Running head: SORORITY WOMEN AND PSYCHOLOGICAL CAPITAL

Examining how Sorority Women within Large University Panhellenic Organizations Experience
Psychological Capital Dependent on Leadership Training
Iowa State University
Alexandra M. Savat

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Abstract
The purpose of this research proposal is to examine how sorority members who hold executive
leadership roles develop their psychological capital and how the level of this capital interacts
with the level of training received prior to role assumption. With the size of Greek life and the
concern around mental health increasing, professionals directing the training received must be
aware of how members are handling the peer leadership roles mentally. Prior research regarding
the subtopics primarily surrounds Greek life, mental health and leadership, however little
research is done on how these three topics interact with one another. The research will be
conducted through surveying sorority presidents who attend Iowa State University.

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Nine million college aged men and women within The United States are involved in a
fraternity or sorority (The Fraternity Advisor, 2013). Greek life has been expanding since its
colonization on college campuses in the 18th century (History of Greek Life in American Higher
Education, 2014). Beginning as literary and debate societies, many of these Greek organizations
were considerably different than the fraternities and sororities on college campuses today
(Fraternity and Sorority Life). On college campus today roughly 85% of student leaders are also
Greek (The Fraternity Advisor, 2013). Many of these campus leaders are given training and
guidance on how to be a student leader but no correlation between the mental capability and
effects of leadership is addressed.
The examination of psychological capital of sorority presidents is crucial in
understanding the proper way to train and advocate for young women leaders. Rising mental
health concerns in college aged students pose a new question for the overall mental and physical
effects college students face. Although society is seeing an increase in mental illness, very little
research addresses the psychological capital those in leadership develop and how the training
received impacts these leaders. This gap within the existing research is a primary area in which
research needs to be done.
It is critical to study the mental health of sorority women because of the growing rate
Greek organizations are experiencing. The research will be done at Iowa State University since
the number of Greeks has been increasing. The number of Greeks has increased from 2,782 in
2011 to 5,058 in 2016 (Iowa State University Greek Affairs, 2016). An increase in numbers
means the organizations are having a larger impact. Specifically examining females, the
percentage of women in a Panhellenic sorority at Iowa State University has increased from
12.5% in 2011 to 21.3% in 2016 (Iowa State University Greek Affairs, 2016). Examining how

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these members experience daily life differently than those not involved with Greek life must be
considered in order to understand the wellbeing of all students on college campuses. Through the
understanding of how sorority women impact one another and the effects this has, Greek Affairs
professionals can better assist students in self-development and care. By understanding how the
system of mental health and leadership training work, it allows for improvements and
modifications to be made that will benefit the interactions student affairs professionals have with
students.
Along with the rising number of Greek members, this is also a rising mental health
concerns on college campuses furthermore questions need to be addressed on how to train young
leaders in multiple aspects. Understanding how leaders mentally handle difficult situations that
occur, will allow us to study if these leaders are lacking training on how to care for themselves
during their leadership term or if training is effective.
The purpose of this study will be to understand the influence that presidency has on
psychological capital for sorority women within Panhellenic organizations at large universities.
With 26 sororities within the National Panhellenic Conference, this group has 411,242
undergraduate members currently and an additional 144,183 new members currently incoming
(National Panhellenic Conference, 2016). It is important to understand the psychological capital
of the leaders within these organizations in order to understand how Panhellenic women are
experiencing leadership and development. Within the research, psychological capital will be
defined as the ability to handle the effects of leadership in terms of mental stability and
capability (Luthans, Norman, Avolio, & Avery, 2008).

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Research Questions:
RQ 1: How does the level of leadership training prior to assuming the leadership role
impacts the psychological capital the sorority woman has?
Literature Review
A large amount of research has been conducted regarding Greek life, mental health and
leadership. Although these three topics have a plethora of research done is done individually,
there are no articles that link all three topics together. While there is no research done on all three
topics together, research has been conducted on two of the topics (Martin, Hevel & Pascarella,
2012). Even though all of the research done on Greek life, mental health and leadership
contributes to the basis of knowledge on the issues, more research is needed to understand how
peer leadership within Greek organizations impacts the psychological capital of students and
how the training these leaders obtain impacts their psychological capital. This review of the
related literature will examine how each article contributes to the three topics individually
(Greek life, mental health and leadership) and how these articles discuss the topics and in which
areas improvements could be made in the research.
Greek Life
Predominant research regarding Greek life included information on hazing, substance
abuse, leadership, race, and academics. One article delves deeper into understanding the
historical aspect of hazing and how a new policy should be enacted in order to reduce hazing
related deaths (Alvarez, 2015). Alvarezs research explains how hazing dates back to the
classroom where it was used to create hierarchy between students. It was then used within
literary societies and in the 1800s Greek letter organizations began to adopt these practices.
Alvarez (2015) examines how many of the Federal regulations take away financial support from

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those found hazing. In his proposal of a solution, he believes that congress must require
universities implement an anti-hazing education program in order to receive any type of federal
financing. Park, Sher, Wood, and Krull (2009) also examined how heavy drinkers joining Greek
life increase their drinking habits through their decision to join a fraternity. The research
discovered 3 primary findings. First that the pre-college drinkers continued as generations of
fraternity men passed through. Second, personality traits such as impulsivity and neuroticism
were associated with the members selected into the system. Third, perceived alcohol availability
and consumption both increased from the first semester until the start of junior year (Park, Sher,
Wood, & Krull, 2009). Research regarding alcohol and Greek life was also done by Sasso and
Schwitzer (2016) in which they examined if fraternity members experienced higher rates of
social desirability, high rates of alcohol expectations and if these two factors interact with one
another. Their research found that fraternity members experienced high levels of socially
desirable behaviors with drinking and that new members had higher use expectations with
alcohol than active members. Research done was limited to fraternity men and did not examine
how women interact with alcohol. Although this was the case for the research, it is important to
note that this is a part of the entire culture that sorority women experience and must be
considered.
Research has also been done around nonwhite members involved in Greek letter
organizations experience a sense of belonging and identity compared to white members
(Hughey, 2010). The findings showed that the conflict of identities when black students chose to
join a White Greek Letter Organizations (WGLOs) was branding towards their black
community identity. Hugheys study also discovered that black members in WGLO assume a
lower role on the hierarchy within Greek systems. However, the research was limited in offering

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narratives from participants in order to develop a complete understanding of the experiences

(Hughey, 2010). In another article researchers, Strayhorn and McCall (2012), examined Black
Greek Letter Organizations (BGLO) university assigned advisors views on advising, cultural
competency and diversity. They discovered that cultural competency is highly impacted by the
race and level of education of the advisor. Although much of this research does not specifically
address Panhellenic sororities, it in embedded within the Greek culture and impacts the way
these individuals are impacted by such topics.
Academia is the primary focus within a university setting and that remains a large focus
of research within the Greek community. Research by Larry Long (2012) examines the impact
that involvement with sororities and fraternities have on academic performance. This research
demonstrated that sorority and fraternity members, with the proper support and culture, can
develop an atmosphere of academic success within their organization and further their overall
academic performance (Long, 2012). Research has also been done to explore if sorority and
fraternity officers have different educational experiences and benefits compared to non-officers
(Long & Snowden, 2011). Long and Snowdens results showed that sorority and fraternity
officers reported greater gains in diverse interactions, interpersonal relationship skills,
interpersonal competence, leadership skills, personal development skills, self-worth, and
intrapersonal competence. The research overall demonstrated the significance in which officers
experience higher rates of satisfaction and leadership skills compared to their non-officer
counterparts (Long & Snowden, 2011).
Martin, Hevel, and Pascarellas (2012) study explores the leadership aspect of Greek life.
This research examines if involvement within a Greek letter organization during the first year of
college had an impact on the development of leadership in those students. They discovered that

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membership in a Greek organization significantly increased the students leadership development

and the training that members receive increases their individual power and instills the
organizations overarching values to assist them in their personal development. The researchers
cumulative findings support their overarching finding that members in Greek organizations
demonstrate increased leadership development compared to non-Greek individuals (Martin,
Hevel, & Pascarella, 2012).
The research around Greek life primarily focuses on hazing, substance abuse, leadership,
race, and academics. There are notable gaps regarding females influence on many of the various
sections and how both sororities and fraternities play into the topics. Although there is plentiful
research concerning specificities of Greek life, there is very limited data on the support that is
provided regarding Greek life, mental health and peer leadership within Greek life. Much of the
research around Greek life focuses on negatives, such as drinking, hazing or discrimination
which are often highlighted by media. There is little research done on the benefits that Greek life
offers.
Mental Health
When discussing mental health, it is important to note that the various researchers use
multiple terms when discussing mental health. This research will specifically use psychological
capital which was defined earlier as the ability to handle the effects of leadership in terms of
mental stability and capability (Luthans, Norman, Avolio, & Avery, 2008). The various terms are
the words of the researchers and should not be conflated with psychological capital.
Mental health continues to be an aspect of the human psyche that goes primarily
undisclosed as an identity one holds. Researchers Gostin and Gable (2008) examine the larger
systems of mental health which often fail to acknowledge those with mental health and the lack

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of policy provided to those individuals. They examine three myths that have surrounded and
continue to surround those with a mental illness. First that those with mental illnesses are
incompetent to make their own choices, second that these individuals are a danger to society and
third that deinstitutionalization resolved many issues faced by those with mental illness. Gostin
and Gable further examine how still, individuals with mental illnesses continue to have their
human rights violated without explanation. They propose that mental health legislation should
include human rights, practical implementation should be consistent with these legislation
policies to reduce stigma, and countries should ensure funding is provided for mental health
programs (Gostin & Gable, 2008).
College aged individuals experience mental health differently during the crucial
developmental years of college. Hunt and Eisenbergs article (2010) examines the literature on
college student mental health and relating back to the broader issues and literature on the young
adult population. With one in three college students feeling depressed and one in ten
contemplating suicide, Hunt and Eisenberg elude to the prevalence of mental health that takes
place on college campuses. With an increase in numbers from 10-15% diagnosed with
depression since 2005, student health services in also seeing in an increase in those receiving
services. However, many students do seek services. Even though students are seeking treatment,
untreated disorders are still highly prevalent in student populations with only 24% with
depression receiving treatment. Hunt and Eisenberg believe there is little evidence on the effects
of interventions, policies and resources on seeking help. However informative the information
Hunt and Eisenberg present, the research is limited in examination of how these findings impact
students and how to handle student with mental illness effectively (Hunt & Eisenberg, 2010).

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Psychological capital is defined by researchers Luthans, Norman, Avolio, and Avery

(2008) as having hope, resilience, optimism and efficacy. In studying how psychological capital
plays a role in facilitating a supportive organizational climate the researchers use qualitative
methods to examine three sample groups within different career fields. Luthans, Norman,
Avolio, and Avery discovered that psychological capital plays a very important role in
supporting the link between a supportive organizational climate and employee performance. This
study discovered that the impact high psychological capital in combination with a supportive
climate has increased positive outcomes, however the researchers stress that if an individual does
not have a high psychological capital than the same results are questionable. According to
researchers these implications strive for a deeper understanding of the impact a low
psychological capital may have in future research (Luthans, Norman, Avolio, & Avery, 2008).
Within this research, much has been done surrounding the access to mental health
services, mental health in college students and psychological capital. There has been little
research done on if training impacts psychological capital. There are many gaps within the
research surrounding mental health as a general term.
Leadership
Articles regarding leadership are primarily centered on specific instances or
opportunities. However, three primary areas of research are apparent and applicable to my
proposal; training, gender and peer leadership. Hempsalls (2014) article aimed to understand if
leaders in higher education are receiving proper training and development in order to be
successful. Hempsall discovered that three consistent theme occurred throughout interviews,
opinions of leadership qualities and competences, challenges facing higher education leadership
and preparing for leadership (Hempsall, 2015). A study done by Mendez and Busenbark (2015)

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explores the relation between gender and leadership through examination of how the gap
between male and female leadership impacts group success. They examine how, even though
more women are assuming leadership roles, the stereotypical ideals of leadership are associated
with masculine qualities. This research discovered that in committee setting men are perceived to
have higher leadership abilities than their woman counterparts and that highly participative
leadership opportunities do not foster gender impartiality within committees (Mendez &
Busenbark, 2015).
Peer leadership is specifically applicable to leadership within higher education in which
students lead students. Wooten, Hunt, LeDuc, and Poskus discuss how the role that peer leaders
play in the learning process and assisting peers with further advancement allows them to
experience real situations. The authors point primarily to campus activities in which peer
leadership is most commonly demonstrated and allows peer leaders to move beyond educational
cocurriculum. Wooten, Hunt, LeDuc, and Poskus (2012) believe that students develop skills that
allow them to learn more about diversity of populations, abilities of peers and critically analyze
situations. By allowing students to engage in these activities, they are furthering their selfdevelopment preparation for future society (Wooten, Hunt, LeDuc, & Poskus, 2012).
Research around leadership focuses primarily on training, gender and peer leadership.
Very little research has been done surrounding training and gender in relation to the college age
population. Also, very little has been done in examination of how an individuals psychological
capital impacts the leadership which is a primary gap.
Greek life, mental health and leadership, although all researched expensively in their own
light, have no research combined. Research regarding the psychological capital of leaders and
how training prior to the leadership role has a responsibility in developing capital. Further

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examination of how college mental health and peer leading interact is also necessary to fulfill
gaps within research.
Theoretical Framework
Law, Wong and Mobleys conceptual framework was published in 1998. The framework
that they provided describes how multidimensional constructs can relate to a core factor. The
researchers explain that this framework will clarify the primary characteristics of many
multidimensional constructs. The framework details how the combination of various attributes
and external factors come together to impact someone on more than a single level, or
multidimensional. Law, Wong and Mobley separate this framework into three different models;
the latent model, the aggregate model, and the profile model. The latent model is where
constructs are formed and exist at deeper levels. The aggregate model is the detailed processes
and inner functions of the dimensions. The profile model is when constructs are developed as
various levels of dimensional types. The three models allow for further classification to occur
and examine the issue as theoretical instead of empirical (Law, Wong & Mobley, 1998).
In application to my research, the latent model will be primarily used. This model
observes characteristics which are often referred to as psychological capital although not directly
understood as this within the framework. The latent model examines how the responses based
are based on various factors impacting the object. Law, Wong and Mobleys framework overall
examines the various dimensions of an individuals experience and how they are impacted by it.
In the explanation, the latent model discussed refers to what is understood as
psychological capital and although not directly stated as such, I believe that this framework is
beneficial for my own research. Although I do not plan to use each model of the framework, the
latent model applies to the higher-level construct that underlies the description of psychological

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capital. As psychological capital is defined as ability to handle the effects of leadership in terms
of mental stability and capability (Luthans, Norman, Avolio, & Avery, 2008). This framework
examines how various factors impact the experience while examining it in a multidimensional
fashion.
Law, Wong and Mobleys framework is specifically pertinent to the research being done
in that it allows for various aspects of life to be considered. This is crucial to my research
because it examines how various factors and person experiences play into how the individuals is
able to handle the effects of leadership. By integrating this framework, the research is able to
examine further how experiences impact one another in a deeper level. The latent model
specifically examines the deeper level in which constructs exist which is important when
discussing personal topics that come with peer leadership.
Methodology
This is a phenomenological qualitative research study in which the principal motivation
for the study will be to understand the specific experiences of sorority leaders and how training
impacts their psychological capital. Within this study, qualitative research will be used to
determine how the level of leadership training prior to assuming a leadership role impacts the
psychological capital a sorority woman has.
Research Design
This study will be qualitative in design in order to gain a full understanding of the
experiences of sorority women. This style of research focuses on Qualitative research is
beneficial in pursuing the research questions because it enables the researcher to take an
inductive approach and focus on individualized experiences and how these experiences create
overarching meaning (Creswell, 2014). This style of research includes developing question and

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procedure which often collected through a natural setting or the participants environment, and
analysis of such data which builds from details to thematic discoveries (Creswell, 2014). Within
qualitative research, the researcher is the principal data collection mechanism. Data in qualitative
research can be in numerous practices, some of which include observations, documents, and
interviews (Creswell, 2014). Qualitative research also emphasizes on reflective thought in which
the researcher examines their own personal bias and history to understand how that shapes their
role as a researcher and interactions with the participants (Creswell, 2014). It is important for the
researcher to utilize various methods of reflexivity in order to develop a study that is unbiased. A
final key component within qualitative research is to develop a holistic account in order to
develop a complex picture of the problem or issue under study (Creswell, 2014).
In a phenomenological study the researcher describes the lived experiences of the
participants and interprets a phenomenon as described by the individuals (Creswell, 2014).
Phenomenology is a form of qualitative study in which the core of the individuals experiences
around a specific phenomenon are made into meaning (Creswell, 2014). In agreement with the
beliefs of the qualitative research approach, this study occurs within the participants natural
environment and experiences. Phenomenological studies have their roots in both philosophy and
psychology (Creswell, 2014). This design is appropriate for this research proposal because it
examines personal experiences of individuals and develops phenomenon from these lived
experiences. The research question focuses on examining how the level of leadership training
prior to assuming a leadership role impacts psychological capital of Panhellenic sorority
presidents. This group of individuals will each have vastly different experiences and
backgrounds but this method of study allows for the core of their experiences to be developed
into a phenomenon. The scope of the study examines how the level of leadership training for

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executive members in a sorority impacts the psychological capital through the lived experiences
of leadership.
The phenomenological design will influence this research study in the method in which
data is collected, the questions that will be asked to participants and the engagement from the
researcher. Regarding data collection, utilizing interviews is a primary method for
phenomenological studies because it allows for the researcher to gain understanding of lived
experiences and therefore is a critical component in collecting data (Creswell, 2014).
Considering that the interview process is the primary component for data collection, the
questions will focus on how the leadership training has shifted the personal experiences during a
leadership term. In terms of the level of researcher participation, the role will be actively
engaged in the conversation and developing a relationship that encourages open dialogue with
the participant.
Research Site
My research study will take place at Iowa State University because it is considered a
large campus with over 36,660 students and has a large Panhellenic representation with 31
Panhellenic sororities (Iowa State University, 2016). Iowa State was specifically chosen in order
to maintain the Midwestern Greek experience which I know differs dramatically from that of a
southern Greek experience. This is crucial in maintaining the culture that the Midwest has and
the general environmental factors the research is aiming to collect within personal experiences.
In order to remaining consistent with qualitative research guidelines, this study will take place
within the participants setting (Creswell, 2014). By collecting data in the participants setting the
researcher is able to better understand the lived experiences. The interviews will be conducted in
The Office of Greek Affairs in a private meeting room to maintain confidentiality for the student.

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The meetings will take place after regular office hours to ensure members feel their identity is
confidential within the Greek Affairs staff. By utilizing a familiar space, one in which all
executive members are acquainted to, it makes for an ease of access. Rather than have members
meet in the sorority house, where members may feel that they cannot speak freely, The Office of
Greek Affairs allows for a safe space that is still familiar to the students. Houses often are filled
with many members and having a meeting would interfere with the ability to speak openly.
Ensuring that the interviews take place in a natural setting, one in which they feel safe, but where
the participants have experienced the issue is a major component of qualitative research
(Creswell, 2014).
Research Strategy & Sample
The research participants will be recruited primarily through purposeful sampling.
Purposeful sampling, which is predominately used within qualitative research, assists the
researcher in understanding or identifying the issue they are looking to examine (Creswell,
2014). A recruitment letter (Appendix A) in the form of an email will be sent to a list of email
addresses obtained through The Office of Greek Affairs purposefully selecting only sorority
chapter presidents or those who are still in college and have served as a chapter president.
Students must still be enrolled in the institution in order to participate. I plan to use a sample of 8
students. This number is chosen in that there are currently 17 Panhellenic sororities at Iowa State
University and I am aiming to reach about 40% of the presidents, which is 6.8 participants.
Choosing the number 8 allows for room if one participant drops out during the process and still
have a large enough sample size to work with. Participation in the study will be voluntary and
participants will be given consent forms (Appendix B) before they participate. These forms detail
the participants rights to withdraw from the study at any time and explain the risks, benefits and

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nature of the study. They will also be made aware that their confidentiality will be maintained
through the use of pseudonyms while collecting the data.
Data Collection
Data will be collected through face-to-face interviews with each participant. The
interviews will be recorded and will last for roughly 60 minutes in order to not take too much of
the participants time. There will be 3 separate interview times throughout the fall semester and
each will maintain the 60 minute time frame. The interviews will start in September of the
academic year in order to ensure that each president has had 6 months of prior presidency
completed and has gone through the training required by their sororitys governing body. There
will be one interview in September, one in October, and one in November. Interviews were
selected in order to best highly what the participants have personally gone through, which
maintains the objectives of the phenomenological study (Creswell, 2014). The interviews will be
informal and relaxed in hope of developing open dialogue with the participants. This data
collection method was chosen because it allows for the most in-depth analysis to be done and to
better understand the complexities of the experiences. The purpose of this research is to study indepth information regarding the psychological capital these executive leaders, which can best be
interpreted through interviews that occur one-on-one and face-to-face. The idea is to understand
the participants interpretation, experiences and feelings are towards the topic. In order to gain
the best understanding of this picture the interviews will be held as open-ended questions
allowing for participant to go into further details about topics they feel are important but allow
for the researcher to direct conversation if need be. The questions were developed by the
researcher through personal experience and understanding of the Greek community. The
questions are experience based from personal leadership roles. The questions start general and

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work towards more in depth personal questions as relationships develop throughout the 3
interviews (Creswell, 2014). Interviews allow for the researcher to control the route in which the
conversation takes and allows for historical background information to be conveyed to the
researcher, both of which support this research (Creswell, 2014). Interviews are also useful when
the participants cannot be observed directly (Creswell, 2014). In the case of this research, the
research is looking to examine past experiences, ongoing relationships and daily contact
throughout a year-long period compared to short observational moments.
Data Analysis
Throughout the data collection process, I will take in depth notes and do detailed journal
notes after each interview to detail any themes that may become apparent (Creswell, 2014). After
writing my personal notes I will then examine the interview through the recorded data and
compare my journal entry with the interview to clarify that no underlying themes were
overlooked. Once all of this information is received I will dedicate a file to each interview with
initial notes, journal entry, interview transcription, participant notes and interview recording in
order to develop a concise picture of the themes developing in each interview. This process will
continue after each interview and be identical in each process. After this information is collected
the analysis process will highlight significant statements made, themes that developed in the
conversation and quotations in order to begin developing a depiction. Through this process
information will begin to be sorted into categories and themes dependent on the meaning
(Creswell, 2014). Themes that may arise may include items such as leadership growth,
psychological capital, and personal development. Based off the responses given and themes that
become apparent, responses will be analyzed according to their respective category or common
theme.

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Trustworthiness
In order to increase trustworthiness within this study, the researcher will enact various
methods throughout the research process. The first method in which trustworthiness will be
tested is through respondent validation. Respondent validation allows for the researcher to
communicate with the participant to determine if what was interpreted was accurate (Creswell,
2014). Within this study, once the interview has been transcribed I will send the initial notes and
rough outline of the transcription, not full detail, to the participant (Appendix C) and ask them to
clarify the findings and ask if they have any other additions. They will have 7 days to reply with
modifications or updates. An updated journal entry from their response will be added into the
documentation after each email is received with modifications and/or validation. Email
communication was chosen for ease and speed in this process. This process allows for the
participants to add in any further thoughts and comment on preliminary findings from the
interview (Creswell, 2014).
The second method in which this study will be validated is through clarifying the bias
brought to the study. Clarification of individuals bias allows for the research to develop an
honest narrative and reflect on how their role impacts the interpretation of data (Creswell, 2014).
This will be beneficial in this research study because I, the researcher, have very strong personal
ties to the issue and reflecting back on my personal bias is crucial in not skewing research into
something it is not. I was both a member of a Greek Panhellenic sorority and an executive leader
for two years, thus I will be able to relate to the participants within the study. In addition, my
undergraduate institution had a very small Greek community consisting of 300 members total. I
was heavily involved with sorority leadership and an active agent both locally and nationally
with my organization. However, there are certain aspects of my background that are not likely to

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be shared with the participants. Although some of the identities I hold and my personal
backgrounds could potentially be parallel to participants in the study, it also could present ethical
concerns. These identities and experiences that I have could end up projecting the experiences
that I have with Greek life and leadership onto the research study participants. I will make sure
that my biases do not get in the way by enlisting a colleague to check my work along each step
of the process to make sure no biases are becoming apparent in the research. By doing this I
would be receiving inaccurate information and would be restricting the participants authentic
voice. In order to circumvent these issues, I will be cognizant that other students have their own
experiences which may or may not be similar to my own through the process of praxis in
journaling.
Limitations
There are notable limitations within the study. Narrowing the study to specifically
examine sorority presidents removes a large portion of the leadership population that may have
valuable experiences. Another limitation is that all of the students will be only half of the way
done with their presidency and may gain more valuable knowledge, which is applicable to this
research, later within their term. With interviews taking place in a campus office some students
may feel the pressure to respond professionally and not be as open as desired. Another limitation
is that in being a researcher, some students may feel that my presence is more official and less
casual once again inhibiting the natural setting that is desired within interviews in qualitative
research (Creswell, 2014). Finally, with such a small sample size it is difficult to generalize the
experiences of these women to all Panhellenic sorority presidents and leaders studying at
universities in the United States.
Positionality

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In order to identify how biases may impact my research, it is important to explore the
identities I hold that may impact the findings within the research. Personal perspectives, both
insider and outsider, will be explored along with the implications these perspectives have on the
research.
I am a white female coming from an upper-class family raised in the Midwest. I come
from a Greek life background at a small liberal arts university and am a mental health support
advocate. I am a graduate student in the student affairs program at Iowa State University, holding
an assistantship in the admissions department. I have had no prior full time work experience but
am heavily invested in this research due to the aspiration to work in the Greek community.
As an insider, I am an active member of the fraternity and sorority community. I am an
alumnus of a predominantly white Panhellenic sorority and continue to remain engaged. Through
this experience I have knowledge and understanding of the terminology, exercises, traditions and
beliefs of those in the Greek life community. I also hold an insider perspective through holding
leadership positions within Greek life and understanding how peer leadership within Greek life
works. Having this experience and knowledge of the Greek community can influence my
research by allowing me to relate on a personal level to those in the Greek community. My heavy
involvement also influences the preconceived notions I have of the internal workings of each
Greek organization and how these leaders function primarily in Midwestern universities. Having
leadership experience has the potential to influence my research through prior experiences during
my time as a peer leader. My role as a leader in Greek life has made me question how sorority
women in these difficult leadership positions handle tough peer leadership.
Alongside the various insider perspectives I hold, there are multiple outsider perspectives
that may impact the connection I have with research participants and in turn impact the results

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received. As a white woman, I will not hold the same racial identity as some of the women I will
be interviewing. The privileges I hold regarding my racial identity could influence the
interactions with those who do not have the same experiences. I also hold an outside perspective
from a small Greek community with limited outside exposure to large Greek systems. This could
impact the way I interact with the executive members in expectations of my understandings of
Greek life on different campuses.
My position as a graduate student who is involved with Greek organization on a national
level will affect the way that participants interact with me during interviews. Students may
assume that due to my position I have more understanding of certain situations and will answer
what they believe would be a correct answer. Also, being in a position of authority, students
may be hesitant to discuss personal topics. My desire to work in the Greek Affairs system also
impacts the way in which I approach the research due to my heavy level of interest. In order to
not skew my research, being aware of this preconception is crucial to unbiased research.

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References
Alvarez, D. (2015). Death by hazing: Should there be a Federal law against fraternity and
sorority hazing? Journal of Multidisciplinary Research, 7. 43-75.
Creswell, J. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches
(4th ed.). SAGE Publications.
Fraternity and Sorority Life. (n.d.). Appalachian State University. Retrieved from
https://greeks.appstate.edu/history-of-greek-life
Gostin, L., & Gable, L. (2008). Global mental health: Changing norms, constant rights.
Georgetown Journal of International Affairs, 9. 83-92.
History of Greek Life in American Higher Education. (2014). Rehoboth Journal. Retrieved from
http://www.rehobothjournal.org/history-of-greek-life/
Hempsall, K. (2014). Developing leadership in higher education: Perspectives from the USA, the
UK and Australia. Journal of Higher Education Policy and Management, 36. 383-394.
Hughey, M. (2010). A paradox of participation: Nonwhites in sororities and fraternities. Journal
of Social Problems, 57(4), 653-679.
Hunt, J., & Eisenberg, D. (2010). Mental health problems and help-seeking behavior among
college students. Journal of Adolescent Health, 46. 3-10.
Iowa State University Greek Affairs. (2016). Greek Community Membership Statistics. Iowa
State University, Greek Affairs, Ames.
Law, K., Wong, C., & Mobley, W. (1998). Toward a taxonomy of multidimensional constructs.
The Academy of Management Review, 23(4), 741-755.
Long, L. (2012). A multivariate analysis of the relationship between undergraduate
Fraternity/Sorority involvement and academic performance. The Research Journal of the

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Association of Fraternity/Sorority advisors, 7(2), 37-47.

Long, L., & Snowden, A. (2011). The more you put into it, the more you get out of it: The
educational gains of fraternity/ sorority officers. The Research Journal of the
Association of Fraternity/Sorority advisors, 6, 1-13.
Luthans, F., Norman, S., Avolio, B., & Avery, J. (2008). The mediating role of psychological
capital in the supportive organizations climate: Employee performance relationship.
Jounral of Organizational Behavior, 29. 219-238.
Martin, G., Hevel, M., & Pascarella, E. (2012). Do fraternities and sororities enhance
socially responsible leadership? Journal of Student Affairs Research and Practice, 49,
267-284.
Mendez, M., & Busenbark, J. (2015). Shared leadership and gender: All members are equalbut
some more than others. Leadership and Organization Development Journal, 36. 17-34
National Panhellenic Conference. (2016). Annual report. Retrieved from
https://www.npcwomen.org/resources/pdf/2015-16%20Annual%20report.pdf
Park, A., Sher, K., Wood, P., & Krull, J. (2009). Dual mechanisms underlying accentuation of
risky drinking via fraternity/sorority affiliation: The role of personality, peer norms, and
alcohol availability. Journal of Abnormal Psychology, 118(2), 241-255.
Sasso, P., & Schwitzer, A. (2016). Examining social desirability orientation and alcohol use
expectations as factors in fraternity drinking. The Research Journal of the Association of
Fraternity/Sorority advisors, 11, 17-35.
Strayhorn, T., & McCall, F. (2012). Cultural competency of black Greek-letter organization
advisors. Journal of African American Students, 16. 700-715.
The Fraternity Advisor. (2013). Greek Life Statistics. Retrieved from

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http://thefraternityadvisor.com/greek-life-statistics/
Wooten, B., Hunt, J., LeDuc, B., & Poskus, P. (2012). Peer leadership in cocurriculum: Turning
campus activities into an educationally purposeful enterprise. New Directions for Higher
Education, 157. 45-60.

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Appendix A: Recruitment Letter

Dear Respondent,
My name is Alexandra Savat and I am a graduate student Iowa State University. I am
conducting a research study examining how sorority leaders experience psychological capital
based off of leadership training received. The results of this study will hopefully help
Panhellenic sororities understand how to best education the executive leaders of these
organizations. I understand that you are currently serving as a president to one of the Panhellenic
sororities here at Iowa State University.
I am interested in your experiences studying at Iowa State University as a current
president of a Panhellenic sorority. My study will consist of one interviews face-to-face
interview that will take place within The Office of Greek Affairs and will last about 60 minutes.
Please note that your participation in this research study in completely voluntary and your
identity will be protected at every step of the process.
Enclosed you will find a consent form for you to examine. Please look over the form and
contact me if you have any questions or concerns about this study. If you would like to partake
in the study, please sign and date the consent form and return it in the self-addressed envelope. I
look forward to learning about your experiences within Iowa State Greek Life. Your
contribution will be deeply appreciated.

Sincerely,

Alexandra Savat
Iowa State University

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Appendix B: Informed Consent Form

You are invited to participate in a research study designed to explore leadership training
for Panhellenic sorority presidents and psychological capital. I hope to learn if the level of
training prior to assumption of the leadership role impacts the psychological capital of the
executive leader during their term. Before agreeing to participate in the research study please
look over all of the information below. The information details the procedure, benefits, risks and
withdrawal rights.
Procedure - If you chose to participate in the study, the researcher will schedule a time
during the month of September 2017 to participate in a face-to-face interview. This will be a
one-time interview and I estimate it will require 60 minutes of your time. If you decide to
participate, you will be asked to answer a series of questions detailing your leadership and
experience as a sorority president. The interview will take place in The Office of Greek Affairs.
Confidentiality - Data collected during the course of this study will be saved with the
researcher only under password protection and information will be disclosed only with
participants consent or as mandatory by law. If the results of this study are published or
presented, no names will be associated with the data cited instead pseudonyms will be used for
all participants. The researcher will be the only one with access to personal contact information
and responses. At the conclusion of the study, any material that has names or contact information
will be shredded. Data will continuously be kept in a password protected format document.
Risks and Benefits Within this research study there are no physical or social risks to
the participants. Through participation in this study you will have the opportunity to provide
information on how your experience as a sorority president impacts your experiences and how
your level of training prior to role assumption has played a role. This information offers leaders

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an opportunity to provide information that can assist Panhellenic organizations in developing
leadership training to best assist the executive members. Responses are incredibly valued and
have the potential to impact the training and leadership skills future executive members receive.
By participating in this study, you will have the opportunity to receive refreshments at the
interviews session.
For questions about this research project, contact Alexandra Savat at asavat@iastate.edu
or 888-8888. For question about research subjects' rights or research-related injuries, contact the
Office for Responsible Research (orrweb@iastate,edu).
Participation in this study is voluntary. A decision not to participate will involve no
penalty or loss of benefits to which you are entitled. You may discontinue participation at any
time without penalty or loss of benefits. A decision not to participate or withdraw will not affect
your current or future relationship with Iowa State University.
You will be offered a copy of this form to keep. You are making a decision whether or
not to participate in the study described above. Participation is voluntary. You may withdraw at
any time without prejudice after signing this form. Your signature indicates that you have read
the information provided above, had an opportunity to ask questions about the study, and have
decided to participate.

Signature _______________________________ Date _________________

I agree to enable this interview to be recorded:

____________________________________ Date __________________

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Appendix C: Post-Interview Contact Email

Hello Respondent,

Thank you for your time the other day. I appreciated getting to sit down with you and
discuss the information. Your experiences and background are incredibly useful in further
understanding how sorority leaders experience psychological capital based off of their leadership
training.
Below you will find notes that I had made regarding some of the information discussed
and a verbatim transcription of the interview. Please let me know within 7 days if you feel that
any modifications need to be made. You are also welcome to provide clarification on any area in
which you feel you would like to expand on since the interview.

As always, if you have any questions please let me know.

Alexandra Savat
Iowa State University

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Appendix D: Interview Questions (Interview #1)

1. What is your name? Where are you from? What organization are you a part of? What are
you involved with on campus?
2. Why did you go Greek and what has your experience/ timeline been like within the Greek
system?
3. How would you describe your leadership training you have had from Iowa State
University?
4. How would you describe your leadership training from your national organization?
5. What did any/all of this training look like? Did you find it useful?
6. Were there certain areas of the training you found useful and certain you found not
useful?
7. How has your leadership training played a role in your time thus far serving as president
of your sorority? If not, why?
8. How has your leadership experience been so far?
9. What areas have you struggled with and what areas have been good?

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Appendix E: Interview Questions (Interview #2)
1. How has the presidency been going since we last talked?
2. We talked a lot about leadership training previously but not much about you as a person,
how do you take care of yourself during this time as a leader?
3. What does your schedule on a day to day basis look like?
4. After a situation that was difficult to handle, how do you work through the mental
struggle to move on?
5. Do you feel that your leadership time has been psychologically positive or negative to
your being?
6. Who do you have in your inner circle that you go to in good and bad times?
7. Do you feel that from a psychological perspective you have developed since becoming a
leader?
8. Has leading your peers played a role versus if you were leading others outside of your
organization? If yes, how?

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Appendix F: Interview Questions (Interview #3)
1. How has the presidency been going since we last talked?
2. What changes have been taking place, if any?
3. How would you describe your relationship with fellow executive members?
4. How would you describe your relationship with other sisters?
5. How do you believe other members within the sorority perceive you?
6. How do you personally perceive other members within your sorority?
7. What does your process look like when tough situations arise within the sorority and the
resolution solution falls on your lap?
8. How, if at all, has being president affected the relationships you have both positively and
negatively? Any other ways?
9. As your presidency comes to a close, what would you have changed if you could go
back?
10. Is there something you feel like you wish you would have had or known before starting?

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