Preventing Hazing on Campus - U.S. Department of Education...presentation screen, or e-mail...
Transcript of Preventing Hazing on Campus - U.S. Department of Education...presentation screen, or e-mail...
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Welcome to Today’s Webinar!
Preventing Hazing on Campus
This event will begin at 2:00 p.m. Eastern Time.
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The National Center on Safe Supportive Learning Environments
▪ Is funded by the U.S. Department of Education’s Office of Safe
and Healthy Students (OSHS).
▪ Provides training and support to federal grantees, including 22
grantees funded under the Project Prevent Program, as well as
other stakeholders working on improving safe, supportive
learning environments.
▪ Goal is to improve schools’ conditions for learning through
measurement and program implementation, so that all
students have the opportunity to realize academic success in
safe and supportive environments.
*The content of this presentation was prepared under a contract from the U.S. Department of
Education, Office of Safe and Healthy Students to the American Institutes for Research
(AIR). This presentation does not necessarily represent the policy or views of the U.S.
Department of Education, nor do they imply endorsement by the U.S. Department of
Education.
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Chat Pod
If you have a question for the presenters, please
type it in the Chat Pod located to the right of the
presentation screen, or e-mail [email protected]
during the webinar.
Feedback Form
At the end of the presentation, a series of questions
will appear. Please provide feedback on this event so
that we can better provide the resources you need. All
answers are completely anonymous and are not
visible to other participants.
For assistance during the webinar, please contact the National Center on Safe Supportive Learning
Environments at [email protected].
Webinar Logistics
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Webinar Welcome: Secretary of Education Arnie Duncan
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Agenda
Building a Foundation: What Is Hazing and Why
Is It a Problem?
Taking a Closer Look: Research-based Insights
About Hazing
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2
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Webinar Objectives
1
2
3
4
Define hazing.
Identify three key components of hazing.
Consider where hazing falls within the spectrum of interpersonal violence.
Describe salient research findings about the nature and extent of hazing and
the underlying motivations for hazing.
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6
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Articulate challenges and opportunities in hazing prevention.
Provide examples of current hazing prevention initiatives.
Describe the role educators and community members play in hazing
prevention.
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Polling Question #1
At which level do you work directly with students?
❑ Higher Education
❑ High School
❑ Middle School
❑ More than one of the above
❑ None of the above
❑ Other
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Which of the following best describes your role? (Check all that
apply.)
❑ Campus administrator
❑ Club/organization/activity advisor
❑ Instructor/teacher
❑ Campus health or prevention coordinator
❑ Athletic coach
❑ Parent of a current student
❑ Community member
❑ Researcher
❑ Student
❑ Other
Polling Question #2
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Which of the following best describes the primary reason you
chose to participate in this hazing prevention webinar?
❑ I have a direct responsibility to address incidents of hazing on
campus.
❑ I supervise others who have a responsibility to address hazing on
our campus.
❑ I was impacted by hazing directly and I am participating to learn
more about the topic.
❑ I have a general interest in the issue of hazing and I am
participating to learn more about the topic.
❑ Other (please type your reason for participating in the Chat Pod to
the right of the screen.)
Polling Question #3
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Building a Foundation:What Is Hazing & Why Is It a Problem?Dr. Elizabeth Allan, Rasheed Ali Cromwell, Esq., Diana Haney
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Examples of Hazing
▪ Sleep-deprivation
▪ Substance abuse
▪ Sex acts
▪ Sexual simulations
▪ Paddling
▪ Whipping
▪ Isolation
▪ Demeaning skits
▪ “Swirlies”
▪ Embarrassing attire
▪ Other humiliation
▪ Scavenger hunts
▪ Ingestion of vile
substances
▪ “Drop-offs”
▪ “Lock-ups”/confinement
▪ Personal servitude
▪ “Line-ups”
▪ Rookie duties
▪ Water intoxication
▪ Defacement of property
▪ Stealing, other illegal
activities
▪ Forced swimming
Citation 1-6
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Continuum of Hazing Behavior
Behaviors: Humiliating, degrading, abusive, endangering
Environments: Disrespectful, offensive, intimidating, and hostile
Subtle Harassment Violent
• Deception
• Assigning demerits
• Silence periods with
implied threats for
violation
• Socially isolating new
members
• Demeaning names
• Expecting certain items
to always be in one’s
possession
Recognition
Low High
• Verbal abuse
• Threats or implied
threats
• Asking new members
to wear embarrassing
attire
• Skit nights with
degrading or
humiliating acts
• Sleep deprivation
• Sexual simulations
• Forced consumption
of alcohol or drugs
• Beating, paddling, or
other forms of assault
• Branding
• Forced ingestion of
vile substances
• Water intoxication
• Abduction / kidnaps
• Sexual assault
Frequency
High Low
Citation 7
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Normalization
Conditions that can contribute to hazing becoming “normalized” as part of a
group’s affiliation process include:
▪ Hazing is often minimized as simply harmless antics or pranks.
▪ Hazing is justified as an important tradition of the group.
▪ Hazing is rationalized as an effective means of group bonding.
▪ Hazing is often overlooked as a rite of passage or initiation.
▪ Hazing is often ignored because it may appear that everyone involved
was a willing participant.
Citation 1-
3, 6, 8
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Why is Hazing a Problem?
Consequences
Hazing can result in outcomes that run counter to the goals of
campus/school leaders and undermine the benefits of education and student
success such as:
Damaged Relationships
Death Physical Harm
Psychological Harm
Anger and Resentment
Mistrust
Emotional Harm
Abusive Culture
Citation 1, 5, 9
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What Is Hazing?
Hazing is any activity expected of someone
seeking membership in a group that
humiliates, degrades, abuses, or endangers
them regardless of a person’s willingness
to participate.
Citation 1
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What Is Hazing? Breaking It Down . . .
3 Key Components:
“Hazing is any activity expected of someone:
1. Seeking membership in a group,
2. And the activity humiliates, degrades, abuses, or
endangers them,
3. Regardless of a person’s willingness to participate.”
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What Is Hazing?
“...regardless of a person’s willingness to participate.”
Desire To
Belong
+Coercive
Environment
Coercion impedes
true consent
Peer Pressure
Desire To Belong
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Shaped by Culture
Layers of culture related to hazing
▪ Individual (socio-cultural identities -- e.g., gender, race)
▪ Group (e.g., athletics vs. honor society, Culturally-based Fraternal
Organizations (CBFO) & North-American Interfraternity Conference
[NIC])
▪ Institutional (small private liberal arts college, large public research,
Prominently White Institutions (PWI), Historically Black Colleges and
Universities (HBCU); high schools (private and public).
Citation 4, 10
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Hazing & Bullying
BULLYINGHAZING
• To gain membership
in a group
• Sometimes
aggressive behavior
• Not always intended
or perceived to cause
harm
• Not always repeated
over time
• Not tied to gaining
membership in a group
• Unwanted aggressive
behavior
• Intended or perceived to
cause harm
• Repeated over time
Forms of
youth
violence
Power
Imbalance
Physical
Verbal
Social
Citation 11, 21-23
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Interpersonal Violence Intersections
SEXUAL
ASSAULTBULLYING
HAZING
PHYSICAL
ASSAULT
POWER
CONTROL
CONSENT
Citation 12-14
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Questions?
Chat Pod
If you have a question for the presenters, please
type it in the Chat Pod, or e-mail [email protected]
during the webinar.
mailto:[email protected]
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Taking a Closer Look: Research-based Insights About Hazing
Dr. Elizabeth Allan, Lauri Sidelko, Rasheed Ali Cromwell, Esq.
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Research-based Insights
• Over 11,000 survey responses
• Survey responses from 53 college campuses
nationwide
• Over 300 personal interviews
• Interviews conducted at over 20 colleges and
universities in five regions of the United States
National Study of Student Hazing
Citation 1, 8
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Nature and Extent of Hazing
▪ More than half (55%) of college students involved in clubs, teams, and
organizations experienced hazing.
▪ Both male (61%) and female students (52%) reported engaging in
hazing activities.
61% 52%
Citation 1, 8
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Nature and Extent of Hazing: By Race
47%
46%
39%
45%
48%
49%
51%
59%
48%
47%
40%
45%
49%
49%
51%
59%
0% 10% 20% 30% 40% 50% 60% 70%
NO ANSWER
OTHER
ASIAN
NATIVE HAWAIIAN
WHITE
HISPANIC/LATINO
BLACK
NATIVE AMERICAN
Percentage of Students Experiencing Hazing Behaviors
Rac
e/ E
thn
icit
y
How Common is Hazing? (as reported by Race)
Citation 1, 8
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Nature and Extent of Hazing: Awareness by Coach or Advisor
25% of students perceive that their coach / advisor is aware of hazing
behaviors
25%
Citation 1, 8
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Nature and Extent of Hazing: By Activity
20%
28%
42%
49%
50%
56%
64%
73%
74%
0% 10% 20% 30% 40% 50% 60% 70% 80%
HONOR SOCIETY
ACADEMIC CLUB
REC CLUB
INTRAMURAL TEAM
SERVICE ORG
PERFORMING ARTS
CLUB SPORT
GREEK LIFE
VARSITY ATHLETICS
Percentage of Students ExperiencingHazing Behaviors
Gro
up
Aff
ilia
tio
n
Hazing Occurs Across a Range of Student Groups
Citation 1, 8
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Nature and Extent of Hazing: Who Knows?
Students are more likely to speak to friends (48%) or other members of the
group (41%) about hazing than college staff / faculty (5%):
48%
41%
26%
13%
7%
5%
5%
5%
2%
0% 10% 20% 30% 40% 50% 60%
FRIEND
ANOTHER MEMBER
FAMILY MEMBER
TEAM CAPTAIN
COACH OR ADVISOR
WEBSITE
POLICE OFFICER
COLLEGE STAFF/FACULTY
CLERGY
Percentage of Students
Wh
o S
tud
en
ts a
re S
peakin
g t
o
ab
ou
t H
azin
g
Students Are More Likely to Speak to...?
Citation 1, 8
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Nature and Extent of Hazing: By Location
46%
8%
11%
25%
10%
0% 10% 20% 30% 40% 50% 60%
BOTH ON AND OFF CAMPUS
OFF CAMPUS
ON CAMPUS
TOTAL PERCENTAGE OF HAZING
LOCATION OF HAZING
Location of Hazing Activities
PRIVATE SPACE PUBLIC SPACE OTHER
Citation 1, 8
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Nature and Extent of Hazing: Prevalence at High School Level
47% of students report experiencing hazing behaviors in high school.
47%
Citation 1, 8
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Male51% Female
45%
0%
10%
20%
30%
40%
50%
60%
Experienced High School Hazing
Citation 1, 8
Nature and Extent of Hazing:Prevalence at High School Level
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Public48%
Private44%
0%
10%
20%
30%
40%
50%
60%
Experienced High School Hazing
Nature and Extent of Hazing:Prevalence at High School Level
Citation 1, 8
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Challenges
Challenges faced by schools/campuses as they attempt to address
hazing include:
▪ Low rate of reporting
▪ Gap/disconnect
▪ Normalization, minimization
▪ High motivation for hazing
▪ Coming to college with prior hazing experiences
▪ Failure to see potential for harm
▪ Power dynamics and prestige
Citation 1-2, 8, 9
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Nature and Extent of Hazing: Reasons for Not Reporting Hazing Incidents
Reporting Hazing▪ Students are not likely to report hazing to campus officials. 95% of those who
label their experience as hazing did not report the events.
37%
20%14%
54%
0%
10%
20%
30%
40%
50%
60%
DON'T WANT TO GET GROUP IN TROUBLE
AFRAID OF NEGATIVE CONSEQUENCES
DIDN'T WANT TO BECOME AN OUTSIDER
OTHER
Why Hazing is Not Reported
Citation 1, 8
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Nature and Extent of Hazing: Reasons for Not Reporting Hazing Incidents
Other reasons for not reporting hazing:
• Minimization of hazing• “It was no big deal”
• Being hazed is a choice• “I had a choice to participate or not”
• Rationalization• “It made me a better man”
• Normalization• “It was tradition, so I didn’t mind”
• Lack of Awareness• “I didn’t understand it was hazing until
much later”
Citation 1, 8
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Explaining the Gap
A gap exists between college students’ experiences of hazing and their
willingness to label it as such.
55% 5%Experience
Hazing
Identify They Were
Hazed
Citation 1, 8
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Barriers and Challenges
Explaining the Gap
47% 8%Call it Hazing
A gap exists between high school students’ experience of hazing and
their willingness to label it as such.
Citation 1, 8
Experience
Hazing
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Explaining the Gap
Narrow definition of hazing:
▪ Emphasis on physical harm
▪ Minimization of emotional harm
▪ Emphasis on physical force
Citation 1, 8
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Perceived Benefits of Hazing
There are other pathways to achieve
these admirable goals.
Status
Bonding Tradition
Accomplishment
Pride
Building Respect
Citation 1, 8, 9
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What Can You Do to Prevent Hazing?
Student
Groups/Organization
University/School
Community
General Community
Citation 15
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What Can You Do to Prevent Hazing?
Primary Prevention Action Steps for Campus Professionals
▪ Make a serious commitment to educate school or campus community
about hazing.
▪ Ensure anti-hazing policy is in-place and communicated to students,
coaches, teachers, advisors.
▪ Broaden range of groups targeted for more in-depth hazing prevention
training.
▪ Work with students to develop alternatives to hazing.
Citation 1, 8, 16-17
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What Can You Do to Prevent Hazing?
Primary Prevention Action Steps for Campus Professionals
▪ Enhance student leadership development with focus on ethical
leadership and bystander intervention training.
▪ Hold students and others involved accountable for hazing.
▪ Increase transparency in communicating accountability outcomes.
▪ Assess school and/or campus hazing culture, build capacity for and
plan a comprehensive approach to prevention that is grounded in data
(topic of next webinar).
Citation 1, 8, 16-17
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Bystander Intervention for Hazing
1. Notice Hazing
2. Interpret As Problem
3. Recognize Responsibility
4. Acquire Skills
5. Take
Action!
Citation 12, 18
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What Can You Do to Prevent Hazing?
Primary Prevention Action Steps for Parents, Friends, Community
▪ Become more aware of hazing “red flags” and know where to report
concerns.
▪ Seek opportunities to enhance your understanding of hazing and share
your knowledge with others.
▪ Help organize opportunities for sharing facts and experiences about
hazing through newsletters, presentations, Op-Eds, school,
congregations, and community bulletin boards, websites, social media,
and other forums for communication.
Citation 12, 16, 17
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What Can You Do to Prevent Hazing?
Primary Prevention Action Steps for Parents, Friends, Community
▪ Talk with your children and their friends about hazing – help them build
skills to intervene and to be part of prevention by developing
alternatives to hazing.
▪ Ask school and college administrators, school boards, coaches, and
others to communicate what they are doing to prevent hazing.
Citation 12, 16, 17
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In Summary
Today we’ve talked about:
What comprises hazing and why it’s a problem.
How to define hazing (including 3 key components).
Intersections with other forms of interpersonal violence.
Challenges and opportunities in hazing prevention.
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Key Takeaways
▪ Hazing can include physical, verbal, and relational aggression that
causes harm; it is a form of interpersonal violence.
▪ Hazing shares some common dynamics, but is different from, other
forms of interpersonal violence such as bullying and sexual violence.
▪ Hazing occurs across a range of group types for students in middle, high
school, and college.
▪ Hazing is shaped by the culture and its manifestation can reflect cultural
differences.
▪ Knowledge of hazing is relatively widespread but is often minimized or
normalized.
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Key Takeaways
▪ Much more can be done to enhance hazing prevention efforts.
▪ Campus professionals can play an important role in hazing prevention
by helping to educate students, colleagues, and broader community
about what hazing is, why it’s a problem, where reports can be made,
and working to develop desirable non-hazing alternatives to building
group cohesion.
▪ Everyone can play a role in hazing prevention by learning more about
hazing, identifying “red flags” for hazing, and taking action to intervene.
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Wrapping Up
Hazing is. . .
A complex problem,
Embedded in culture,
Resistant to change.
There is no “one size fits all” solution.
Collective action is needed.
THEREFORE
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Questions?
Chat Pod
If you have a question for the presenters, please
type it in the Chat Pod, or e-mail [email protected]
during the webinar.
mailto:[email protected]
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Reminders
▪ Upcoming Webinar
- Early in 2016: Strategies for Addressing Hazing on Campus
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References
1. Allan, E. & Madden, M. (2008). Hazing in view: College students at risk. Accessed from http://www.stophazing.org.
2. Hoover, N. & Pollard, N. (1999). National survey: Initiation rites and athletics for NCAA sports teams. Retrieved from
http://www.alfred.edu/sports_hazing/docs/hazing.pdf.
3. Jones, R. (2004). Black haze: Violence, sacrifice, and manhood in black greek-letter fraternities. Albany, NY: State
University of New York Press.
4. Kimbrough, W. (2003). Black greek 101: The culture, customs, and challenges of black fraternities and sororities. Madison,
NJ: Fairleigh Dickinson University Press.
5. Finkel, M. A. (2002). Traumatic injuries caused by hazing practices. American Journal of Emergency
Medecine. 20(3):228-33.
6. Gershel, J.C., Katz-Sidlow, R. J., Small, E., & Zandieh, S. (2003). Hazing of suburban middle school and high school
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7. Allan, E. (2015). Continuum of hazing behavior. Adapted from Bringing in the Bystander In-Person Prevention Program.
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center/bringing-bystander%C2%AE-person-prevention-program
8. Allan, E. J. & Madden, M. (2012). The nature and extent of college student hazing. International Journal of Adolescent
Medicine and Health, 24(1), 1-8.
9. Parks, G. (2015). Invictus: Hazing and the future of black greek-letter organizations. 4 Suns Press
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11. Olweus, D. (1999). Norway.In P.K. Smith, Y. Morita, J. Junger-Tas, D. Olweus, R. Catalano, & P. Slee (Eds.), The
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content/uploads/2014/08/FINAL-lessons_learned-from_bystander-intervention_1_24_14-11.pdf
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communities: Suggestions for practitioners. Violence Against Women, 17(6), 797-812.
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& R. Lozano (Eds.), World report on violence and health (1-56). Geneva, Switzerland: World Health Organization
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May 23, 2008). Retrieved from Education Resources Information Center:
http://files.eric.ed.gov/fulltext/ED537679.pdf
17. Nation, M., Crusto, C., Wandersman, A., Kumpfer, K., Seybolt, D., Morrissey-Kane, E., & Davino, K. (2003). What
works in prevention: Principles of effective prevention programs. American Psychologist, 58 (6/7), 449-456.
18. Berkowitz, A. (2009). Response ability: A complete guide to bystander intervention. Chicago, IL: Beck & Co
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Campaign Illustrating the Bystander Role. Journal of Prevention & Intervention in the Community, 36(1), 39 - 55.
References
http://www.stophazing.org/wp-content/uploads/2014/08/FINAL-lessons_learned-from_bystander-intervention_1_24_14-11.pdfhttp://files.eric.ed.gov/fulltext/ED537679.pdf
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20. Bullying/Cyberbullying. (2015, December 16). Retrieved from http://safesupportivelearning.ed.gov/topic-
research/safety/bullyingcyberbullying
21. Bullying Definition. (2015, December 16). Retrieved from http://www.stopbullying.gov/what-is-bullying/definition/index.html
22. Featured Topic: Bullying Research. (2015, December 16). Retrieved from
http://www.cdc.gov/violenceprevention/youthviolence/bullyingresearch/index.html
23. Youth Violence: Definitions. (2015, December 16). Retrieved from
http://www.cdc.gov/violenceprevention/youthviolence/definitions.html
References
http://safesupportivelearning.ed.gov/topic-research/safety/bullyingcyberbullyinghttp://www.stopbullying.gov/what-is-bullying/definition/index.htmlhttp://www.cdc.gov/violenceprevention/youthviolence/bullyingresearch/index.htmlhttp://www.cdc.gov/violenceprevention/youthviolence/definitions.html