Campus Ecologist

Volume IV, Number 3, 1986

ENVIRONMENTAL STUDY OF ALCOHOL USE IN FRATERNITY HOUSES

Contributed by Tom Ton Holle

Introduction

The term "campus ecology" refers to the field of study where environmental qualities and conditions of a college campus are studied in relation to students' attitudes, perceptions and behaviors. The UC Office of Student Life recently completed such a study. This research effort examined student alcohol abuse from an environmental perspective.

Using an ecologically based model, the social climate of 18 UC fraternity houses were compared to the amount of alcohol consumption among all fraternity members. Fraternities were selected for this study because past research has determined that this subgroup of students are heavier drinkers and experience a greater number of alcohol related problems than their independent student counterparts. During Spring Quarter 1986, 395 fraternity members representing each of the 18 UC fraternity houses completed two research instruments: the University Residence Environment Scale (URES) and the Student Drinking Information Scale (SDIS). The URES measures the social climate within a particular college living setting by assessing the prevalence of 10 dimensions: involvement, emotional support, independence, traditional social orientation, competition, academic achievement, intellectuality, order and organization, student influence and innovation. The SDIS was used to measure consumption of beer, wine and liquor among this student subgroup.

Results

All fraternity student groups received similar scores in their URES profiles. Most of the houses were highly relationship-oriented. Most also perceived high amounts of involvement, traditional social orientation, competition Border and organization, and student influence. Fraternity groups also endorsed items that reflected lower levels of emotional support, academic achievement, intellectuality and innovation within their living settings. With regard to alcohol consumption, however, scores varied widely across the fraternity house groups. Nearly all (99%) student respondents drank alcohol, with 19% rating themselves as light drinkers, 55% as moderate drinkers and 26% reported heavy alcohol use (55 or more drinks per month).

The data were subjected to an extreme group comparison analysis, which yielded 3 high and 3 low drinking fraternity houses. These groups were based on the average amount of alcohol consumed by fraternity members during one month. Three of the URES Scale measures distinguished the High Drinking Frequency groups from the Low Drinking Frequency groups: academic achievement, intellectuality and student influence. Low Drinking Frequency houses perceived significantly higher amounts of each social climate subscale than the High Drinking Groups. In addition, high drinking frequency groups drank significantly more often than the low drinking group in off-campus bars than in their fraternity houses.

These findings suggest that the social ecology (or psychological environment) in which students reside while in college may contribute to encouraging specific behaviors. The particular social environment of high drinking frequency houses may have an effect on student behavior that is different than the effect of low drinking frequency houses. Or fraternity houses that do not emphasize academic achievement, intellectuality or student influence may contribute to increased alcohol consumption by its members. With the current nationwide trend toward the promotion of moderate, responsible drinking on college campuses, this type of research which examines environmental influences on student drinking is timely and very significant. The results suggest the use of two types of interventions to combat alcohol abuse among college students: environmentally based programs and direct, personal approaches. Some of the environmental interventions may include:

1. providing a daily quiet time for study in each fraternity house.

2. providing house members with a designated study room with adequate furniture, lighting, etc.

3. providing a chapter community bulletin board to post notices or information regarding upcoming events or other relevant information addressing cultural, academic or artistic topics of interest.

"These findings suggest that the social ecology (or psychological environment) in which students reside while in college may contribute to encouraging specific behaviors. "

Some of the personally oriented activities may include:

1. encouraging the use of tutors and in-house study groups.

2. sponsoring awards for each house that highlight members' academic achievements.

3. encouraging greater participation by chapter members in various governance activities using a rotation scheme that requires each member to assume a leadership role.

4. providing more chapter related activities that are culturally or academically related.

This study was an exploratory effort. Further works need to be conducted that measures the overall effectiveness of the particular interventions previously proposed. Will programming that emphasizes greater academic achievement, intellectuality and student influence minimize alcohol abuse or alcohol related problems in a fraternity environment? This preliminary study tends to support that notion. For more information on this study, contact: Dr. Tom Von Holle, Of fice of Student Life, (513) 475-3292, University of Cincinnati.

This article first appeared in the Correspondence - the Newsletter of Student Life News and Research - The Office of Student Life Division of Student Affairs at University of Cincinnati (Contact: Robert K Conyne, Associate Vice Provost)

QUOTES: COUNSELING PSYCHOLOGIST AS TRAVEL AGENT

By James Banning

". . . The counseling psychologist is concerned with identifying the developmental inadequacies and locating or prom viding experiences that remedy the environmental deficiency.... The counseling psychologist is... concerned with identifying the capabilities of the student and helping him find and locate an environment that will provide him with tasks he needs and can use....

There might also be situations where the developmental task that would be appropriate for continuing personal growth may not simply be available. Environmental deprivation of this kind would also be seen as a mental health problem, and the counseling psychologist would, perhaps, encourage faculty or others to provide the experience, or, in the absence of other resources, might develop a program in order to meet the need."

Oetting, E.R. (1967). Developmental definition of counseling psychology. Journal of Counseling Psychology, 14(4), 382-385. Quote found on page 383.

"When we view students as constructivists our role as professionals becomes 'construction consultant' not only to the student, but perhaps more importantly to the campus ecology, and part 'travel agent' to assist the students to find the environment on campus that best assist them in their construction efforts."

Banning, J.H. (1986). Children, clients, consumers, or constructivists? ACPA Developments, Feb., 1.

"Travel and tourism would be chaotic without skilled knowledgeable, and professional travel agents to provide counsel to travelers and also to be a central source of information and catalysts for all segments of travel. . ."

Stevens, L. (1983). Guide to Starting and Operating Successful Travel Agency. Wheaton, III.: Merton House.

NEW RESOURCES: THE INSTITUTE FOR SOCIAL ECOLOGY

The following resources are associated with The Institute for Social Ecology. The Institute was established twelve years ago at Goddard College. In 1981 it was incorporated as an independent institution of higher education for the purposes of research, education, and outreach in the field of social ecology. Information concerning the Institute can be obtained by writing:

The Institute for Social Ecology
P.O. Box 384
Rochester, Vermont 05767

The Institute publishes a journal and newsletter. Both speak to many of the issues that are of interest to the campus ecologist

Harbinger, The Journal of Social Ecology
The Institute for Social Ecology
P.O. Box 384
Rochester, Vermont 05767

and at the same address:

Institute for Social Ecology Newsletter

An Outline: The Ecology of Racism and Sexism

By James H. Banning

Racism and sexism can be examined from an ecological point of view. Both can be viewed as environmental conditions. Institutional racism and sexism construct environments where the values, assumptions, power, institutions, laws, policies, and benefits are in the control of white males. The arrangement of these environmental factors or conditions are such that opportunity and participation is in favor of the white male. Those persons who are not white male face more difficulty in finding opportunity and enjoying participation because the environment is not arranged for their benefit. The following diagram outlines the ecological view. All those listed under PERSON who are not white males are forced to transact with an environment not built "for or by" them.

B = f(P x E)

BEHAVIOR = f (PERSON interacting with Environment)

Full Participation = f	(white male	x	values)
	(males of color	x	assumptions)
	(white females	x	power)
	(females of color	x	institution)
	(gay/lesbian	x	laws)
	(differently able	x	policies)
			benefits)

To solve the conditions of racism and sexism calls for environmental change. Again, however, the power to change environments typically rests with white males. The following outline illustrates the order of preferred solutions by the white male perspective and the ecological perspective.

SOLVING RACISM/SEXISM: