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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 ncssle@air.org

during the webinar.

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For assistance during the webinar, please contact the National Center on Safe Supportive Learning

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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

1

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.

5

6

7

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

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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21

Questions?

Chat Pod

If you have a question for the presenters, please

type it in the Chat Pod, or e-mail ncssle@air.org

during the webinar.

mailto:sssta@air.org

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

Page ▪ 44

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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50

Questions?

Chat Pod

If you have a question for the presenters, please

type it in the Chat Pod, or e-mail ncssle@air.org

during the webinar.

mailto:sssta@air.org

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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

athletes. Journal of Adolescent Health. 32(5):333-5.

7. Allan, E. (2015). Continuum of hazing behavior. Adapted from Bringing in the Bystander In-Person Prevention Program.

Prevention Innovations Research Center. Accessed from http://cola.unh.edu/prevention-innovations-research-

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

10.Cromwell, R. (2015). Cultural competence in hazing prevention [webinar] Accessed from

http://www.stophazing.org/cultural-competence-in-hazing-prevention/

http://www.stophazing.org/http://www.alfred.edu/sports_hazing/docs/hazing.pdfhttp://cola.unh.edu/prevention-innovations-research-center/bringing-bystander%C2%AE-person-prevention-programhttp://www.stophazing.org/cultural-competence-in-hazing-prevention/

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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

nature of school bullying: A cross-national perspective (pp. 28-48). New York, NY: Routledge.

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relationship violence and stalking: Translations to hazing. Retrieved from http://www.stophazing.org/wp-

content/uploads/2014/08/FINAL-lessons_learned-from_bystander-intervention_1_24_14-11.pdf

13. Wilkins, N., Tsao, B., Hertz, M. Davis, R., & Klevens, J. (2014). Connecting the dots: An overview of the links

among multiple forms of violence. Atlanta, GA: National Center for Injury Prevention and Control, Centers for

Disease Control and Prevention, Oakland, CA: Prevention Institute.

14. Potter, S. & Stapleton, J. (2011). Bringing in the target audience in bystander social marketing materials for

communities: Suggestions for practitioners. Violence Against Women, 17(6), 797-812.

15. Dahlburg, L. & Krug, E. (2002). Violence-a global public health problem. In E. Krug, L. Dahlburg, J. Mercy, A. Zwi,

& R. Lozano (Eds.), World report on violence and health (1-56). Geneva, Switzerland: World Health Organization

16. Langford, L. (2008). A comprehensive approach to hazing prevention in higher education settings. (Working paper,

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

19. Potter, S. J., Stapleton, J. G., & Moynihan, M. M. (2008). Designing, Implementing, and Evaluating a Media

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