Media har rapporterat om incidenter kopplade till initieringsriter på gymnasieskolor runt om i Sverige. Dessa benämns ofta som inspark eller nollning och innebär att nykomna elever ska initieras in i den nya kontexten av de äldre eleverna. Syftet med denna studie var att bidra med kunskap om vilka utmaningar och problem rektorer och lärare upplever att initieringsriten insparken för med sig samt hur rektorer och lärare upplever att den enskilde eleven påverkas av att delta, eller inte delta, i insparken. Frågeställningarna, som låg till grund i för studien, handlade om vilka utmaningar rektorer och lärare ansåg att initieringsriten för med sig i deras arbete, hur rektorer och lärare arbetar med den problematik som eventuellt kan uppstå i samband med insparksaktiviteter samt hur rektorer och lärare upplever att den enskilde eleven påverkas av att delta, eller inte delta i insparken. Studiens kvalitativa tillvägagångssätt baserades på en hermeneutisk tradition och data samlades in med hjälp av semistrukturerade intervjuer med tre rektorer och tre lärare på en gymnasieskola i södra Sverige. Resultatet visade att de utmaningarna initieringsriten insparken för med sig är att olämpliga aktiviteter hittat in på skolan, att personal medverkat i dessa aktiviteter och att de innehåller inslag som kan upplevas kränkande, vilket enligt respondenterna strider mot skolans styrdokument. Vidare framkom att skolan saknar tydliga arbetssätt för att motverka dessa initieringsriter då respondenterna framhävt att skolan har tydliga riktlinjer om att de inte ska förhålla sig till insparken. Resultatet visade även på att sammanhållning och att lära känna varandra var önskvärda effekter av insparksaktiviteter men det visade sig även att elever har påverkats negativt av aktiviteterna. Sådant som elever framfört till lärare är ängslan, oro, hot, mobbning, grupptryck och kränkningar. Anmärkningsvärt var att rektorerna inte nämnde dessa negativa aspekter, vilket kan tyda på att rektorerna ej fått kännedom om desamma.

Thesis (M.S.)--Eastern Illinois University, 2009. / Includes bibliographical references (leaves 65-70).

In 1992, the General Accounting Office conducted a study at our Nation's service academies to determine the prevalence of hazing and its impact on psychological and physical health; and academic and military performance. Based on the literature it is theorized that the prevalence of hazing has changed. Furthermore, it is hypothesized that hazing will negatively impact both academic and military performance; and psychological and physical health. These hypotheses were tested using a series of cross tabulation analyses, Pearson-correlation coefficients, and multiple hierarchical regressions on population data, classes 2005 through 2008. Cross tabulation analyses measured the prevalence of 23-hazing behaviors for the sample population. Correlation coefficients measured the relationship between hazing and several performance and health outcomes. Finally, multiple hierarchical regression analyses assessed the impact of hazing experiences on academic and military performance; and psychological and physical health. The study concludes that hazing has declined in the past 12-years. Furthermore, hazing is correlated as hypothesized to all of the outcomes examined except for academic and military performance. Finally, regression analyses determined that hazing impacts psychological and physical health, but only partially impacts academic and military performance.

Thesis (M.A.)--Memorial University of Newfoundland, 2002. / Bibliography: leaves 185-199.

Thesis (Ph. D.)--University of Toronto, 2007. / Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2379. Includes bibliographical references (leaves 263-273).

Thesis (M.S. in Leadership and Human Resources Development)--Naval Postgraduate School, June 2005. / Thesis Advisor(s): Armando Estrada. Includes bibliographical references (p. 97-100). Also available online.

This exploratory study aimed to answer three research questions about the relationship between childhood victimization and being hazed during college. Secondary data analysis was conducted with a sample of first-year college students who completed a web-based survey during their fall and spring semesters. Forms of childhood victimization measured in this study include: bullying victimization, peer victimization (multiple forms and length), and exposure to other forms of victimization (e.g., parental abuse, dating abuse). Results support the hypothesis that students with a victimization history are more likely be hazed during college. Specifically, a chronic victimization history – exposure to multiple forms of peer victimization, longer peer victimization, and other forms of childhood victimization – was associated with an increased odds of being hazed during college. Results did not support the hypothesis that a sense of college belongingness would moderate the relationship between past victimization and hazing during college. There was partial support for the hypothesis that a victimization history would put students at risk for perceived negative effects of hazing. Childhood physical dating abuse, sexual assault, and exposure to other forms of childhood victimization were all positively associated with perceived negative consequences of hazing. Lastly, results found that exposure to other forms of childhood victimization moderates the relationship between being hazed during college and depression. Specifically, those with prior exposure to other forms of childhood victimization who are also hazed report lower depression scores than those with this victimization history who do not enter hazing initiations. These findings lend themselves to future research to better understand the relationships found between childhood victimization and hazing initiations during college. These findings also have practical implications for understanding the trajectory of previously victimized students. There are a number of limitations of the current study that can be addressed in future research.

No description available.

In colleges and universities, 55% of students involved in campus organizations participate in hazing activities (Allan & Madden, 2008). While there is research on the prevalence and frequency of hazing, there is little on why students choose to participate. The purpose of this qualitative research is to understand how organizational values, formal or informal, influence hazing as well as the student's explanations for engaging in hazing activities. The theories of bystander effect and moral disengagement are used to frame why students choose to be involved in potentially harmful situations. According to research on bystander effect, when individuals are in a group setting they are less likely to intervene in a given situation (Latne & Nida, 1981; Fisher et al, 2006; Berkowitz, 2009). Moral disengagement theory tells us that most individuals are unable to engage in morally ambiguous activities until they have been able to justify those activities through a larger purpose (Bandura, 1999). Currently there is no qualitative research that examines hazing through a lens of moral disengagement or the bystander effect. Despite secrecy surrounding the topic, 23 students participated in interviews to discuss their role in hazing activities. Each of the students was involved in one of four organizations that had been found responsible for hazing activities through the same university judicial process. The 23 participants came from three fraternities that lost recognition from the host institution, as well as one women's club sport team that was sanctioned for hazing. Participants were asked about the hazing activities they participated in, their role in the activities, the organizational values, and their personal values. The participants explained their decisions to participate in hazing using the various ways outlined in moral disengagement theory, and additionally demonstrated the bystander effect through their participation.

Thesis (M.S.)--Naval Postgraduate School, 2005. / Title from title screen (viewed 07/15/2005). "June 2005." Includes bibliographical references (p. 97-100).