Instructions: Use the arrows or swipe left / right tobrowse through the slides. Click on the play buttonif you would like to listen to an audio version of each slide. When you have completed your reviewof all 6 slides (including this one), click on the Xin the upper right hand corner of the page to return to your lesson.
SLIDE 1 OF 6
Allan, E. J., Madden, M. (2008) Hazing in View: College Students at Risk. Initial Findings from the National Study of Student Hazing, (33)
You learned about hazing terminology in lesson two, but did you know that 9 out of 10 college students who have experienced hazing activities do not consider themselves to have been hazed? This staggering number reflects a need for change in how we view hazing rituals and the turmoil they leave behind.
SLIDE 2 OF 6
There is an old fable about a frog that is put into room temperature water which is gradually brought to a boil. The frog remains in the water because he does not perceive the gradually increasing temperature and he is ultimately cooked to death.
The same underlying principle can also be true of hazing. It can often begin gradually or subtly, escalating to more and more dangerous activities as time goes on.
SLIDE 3 OF 6
Nuwer, H. (2001), Wrongs of Passage: Fraternities, Sororities, Hazing, and Binge Drinking. Indiana University Press (225)
Hazing practices that are common across student groups are activities such as:
alcohol consumption, humiliation, isolation, sleep-deprivation and other degrading acts.
A University of Maine study found that a large number of college students are
“participating in unacceptable,high-risk, and potentially illegal
behaviors in order to belongto a student group or team.”
SLIDE 4 OF 6
Allan, E. J., Madden, M. (2008) Hazing in View: College Students at Risk. Initial
Findings from the National Study of Student Hazing, (16)
WHY WOULD A STUDENT ALLOW
According to the University of Maine study, students tend to justify hazing as a way to feel like part of the group. They often rationalize the
activities as “tradition” or “no big deal.” Many students also feel responsible that
they “chose to participate”in the activities,
completely overlooking thedynamics of coercion.
Additionally, manystudents do notrecognize someof the activities
as hazing.
SLIDE 5 OF 6
HIMSELF (OR HERSELF) TO BE HAZED?
Allan, E. J., Madden, M. (2008) Hazing in View: College Students at Risk. Initial Findings from the National Study of Student Hazing, (33-34)
IS IT HAZING?If you are considering participating in a potential hazing activity, first ask yourself a few questions:
SLIDE 6 OF 6
- Is this activity surrounded in secrecy?
- Am I being pressured to participate?
- Are specific individuals or groups being singled out?
- Does this activity represent the values of the team, group or organization?
- Does this activity place value on me as a member or does it involve any type of humiliation or degradation?
- Would my coach, parent, professor, etc. be proud of me?
- Would I be able to defend this activity in a court of law?Lehigh University: https://studentaffairs.
lehigh.edu/content/hazing
