Abstract
Scholars have documented the positive outcomes that affiliation with sorority and fraternity life (SFL) organizations affords students; yet, few studies have explored how SFL professionals enable these benefits. Using validation theory as a framework, this narrative study examined how SFL practitioners affirm members of culturally based sororities and fraternities. Findings illustrated how SFL professionals interpersonally validated these students, in addition to the structural and contextual shifts they engaged to do so.
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