[decadence]

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Re Greeks being achieving more academically.

Greek women were more likely to achieve high grades than non-Greek women... (Iffert, 1958)
http://www.gammasigmaalpha.org/summa...us_studies.htm

Iffert, Robert E. (1958). Retention and withdrawal of college students. Department of Health Education, and Welfare, Office of Education, Bulletin series, No. 1. Washington, D.C.: U.S. Government Printing Office. Abstract -- Investigated the extent and character of retention, transfer, and withdrawal of 8,000 undergraduate students from a representative group of post-secondary institutions. The study covered 147 institutions of higher education in 46 states and the District of Columbia. Members of social fraternities who graduated had slightly, but not significantly, lower grades than non-fraternity male graduates. Members of social sororities had significantly higher grades than non-sorority women graduates. Students who were members or pledges of fraternities or sororities had better persistence records and graduation rates in the institutions of first registration than did nonmembers. Similarly, institutions having local or national social fraternities and sororities also had lower withdrawal rates than institutions without Greek letter organizations. [Author/KRH]

Re Greeks being more involved and active on campus.

http://www.gammasigmaalpha.org/summa..._influence.htm
Greek residents were more likely to be involved than people who lived in single-sex residence halls, home, or off campus (Marji, 1994) Greek residents were found to be far more involved in campus activities than non-Greeks (Marji, 1994)
Intra-group relations, spirit and enthusiasm, and loyalty to own group had a positive impact on achievement (McQuilkin, 1970)

Marji, M. S. (1994). The interrelationship between key demographic variables, involvement in extracurricular activities, development of interpersonal values and academic achievement. Doctoral dissertation, University of Maryland College Park, 1993. Dissertation Abstracts Internationa1. 55, 1398.
Abstract -- The purpose of this study was to examine the relationship between a number of key demographic variables (i.e., gender, age, racial and ethnic background, class standing, marital status, student status, and place of residence), involvement in extracurricular activities (e.g., social fraternity/sorority, intramural sports team, performing group, academic honors), interpersonal values (i.e., support, conformity, recognition, independence, benevolence, leadership), and academic achievement (GPA). The data for this study were collected from 149 undergraduate students randomly selected from seven Core fundamental Studies courses offered at The University of Maryland, College Park (UMCP) during Spring semester, 1993. The t-Test and Analysis of Variance resulted in significant differences (alpha .05) between student groups with respect to their intensity of involvement in extracurricular activities. Students living in a coed-college hall or in a fraternity/sorority house were significantly more involved than those who live with parent(s), with spouse, in a single-sex hall or in an apartment/trailer. Intensity of involvement in extracurricular activities was positively related to benevolence, leadership and academic achievement, and inversely, but moderately related to independence. Independence was found to be significantly, inversely related to academic achievement. Student status contributed significantly, inversely to academic achievement. Intensity of involvement contributed significantly, but indirectly to academic achievement via support, recognition, benevolence and leadership. Student status, support, conformity, recognition, independence, benevolence, and leadership were all found to be significant, direct, inverse contributors to academic achievement. Results of the study supported the relationships between age and involvement in extracurricular activities, age and academic achievement, and place of residence and involvement in extracurricular activities. [Author/ shortened by KRH]]

McQuilkin Pau1 R. (1970). Differential effects of group factors on fraternity pledge class allocation of time and academic achievement. Ann Arbor , Michigan, University Microfilms Inc. Doctoral dissertation, Iowa State University, 1969. Abstracted in Dissertation Abstracts International, 30(11), p. 4732-A.
Abstract – A study of first quarter freshmen fraternity pledges at Iowa State University examined selected characteristics of pledges including differential affects of group environments on academic achievement. Data came from questionnaires administered to the pledges at the beginning and end of a ten-week period, and a self-reporting time allocation form kept by the pledges during the ten weeks. Pledges joined fraternities based on a perception of organizational strength and esprit de corps of the chapter and the chapter’s apparent concern for academic environment. Findings of the study include how the fraternity experience affected the pledge classes’ grades. The author found that study time was not significantly related to academic achievement. The best predictor’s of grade point average were items concerned with intra-group relations, spirit and enthusiasm, loyalty of members to each other, music and singing, and pledge/actives relationships. The differential effects of academic achievement among fraternity pledge groups was best explained by differences in peer group relationships and attitudes that exist within fraternity chapters. The differential effects of academic achievement among different fraternity groups resulted from differences in esprit de corps and organizational strength of the chapters. [KRH]