Texas A&M University: Hazing
Prevention & the Corps of Cadets
Hazing Prevention Consortium Summit
June 11-12, 2015
University of Maine
stophazing.org
Campus Hazing Assessment Findings
Campus Climate on Hazing Activity
• 2000 – Student Conduct Office student survey
• 2002 – Student Conduct Office surveyed staff on hazing
• 2007 – participated in national study, Examining and
Transforming Campus Hazing Cultures
• Fall 2011 – worked with Drs. E. Allan and M. Madden;
campus observations, individual interviews, focus groups
w/students
• January 2012 – student survey launched
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Campus Hazing Assessment Findings
January 2012 Survey Results
Group Affiliation:
• Faith-based organization
• Academic
• Social fraternity/sorority (*93% affiliated with national)
• Corps of Cadets
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Campus Hazing Assessment Findings
Who Students Talked with about Hazing
92%
91%
74%
49%
Another member
Friend
Family member
Boyfriend/girlfriend
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Campus Hazing Assessment Findings
Most frequently reported hazing behaviors
10%
6%
4%
4%
4%
4%
Perform tasks only required of new members
Be yelled, screamed, or cursed at by other members
Deprive yourself of sleep
Be awakened at night by other members
Attend a skit night/roast where others are humiliated
Associate with specific people and not others
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Campus Hazing Assessment Findings
Location of hazing activities
34%
20%
19%
19%
9%
Off campus in a private residence
On campus in public building
Off campus in public space
On campus in dorm /private living area
On campus in public outdoor space
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Campus Hazing Assessment Findings
Perceived outcomes of participating in
hazing behaviors
91%
81%
63%
28%
12%
2%
feel more like part of the team/group
feel a sense of accomplishment
feel stronger
feel stressed
looking forward to your chance to do it to others
feel humiliated or degraded
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Campus Hazing Assessment Findings
Reflections regarding the initiation or
tradition
85%
81%
25%
24%
thought it was a good bonding activity
thought it was fun at the time
felt nervous or scared
thought it was stupid
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Campus Hazing Assessment Findings
Recognition & Labeling of Hazing
Experiences
“While 26% of TAMU student respondents who
affiliate with a student organization or team report
experiencing at least one hazing behavior as a
part of joining or maintaining membership in their
group, only 2% say they were hazed when given
the definition and asked directly if they were
hazed.”
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Campus Hazing Assessment Findings
Reasons for not reporting hazing activities
50% I didn’t know where to report.
50% Didn’t want to be an outsiders if others found
out I reported.
50% It was not a big deal.
50% No one got hurt.
50% It was tradition.
50% I chose to participate.
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Campus Hazing Assessment Findings
Campus Culture – Themes
•
•
•
•
Involvement & Leadership
Shared Values & Traditions
Community/Family
Prestige & Pride
The themes are distinct but intersect to produce a strong
“Aggie” identity that characterizes student experience at
TAMU.
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Campus Hazing Assessment Findings
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Hazing Prevention Core Strategies
Coalition Building
•
•
•
•
•
•
•
Corps of Cadets/Band
Student Activities
Greek Life
Athletics
Academics
University Police Department
Association of Former Students
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Hazing Prevention Core Strategies
Training
•
•
•
•
Student Organization Advisors
Chapter Advisors
Athletics – coaches and student-athletes
Student Leaders
• Yell Leaders, IFC
• Residence Life Staff
• Resident Advisors, Hall Directors, Community Directors
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Hazing Prevention Core Strategies
Visible Leadership Strategy
• Face-to-face presentations
•
•
•
•
Corps of Cadets
Greeks
Athletes
Yell Leaders
• Partnering with other Administrators
•
•
•
•
Commandant of the Corps of Cadets
Executive Associate VP for Student Affairs
Head Football Coach
Director of Student Activities
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Hazing Prevention Core Strategies
Communication to Broader Campus
Community
•
•
•
•
Parent & Student Sessions – new student orientation
Parent List serve
Greek Alumni
Stophazing.tamu.edu
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Hazing Prevention Core Strategies
Bystander Intervention
Corps of Cadets
• Watch out for “buddies” in outfit
• Corps Values
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Evaluation Case Study Activity Texas A&M Corps of Cadets
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Evaluation Case Study Activities
Hazing
Dr. David W. Parrott
Executive Associate Vice President
for
Student Affairs
Dr. Anne Reber
Dean of Student Life
Texas A&M University
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Evaluation Case Study Activities
Texas A&M’s Core Values
•
•
•
•
•
•
Excellence
Integrity
Leadership
Loyalty
Respect
Selfless Service
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Evaluation Case Study Activities
TAMU Core Values
Corps Core Values
- Excellence
- Integrity
- Leadership
- Loyalty
- Respect
- Selfless Service
- Excellence
- Integrity
- Honor
- Discipline
- Courage
- Selfless Service
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Evaluation Case Study Activities
Corps of Cadets Core Values
• Honor – An unwavering commitment to sound moral values and
strong character by respecting others as you fulfill your duties as a
member of the Corps of Cadets.
• Courage - The ability to face fear, danger, or adversity; both
physical and moral courage.
• Integrity - The honesty and moral courage to always defend and do
what is right.
• Discipline - Striving for excellence by holding yourself and others
accountable to a higher standard.
• Selfless Service - The desire and ability to put others before self,
making personal sacrifices to better our Corps, university, state, and
nation.
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2014-2015 Corps of Cadets Organization
Corps Staff
CPT
CPT
Whitaker Brummett
1ST
Brigade
2ND
Brigade
A-2
B-1
F-2
L-1
E-1
I-1
K-1
GySgt
Regan
MGySgt
Hauffe
GySgt
Parker
LtCol
Felts
3RD
1ST
2ND
3RD
Brigade Regiment Regiment Regiment
V-1
D-Co
Vacant
LtCol
Norris
LCDR
Hassman
SGM
Moser
1ST
Wing
2ND
Wing
3RD
Wing
Aggie
Band
A-1
C-2
E-2
K-2
SQ-3
SQ-1
SQ-2
B-2
G-2
F-1
N-1
SQ-8
SQ-12
SQ-6
C-1
D-1
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P-2
S-1
H-1
S-2
SQ-4
SQ-18
SQ-11
SQ-17
SQ-16
SQ-21
Infantry
Band
Artillery
Band
A-Co
A-Batt
B-Co
B-Batt
C-Co
C-Batt
SQ-20
SQ-23
23
Evaluation Case Study Findings & Evidence
Base
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Evaluation Case Study Findings & Evidence
Base
Fish Class Size by School Year*
2007 – 2015
962
874
815
791
679
643
700
Four Year Average
703
2007
2008
2009
Four Year Average
898
2010
2011
Fish
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938
2012
2013
2014
Evaluation Case Study Findings & Evidence
Base
Category
08-09
09-10
10-11
11-12
12-13
13-14
14-15
Alcohol
10(0)
16(3)
25(4)
29(12)
33(15)
13(8)
19(11)
29(9)
49(11)
70(23)
33(26)
29(24)
43(28)
23(21)
Drugs
17(10)
8(1)
3(1)
13(2)
7(3)
13(8)
17(0)
Hazing
35(17)
28(0)
47(14)
111(68)
26(16)
15(12)
6(6)
2(1)
0(0)
1(1)
7(2)
9(0)
3(1)
5(5)
Conduct
Unbecoming
49(30)
54(17)
32(7)
54(25)
56(21)
62(42)
57(43)
Other
22(0)
13(0)
14(0)
0(0)
0(0)
0(0)
0(0)
150(99)
127(86)
2450
2470
(DWI/DUI/MIP/PI)
Alcohol
(Underage/
Contributing)
SASH
Total
Corps
Strength
165(67) 168(32) 192(50) 247(135) 160(79)
1888
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1909
2002
2177
2303
Hazing Prevention Lessons Learned
• There are many who are interested in the work
but competing interests keep others away
• Cannot stop the work
• Collaborate; network; build relationships
• Everyone must be involved
• Document, document, document
• Don’t underestimate the impact of our work
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Hazing Prevention Consortium Think
Tank
1. Is this incoming freshman class (whom some call
Generation Z) different than the millennials of the past
few classes? How will they impact our work?
2. How can I have conversations with students/student
leaders so as to gather information but still provide
awareness of the issue? (Inquiry Model?)
3. How do I compete with other major issues impacting our
campus (e.g., Title IX, academics vs. student affairs)?
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