Hazing Prevention and Creating Campus Culture Change

1. Hazing Prevention and Creating Campus Culture Change Nikki Lynn, Area Coordinator SUNY Geneseo ACPA Convention March 29, 2011

2. Session Objectives Gain an understanding of hazing cultures that exist on college campuses. Review of some theoretical frameworks for practical applications of a prevention approach to hazing. Discuss SUNY Geneseo�s initiatives toward a campus-wide hazing prevention program. Discuss how many types of campuses can utilize existing resources to implement hazing prevention practices.

3. Why Discuss Hazing? It is happening on our campuses, in our high schools and even middle schools. It directly and indirectly impacts students academically, socially, and emotionally. Hidden harms of hazing are difficult to recognize. Participating in discussion of hazing is the first step to creating change on our campuses.

4. Hazing � Basic Definitions Hazing � Defined as �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.� Hazing does not discriminate based on institutional size, location or student population. No definitive list of acts that constitute hazing. Context of the activity is key to determining what is considered a hazing act.

5. Theoretical Framework Marginality and Mattering Chickering and Riesser - finding identity, finding purpose, developing mature interpersonal relationships Moral and Cognitive Development Milgram � psychology of the obedience of authority.

6. Data from National Surveys Social and Psychological Dynamics of Hazing Three quarters of those hazed reported one or more negative consequences (e.g. injury, missed class, lost friends or strained family relationships) 13% left the group because of hazing 40% would not report being hazed The culture of hazing Fulfills a basic need to belong regardless of the consequences Hazing is an attempt to create a rite of passage Students do not distinguish between �fun� and hazing Hazing starts young and continues to college This data was presented by Lauri Sidelko from the University of Maine. Findings were presented from major National surveys conducted by Hoover and Pollard in 1999 and 2000, Johnston and Holman in 2004, and Campo, Poulos, and Sipple in 2005. Based on research conduceted with high school and college athletes and coaches. Hazing acts are learned behaviors that last throughout life and begin as early as middle school. A normalizing process begins. This data was presented by Lauri Sidelko from the University of Maine. Findings were presented from major National surveys conducted by Hoover and Pollard in 1999 and 2000, Johnston and Holman in 2004, and Campo, Poulos, and Sipple in 2005. Based on research conduceted with high school and college athletes and coaches. Hazing acts are learned behaviors that last throughout life and begin as early as middle school. A normalizing process begins.

7. Data from National Surveys Misconception that adults condone hazing Coaches, advisors, and parents Overall, students perceived hazing as harmful, but were neutral about their susceptibility to harm. Strongest attitudinal predictor of hazing is the belief that friends approve. Coaches play a vital role, most coaches report they were hazed themselves and their attitudes/non-action impact their athlete�s attitudes toward hazing. Most coaches (male and female) do not condone hazing. Campo, Poulos and Sipple- it can�t happen to me mentality, isolation from outside friends can make one more vulnerable to being hazed. There is a lot more emerging research coming in the next few years. Coaches play a vital role, most coaches report they were hazed themselves and their attitudes/non-action impact their athlete�s attitudes toward hazing. Most coaches (male and female) do not condone hazing. Campo, Poulos and Sipple- it can�t happen to me mentality, isolation from outside friends can make one more vulnerable to being hazed. There is a lot more emerging research coming in the next few years.

8. Barriers and Biases Address cultural biases and widely held misconceptions and perceptions about hazing. Hazing is a primary problem for fraternities and sororities. Hazing is no more than foolish pranks that get �out of hand� at times. It�s not hazing until someone gets hurt. Hazing is a way to teach respect and develop discipline. If someone agrees or is given an option to participate in an activity then it can not be considered hazing.

9. Biases and Barriers Minimization of hazing acts Tim Tebow "I think all the rookies had a good time with it," Tebow said, via the AP. "It was something to give everybody a laugh, something also to build chemistry." Quoted in USA Today, August 2010.

10. Biases and Barriers Cultural acceptance of �little h� hazing. An �h� is an �h� big or small. Even �small� or �insignificant� forms of hazing can have a large emotional impact on a person. Recognize the existence of hidden harm. The �baggage� we all carry with us from our life experiences. A hazing act could trigger an emotional response that could lead to depression, attrition from the institution, academic failure, or other risky behaviors.

11. Barriers and Biases Faculty, staff, advisors and coaches I experienced hazing when I was a student. Boys will be boys, or girls will be girls. I can�t control what I don�t see. It will be over in six weeks and then we can get back to normal. Student Perspectives This is what is expected of rookies/new members. I can�t get hurt, these are my friends. We don�t consider what we do on our team/in our organization to be hazing. Give us a list of what we can and can�t do!

12. Transforming Campus Hazing Cultures How common is hazing? 55% of college students involved in clubs, teams and organizations experienced hazing 61% of males, 52% of females What types of hazing? Alcohol consumption, humiliation, isolation, sleep-depravation, call outs, and sex acts

13. Transforming Campus Hazing Cultures Who knows about hazing? 63% talking to another group 61% talk to a friend 34% talk to a family member 8% talk to coach or advisor 4% talk to college staff or administrators 4% chat or website 2% talk to clergy member 1% report to police

14. Context � SUNY Geneseo Part of the State University of New York college system, located approximately 30 minutes south of Rochester, NY. Approximately 5,000 undergraduate students 3,000 residential students in 13 residence halls. Highly selective liberal arts focus with Education, Biology, Business Administration and Communicative Disorders (speech pathology) being the largest programs.

15. SUNY Geneseo 10 recognized local and national fraternities. 12 recognized local and national sororities. Approximately 12% of the student population belong to a social Greek organization. 15 Division III Varsity Intercollegiate Athletic Teams and 10 club sport teams. Over 175 recognized student led clubs and organizations.

16. Reporting Hazing at Geneso Until recently there was no centralized reporting system for hazing incidents. RAs or Residence Life staff could file �FYI� reports if anything was observed that could be linked to or a result of hazing. Any student, faculty, staff or family member could report to University Police. Option of making an anonymous report. Phone calls to the Dean of Students Office, Assistant Dean for Conduct and Community Standards, and/or Coordinator for Greek Life and Off Campus Living.

17. Geneseo and Hazing Reports of hazing are addressed through the Dean of Students office and the Assistant Dean of Students for Conduct and Community Standards. At times University Police or Geneseo Village Police are involved. Greek organizations have the ability to self-sanction and/or receive sanctions from the Inter-Greek Council either as an alternative or in addition to a Student Conduct Board. Athletic teams or individual athletes are subject to sanctions from the Athletics Office and/or coaches, or NCAA regulations in addition to a conduct sanction. Every year there are a small handful of hazing reports, however, very few actually are adjudicated.

18. Geneseo, Spring 2009 An unrecognized social club called PIGS conducted �Hell Week� initiation, where new members participated in prolonged periods of binge drinking among other hazing activities. These activities took place primarily at an off campus house that members of the PIGS group tend to live from year to year. One new member was observed to be vomiting and chugging alcohol and water, stumbling, and became unconscious. Two students present that night reported what they saw to an RA after returning to their residence hall. The RA called 911. Tragically this student died of alcohol poisoning after members of the organization moved him into a room to �sleep it off.� He was found dead on a Sunday morning and the bouts of binge drinking began on a Wednesday night. As a result the campus and village communities were motivated to take action regarding underage drinking, irresponsible drinking, hazing, and promoting bystander intervention.

19. Early Action Two groups attended the Novak Institute for Hazing Prevention at Baylor University and SUNY Geneseo in 2009 and 2010. Revised Code of Student Conduct to include a specific hazing code. Created Bystander Intervention program called Stand Up Geneseo. Worked closely with Greek Peer Educators to enhance National Hazing Prevention Week activities and programs.

21. Holistic Preventative Approach Involves the entire campus community taking responsibility for hazing prevention efforts. Form a coalition of student, faculty, administrators, campus safety/UPD, local PD, etc. to meet regularly and implement new initiatives. As much student participation as possible is essential to creating culture change! Charge students with creating new traditions within their organizations that do not involve hazing.

22. On Your Campus� Partner with existing programs before creating something from scratch. Bystander intervention or other prevention campaign/initiative Creating a culture of civility Educate student leaders and team up with them to role model new member programs without hazing. Greek Peer Educators and team captains RA Training, Orientation Leaders, Student Government Faculty support Teach faculty signs of hazing and how to report it Advisors and coaches

23. What We Have Learned Know the culture of your campus and student organizations. Know your stakeholders. Change is slow and sometimes combative. Trust the process. Hazing prevention is everyone�s responsibility. You don�t have to reinvent the wheel.

24. References Allen, E.J, & Madden, M. (2008). Hazing in view: College students at risk. Initial findings from the national study of student hazing. Retrieved on September 5, 2010 from http://www.hazingstudy.org/publications/hazing_in_view_web.pdf.Blass, Thomas (ed.) (2000). Obedience to authority: Current perspectives on the Milgram paradigm. New Jersey: Lawrence Erlbaum Associates, Inc.Nuwer, Hank (1990). Broken Pledges: The deadly rite of hazing. Atlanta: Longstreet Press.Hidden Harm of Hazing. Retrieved on September 7, 2010 from http://www.hazingprevention.org.Pascarella, E.T., & Terenzini, P.T. (1991). How college affects students. San Francisco: Jossey-Bass.�

25. Nikki Lynn131 Schrader Hall1 College CircleGeneseo NY 14454lynn@geneseo.edu585-245-5796 Thoughts, Questions and Comments