
Marcie shared a similar experience and one that demonstrated how the sisterhood fulfills
the gap left behind by leaving family to go to college. She explained that sisterhood
meant “having someone have your back and always be there to provide support in a
time of need, not only in good times but in bad times. Most importantly, having a family
away from home.” The familiar feeling of “home” was something that also attracted
Esperanza to the sorority. During her freshmen year Esperanza felt unhappy and found it
difficult to make new friends because of her shy personality. Esperanza recalled her
initial interactions with the members of the sorority and what convinced her to attend a

47
rush event. She shared, “Once she told us they would have carne asada and horchata we
were in! Authentic Latino food on campus was very rare so we jumped at the chance.”
Esperanza, however, also took time to meet other sororities in “order to make a well-
informed decision.” In the end she decided to join Phi Sorority because as she
explained, “I am not one to trust people easily or to be friendly, but the sisters of Phi
Sorority seemed like girls I would have hung out with while in high school. I could see
myself forming real friendships with these ladies.” For Esperanza, as well as the other
participants, the sisterhood affirmed their home culture and offered a space where the
sisters could feel at home.
Motivation, Support, and Filling an Affective Need
The participants agreed that their sisters provided unconditional support and
motivation through thick and thin, often through encouraging words. According to
Viviana, the sorority provided “people you could run to.” Other participants shared that
the bond they experienced manifested itself in various ways. For example, Ally stated,
“... having that extra sense of bond and support with driven fellow Latinas at West Coast
University, just made us more closer. We were each other's support group, partners in
crime, and sisters overall. We had each other's back no matter what...” Similarly, Marcie
noted, “whenever we were feeling down or needed motivation, it was common for our
chapter to say a phrase that goes like this: we are strong, beautiful, women of color and
should continue to strive towards success.” Making these bold statements, explained
Marcie, boosted the sisters’ morale and “remind us to keep working hard.” The
sisterhood gave many of the participants a strong sense of confidence. When Valeria met

48
the sisters of Phi Sorority for the first time she “admired their confidence and overall
their outgoing personality….” Valeria was shy, but “deep inside” she “knew I wanted to
be like them because I wasn’t outgoing or confident in myself.” Among other reasons,
Valeria joined the sorority to gain confidence in herself and “to grow as the person I am
now.” She was certain that “if I hadn't joined the sorority I wouldn't be able to believe in
myself, show and feel confident and overall step out of my comfort zone.” Similarly
Viviana stated that her undergraduate experience dramatically changed once she joined
the sorority. She noticed a significant “personal level of growth after joining and going
through the process” and also felt more confident and “more comfortable in my own
skin.” Viviana also shared that after joining she had “a sense of direction” and “a support
system of girls.”
In summary, the bond developed between the women of the sorority was
described as a profound connection that would last a lifetime. Reflecting the participants
understanding and feelings toward that bond, Francesca eloquently stated, “Sisterhood
signifies the amazing bond that is irreplaceable. It's a bond that drives you to do things
for people, that in this case are not your blood, but they might as well be.” Inspiringly,
she continued, “Sisterhood means sometimes putting the needs of a sister before your
own to make sure that they are okay and safe. It's a driving force that will continue for
years after we graduate, I do not think that it is a fabricated illusion.” Francesca, as did
the other participants, felt a genuine and real connection with her sisters. The sisterhood
and bond between them was, as Francesca put it, “pretty permanent as long as you
believe in it.”

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Validation of Culture
In talking about their experiences in the sorority, a conversation around the
importance of culture emerged. Many of the participants experienced cultural shock upon
arriving at the university. The sorority facilitated the adjustment to the university and
provided a sense of belonging, a connection to family, and upheld cultural values and
beliefs. One of the sorority’s objectives is to promote the Chicana/Latina culture. The
participants shared that the sorority provided a space to learn about their culture and
fostered cultural empowerment. The sisters mentioned their commitment, as an
organization, to their cultura. This commitment was evident to those outside of the
organization. Ally explained that other Latina/o fraternities and sororities on campus
viewed Phi Sorority “as a very cultural, cooperative and outgoing organization. This
comes to highlight that Phi Sorority sisters exemplify [cultural] traits through actions,
interactions, and communication with other Greeks.” Outside of the Latino Greek
community, Ally shared that “Phi Sorority [was] simply seen as a Latina culture based
sorority.”
Cultural Adjustment and Sense of Belonging
Upon arriving at the university, the participants noted that they experienced
cultural shock. For many, this was the first time they found themselves surrounded by
people that did not share similar cultural backgrounds, experiences and beliefs. The
sorority acted as a bridge between their home culture and the university environment. The
organization helped them adjust to the shock by fostering a sense of belonging, a small
niche within the larger campus community. Although she felt that overall her

50
undergraduate experience was great, Esperanza stated, “My freshman year however was
a real culture shock. I had never been to a school where Latinos were not the majority.”
Her second year was a turning point. Esperanza related that she “lived with a sister of Phi
Sorority and I learned that there were Latino Greek organizations. I had finally found
where all the Latinos on campus had been hiding.” The recruitment process was
especially meaningful for Esperanza as she “was able to bond with other Latinas who
were first-generation Latino college students.” Furthermore, Esperanza asserted that
“seeing how few Latinos there were on campus really motivated me to finish my
undergraduate degree….I was finally able to freely interact with other students without
having to look for the other Latinos in my classes.”
Many of the participants shared that they actively searched for that cultural space
during their first year. In searching for a sorority, Viviana wanted to find not only an
organization that would offer a genuine bond, but also one that would accept and
understand her culture. For Camilla the sorority provided a sense of belonging. She
explained that her and her sisters reminded “each other of who we are and what it means
to be a Latina at West Coast University and the struggles that we all are fighting for.”
Within the sorority, Camilla had the opportunity to discuss “unity amongst all Latinos,
not just Mexicans,” and as a sorority “define ourselves with everyone whether they are
Salvadorian, Guatemalan, etc…” Francesca felt similarly and stated, “A lot of the
information that we learn and share as a sisterhood is based upon our cultural pride. I am
proud that this organization embraces ethnic pride and awareness.” Francesca felt more
comfortable to talk about her culture on a campus that she described as “greatly diverse,”

51
but “not always welcoming to a small Latina/o population.” For the participants, the
sorority encouraged cultural understanding, validation and empowerment, and offered a
space where culture could be celebrated. Belinda demonstrated the power of the cultural
space provided by the sorority: “every single time we have a [sorority] meeting… this is
the only time I am in a classroom filled with Latinas and any other moment- is nothing
like that.”
Connection to Family
For the participants, culture was defined by their families through upbringing,
values, beliefs and worldviews. The participants expressed that family and culture were
interconnected. Expressing the sentiments of the participants Adelina stated, “I hold my
family [as] the closest thing to me, they're my priority, and my one and only. There’s no
competition there. They're my backbone, they're my life….They're my motivation and
they make me happy. They're pretty much my everything.” In short, Adelina concluded,
“I work and I go to school to one day provide for them.” Elena felt similarly and stated
that one of the reasons she went to college was to “give back” to her parents and to “do
it” for them. Ally’s story ties in both Adelina and Elena’s feelings and reflects the
experiences of all of the participants.
As a woman and older sibling, setting goals and fulfilling them have pushed me
to graduate West Coast University, go on to graduate school, and influence the
way I live my life. My mom is the most inspiring person in my life. She's
always been there for me to listen and someone to rely on. I was torn between
the needs and responsibilities of home and with my family and the demands of

52
the U.S culture, going off to West Coast University to pursue higher education,
and to be able to financially provide even more to my family. I am aware that
my advanced level of education would benefit my entire family and help
achieve upward social mobility. Coming from a low-income family and
excelling as a college bound student brings joy and honor to my whole family.
The majority of the participants were raised in tightly knit families. Their upbringing
made the transition to West Coast University, which promoted an individualistic culture,
extremely difficult. The sorority not only provided that sense of family, but kept the
participants grounded in their culture.
Many of the participants characterized the sorority as their “family away from
home.” In speaking about the culture of the sisterhood Marcie stated that her sisters had
“her back” and would “always be there to provide support in a time of need, not only in
good times but in bad times.” But, most importantly, Marcie stressed, being in the
sorority meant “having a family away from home.” The sorority’s family-oriented culture
filled the gap experienced by many of the participants in leaving home to attend college.
For most, it was particularly difficult to transition into the university environment, and
the sorority eased the adjustment process. Adelina noted that her first year and a half at
the university was difficult. She explained, “it was a hard transition but then I joined the
organization and that helped me so much. It was like my family away from home.” The
sorority served as a bridge between home and college and helped participants find a
balance between two opposing cultures. Valeria affirmed that her “sorority sisters do hold
similar beliefs and values as my own.” For example, she said, “my parents have stressed

53
the importance of getting an education which is the same with my sorority sisters. They
are here because they don't want to be in the same position as their parents.” Family was
also a core value she shared with her sisters, “my parents and myself value family and
the importance of supporting one another which I feel is one of the main foundations of
my organization.” Furthermore, for many of the participants joining the sorority provided
a sense of belonging by fostering a culture of family. Esperanza described how her
undergraduate experience changed after joining the sorority, an extension of her family:
“I actually began enjoying my undergrad experience because of my sorority. Although
my parents only lived thirty minutes away, I felt like I had a home away from home. I
stopped going home every weekend.”
Like many first-generation college students, Esperanza’s family placed significant
value in pursuing a college education. The participants indicated that the sorority
demonstrated a similar emphasis on the importance of higher education. For Esperanza,
the sorority closely resembled her family, home culture, and motivation to pursue a
college degree:
All of my cousins are college graduates or are currently enrolled in college. My
family has produced ten college graduates with one more graduating from an Ivy
league college this year and a second starting her freshman year. All of them were
raised by parents who didn’t even go to junior high. All of the parents in my
[extended] family have struggled and worked hard to get their kids through
school. Phi Sorority is on that same level. Although we are a small organization in
numbers, we produce proud Latina College Graduates. We encourage sisters to

54
embrace their Latino roots and use that as motivation to meet our goals. We give
each other a helping hand whenever we can because on paper we might be an
organization, but in reality, we are a family.
As explained by the participants, the sorority closely resembled their family. The sisters
upheld similar values and beliefs, instilled in each of them growing up.
Values and Beliefs
Participants mentioned that the sorority often reinforced their values and beliefs.
They recognized the diversity within the Latina/o community but felt, for the most, that
their sorority sisters had similar cultural beliefs and values. Francesca noted, “Overall, I
felt that the ideals and values of the sorority matched my own.” These values and beliefs
included a commitment to family, education, and service to the community and a hard
work ethic. Francesca stated that her values consisted of “helping others, working hard on
[her] goals, keeping in touch with those [she] loved, and standing up for what [she]
believed in.” Furthermore, Francesca explained, “We all believe and try to emulate the
ideals that the sorority stands for. My sorority sisters share the values of academics,
sisterhood, community service and cultural pride with my family and myself.” Similarly,
in describing the values her culture upheld, Ally stated that she was “dedicated, hard-
working and family-oriented.” Another participant, Valeria, felt that her family values
were well represented by her sorority. She asserted, “My parents and myself value family
and the importance of supporting one another, which I feel is one of the main foundations
of my organization.”

55
Each sister, the participants noted, brought to the sorority their individual beliefs,
and together the sisterhood fostered and promoted those beliefs. Adelina stated, “Of
course you know it varies by individual but as a whole I think its not the sorority [who]
creates your morals or your values, you join it with those already in place…” The
sorority, was a place where values and beliefs where brought from home and shared with
others who could relate to similar ideals. Overall the participants noted that their values
and beliefs, which are the underpinnings of culture, were manifested in and reinforced by
the sorority.
Cultural Education
The participants agreed that being part of the sorority allowed them to learn more
about their culture and in turn teach others about it, within and outside the Latina/o
community. Culture was taught by the sorority by means of the organization’s four core
objectives: Sisterhood, Academic Excellence, Promotion of the Chicana/Latina Culture,
and Community Service. These objectives were established by the women who founded
the organization and represented values they felt were important to the Latina culture,
specifically for Latina college students. For the participants in this study, culture, as
practiced by the sorority, meant excelling academically, remaining family oriented
(practiced through sisterhood), promoting traditions and practices common to Latina/os
and giving back to the community. The sorority was a space where culture could be
learned, maintained, and shared through events, special gatherings, and traditional
practices.

56
Many of the participants agreed that as members of the sorority they had the
opportunity to learn more about their culture and others within the larger Latina/o
community. Camilla, one of the participants, asserted, “Yes, I feel that the sorority
provides that opportunity for me to learn about my culture…” She felt that although her
and her sisters shared similar cultures, some practices were “slightly different.” This
difference, Camilla explained, was embraced by the sisterhood and as a group the
sorority, “either eventually learn the new ways or implement these new things into our
culture or we choose not to implement anything at all.” Whatever they decided to do,
Camilla felt that through this process her and her sister were “learning new things about
our culture.” For Camilla, similar to other participants, the sorority influenced the way
she understood her ethnic identity through the promotion of the Latina/o culture. Belinda
also shared similar feelings while emphasizing how the sorority provided a space for the
members to learn:
I think the sorority has the potential to provide the space for my sisters and I to
learn more about our culture…. I think it is important to first set a safe
environment where girls feel safe to share their own cultural practices... Just
because we are Latinas it doesn't mean that we all share the same cultural
practices. After the girls feel that safety to share pieces of themselves with one
another, educating each other about their cultural practices comes easier. Such
events like "founding ourselves, founding our families"…. It was simply a
beautiful event where sisters opened up and listened to each other.
Many of the participants agreed that they joined the sorority with an understanding of

57
their culture and that the sorority provided a space to further develop their cultural
understanding. In regards to her understanding of culture, Ally explained, “The sorority
did not necessarily influence it, but rather more exposed me to learn and understand
about issues pertaining to my culture and background in addition to engaging in events
such as museum visits, documentary films and open dialogue.” Similarly, Camilla stated,
“I always knew I was a Latina and where I come from….So, I guess the sorority does
influence me by constantly reminding me of who I am and where I come from.”
The sorority also empowered the participants to teach others about their culture.
Valeria spoke about this when she said “I do feel the sorority provides an opportunity for
me to learn about my culture because as I said before one of our objectives is promoting
the Chicana/Latina culture. This objective is very important to us because this is where
we are able to teach others about each and every one of our cultures.” In describing how
the sorority allowed her to teach others she continued, “We usually have events with
other non-Latina/o organization so that we can have the opportunity to teach them about
where we come from and vice versa.” Teaching others about the Latina/o culture helped
the participants further develop their own understanding of culture. Belinda stated, “My
cultural practices help others understand [about] my identity, they make me who I am.”
Like others, Belinda was well aware that her identity was continuously developing, she
explained, “But, they are always changing, they aren’t static- just like myself, my
identity- I’m constantly changing, growing, and developing.” Adelina summarized how
the sorority provided an opportunity for its members to teach others about the Latina/o
culture, “we have cultural events in which we want to remind those around us of…what

58
we do, what our culture is, some practices we take part in, and invite them so they can
learn a little bit more about us.” Doing this, Adelina concluded, also helped them bring
together other Latinos on campus so they could “all just enjoy things that we usually
do…” Adelina’s statement demonstrated how by teaching others and organizing cultural
events, the sorority brought the Latina/o and other communities together, providing a
sense of unity and fostering the communal feeling typical of the Latina/o culture.
The “Promotion of the Chicana/Latina culture” is one of the objectives of the
organization. Many of the participants, shared that this was a goal that they took seriously
and one that was especially meaningful during their time at the university. For Ally, this
was the reason why she joined the sorority. She “was interested in the cultural awareness
component and giving back to the community through community service…” She, like
many of her sisters, firmly maintained that “as privileged as we are to be at an institution
like West Coast University, we can never forget about our gente and reaching out to our
community in need.”
Cultivation of Leadership and Empowerment
Feeling empowered emerged as a personal characteristic in the story of the Latina
participants. For these women, empowerment meant becoming confident, emotionally
strong, resilient, and most importantly, educated. Through empowerment the sorority
prepared the participants to become leaders. In characterizing the empowerment
facilitated by the sorority, Francesca referred to her sisters as “super women.” These
super women exhibited a hard work ethic, unwavering resilience, ability to manage
multiple roles and commitment to going above-and-beyond. Francesca stated,

59
I feel that we represent what it means to be a Latina because we embrace so many
things. I see ourselves as super women. We go to meetings, plan events, have a
personal life, and manage to get through finals every quarter. We work hard for
what we have, and we don't forget where we come from.
Francesca’s role model was her mother. She looked up to her and believed that she
represented what it meant to be a super woman. Francesca affirmed that her sorority
sisters also possessed the characteristics of a super woman. She described:
That's what we do at Phi Sorority. We become super women... we become aware
of our potential as people, as students, as part of society, as future professionals,
as researchers, as women, as Latinas, as future wives, and as future mothers. We
become aware that we have the potential to do whatever we set our minds to. A
Latina, at least how I see it, does not forget where she comes from. She works
intelligently to reach her goals, and she looks to the future... to who she is and
who she can be.
Being a sister of Phi Sorority came with many responsibilities and as Francesca noted,
her and her sisters “sometimes are exhausted by all that we do.” However, Francesca
valued the lessons she obtained as a member of the sorority. She expressed, “the sorority
has taught me that I can be who I want to be. I have had the opportunity to learn how an
educated, professional woman of color should act.” The sorority, Francesca affirmed,
taught her “how to be confident, how to be professional, and how to stand up for what I
believe in.”

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What it Means to be Latina
When asked to define a Latina, Valeria replied, “To me being Latina means being
strong, independent, hard working, and goal-oriented. Being a Latina means overcoming
obstacles and never giving up no matter what.” For Valeria, the sorority played a
significant role in helping her envision herself as a successful Latina. The sorority, as she
explained, defined what it meant to be Latina by “empowering its members to overcome
any obstacles.” Valeria recognized the importance of empowerment when she explained,
“as women we are often seen as weaker or sometimes we are undermined because we are
women. The sorority makes sure that as women we know that we are strong and
independent women of color.”
In expressing the sentiments of the participants, Esperanza acknowledged the
challenges that come with being a Latina in higher education and an aspiring future
professional. Esperanza reflected:
Joining this sorority takes a lot of hard work and sacrifice. Being a Latina is the
same thing. Although many people like to tell themselves that racism is no longer
an issue and that our country has equal opportunities for everyone, that is not true.
Being a Latina means you will have to overcome not only racial barriers but
gender barriers as well. Phi Sorority gives you that backbone you may or may not
be lacking. It teaches you the professionalism we must uphold in order to survive
in the real world.
The participants demonstrated an awareness of gender role expectations and inequalities
that might act as barriers to their success. Equally, they demonstrated a strong sense of

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empowerment to overcome the barriers and succeed. All this is fostered by the unity
within the sorority and the support and encouragement of the sisterhood. Francesca
believed that being a woman could mean many things, for her, “it means being a female
physically and mentally.” She went on to explain that being a woman “has a social
connotation, where a woman is considered beneath a man.” She disagreed with that point
of view and stated, “Being a woman means being different from men in some ways but
such differences should not limit and will not limit women from accomplishing their
goals and dreams.” She asserted, “Despite the double standard that typically exists in my
culture, I prefer equality. Being a woman from this unique experience of facing such
obstacles, I believe I have grown to be a much stronger individual.”
Becoming Empowered
The sorority also promoted empowerment through events, activities, and
motivational sayings. As shared by Marcie earlier in this section, one saying was: “We
are strong, beautiful, women of color and should continue to strive towards success.”
Francesca noted that the rush events put on by the sorority allowed her and her sisters to
“share our experience as women” by “[reading] poetry on being a woman.” Also,
Francesca stated that the sorority’s vice president read them “a quote each week that
motivates us as women…as educated women of color.”
After joining the sorority, Ally, like many of the participants, drew empowerment
from the need to prove others wrong. Upon matriculating to the university, Ally was
faced with the need to dismantle ethnic and gender stereotypes. She recalled, “There were
moments were I felt a sense of being judged around campus, in class or simply by

62
walking up and down campus. I felt like people were starring at me and asking
themselves, “What is she doing here? Does she even go here?” Initially, Ally said she
“felt like walking head down because I felt ashamed…” Despite her rough start at the
university, Ally was able to gain a sense of belonging. In speaking about this process she
stated, “as I found my inner community of fellow Latinos and counselor on campus, I
approached my ethnicity conflict with a different mentality.” Ally continued, “I walked
with my head proud and high to be a proud Latina who not only completed her
undergraduate education, but also got accepted into prestigious programs for graduate
school…”
Preparing to Lead
For the participants, the desire and ability to lead emanated from the
empowerment they acquired through their sorority experience. Leadership development
emerged as an important aspect of the participants’ sorority experience. The sorority
provided a sense of responsibility to lead. Echoing the sentiments of many of the
participants, Viviana felt that after joining the sorority she had a responsibility to lead
and could not “just take the backseat.” Additionally, the sorority facilitated specific
opportunities for the participants to exercise leadership. Adelina stated, “for the first
time I was able to have a leadership position.” In speaking about one of her leadership
roles Adelina shared that during one event she coordinated, she “was in charge for about
a hundred people.” Adelina detailed the experience, “I had to delegate responsibilities to
different sisters and make sure that we created power point presentations. We gave out
pamphlets and information and gave a tour of the campus. We shared our stories.”

63
Adelina felt that the sorority provided a unique opportunity to plan and lead such events
and recognized that she had gained many skills in doing so. In reflecting on her
leadership role she stated, “…I think it empowered me to know that I can run and
execute a successful event, if it’s ten people or a hundred! That's one of the things I
wanted to get out of the organization before I joined and I did get it.” Nodding her head,
Adelina affirmed, “I definitely got it and more.”
Additionally, the participants shared that they took part in events where they were
given the opportunity to act as role models and leaders to and for the Latina community.
In reflecting on a women’s leadership conference, Marcie said, “We participated every
year in the Adelante Mujer Latina Conference…In this event, we dismantled
misconceptions people may have regarding sororities and elaborated on ways our sorority
reaches our core objectives, especially giving back to the community.” Similarly,
Esperanza spoke about their commitment to improve the status and progress of women
worldwide by participating, engaging, and leading in meaningful discussions and events.
She stated:
As a sorority we are constantly looking for ways to improve our status in both
academics and the professional world. We do however also encourage each other
to attend events that teach us about the several issues women face in our world.
For example, we attend events that teach people about the situation concerning
the women of Juarez. We participate in the clothing line project which brings light
to the several cases of rape and child molestation that women are facing in our
world. As a sorority we either put on events to educate people about these issues

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or we attend events that will educate us about these issues.
Ally summarized the responsibility all the participants felt to act as leaders for their
communities, “We continue to pave the way for the new generation of Latino students in
higher education by setting an example to younger siblings, family members, neighbors
and friends.”
Becoming A Leader
The participants shared that being in the sorority taught them how to express and
carry themselves as leaders. Like many of her sisters, Elena gained a voice and a desire
to lead. She stated, “Don't be afraid to speak out, but yet be very professional in how
you speak. It is not ladylike to be arguing, be professional and speak with words.” With
an intense and passionate tone, Elena continued, “Don't be afraid to stand up… Voice
your opinions and don't take what someone is telling you if you don't think its right,
make a change.”
Promotion of Higher Education
Promoting higher education for Latina/o students throughout the educational
pipeline emerged as a significant part of the participants’ sorority experience. Each of
the participants described the many ways the sorority promoted a college education to
younger generations. These included outreaching to middle, high school, and community
college students through conferences and college visits; within themselves by providing a
network of support and encouragement; and for graduating and alumni sisters by creating
a mentorship chain in which older sisters promoted graduate education to younger
members. The participants asserted that obtaining a college degree was important not

65
only for personal advancement, but for their families and communities. The sorority
provided the cultural capital necessary to succeed in higher education that the participants
lacked upon entering college, and filled an affective need through encouragement and
positive reinforcement.
Outreach to K-12 and Community College Students
The participants emphasized their responsibility to give back to younger
generations of Latina/o students. The sorority provided a space where they could fulfill
this responsibility by educating not only younger students but also the Latina/o
community, about the value of a college education. Ally passionately described, “The
existence of Latino students in higher education only came in existence in the 1960's.”
She continued, “we continue to pave the way for the new generation of Latino students
in higher education by setting an example to younger siblings, family members,
neighbors and friends.” Ally’s consciousness and interest in reaching out and promoting
higher education resembled that of the other participants.
The participants shared the different ways in which they were given an
opportunity, through the sorority, to promote higher education. Adelina discussed
Progreso, a conference organized by her an her sisters where they promoted high school
students’ college awareness:
We had around 80 to 90 high school students come to West Coast University and
held different workshops for them. One was a leadership workshop, another was
an academic workshop giving them information about FAFSA. Another about the
general way of life the first years in college and deadlines of when you should

66
apply and your options for getting your fees waived. Then, we had one on the
stereotypes of fraternities and sororities and how being part of an organization is
so much more… it could be to your benefit….We gave out pamphlets and
information and we gave a tour of the campus. We shared our stories….The kids
loved it and they came back the following year.
Marcie shared a similar example but one in where the members focused on educating
young Latina students about college culture and life. She explained that at the Adelante
Mujer Latina Conference held at a local community college, her and her sisters
“discussed with young women misconceptions that people have about sororities. Within
this presentation, we debunked the misconceptions and shared the experiences we've had
with the sorority and being Latinas and students of color at a college campus.” The
sorority played an important role in validating the culture of Latina college students by
welcoming them to the college campus and empowering them to succeed.
Retention and Academic Achievement
The sorority also promoted higher education in indirect ways. Several of the
participants highlighted how the sorority facilitated retention and academic achievement
by providing personal and emotional support. In echoing many of the participants’
sentiments, Esperanza summarized this when she stated, “The organization… considered
themselves a retention program for Latinas at West Coast University. It’s one thing to get
into college, but its another to actually graduate.” Similarly, Adelina stated, “We do
always say that we are a retention program. That's what we're here for, to retain Latinas
in higher education and that's definitely something we do.” Adelina continued, providing

67
an example of how her sorority sisters provide affective support to one another,
Yes we are not professors so we cannot lecture or teach you how to do physics,
but we are here to support you and we do. I have myself felt supported by my
sisters and I have lent a hand to a sister in need if she needs a study buddy or if
she doesn't understand something in math. We help each other to make the burden
of studying less annoying. When a sister has trouble, like she wants to drop a
class, she doesn’t feel this is for her, or she wants to switch majors or do
something completely different, then we try to talk to her to let her know that
we're all on the same boat and we can do it.
Adelina was confident that by helping each other, each sister could succeed at the
university. Confidently, she stated, “We'll get through it eventually.”
The sorority provided a space in which Latina students could envision themselves
as successful students and future professionals. Valeria reflected, “The sorority has
helped me become a better student and a stronger woman of color.” Additionally, the
sorority encouraged its members to recognize and acknowledge their beauty. Adelina
demonstrated this when she stated,
I think the Latina is a beautiful person inside and out and I definitely think I'm a
beautiful person inside and out. I think the Latina is a very strong-willed person. I
think she makes her own way, fighting to get what she wants. She overcomes
obstacles and she at times proves people that doubt her wrong. She is a person
that is respected and loved by those around her and she’s humble deep inside but
she definitely has high aspirations for herself. She's educated or at least she wants

68
to be, she values education.
The participants acknowledged that succeeding in college was not only about meeting
academic standards, but also required addressing personal and emotional needs.
The organization provided the encouragement and support needed to achieve
positive individual and collective self-efficacy. Belinda described “Being surrounded by
Latinas who, just like me, aspire for a better tomorrow- who are in search of their
happiness, who look for ways of bettering their lives and their community- it definitely
impacts how you identify ethnically...” Belinda saw her sisters as “a group of educated,
inspirational Latinas who are an outstanding example of what Latinas are.” She stated,
“They make me that much more proud to be a Latina.” Furthermore, the sorority
facilitated mentoring relationships that reinforced self-efficacy. Francesca stated, “There
are women within the sorority that I look up to such as my big sister, older sisters, my
line sisters (sisters you pledge with), and even my little sister.” In reference to her sisters,
Francesca said she was “proud to know these women and learn from them.”
Obtaining a College Education for the Family
The participants felt that obtaining a college education was not only an individual
achievement, but also an accomplishment that positively impacted their families. In
reference to her family, Adelina boldly stated, “I work and I go to school to one day
provide for them.” Elena felt similarly and stated that one of the reasons she went to
college was to “give back” to her parents and to “do it” for them. Esperanza
acknowledged, “I realized there were so many other young Latinas who were trying to
get a degree in order to help their families.”

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Participation in the sorority gave Latina students an opportunity to promote higher
education to K-12 and community college students. As students, it provided a network of
support and facilitated their academic achievement. Additionally, the sorority provided
encouragement to continue on to graduate school after graduation by creating a
mentorship chain throughout the membership, that included undergraduate and alumni
sisters. All of the participants agreed that obtaining a college degree was not only for
them, but also for their families and communities.
Enhancement of Professional Development
Professional development was a salient theme in each of the participants’ stories
and one that emerged as a significant characteristic of their experience in the sorority.
Professionalism was a priority within the sorority that was promoted by older sisters and
maintained by each incoming group of new members. Viviana described professionalism
as a “core thing in the sorority.” When asked if becoming a member of the sorority had
changed her undergraduate experience, Camilla asserted that it had, and detailed the ways
in which it impacted her,
I built networks within the sorority and out of it as well. I was able to portray
myself professionally and gain the skill that employers are looking for. I became
more confident in myself….I became more independent. I am able to work with
professors and keep a conversation with them. I am involved in internships and
research programs with the skills I learned through the sorority. Most importantly
I have grown to become a leader.

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Camilla’s response summarized the experiences of the study’s participants and reflected
professional development as a key aspect of participation in the sorority.
Learning How to Plan, Coordinate, and Execute Events
Membership in the sorority promoted the professional development of the study
participants by giving them opportunities to learn how to plan, coordinate and execute
events. An example of this was provided by Esperanza who shared, “The sorority
however did teach me what it means to be professional and how to coordinate events. The
sorority gave me the tools I needed to help me in the future as a woman in the business
world.” Viviana similarly described, “…everything we've taught each other is about how
to conduct yourself in a professional manner and how to be business ready and give
professional presentations.” Many of the participants held leadership roles within the
sorority and throughout campus and had the opportunity to plan small and large-scale
events.
Envisioning Themselves as Professionals
The participants displayed a clear vision, fostered by the sorority, of themselves
as professional women. In describing her future Adelina boldly stated, “I want to work, I
want to be a doctor...” Although Adelina wanted to fulfill traditional female roles as a
mother and wife, she expressed a desire to balance those with her ambitious career goals.
Elena expressed that she envisioned herself not only as a professional but a leader. The
promotion of professional development was woven into their identity as women. Camilla
demonstrated how by stating, “The sorority always emphasizes how women must be
professional as well.” Similarly, Francesca stated that the sorority had encouraged her to

71
pursue her goals. She noted, “I have had the opportunity to learn how an educated,
professional woman of color should act.” The sorority, Francesca stated, taught her “how
to direct myself at people, how to be confident, how to be professional, and how to stand
up for what I believe in.”
Learning How to Dress, Speak, and Be Professional
Professional conduct, including language, was an important lesson learned by
many of the participants while in the sorority. Being part of the sorority required the
participants to be part of a large group of women who had different experiences and
opinions but who ultimately needed to unite in order to make decisions that would impact
the sorority. Marcie, now an alumna of the sorority, shared “the sorority taught me how
to conduct myself professionally, in a professional setting.” For example, she explained
that during the sorority general body meetings “not only would we dress in professional
attire, but [also] we structured our meetings in a professional manner. We would avoid
colloquialism and were forced to learn how to reach a general consensus even though
sometimes we didn’t all agree.” Marcie further emphasized the importance of
professionalism, “I learned different things while being part of the sorority, like how to
deal with very opinionated issues and how to successfully reach a professional consensus
in a matter.”
For many of the participants a sense of empowerment seemed to appear as a
result of conducting themselves professionally. Elena referenced this empowerment in
the following statement, “Don't be afraid to speak out, but yet be very professional in
how you speak. It is not ladylike to be arguing, be professional and speak with words.”

72
She continued, “Don't be afraid to stand up…voice your opinions and don’t take what
someone is telling you if' you don’t think its right, make a change.” By learning how to
conduct herself professionally, Elena gained voice. Adelina also mentioned the
importance of professionalism as a potential impact on her and her sisters’ career
development including the “way you carry yourself, the way you portray yourself.”
A professional appearance was also key to the professional development of the
members. One of the participants, Viviana, described how older sisters often acted as role
models to newer sisters by teaching and promoting professionalism. Viviana, who had
been in the sorority for about four years, described endearingly how she gently told
younger sisters that although they looked cute in tight pencil skirts, those were not
appropriate for a professional setting. Viviana expressed that it was “very easy for us to
be sexualized, especially in the workforce…” alluding to the way that gender impacts her
choice of professional attire. She believed that her sisters “are aware of the possibility of
how easy it is to veer off into sexual territory” when choosing professional attire. Viviana
explained that achieving a professional image is “definitely a learning process…” and she
asserted that the sorority helped her learn how to conduct herself “in a manner that’s
going to get you more respect than not.” Viviana, like other participants, saw value in
learning how to dress professionally. She explained, “I think that’s admirable in any
situation because that’s not something that’s only going to be pertinent to the Latina
sorority…it’s just going to help me in general.” In speaking to how the sorority helped
her confidence, Viviana stated,
If you’re continually surrounded by a group of girls who are helping motivate you

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to achieve your goals and helping you fix mistakes or slip-ups you might have,
you’re that much more comfortable in your own skin and confident in what your
abilities are.
Membership in the sorority promoted and enhanced the professionalism of Latina
students, including language, dress, conduct, and overall understanding of themselves as
professional women.
Challenges Associated with Sorority Involvement
As evidenced by the themes that emerged from the study, the participants’
involvement in the sorority was an overwhelmingly positive experience, resulting in
several personal, academic, and professional benefits. However, a few participants made
brief mentions regarding the challenges they faced as members of a Latina-based sorority
and all together as an organization. These challenges included assuming multiple roles in
the sorority and throughout campus that resulted in burnout; disagreements amongst
themselves and as an organization with the sorority’s national board; and maintaining the
organization including fulfilling their core objectives, initiating new members, and
remaining united as one. Interestingly, when the participants spoke about a challenge,
they followed the statement with how the benefits outweighed the struggles.
All of the participants agreed that after joining the organization they became more
involved not only within the sorority, but also throughout campus. Francesca confirmed,
“Phi sorority opened a lot of doors for me, including a whole new network.” However,
like many of her sisters this newfound opportunity came with additional responsibilities,
time commitments, and hard work. Francesca shared, “It has been a learning experience

74
with its own struggles. Although there are times when it seems like another job, I do not
regret making the choice to be an active member of this organization.” Once in the
sorority, many of the participants assumed multiple leadership roles, which required long
hours of planning, preparation, and overall dedication. Francesca described the challenge
that came with these new roles, “I have been a pledge educator for the two years that I
have been active. It’s been an amazing yet grueling experience….It’s a stressful position
which requires communication, planning, professionalism, and a deep grasp on what
sisterhood is…” However challenging, Francesca was reassured that in the end, it was all
worth it. She stated “I have gotten a lot out of the sorority, proving to me that I receive as
much as I give.”
For many of the participants, the differences that existed between their sisters
were what made the organization and the sisterhood strong and beautiful. However, some
of the participants shared instances when their differing points of view brought about
points of contention within the organization. Camilla provided an example:
I believe a lot of us hold similar values, but there are a few that do not really
uphold the values my family upholds. Some girls grew up in a family with parents
that were born in this country. Many of us have parents that were born out of the
country. I think this is why there are some who hold different beliefs than others.
An example would be manners.
A couple of the participants also mentioned that disagreements between the chapter and
the national board of the organization often brought about stress or dramatic changes
within the group. As current president of Phi Sorority at the West Coast University

75
chapter, Elena had her share of struggles not only in fulfilling her responsibilities to her
sisters, but also in ensuring that her chapter met national requirements and followed
established protocols. She shared that at one point, the disagreements between her sisters
and the national board of directors caused her to consider resigning from her position and
becoming an inactive member.
However, sometimes disagreements between the chapter and the national board
brought the sisters closer together. Adelina described how this happened:
As a chapter, we were having a lot of trouble with our national board of
directors…. I was new to the organization…I remember that it was really
dramatic and so many things were going on. We were all different…. We weren’t
super lovey-dubey with each other, but after that situation that happened that’s
when we really united…. it happened over weeks, we had a 180….All of us, the
whole chapter, genuinely enjoying it and I got to meet different sisters…. That
was one of the happiest times for me in the organization because we were all just
so close, everything was working out….
Camilla shared a similar experience. She recalled, “….we recently went through a
difficult time in the chapter…we had our [national] conference and things did not go
so well for our chapter. Decisions were made that were not right during conference and
this destroyed our sorority at the moment.” Camilla then shared how this negative
experience was quickly turned into a positive one, stating, “We managed to slowly pull
through and support one another. We kept strong and this is when I realized the strong
sisterhood bond my chapter has. I loved that we were all there to support each other no

76
matter what happened.”
Being a sister of the organization came with the responsibility of helping maintain
the organization in good standing in order to ensure that it continued successfully and
provided meaningful experiences for members. A few of the participants noted that doing
this was sometimes difficult. The organization, especially the leadership board, felt that
the decisions they made as a group were important and would ultimately have an impact
on all of members. Marcie described this in greater detail,
I learned different things while being part of the sorority, like how to deal with
very opinionated issues and how to successfully reach a professional consensus
in a matter. I learned all the hard work it takes to plan an event, no matter how
big or small the event was, and how difficult it can become to run a chapter
effectively.
In maintaining the organization in good standing, one of the participants also mentioned
that the way others on campus viewed them mattered. Esperanza conveyed that she
valued what others said about the organization and its members and wanted to uphold a
positive image on campus and within the community. She described,
I would say one of our favorite sayings is that we should always act classy not
trashy. It may be pretty blunt saying but the message does get through to the
sisters. The sorority has taught me not to let cattiness get in the way of anything.
We should always attempt to take the higher road when issues arise. We should
not give anyone an opportunity to form a negative opinion of us.

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To Esperanza, an alumni member of the organization who had held multiple leadership
positions, a positive group and individual image was very important. Teaching the
incoming members who were often younger how to maintain this positive image was
often challenging and not all the new members agreed on how this image was to be
achieved. Belinda a newer and younger member stated “I have heard…comments about
how “frat” boys see us- and that the way we carry ourselves impacts the way they see
us.” However, Belinda questioned if maintaining a positive image meant changing who
she was. She continued, “…that only makes me think, why do we care so much of what
the “frat” boys have to think of us- I do not want to watch my behavior so they can have a
good “perception” of me- I want to be who I am…”
Despite these challenges, the participants’ expressed their commitment to and
pride in their sorority. Although the sisters sometimes disagreed, their sisterhood
endured. Adelina described, “We’re like real sisters. We get mad at each other, then we
love each other then we hate each other. It’s great…” As expressed by the participants,
the benefits of being a member of the sorority surely outweighed the challenges. Valeria,
expressed this sentiment when she stated, “the sorority has helped me become a better
student and a stronger woman of color.”
Summary
In capturing the impact of a Latina-based sorority on Latina students’ academic
experiences, Francesca, speaking for the participants, summarized, “I think [the sorority]
has greatly enhanced my undergraduate experience….” She asserted,

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It saved my undergraduate experience because before then, I had really limited
myself and was having trouble transitioning. I am not afraid of campus and the
people in it anymore. While at times I am still shy, I am not the same person I was
before Phi Sorority. Without a doubt, my life would be completely different
without it.
In this chapter the findings of this study were presented under the five themes that
surfaced: Development of Sisterhood and Bonding; Validation of Culture; Cultivation of
Leadership and Empowerment; Promotion of Higher Education; and Enhancement of
Professional Development. Additionally, the challenges that the participants’ faced as a
result of their involvement in the sorority were presented.

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Chapter Five: Discussion of the Findings
The young women that participated in this study each had a unique story that
when read in the collective brings to light salient themes common throughout their
experiences. The research question sought to understand how Latina-based Greek-letter
sororities influence the academic experiences of Latina undergraduate students. The
inquiry was guided by the tenets of Abes, Jones, and McEwen’s (2007) Model of
Multiple Dimensions of Identity (MMDI). One element of this model, contextual
influences on identity development, facilitated the interpretation of the five themes that
emerged. The findings that resulted from this study confirmed that Latina-based sororities
have a profound impact on the Latina college experience. Importantly, the inquiry led to
the emergence of the following five themes: Development of Sisterhood and Bonding;
Validation of Culture; Cultivation of Leadership and Empowerment; Promotion of
Higher Education; and Enhancement of Professional Development. Furthermore, the
participants in this study identified a few challenges associated with participation in a
Latina-based sorority. These challenges are presented briefly in chapter four and include:
assuming multiple roles in the sorority and throughout campus; disagreements amongst
themselves and as an organization with the sorority’s national board; and maintaining the
organization in good standing. Due to the limited data that emerged regarding the
challenges of participation in a Latina-based sorority, these are not discussed in greater
detail in this chapter.
This chapter begins with a discussion of the five themes that resulted from the
study, including the significant contributions to the limited scholarship on the topic. The

80
findings are then interpreted using one element of the Model of Multiple Dimensions of
Identity (Abes et al., 2007). Finally, this chapter concludes with implications for future
research and practice.
Emerging Themes
Development of Sisterhood and Bonding
The findings of this study indicate that in a Latina-based sorority, sisterhood and
bonding have a positive impact in the lives of its members. These factors promote
retention and academic achievement. All participants in the study noted how the sorority
encouraged and helped them succeed academically by facilitating study groups when
preparing for exams, open discussions to reinforce concepts learned in classes, and
generally motivation to excel in their studies. Some studies have found that sororities
have the potential to significantly impact the academic success of Latina students
(Bovell, 2009; Garcia, 2005; Guardia & Evans, 2007; Nuñez, 2004). In this study,
academic success emanates from powerful affective dynamics that are infused throughout
the Latina-based sorority experience.
On the affective side, participants spoke about how beneficial it was to be in an
environment where they shared an experience with others like them. For example, they
spoke about the comfort and togetherness felt through their common culture, language,
traditions, etc. Furthermore, this manifested itself through their distinct experiences as
women of color balancing traditional and contemporary roles and expectations. Extensive
literature exists on the importance of student involvement in out-of classroom activities
during college (Astin, 1984; Garcia, 2005; Pascarella & Terenzini, 2005; Torbenson,

81
2009). These studies and theories speak to how student involvement not only promotes
personal growth and development, but also facilitates academic achievement.
Sisterhood is a family of like-minded women who lend unconditional support and
guidance to each other, sharing a bond that is strongly grounded in care, empathy and
genuine friendship. The participants asserted that the genuine connection and enduring
bond between the sisters attracted them to the organization. For the participants the
sorority offered a family away from home. They viewed, treated and cared for each other
like they did their own biological families. The sorority reminded the participants of the
“home” they had left behind to go to college. The participants agreed that their sisters
provided unconditional support and motivation through the challenging experiences and
through moments of success and happiness.
Results of the study contribute to the limited research conducted to-date on
Latina-based sororities. Bovell (2009) conducted a study that inquired about the gender
identity development of students in Latina-based sororities and found that membership in
these types of organizations can empower and promote an understanding of themselves as
women. Nuñez’s (2004) study looked at the empowerment and ethnic identity
development of Latina students involved in a Latina-based sorority. Patterson (1998)
investigated the impact of student involvement in a Latina-based sorority on overall
campus adjustment and integration of Latina students. In a comparative study involving
Latina-based sorority members and non-members, Garcia (2005) investigated how
involvement in a Latina-based sorority impacted adjustment to college. Olivas’ (1996;
2004) research explored the cultural behaviors and group norms impacting academic

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achievement and personal development and the cultural and ethnic identity development
of Latina-based sorority members. Layzer (2000) investigated the Latina student
experience in Latina-based sororities as it relates to the development of group culture.
Stuart (2008) found that involvement in a Latina-based sorority fulfills personal needs
(e.g., family, peer support, etc.) important to academic persistence and success. Muñoz
and Guardia’s (2009) chapter in Brothers and Sisters: Diversity in College Fraternities
and Sororities provides a brief history of the birth and development of Latina/o
fraternities and sororities and discusses the academic and affective benefits of
involvement in these organizations. Important to note, the majority of the research
conducted to-date on the Latina-based sorority experience has been presented in master’s
thesis or doctoral dissertations, most are noted above. A handful of these works are being
published in academic journals and books, as well as practitioner-based literature sources.
In this study, sisterhood and bonding emerged as a life-changing experience for
all study participants. The manner in which the sisters described their relationships and
bonds were deeper than that of a peer group focused on social activities. Importantly,
evidence from this study helps counter misconceptions of Latinas involved in these
sororities. The experiences of the Latinas in this study made it clear that the sorority is
beyond a social circle stereotypically characterized by partying, promiscuity, the
overemphasis on superficial beauty, and the lack of importance or hindrance to the
learning environment and academic progression. In summary, their close connection
promoted their retention and academic success in college.

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Validation of Culture
The results of this study show how membership in a Latina-based sorority
provides cultural validation for Latina students. For underrepresented students, validating
their distinct ethnic cultures is crucial in order to promote their sense of belonging and
college adjustment. Such affirmation is necessary in order to sustain their personal,
social, and academic growth. This is confirmed by established student development
studies and theories on the general student population (Astin, 1993; Atkinson, Morten, &
Sue, 1979; Chickering & Reisser, 1993; Phinney, 1990; McNamera & Rickard, 1998;
Pascarella & Terenzini, 2005; Sue & Sue, 1990; Tinto, 2002). Additionally, this is
supported by the limited studies addressing Latina/o student development (Ferdman &
Gallegos, 2001; Rendón, Garcia, & Person, 2004; Torres, 2003).
All participants in the study reported that the sorority provided a space where they
could feel proud of their Latina traditions and history, learn more about their culture,
establish family-like connections, and uphold important cultural values and beliefs.
Participants described the sorority as a bridge between their home culture and the
university environment. They spoke about how the organization helped them adjust to the
cultural shock they experienced upon arriving at the university. For many, this was the
first time they found themselves surrounded by people that did not share similar ethnic
backgrounds, life experiences and beliefs. The sorority was critical in helping them find
their sense of comfort, showing them how to fit in, and in establishing their niche within
the larger campus community. All this served an important role in laying a foundation
conducive to academic success and personal development, as was revealed by analyzing

84
the Latina students’ experiences. By not addressing the distinct personal and socio-
cultural areas and needs of students, in-class and out-of-class learning is often more
difficult, preventing them from maximizing their educational experiences.
The study’s data shows how a Latina-based sorority can serve the important role
of attending to critical non-academic areas that are influential in sustaining Latina
students through college life experiences and academic learning. Results illustrate that a
Latina-based sorority can function as a family away from home and as a place where
values and beliefs are reinforced. Furthermore, the sisterhood can serve as an important
source that eases the transition into the greater university, a positive force that helps in
coping with socio-cultural discomfort and discrimination, and a community committed to
educating its members and non-members about the diversity within the Latina/o culture.
The findings of this study add in important ways to the scarce literature on Latina/o
student experiences in higher education (Castellanos & Gloria, 2007; Hurtado & Ponjuan,
2005; Muñoz & Guardia, 2009; Orozco, 2003; Rendón, 1992).
Cultivation of Leadership and Empowerment
Much of the data collected in this study pointed to how the sorority cultivated
leadership and empowerment. Participant after participant elaborated on how the sorority
encouraged them to take initiative, assume responsibility, and implement their visions
throughout the campus community. This was facilitated within the sorority through
planning and leading executive board and general body meetings, organizing and
overseeing study sessions, and coordinating and executing internal and external events.
Outside the sorority this was promoted by way of clubs and organizations as officers,

85
through internships where they developed their responsibilities, and via part-time jobs
where they advanced in roles. This is consistent with existing literature that confirms
student involvement in clubs and organizations as resulting in a newfound sense of
empowerment and a strong set of leadership skills (Astin, 1993; Astin, 1984; Evans,
Forney, Guido, Patton & Renn, 2010; Komives, Lucas, & McMahon, 2007). To portray
the empowerment and leadership gained through sorority involvement many of the
participants characterized each other as “super women”.
In characterizing themselves as super women the participants were speaking
about their hard work ethic, unwavering commitment, and formidable resilience that was
cultivated by the sorority. Students talked about going above and beyond in their studies
and extracurricular activities in order to maintain excellence as they pursued and realized
goals. Importantly, sorority members conveyed how nothing would deter them from
maximizing their college experiences including stereotypes, discrimination, and
discouragement. All of the participants detailed the ways in which they multi-tasked,
managing multiple roles, and constantly balancing their different identities as Latina,
women, college students and future professionals.
Striking a balance surfaced in each Latina’s story as an ultimate goal. This
balance, between their personal, academic and professional roles, was front-and-center in
all academic and extracurricular pursuits. Often this balance was around negotiating
traditional Latina values and lifestyles with modern-day liberal thinking and expectations.
The participants wanted to fulfill roles as committed wives, mothers, and home caretakers

86
while also succeeding as educated professionals, successful career women, and change
agents in society.
The findings of this study contribute to existing literature on how involvement in
student organizations, specifically Greek-letter fraternities and sororities, empower
students to become leaders (Guardia & Evans, 2008; Hurtado & Carter, 1997;
Montelongo, 2003; Nuñez, 2004; Sanchez, 2011). The sorority studied shed light on how
Latinas can gain self-efficacy that inspires and directs them in ways that sustain their
retention and academic achievement. This investigation is among a handful of studies
that captures the lived experiences of Latina students involved in Latina-based sororities,
experiences that speak to how they are empowered, how leadership is developed, and
how they successfully strike a balance among their multiple identities.
Promotion of Higher Education
This study found that a Latina-based sorority promotes the importance of higher
education in three specific ways. First, by engaging in outreach that promotes early
college preparation among younger students in the educational pipeline. Second,
maintaining their own academic goals as priorities and maximizing their college
experiences. Third, planning ahead for their future roles as professionals and contributors
to society. The literature shows how processes such as the ones mentioned above can
directly and indirectly enhance college students’ academic success and achievement.
For example, several scholars have documented the influences of undergraduate
experiences that promote academic success, service orientations, and post-graduate
preparation. Astin and Sax (1998) reported the positive impact of different service-

87
oriented activities on undergraduate students. In a study focused on Latina students,
Layzer (2000) found that sorority members value outreach and service to their
communities and are proactive in giving back. Sax and Astin (1997) and Vogelgesang
and Astin (1999) conducted studies that addressed the multiple benefits undergraduates
obtain by being involved in service and experiential learning activities, benefits such as
the reinforcement of concepts and theories learned in the classroom and activities that
prepare them for different careers.
All the participants described ways in which the sorority encouraged them to
promote a college education to younger generations. The participants emphasized their
responsibility to give back to younger generations of Latina/o students. Participants spoke
on the outreach to middle and high school students through high school conferences and
college visits; the peer support and encouragement between older and younger college
students; and the mentorship chain in which older sisters promoted graduate education to
younger members.
Several of the participants highlighted how the sorority facilitated their own
retention and academic achievement by providing personal and emotional support. The
sorority organized activities and programs such as study groups, socio-cultural functions,
and service-oriented events. Guidance on courses, reviewing extra-curricular options, and
career planning were all ways in which the sorority provided structured services aimed at
helping students remain on course for graduation.
Most of the participants asserted that obtaining a college degree was important not
only for personal advancement, but for their families and communities. As first-

88
generation college students and coming from low socioeconomic backgrounds,
participants saw obtaining a college education as an opportunity to improve their family
and communities’ social and economic status. Furthermore, the participants shared that
such preparation better equipped them for roles as leaders and change agents in their
respective communities and professions. The participants also revealed that planning for
graduate school and professional careers was characteristic of their sorority experience.
Each envisioned themselves as educated, successful, and a career professional.
Discussing graduate school options with each other, taking proactive steps to best prepare
for masters and doctoral programs and advising one another on the graduate school
application process occurred often. Preparing for their professions as doctors, lawyers,
teachers, business leaders, etc. was common within the sorority and included seeking
career advising, networking in fields of interest, and making the most of leadership
experiences, work-study jobs, and internship opportunities.
This study contributes in important ways to student development research that is
directly and indirectly related to the experiences of Latina/o college students (Astin,
1993; Ferdman & Gallegos, 2001; Rendón et al., 2004; Torres, 2003; Phinney, 1990;
McNamera & Rickard, 1998; Pascarella & Terenzini, 2005; Tinto, 2002). The data of
this study suggests that the sorority promoted the retention and academic achievement of
Latina students. This was done through sources of motivation drawn from opportunities
to prepare younger students for college, maximize their undergraduate learning
experiences, and prepare for their professional futures.
Enhancement of Professional Development

89
Professional development emerges as a salient theme in this study, facilitated by
the sorority in a multitude of ways. All study participants reported how the sorority
enhanced their professionalism including their communication, attire, behavior, self-
concepts, and overall image of themselves as professional women. This development, as
reported by the participants, prepared them for graduate school and professional careers.
Significantly, this study appears to be among the first in the limited Latina/o college
student development literature that finds professional development as enhanced by a
Latina-based sorority. There are only a few studies that cite this finding, directly or
indirectly (d’Amico & Hawes, 2001; Hoover & Dunigan, 2004; Reyes, 1997; Sanchez,
2011).
The participants in this study recognized the sorority’s profound impact on the
development of their communication skills. The students spoke about acquiring new
vocabulary that strengthened their oral and written ability in professional environments.
Also, as future professionals, the participants prioritized professional attire. Many of the
participants mentioned that joining the sorority made them see the need for and value
professional dress and aesthetic presentation for different environments and taught them
how this could be achieved. Professional dress was reinforced at sorority meetings and
many sorority-related events. Furthermore, professional behavior was nurtured and
expected by the sorority. This included appropriate conduct and presentation for different
contexts. In summary, as part of the sorority, the participants experienced significant
improvement in their communication skills, professional dress and behavior. Students
had opportunities to exercise these competencies through meetings, conferences, and

90
presentations. They continuously reinforced these skills while outreaching to K-12
students, mentoring younger undergraduates, and networking with alumni and
professionals.
Most participants described how the sorority encouraged their involvement in
professional activities and facilitated opportunities to gain career-oriented experiences.
This included internships, part-time jobs, and networking with professionals in different
fields. Such activities and opportunities promoted professional development, specifically
in helping them hone essential skills including interpersonal, communication, organizing,
and leadership.
Important to mention, all the participants felt a need to strike a balance between
career and family life, as well as maintain traditional Latina roles and contemporary
modern-day women roles. Equally important, all participants were aware of their status
as women of color whom are often stereotyped and subjected to discrimination. They
drew direction and motivation from the balance and status mentioned above.
The students in this study recognized that the professional development they
experienced while in the sorority was early preparation for life after graduation, namely
graduate school and professional careers. They were empowered, developed a hard work
ethic, envisioned themselves living certain lifestyles, acquired essential skills, cultivated
a professional demeanor, and built important networks critical to their futures. They saw
themselves as teachers, doctors, lawyers, scientists, businesswomen, and civic leaders, to
name a few.

91
As previously mentioned such finding is not common in the college student
development research that highlights the impact of student organizations and college life
experiences. Several studies and theories do suggest, in indirect ways, that there are
some undergraduate experiences that promote students’ professional development for
postgraduate programs and careers (Angell, 1980; Astin, 1993; Castellanos & Gloria,
2007; Reyes, 1997; Sanchez, 2011). The findings of the study indicate that a Latina-based
sorority, through specific programs, activities, and encouragement, can hold a key role in
enhancing Latina college students’ professional development. This can in turn better
prepare them for graduate school and professional careers.
An Analysis of the Findings Using the MMDI
This study sought to explore the influence of a Latina-based sorority on the
academic experiences of Latina college students. From the data collected five themes
emerged: Development of Sisterhood and Bonding; Validation of Culture; Cultivation of
Leadership and Empowerment; Promotion of Higher Education; and Enhancement of
Professional Development. The findings of this study are best interpreted and appreciated
using one of the tenets of the Model of Multiple Dimensions of Identity (MMDI). Using
this theoretical framework is one way to understand the themes that emerged as crucial
parts of the sorority experience for Latina students. The MMDI details the contextual
influences, the process of making meaning of these influences, and the different
dimensions of identity as they affect the student’s understanding of herself. Due to the
nature of this study and the findings that emerged, the analysis conducted in this section
uses only one component of the MMDI, contextual influences. Contextual influences

92
refer to external pressures such as peers, family, norms and stereotypes. Below, the
findings of this study are analyzed using this tenant of the model.
Contextual Influences for Latina Sorority Members
For the participants in this study, the sorority functions as their primary context.
This context is a family-like unit and operates as a peer support group. The influences
that emanate from this context include certain values, beliefs, and norms upheld by the
organization. These stem from the organization’s core objectives: Academic Excellence,
Sisterhood, Promotion of the Chicana/Latina Culture, and Community Service.
In its influence as a family and peer group, the sorority nurtures sisterhood and
bonding. The findings of this study suggest that this context leads to the development of
sisterhood and bonding, one of the salient themes that emerged. As part of the sisterhood,
each participant spoke about the unique, unbreakable, and life-long bond they had with
each other. Their role as sisters entailed a commitment to supporting and caring for each
other in academic, extracurricular, and professional pursuits. As sisters they were part of
a family away from home.
Another theme that reflects the influence of this family and peer-like context is
the validation of culture. The participants in this study felt proud of their heritage and
were empowered to share about their culture with others. Within the sorority they
developed a community away from home. This community not only embraced their
cultural background, but also celebrated their Latina identity.
Leadership and Empowerment was cultivated within the organization and resulted
from the influences put forth by the sorority context. In the study, this theme shows how

93
the sorority cultivated the Latina participants’ identities as leaders by encouraging and
facilitating internal and external opportunities to coordinate, execute, and lead events.
The participants engaged in different student organizations, campus internships, part-time
jobs, and community functions. Such activities enhanced their leadership skills and
empowered them to assume leadership positions throughout the campus, in the
community and in their chosen professions.
Within the context of the sorority, the Promotion of Higher education emerges as
a theme. As students, the participants maintained focus on their academics by
maximizing their studies and preparing for graduate school, professional careers and
other post-graduate plans. As education advocates, the sorority members engaged in
outreach with K-12 and community college students to promote access to, and better
prepare them for higher education.
A final theme of the study is the Enhancement of Professional Development,
resulting from the influence of the sorority context. In their early identities as
professionals, the participants gained, through the sorority, an understanding of
professional behavior, language, and attire. Their experiences with jobs, internships, and
career-related activities established a foundation that allowed the participants to envision
themselves as future professionals.
Overview of the MMDI
As mentioned previously, this study uses only one of the tenets, contextual
influences, to better understand the findings that emerged. In addition to contextual
influences, the MMDI addresses an individual’s core sense-of-self, self-perceptions of

94
multiple dimensions of identity, and a meaning-making filter. The core sense-of-self is
central to the multiple identities of each individual. The self-perceptions of multiple
identity dimensions can include race, socio-economic class, gender, and religion. The
multiple dimensions of identity are often engaged in interplay with each other and the
core-sense-of-self, and depending on the saliency of each at a particular point in time,
they become the core. As described by the model, the meaning-making filter for each
student differs in complexity. The meaning-making filter contains narrow channels that
allow for the easy or difficult permeation of contextual influences. The size of the
channels determines how easy or how difficult it is for influences to pass through and
affect the core. The larger the channel, the easier it is for influences to impact the
student’s core identity. Smaller channels denote a more complex ability to make meaning
of contextual influences. As outlined by the model, the meaning-making capacity of each
Latina differs in complexity. As described by the MMDI, each participant’s core sense-
of-self, meaning-making capacity, and multiple identities are unique and differ from
other participants. Defining the aforementioned part of identity development as explained
by the MMDI would require an analysis of each individual and is outside the scope and
focus of this study. Figure 2 provides a visual outline of the model.

95

Figure 2. Reconceptualized Model of Multiple Dimensions of Identity

(Abes, Jones, & McEwen, 2007)

The five themes that emerged in this study emanate from the contextual influence
of the sorority, an influence analogous to a close-knit family and a strong peer support
group. The contextual influence dimension of the MMDI serves as a useful framework to

96
understand the experiences of Latina students in a Latina-based sorority. These
contextual influences were critically important to promoting the retention and academic
achievement of the participants. The conceptualization of Latina student development as
influenced by the sorority is especially important to informing future research on Latina
college students and higher education practices that promote retention and academic
achievement.
Implications for Research
More research is needed on the experiences of Latina/o students in higher
education, specifically studies that explore in-and-out of the classroom curriculum,
activities, and programs that result in the retention and academic success of this growing
population. Additional and more in depth research would significantly contribute to the
understanding of the distinct experiences of Latina students. Furthermore, it would allow
educators and practitioners to develop programs that are responsive to the specific needs
of Latina students. Only a few studies have explored the influences of Latina/o student
organizations on students’ development and academic experiences and even fewer have
specifically looked at the impact of Latina sororities (Bovell, 2009; Garcia, 2005;
Guardia & Evans, 2008; Nuñez, 2004; Patterson, 1998; Reyes, 1997; Sanchez, 2011). It
is evident that more research and scholarship is needed in order to transform practice as it
relates to the educational experiences of Latina/o students at American colleges and
universities.
This study is one of a handful that inquires about the academic experiences of
Latina students as influenced by involvement in Latina-based sororities. It is

97
recommended that future research be directed towards the different ways Latina/o Greek-
letter organizations influence students, academically, personally and professionally after
graduation. The findings of this study show that participation in a Latina-based sorority
positively influences the academic experiences of Latina students. Additionally, the
findings indicate that involvement in a sorority might also have a significant impact on
the way Latina students conceptualize and develop their identity. Future research could
explore what it means to be a Latina and a mujer to students involved in these
organizations and how the sorority reinforces this definition. Another factor that warrants
further research is professional development within Latina-based sororities. This study
found that participation in a Latina-based sorority enhances professional development.
Future research should examine how these organizations define professionalism and the
practices they employ to prepare members for their post-graduation plans. Conducting
research that explores this factor in greater depth can better inform educators on how to
advise, guide and ultimately help maximize the potential of these organizations as it
relates to students success.
In order to widen the scope of understanding, it is also recommended that a
variety of methods be used including qualitative, quantitative and mixed-method
approaches. Furthermore, studies that examine the experiences of a larger segment of this
unique population would enrich the overall understanding of students in Latina-based
sororities. Although serving the same population, Latina-based sororities have unique
histories and are distinguished by objectives, principles, and pillars that guide their
organizations. Conducting research that includes different Latina-based sororities

98
throughout the country would yield valuable information about these groups and their
impact on its members.
This study found that membership in a Latina-based sorority not only influences
the academic experiences of Latina students, but also provides an enduring bond that has
immediate and life-long implications. For the Latina students in this study, their sorority
validated their culture; cultivated leadership skills and empowered them to be change
agents within their communities; promoted higher education as valuable and necessary;
and enhanced their development as future professionals. These benefits resulted in their
continued persistence at the university, consistent academic success, and ambitious
graduate school and professional aspirations. Additional research on the Latina student
experience as facilitated by Latina-based sororities could shed light on how faculty, staff,
and administrators can best serve this population.
Implications for Practice
As informed by the research findings, there are several implications for educators
and practitioners at college and university campuses. The results of this study, echoing
the limited scholarship written to-date, provide evidence confirming the positive impact
of ethnic Greek-letter organizations on Latina/o student success in college. Undoubtedly,
membership in Latina-based sororities can provide a multitude of benefits, including
positive adjustment, retention and academic success. Student affairs administrators, and
faculty and staff advisors can advocate for the needs of students involved in Latina-based
sororities and can provide remarkable leadership and guidance to the organizations as a
whole.

99
One recommendation is for faculty and staff advisors to explore how Latina-based
sororities work to develop the notion of mujer. Faculty and staff who advise Latina-based
sororities can inquire with members about the specific activities and practices they
engage in to support their members in understanding their identities and reinforce what it
means to be a Latina woman. Furthermore, faculty and staff advisors can use their
expertise to assist the leadership board in planning meaningful activities that enrich the
process of understanding for the members, in regards to their identities as mujeres within
the sorority and in higher education. Doing so can further inform advisors how they can
best support these organizations and its members.
A second recommendation is that student affairs administrators and faculty and
staff advisors take the initiative to learn more about Latina-based sororities by reaching
out to these organizations. The findings of this study delineate the remarkable ways in
which Latina-based sororities contribute to the success of Latina students. Many times,
these organizations find it challenging to locate and secure advisors that understand their
struggles and that are willing to invest valuable knowledge and resources to ensure the
organizations and their members flourish.
A third recommendation is that student affairs administrators and advisors work
closely with Latina-based sororities to develop mentoring programs. This study found
that the sorority promoted higher education throughout the educational pipeline. The
participants spoke about mentoring programs that they developed and led throughout the
year with K-12 and undergraduate students. Educators can reach out to these
organizations and work closely with them to incorporate sorority-led outreach and

100
mentorship programs with existing university efforts. This would maximize the
experiences of mentors and mentees by reinforcing the learning of undergraduate Latina
students and promoting early college preparation to elementary, middle, and high school
students in the community.
Another recommendation is to facilitate the resources needed to support Latina-
based sororities’ academic efforts including study sessions, academic workshops, and
career planning activities. The bond developed within the sisterhood fulfills affective
needs necessary for the successful adjustment of Latina students. Based on a culture of
care, the sorority facilitates study groups, reinforces learning, and sustains the motivation
to excel academically of Latina students. Faculty and staff advisors of Latina-based
sororities can assist the leadership board in organizing these activities by connecting them
to valuable resources such as a colleague that can lead a time-management workshop.
Additionally, they can work with students to develop semester-long programming that
address the academic needs of the membership.
It is imperative that educators and practitioners alike recognize the benefits of
participation in a Latina-based sorority, take the time to learn more about the unique
experiences of sorority members, and facilitate intentional and responsive programming
that best supports the academic, personal and professional pursuits of Latina students.
In this chapter a discussion of the findings was presented. The discussion began
with an outline of the five themes that emerged in this study: Development of Sisterhood
and Bonding; Validation of Culture; Cultivation of Leadership and Empowerment;
Promotion of Higher Education; and the Enhancement of Professional Development. This

101
was followed by an analysis of these themes using one key tenet of the Model of Multiple
Dimensions of Identity. The discussion concluded with implications for research and
practice.
Conclusion
This study was guided by an inquiry about the influence of participation in a
Latina-based sorority on the academic experiences of Latina college students. Informed
by a qualitative approach, the interviews conducted yielded rich data that detailed the
college experiences of ten Latina women involved in a Latina-based sorority. Based on
the participants’ stories, it was evident that membership in the sorority positively affected
their undergraduate college experience and resulted in a multitude of personal, academic,
and professional benefits. The participants in this study and members of a Latina-based
sorority demonstrated a sophisticated and reflective understanding of themselves as
Latina women, especially within the exclusive and elite walls of the university. The data
in this study shows that the sorority helped its members develop and strengthen their
awareness of and understanding of themselves as Latinas in higher education and
positively impacted their academic experiences.
The research inquiry led to the emergence of five themes. These were:
Development of Sisterhood and Bonding; Validation of Culture; Cultivation of
Leadership and Empowerment; Promotion of Higher Education; and Enhancement of
Professional Development. For the Latina students in this study, joining the sorority was
a life-changing experience. With their sisters they developed a genuine bond, a profound
connection that would last a lifetime. Their sisters were their family away from home and

102
offered the motivation and support they needed to succeed in college. The participants
agreed that membership in the sorority facilitated their adjustment to the university,
provided a sense of belonging on campus, and helped them maintain their cultural values
and beliefs. Furthermore, as sisters of the sorority, the participants became empowered
and gained the skills necessary to become leaders. The Latina-based sorority in this study
promoted higher education throughout the educational pipeline. As members of the
organization, these Latina students were given a chance to promote college access to
middle, high school and community college students by hosting conferences and college
visits. Amongst themselves the sorority provided a network of support and
encouragement. For the participants in this study, their experience in the sorority also
opened the door to a mentorship chain of undergraduate and alumni sisters that promoted
graduate education and professional development and success. Finally, the sorority
provided the professional preparation they needed to successfully enter the career world.
Being part of the sorority helped the Latina students envision themselves as professionals
by teaching them how to conduct themselves in a professional manner. It afforded them
valuable lessons on how to plan, coordinate, and execute events. These findings address
three areas of the student experience: personal, academic, and professional. For the
Latina students in this study their experience in the sorority brought together and
reinforced five factors that were critical to their academic experiences and overall success
in college. Overall, the Latina students in this study benefited immensely from
participating in a Latina-based sorority.

103
The themes that emerged explain how the sorority influences the Latina student
experience. By using the contextual influences dimension of the MMDI as a theoretical
lens and analytic tool, an understanding of the impact the Latina-based sorority on Latina
students is achieved. The contextual influences, which emanated from the family-like and
peer group context, were critically important to promoting the retention and academic
achievement of the participants. These included certain values, beliefs, and norms upheld
by the organization and informed by the core objectives: Academic Excellence,
Sisterhood, Promotion of the Chicana/Latina Culture, and Community Service.
This study uncovers the distinct college experiences of Latina student members of
a Latina-based sorority. The findings that resulted from the study contribute to existing
research in a unique way. This study identifies five factors, fostered by a Latina-based
sorority, that positively influence the academic experiences of Latina students. These
factors are: Development of Sisterhood and Bonding; Validation of Culture; Cultivation
of Leadership and Empowerment; Promotion of Higher Education; and Enhancement of
Professional Development. For the Latina students in this study, these factors were
essential to their success at the university and prepared them for their post-graduate plans.
Furthermore, the participants in this study shed light on a few of the struggles that they
face as members of a Latina-based sorority. The findings of this study demonstrated that
these challenges were overshadowed by the personal, academic, and professional benefits
the Latina women felt they acquired from their sorority experience.
As Latina women, first-generation college students, and members of low-income
communities, the participants in this study faced many challenges in not only getting to

104
the university, but also achieving a college degree. Becoming members of a Latina-based
sorority helped them navigate the challenges they encountered while affirming their
identities and offering them not only academic, but life lessons. As evidenced by this
study, participation in a Latina-based sorority can positively impact student development.
Most importantly, the Latina-based sorority can facilitate retention, adjustment and
academic success and provide a space in where Latina college students can thrive and
ultimately achieve a college education.

105
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Appendix A: Recruitment Letter

117
Appendix B: Information Sheet

118

119
Appendix C: Participant Demographic Form
General Information
Name: _____________________________________ Ethnicity: ________________________________
Year in College: 1
st
 2
nd
 3
rd
 4
th

Major (s): ______________________________________ Minor:_________________________________
Did you transfer to West Coast University? ____________ If yes, from where? ___________________
Are you a first-generation college student (parents did not attend college): _________________
Background Information
Where is your hometown: __________________________________
What country can you trace your family’s roots to? ____________________________________
How would you describe your socio-economic status? __________________________________
How would you describe the community in which you grew up?
______________________________________________________________________________________
How would you describe your high school in regards to racial/ethnic and socioeconomic diversity?
______________________________________________________________________________________
Were you involved in any organizations/clubs/extracurricular activities in high school? If yes, please list.
______________________________________________________________________________________
College and Sorority Membership Information:
Are you involved with any other activities and organizations on campus? Please list names and leadership
positions held.
______________________________________________________________________________________
When did you become a member of the sorority (academic term and year)? _________________
Have you held any leadership positions within the sorority? If so, what are they?
______________________________________________________________________________________
Do you currently live with your sorority sisters? ______________
On average, how much time do you spend per week doing or attending sorority related activities?_______
If invited to participate, would you be willing to provide an in-person on campus interview? ___________

120
Appendix D: Interview Protocol
General Undergraduate Experience
 Please describe your undergraduate experience, as it relates to your academics, extracurricular
activities, and overall campus life.
 Why did you choose to attend this university?
 Describe any experiences, positive or negative, you have encountered as a student that relate to your
ethnicity.
 Describe any experiences, positive or negative, you have encountered as a student that relate to you
being a woman.
General Sorority Experience
 Please tell me a little about your sorority.
 Why did you choose to join this sorority?
 Did your undergraduate experince change once you became member of the sorority? If yes, how so?
 Describe what the sisterhood means to you.
 What has been your most significant experience in the sorority and why?
 How would you say the sorority defines what it means to be Latina?
 In your view, how do others on campus view your sorority?
 Are the values and beliefs of your sorority sisters similar to those of your family? Please explain.
Ethnic Identity
 Please describe your ethnicity.
 How often do you think about your ethnicity? (Everyday, once in a while, almost never, never, etc)
 Tell me how you came to this current identity.
 What does it mean to you to be Latina?
 Has the sorority influenced the way you identify ethnically? If yes, how so?
 Have you discussed race and ethnicity within the sorority? If yes, please describe.
 Define what “culture” means to you. How would you describe your culture?
 Do you feel the sorority provides an opportunity for you to learn about your culture? If yes, how so?

121
 Describe any events or activities in the sorority when you discussed or thought about yourself as a
Latina.

Gender Identity
 Please describe what being a woman means to you.
 How often do you think about your gender? (Everyday, once in a while, almost never, never, etc)
 Has your understanding of what it means to be a woman changed over time? Please explain.
 Has the sorority influenced the way you understand your womanhood?
 Have you discussed gender roles and expectations within the sorority? If yes, please describe.
 Do you feel the sorority provides an opportunity to learn about issues specific to women? Please
explain.
 Describe any events or activities in the sorority when you discussed or thought about yourself as a
woman.
 What are your family’s expectations of you as a woman? Are these consistent with your plans?
 What has the sorority taught you about how women should act?

Abstract (if available)

Abstract This study examined the influence of a Latina-based sorority on the academic experiences of Latina undergraduate students. As women of color, Latina students face unique challenges that threaten their retention and success in college. Using a qualitative approach, this study explored the experiences of ten Latina members of a Latina-based sorority at a large, public university in southern California. The participants, current undergraduates and recent alumni, self-identified as first-generation college students from low socio-economic backgrounds. The interviews confirmed that participation in a Latina-based sorority has a profound impact on the academic experiences of Latina students. The data collected led to the emergence of five themes: Development of Sisterhood and Bonding

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Asset Metadata

Creator Moreno, Diana R. (author)

Core Title The influence of a Latina-based sorority on the academic experiences of Latina college students

School Rossier School of Education

Degree Master of Education

Degree Program Education

Publication Date 07/26/2012

Defense Date 06/22/2012

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Latina,Latina-based sorority,OAI-PMH Harvest,sorority

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Venegas, Kristan M. (committee chair), Castellanos, Jeanett (committee member), Cole, Darnell G. (committee member)

Creator Email diana.r.moreno@gmail.com

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c3-70248

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