When students leave home for college, many desire a sense of belonging. One way for students to cultivate this sense of belonging is by participating in formal and informal peer groups (Chickering & Reisser, 1993). Of all peer groups, Greek-lettered organizations, when serving as an effective peer group, have the most impact on its members (Chickering & Reisser, 1993). As Greek-lettered organizations evolved, pledge processes were created as a means of promoting group values and continuing traditions (Nuwer, 1999). However, this pledge process led to accidents and deaths (Kimbrough, 2003; Nuwer; 1999; Ruffins, 1999). As a result, Black Greek-lettered organizations (BGLOs) replaced their pledge process with a membership intake process (Kimbrough, 1997, 2003; Ruffins, 1999). Despite the end of pledging, BGLO members instituted 'underground pledging,' unsanctioned events that occurred before, during, and/or after the membership intake process as a way to continue the pledge process (Kimbrough, 2003). As a result, students still perceive the pledge process as an instrumental part of the Black Greek experience and continue to participate in unsanctioned pledge activities that lead to injuries and deaths (Geraghty, 1997; Jones, 2000; Morgan, 1998; Rodriguez, 1995; Ruffins, 1997; 2001). Very little research has been conducted on BGLOs. As such, it would seem that research is needed on how members experience and view the intake process. The present study attempted to address this gap by examining the activities that were associated with the membership intake process, as well as current undergraduate members' perceptions of the pledge and membership intake processes. / Master of Arts

The purpose of this descriptive and inferential quantitative research design was to examine the differences in attitudes and beliefs about hazing activities within Black Greek letter organizations (BGLOs). While previous research has highlighted the existence of hazing activities and practices in BGLOs, there is a gap in understanding the perceptions and attitudes of Black males who have participated in these activities (Samson, 2021; Schiffer et al., 2022). To address this gap, a quantitative survey research design was employed to investigate the attitudes and beliefs among Black males at both a selected historically Black colleges and universities and a predominantly White institution. Variables assessed included age, educational level, and the attitudes and beliefs of Black male members of BGLOs. The findings within this study revealed that when age increases, the support for hazing decreases. In addition, participants with a bachelor’s degree differ from those with master’s and doctorates. Those with bachelor’s degrees are somewhat more positive about hazing. In reference to the attitudes and beliefs about hazing of Black male members of BGLOs, the findings represented that the respondents, which came from two different institutions: one historically Black college and university and one predominantly White institution, were not significant. / Educational Leadership