Hazing Workshop Presentation
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Hazing
Student Organization Risk Management Training Fall 2008 Cindy Braly Assistant Director of Student Activities and Leadership Development
Martha Compton Assistant Director of Student Judicial Services
Office of the Dean of Students
Expectations
40 minute session
Hazing is contextual
Learning outcomes:
Know how the university and the state define hazing
Understand some of the psychological and social factors that create and perpetuate hazing
Gain tools to create change
What is hazing?
What are the benefits of hazing?
What are the drawbacks of hazing?
What is the definition of hazing?
Why is this hard to define?
What causes hazing?
Working Definition Any
activity expected of someone joining or participating in a group that humiliates, degrades, abuses, or endangers them regardless of a person’s willingness to participate.
The Reality (Allan/Madden, 2008)
55% of college students involved in clubs, teams, and organizations experience hazing.
47% of students come to college having experienced hazing.
Hazing occurs in, but extends beyond, varsity athletics and Greek-letter organizations and includes behaviors that are abusive, dangerous, and potentially illegal.
The Reality (Allan/Madden, 2008)
More students perceive positive rather than negative outcomes of hazing.
Alcohol consumption, humiliation, isolation, sleepdeprivation, and sex acts are hazing practices common across types of student groups.
Students recognize hazing as part of the campus culture; 69% of students who belonged to a student activity reported they were aware of hazing activities occurring in student organizations other than their own.
The Reality (Allan/Madden, 2008)
Nine out of ten students who have experienced hazing behavior in college do not consider themselves to have been hazed.
In 95% of the cases where students identified their experience as hazing, they did not report the events to campus officials.
Historical Perspective
Texas State Law enacted in 1987
1950’s college behavior
Conflicting messages in American Media
We laugh as the Yankees rookies are presented to the media
We hear that these are “harmless pranks” or “all in good fun”
Theoretical Constructs for Hazing http://www.hazing.cornell.edu/issues/research_theory.html
Groupthink
Irving Janis (1997) described a process in highly cohesive groups in which faulty decision-making arises as a result of a convergence of dynamics, including pressure for unanimity, suppression of individual moral objections, and degradation of outsiders. These dynamics result in a failure to realistically appraise alternative courses of action and may contribute to disregard for the safety of others. In Wrongs of Passage, Hank Nuwer (2001) adapted the term "groupthink" to become "Greekthink," a reference to the dangerous process in which fraternal groups engage in reckless rituals, put newcomers in danger, and demonstrate post-incident denial in the face of clear evidence that they have made a mistake.
Theoretical Constructs for Hazing http://www.hazing.cornell.edu/issues/research_theory.html Shared
coping
When individuals go through a highly stressful experience together (e.g., a natural disaster, a battle), they may feel closer to each other as a result. Enduring hazing together may make a group feel more unity, but as with hurricanes, the experience may yield damage as well as benefits.
Theoretical Constructs for Hazing http://www.hazing.cornell.edu/issues/research_theory.html Misperceived
Norms
In some groups, the majority of members believe that it is not important to humiliate, intimidate or physically abuse new members. These members, however, mistakenly believe that they are in the minority. They may therefore reluctantly perpetuate these practices because they assume that everyone else believes that they are the right things to do.
Theoretical Constructs for Hazing http://www.hazing.cornell.edu/issues/research_theory.html
Rites of passage
As adolescents and young adults pass through the developmental stage of identity formation, rites of passage may help them mark their transition to full adulthood. Rituals serve as a way for a community to assist members through this process (e.g., commencement, birthday parties, religious confirmation, initiation into a group). Most initiation practices do not involve hazing, while some do.
Theoretical Constructs for Hazing http://www.hazing.cornell.edu/issues/research_theory.html Cycles
of abuse
Individuals who are hazed may be at greater risk of hazing others because of a displaced desire for revenge. As one fraternity pledge said immediately after being hazed intensely, "I can't wait to do this to the pledges next year." In addition, being hazed involves a learning process by which members model for new members the accepted methods for initiation.
Theoretical Constructs for Hazing http://www.hazing.cornell.edu/issues/research_theory.html
Sociopathy
Some individuals within groups have personalities characterized by anti-social tendencies. Psychologically speaking, "anti-social" does not mean "doesn't like to party." It means traits such as to disregard the rights and safety of others, failure to conform to societal norms, and lack of remorse. While such individuals tend to be a small subset of groups, they can exert significant influence as hazing ringleaders.
Texas State Law & University Policy
Texas State Law
Institutional Rules on Student Services and Activities, Appendix F
But what about consent?
Texas Law
Sec. 4.54 Consent Not a Defense
It is not a defense to prosecution for the offense under this
subchapter that the person against whom the hazing was directed
consented to or acquiesced in the hazing activity.
University Policy
The fact that a person consented to or acquiesced in a hazing activity is not a defense to prosecution for hazing under the law.
Consequences
Legal Consequences
Individual
Organizational
University Consequences
Individual
Organizational
Every allegation is investigated by the university
Continuum of hazing
Are all forms of hazing equally bad?
“But we don’t intend to hurt anybody” “But we don’t force them to drink” “But it’s all in good fun” “We’ve been doing this for years” “But they wanted to do it” “We make sure that nobody gets hurt” “It’s just bonding” “Everybody does it”
Big H versus Little h
Myth and Reality http://www.hazing.cornell.edu/myths.html
Myth: Eliminating hazing makes an organization just like any other social club. It will be too easy to become a member. Reality: Hazing is not necessary for an initiation experience to be challenging and unique. A well-organized, creative program will build group cohesion and foster character development. Any group can haze new members - that's the easy way out. It takes vision and commitment to run a good, non-hazing program.
Myth and Reality http://www.hazing.cornell.edu/myths.html
Myth:A little hazing should be okay, as long as there's no mean-spirited or injurious intent. Reality: Regardless of intent, some group bonding activities designed to be "all in good fun" still may raise some serious safety concerns." For example, serious accidents have occurred during scavenger hunts. And when members are drunk, they sometimes subject the new members to more than they originally intended.
Myth and Reality http://www.hazing.cornell.edu/myths.html
Myth: "If it doesn't kill you, it only makes you stronger.” Reality: If this statement was true, then child abuse and torture would be prescriptions for personal growth. So while it's true that difficult situations can help individuals grow and prepare for life's challenges, many experiences that don't "kill" nevertheless do damage because of their psychological or physical impact.
Challenging the Culture of Hazing http://www.hazing.cornell.edu/individuals/stopHazing.html
What Individuals Can Do
Many individuals want hazing to stop. Some are friends or relatives of people being hazed, some are students who are being hazed themselves, and others are members of organizations that haze. They may even be hazers themselves, albeit reluctant ones. In order to play a role in preventing hazing, there are six steps that individuals must go through (adapted from Berkowitz, A., 1994) to move from being bystanders to active change agents.
Challenging the Culture of Hazing http://www.hazing.cornell.edu/individuals/stopHazing.html 1.
Recognize the existence of hazing Individuals may become aware that hazing is occurring through observations or reports from others. One barrier to recognizing hazing is a lack of understanding of the indications of hazing. For example, a student who is being hazed may exhibit excessive fatigue or appear disheveled. Or the sign may be more explicit, such as wearing odd clothing. Another barrier to recognition is avoidance of questions about high-risk situations. If you know that someone is going through something called “hell week”, you may need to ask him or her questions to find out what that involves.
Challenging the Culture of Hazing http://www.hazing.cornell.edu/individuals/stopHazing.html 2.
Interpret the practices as a problem. Even when people are aware that someone is being hazed, they may not view the activities as being problematic. They may consider the practices to be silly or stupid, but not recognize them as being harmful or illegal. They may or may not consider what is occurring to be hazing, but even if they do they must see it as a problem or else they will not take action to challenge it.
Challenging the Culture of Hazing http://www.hazing.cornell.edu/individuals/stopHazing.html 3.
Believe that they have a responsibility to do something. Even if individuals recognize that hazing is occurring and they interpret the behavior as a problem, they will not do anything about it if they do not believe that they have a responsibility to do so. But in a community, the responsibility to challenge harm to others is a shared one. It is therefore important for individuals to recognize the potential role they have in stopping hazing.
Challenging the Culture of Hazing http://www.hazing.cornell.edu/individuals/stopHazing.html 4.
Know what to do. Some individuals are aware of hazing and feel a responsibility to do something about it, but they do not know what should be done. Whether there is a need to encourage someone to leave a group, make an anonymous report, or challenge a group to change its practices, it is important for bystanders to have some understanding of what should be done in order to make a difference.
Challenging the Culture of Hazing http://www.hazing.cornell.edu/individuals/stopHazing.html 5.
Acquire the knowledge and skills necessary to act. Someone who is motivated and knows what must be done may still need to acquire specific knowledge (e.g., how to make a report, what alternatives to hazing exist) and the skills (e.g., a rehearsed plan of what to say) to execute what he or she knows will be required for change.
Challenging the Culture of Hazing http://www.hazing.cornell.edu/individuals/stopHazing.html 6.
Overcome fear of potential negative consequences. If a person possesses the knowledge and skills to take action, he or she may still not take action because of fears (e.g., anger from the person they are trying to help or retaliation from the group being challenged).
Challenging the Culture of Hazing http://www.hazing.cornell.edu/individuals/stopHazing.html 7.
Take action. If steps 1-6 are met, a person will be prepared to take action to help stop hazing. Some people pass through steps 1-6 in an instant, while others may struggle over time and not reach the point of action.
What do you do about it?
Report hazing offenses to The Office of the Dean of Students
(512) 471-3065
Report to the Dean of Students Online
Can be anonymous
Alternatives to hazing
Begin with the end in mind
What are you trying to accomplish?
What kind of organization are you trying to build?
Re-work old “traditions” to accomplish your goals and be in line with your founding values
Engage in effective planning for recruitment, new member education, and events
Examine why only the pledges are engaged in an activity
Questions and Discussion
The Office of the Dean of Students
Cindy Braly, Assistant Director of SALD
4th Floor SSB (512) 471-1201 deanofstudents.utexas.edu [email protected] (512) 471-3065
Martha Compton, Assistant Director of SJS
[email protected] (512) 471-2841
Student Organization Risk Management Training Fall 2008 Cindy Braly Assistant Director of Student Activities and Leadership Development
Martha Compton Assistant Director of Student Judicial Services
Office of the Dean of Students
Expectations
40 minute session
Hazing is contextual
Learning outcomes:
Know how the university and the state define hazing
Understand some of the psychological and social factors that create and perpetuate hazing
Gain tools to create change
What is hazing?
What are the benefits of hazing?
What are the drawbacks of hazing?
What is the definition of hazing?
Why is this hard to define?
What causes hazing?
Working Definition Any
activity expected of someone joining or participating in a group that humiliates, degrades, abuses, or endangers them regardless of a person’s willingness to participate.
The Reality (Allan/Madden, 2008)
55% of college students involved in clubs, teams, and organizations experience hazing.
47% of students come to college having experienced hazing.
Hazing occurs in, but extends beyond, varsity athletics and Greek-letter organizations and includes behaviors that are abusive, dangerous, and potentially illegal.
The Reality (Allan/Madden, 2008)
More students perceive positive rather than negative outcomes of hazing.
Alcohol consumption, humiliation, isolation, sleepdeprivation, and sex acts are hazing practices common across types of student groups.
Students recognize hazing as part of the campus culture; 69% of students who belonged to a student activity reported they were aware of hazing activities occurring in student organizations other than their own.
The Reality (Allan/Madden, 2008)
Nine out of ten students who have experienced hazing behavior in college do not consider themselves to have been hazed.
In 95% of the cases where students identified their experience as hazing, they did not report the events to campus officials.
Historical Perspective
Texas State Law enacted in 1987
1950’s college behavior
Conflicting messages in American Media
We laugh as the Yankees rookies are presented to the media
We hear that these are “harmless pranks” or “all in good fun”
Theoretical Constructs for Hazing http://www.hazing.cornell.edu/issues/research_theory.html
Groupthink
Irving Janis (1997) described a process in highly cohesive groups in which faulty decision-making arises as a result of a convergence of dynamics, including pressure for unanimity, suppression of individual moral objections, and degradation of outsiders. These dynamics result in a failure to realistically appraise alternative courses of action and may contribute to disregard for the safety of others. In Wrongs of Passage, Hank Nuwer (2001) adapted the term "groupthink" to become "Greekthink," a reference to the dangerous process in which fraternal groups engage in reckless rituals, put newcomers in danger, and demonstrate post-incident denial in the face of clear evidence that they have made a mistake.
Theoretical Constructs for Hazing http://www.hazing.cornell.edu/issues/research_theory.html Shared
coping
When individuals go through a highly stressful experience together (e.g., a natural disaster, a battle), they may feel closer to each other as a result. Enduring hazing together may make a group feel more unity, but as with hurricanes, the experience may yield damage as well as benefits.
Theoretical Constructs for Hazing http://www.hazing.cornell.edu/issues/research_theory.html Misperceived
Norms
In some groups, the majority of members believe that it is not important to humiliate, intimidate or physically abuse new members. These members, however, mistakenly believe that they are in the minority. They may therefore reluctantly perpetuate these practices because they assume that everyone else believes that they are the right things to do.
Theoretical Constructs for Hazing http://www.hazing.cornell.edu/issues/research_theory.html
Rites of passage
As adolescents and young adults pass through the developmental stage of identity formation, rites of passage may help them mark their transition to full adulthood. Rituals serve as a way for a community to assist members through this process (e.g., commencement, birthday parties, religious confirmation, initiation into a group). Most initiation practices do not involve hazing, while some do.
Theoretical Constructs for Hazing http://www.hazing.cornell.edu/issues/research_theory.html Cycles
of abuse
Individuals who are hazed may be at greater risk of hazing others because of a displaced desire for revenge. As one fraternity pledge said immediately after being hazed intensely, "I can't wait to do this to the pledges next year." In addition, being hazed involves a learning process by which members model for new members the accepted methods for initiation.
Theoretical Constructs for Hazing http://www.hazing.cornell.edu/issues/research_theory.html
Sociopathy
Some individuals within groups have personalities characterized by anti-social tendencies. Psychologically speaking, "anti-social" does not mean "doesn't like to party." It means traits such as to disregard the rights and safety of others, failure to conform to societal norms, and lack of remorse. While such individuals tend to be a small subset of groups, they can exert significant influence as hazing ringleaders.
Texas State Law & University Policy
Texas State Law
Institutional Rules on Student Services and Activities, Appendix F
But what about consent?
Texas Law
Sec. 4.54 Consent Not a Defense
It is not a defense to prosecution for the offense under this
subchapter that the person against whom the hazing was directed
consented to or acquiesced in the hazing activity.
University Policy
The fact that a person consented to or acquiesced in a hazing activity is not a defense to prosecution for hazing under the law.
Consequences
Legal Consequences
Individual
Organizational
University Consequences
Individual
Organizational
Every allegation is investigated by the university
Continuum of hazing
Are all forms of hazing equally bad?
“But we don’t intend to hurt anybody” “But we don’t force them to drink” “But it’s all in good fun” “We’ve been doing this for years” “But they wanted to do it” “We make sure that nobody gets hurt” “It’s just bonding” “Everybody does it”
Big H versus Little h
Myth and Reality http://www.hazing.cornell.edu/myths.html
Myth: Eliminating hazing makes an organization just like any other social club. It will be too easy to become a member. Reality: Hazing is not necessary for an initiation experience to be challenging and unique. A well-organized, creative program will build group cohesion and foster character development. Any group can haze new members - that's the easy way out. It takes vision and commitment to run a good, non-hazing program.
Myth and Reality http://www.hazing.cornell.edu/myths.html
Myth:A little hazing should be okay, as long as there's no mean-spirited or injurious intent. Reality: Regardless of intent, some group bonding activities designed to be "all in good fun" still may raise some serious safety concerns." For example, serious accidents have occurred during scavenger hunts. And when members are drunk, they sometimes subject the new members to more than they originally intended.
Myth and Reality http://www.hazing.cornell.edu/myths.html
Myth: "If it doesn't kill you, it only makes you stronger.” Reality: If this statement was true, then child abuse and torture would be prescriptions for personal growth. So while it's true that difficult situations can help individuals grow and prepare for life's challenges, many experiences that don't "kill" nevertheless do damage because of their psychological or physical impact.
Challenging the Culture of Hazing http://www.hazing.cornell.edu/individuals/stopHazing.html
What Individuals Can Do
Many individuals want hazing to stop. Some are friends or relatives of people being hazed, some are students who are being hazed themselves, and others are members of organizations that haze. They may even be hazers themselves, albeit reluctant ones. In order to play a role in preventing hazing, there are six steps that individuals must go through (adapted from Berkowitz, A., 1994) to move from being bystanders to active change agents.
Challenging the Culture of Hazing http://www.hazing.cornell.edu/individuals/stopHazing.html 1.
Recognize the existence of hazing Individuals may become aware that hazing is occurring through observations or reports from others. One barrier to recognizing hazing is a lack of understanding of the indications of hazing. For example, a student who is being hazed may exhibit excessive fatigue or appear disheveled. Or the sign may be more explicit, such as wearing odd clothing. Another barrier to recognition is avoidance of questions about high-risk situations. If you know that someone is going through something called “hell week”, you may need to ask him or her questions to find out what that involves.
Challenging the Culture of Hazing http://www.hazing.cornell.edu/individuals/stopHazing.html 2.
Interpret the practices as a problem. Even when people are aware that someone is being hazed, they may not view the activities as being problematic. They may consider the practices to be silly or stupid, but not recognize them as being harmful or illegal. They may or may not consider what is occurring to be hazing, but even if they do they must see it as a problem or else they will not take action to challenge it.
Challenging the Culture of Hazing http://www.hazing.cornell.edu/individuals/stopHazing.html 3.
Believe that they have a responsibility to do something. Even if individuals recognize that hazing is occurring and they interpret the behavior as a problem, they will not do anything about it if they do not believe that they have a responsibility to do so. But in a community, the responsibility to challenge harm to others is a shared one. It is therefore important for individuals to recognize the potential role they have in stopping hazing.
Challenging the Culture of Hazing http://www.hazing.cornell.edu/individuals/stopHazing.html 4.
Know what to do. Some individuals are aware of hazing and feel a responsibility to do something about it, but they do not know what should be done. Whether there is a need to encourage someone to leave a group, make an anonymous report, or challenge a group to change its practices, it is important for bystanders to have some understanding of what should be done in order to make a difference.
Challenging the Culture of Hazing http://www.hazing.cornell.edu/individuals/stopHazing.html 5.
Acquire the knowledge and skills necessary to act. Someone who is motivated and knows what must be done may still need to acquire specific knowledge (e.g., how to make a report, what alternatives to hazing exist) and the skills (e.g., a rehearsed plan of what to say) to execute what he or she knows will be required for change.
Challenging the Culture of Hazing http://www.hazing.cornell.edu/individuals/stopHazing.html 6.
Overcome fear of potential negative consequences. If a person possesses the knowledge and skills to take action, he or she may still not take action because of fears (e.g., anger from the person they are trying to help or retaliation from the group being challenged).
Challenging the Culture of Hazing http://www.hazing.cornell.edu/individuals/stopHazing.html 7.
Take action. If steps 1-6 are met, a person will be prepared to take action to help stop hazing. Some people pass through steps 1-6 in an instant, while others may struggle over time and not reach the point of action.
What do you do about it?
Report hazing offenses to The Office of the Dean of Students
(512) 471-3065
Report to the Dean of Students Online
Can be anonymous
Alternatives to hazing
Begin with the end in mind
What are you trying to accomplish?
What kind of organization are you trying to build?
Re-work old “traditions” to accomplish your goals and be in line with your founding values
Engage in effective planning for recruitment, new member education, and events
Examine why only the pledges are engaged in an activity
Questions and Discussion
The Office of the Dean of Students
Cindy Braly, Assistant Director of SALD
4th Floor SSB (512) 471-1201 deanofstudents.utexas.edu [email protected] (512) 471-3065
Martha Compton, Assistant Director of SJS
[email protected] (512) 471-2841
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