Sorority Rituals - Reflections On Rites of ... - Mari Ann Callais

Gilligan’s theory addresses multiple dimensions that transition the young females through
several stages of adolescent development. The factors of development seem to relate to a process
that involves how individuals perceive themselves and their environment. Whether one believes
in Kohlberg’s theory of moral reasoning, Gilligan’s Female Stages of Moral Reasoning, or
another theory, what seems to be clear in these works is that a developmental process occurs and
that it is important that those who work with sororities understand this process in some way.
Sororities and Women’s Development
Riker (1983) states that “the heart of the Greek system is typically described as the
personal growth and development of the individual member, nurtured in a group environment of
mutual trust and support" (p. 49). He also states that "key factors influencing this development
are the quality of interpersonal relationships and the stimulation of the group environment"
(Riker, 1983 p. 49). Although Riker did not specifically single out sorority women, his theory is
very similar to Gilligan’s theory and Newton’s theory as it relates to the sorority experience.
According to Riker (1983), two significant outcomes can result from a sorority or fraternity
experience that are positive: more effective and efficient group and members skilled in
continuing the process of self-study for ongoing evaluation and problem solving (cited in Colgan
& Opper, 1983). Each of these theories references how an individual develops within herself and
in relationship to those around her.
Gilligan's Female Stages of Moral Reasoning can be applied in some aspects to women in
sororities. Because sororities are single sex organizations, the dynamics of their decision-making
process are different than organizations that are comprised of men only or of both men and
women. As a young woman enters a sorority, she is brought into a culture that is comprised of
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