Be the Democratic Institutions We Say We Are– BGLOs purport to be democratic institutions, that being that each member has some say in the major issues facing the organizations.  Much of this is done via representative voting—electing delegates that will represent them at conventions/conferences that range from local to national/international.  But given that members feel so passionately about who actually gets to become their brother or sister, and the mechanism by which this happens (not to mention the stakes that the organizations face in this realm), BGLOs should let as many members who want to weigh in on the issue have a say as to what they would want in a process. At least, that way, members will feel that their voices have been heard.

Communicate to Members What Can and Cannot Be Done (AND WHY!)– It is not enough to give BGLO members a voice.  Give them understanding.  BGLOs should categorize the suggestions that they get from their members’ vis-à-vis what should be included in a process, and where certain suggestions are rejected, BGLOs must explain why.  For example, if some members recommend “light” paddling of prospective members on a daily basis, an ineffective response is “We just can’t do that.”  A better response is “Forty-four states have hazing statutes and these statutes outlaws ‘hazing.’ In all 44 of those states, hazing has been construed as physical abuse.  Many of these statutes give paddling as an example of physical abuse.  And state trial courts in several states have clearly stated that paddling is defined as hazing.  Those found to have engaged in such hazing have been faced with criminal and civil sanctions.  In some instances, their fraternity/sorority and/or host university has been subject to civil liability.”  Such an answer is likely to suggest that members’ suggestions were at least taken into consideration.

Provide Field Staff Where Possible– White fraternities and sororities often have field staff that travel the country, advising their chapters.  This is a great idea for organizations that can afford it.  I can only assume that there are 2 BGLOs that could do this.  For the other BGLO, I’d suggest drawing upon a team of members who are student affairs personnel to serve as remote/virtual advisors. Let’s use my fraternity, Alpha Phi Alpha, as an example.  I know of around 20-30 Alphas who work in student affairs.  Say 15 of them served as virtual advisors. Each could pick a group of specific issues that would be their specialty.  If a Greek Affairs advisor had an issue with a chapter of Alpha and needed help resolving it, they could email the Alpha virtual advisors.  The request could then be assigned to the brother who has a specialty in that area, and within 24 hours, he would respond with his recommendations.  Proactively, Alpha could periodically—say once a month—run a report on problem chapters (e.g., those who have failed to submit required paperwork to the organization, those with poor chapter g.p.a.s, those where brothers are not graduating in a timely fashion).  The remote advisors would then seek to ascertain what the purported issues are and work with the chapters to resolve the issue or issues. Chapters with a past of hazing sanctions could also remain on constant monitoring by these advisors.

Raise G.P.A. Requirement for Membership (and Make Chapters Maintain This G.P.A. to Stay in Good Standing– Each BGLO contends that “scholarship” constitutes part of their organizational identity, but most if not all of them have a g.p.a. requirement of somewhere between 2.5 and 2.7 for membership.  These requirements are low.  I know that many BGLO members will balk at this, contending that BGLOs are not honor societies, but the reality is that part of our roots are literary societies—the hotbeds of debate, public speaking, broad reading, and intellectualism on college campuses for nearly 150 years. Moreover, we might presume that individuals with better g.p.a.s have something more at stake during their college experience than those with poor g.p.a.s.  And while juvenile behavior is fairly normal, those adolescents with more at stake are less inclined to engage in anti-social behavior than those who have less at stake (see HERE).

Require Documented Community Service Hours for Membership (and Make Chapters Maintain a Requisite Number of Community Service Hours to Remain Active)– It stands to reason that for individuals who frequently engage in prosocial behavior because it is an integral part of their identity, those individuals will be less inclined to engage in antisocial behavior like hazing.  This oversimplifies why hazing takes place, as there are profound sociological and social psychological dynamics at play with respect to hazing.  But I have to believe that there is something qualitative different between the person who does community service in passing only because their organization requires it versus the person who does it in abundance because he or she believes it is the right thing to do or because the gain some joy from it.  As such, should identify members who have a concrete, prosocial disposition or who are at least inclined to demonstrate their willingness to be prosocial in order to become members.  Moreover, BGLOs should keep their members moving toward prosocial behavior as a way to both do good and to undermine antisocial conduct.

Give Prospective Members a Robust Education on BGLOs– One important thing that BGLOs should want from their members, especially college members and prospective college members, is for them to be better decision-makers–especially in regard to issues around hazing.  Research shows that increased knowledge and experience lead to critical thinking and better decision-making (see HERE). Since prospective members are not likely to gain more experience with respect to BGLOs because they are not yet members, the most that BGLOs can expect from this population is increased knowledge.  This increased knowledge has to be on BGLOs—what they are, what they do, and the challenges they face.  My personal experience tells me that few people do a robust amount of research on BGLOs before they seek membership, and once they are already members there is little to no incentive to increase their knowledge on these groups. For most members proficiency comes largely, if not solely, from just being a BGLO member. What I suggest is that BGLOs not simply recommend readings to prospective members, but actually teach them.  For a number of reasons, which I will blog about at a later date, I think that if universities offer a course on BGLOs, it would be the best approach.  That, however, does not seem like a likely possibility in the short run. As such, I think NPHC should develop a web-based course on BGLOs.  Prospective members, particularly prospective college members, would need to take the class and pass with at least a “B” to be eligible to apply for membership to any BGLO.  The course would focus on BGLO history, culture, general contemporary issues, and issues around hazing/pledging/MIP.  There would be required reading, online discussions, and weekly quizzes. The course would be during the summer when prospective members are less likely to be harassed by current BGLO members.  At the end of the summer, BGLOs would be given the list of individuals eligible for membership—prospective members who are knowledgeable about BGLOs, potential problem-solvers once they become members, and better decision-makers as members and as aspirants.

I make these recommendations in toto, not as an offering of mere choices. And I make them not to the exclusion of other remedies. As a final not, I know that one major response to proposals to end hazing is that “we will never end hazing.”  That is true, but the point is not that we cannot but to what degree can we do a better job than we are now.