| Description |
This study explored the experiences of nine members of one Panhellenic sorority at a large university in the Intermountain West. The research examined how these members understood, viewed, and participated in risky behavior, particularly hazing. Additionally, the university's education and accountability processes surrounding student behavior - from the point of view of the participants - were also analyzed. Key findings included the emergence of a dichotomous relationship between desire for authentic peer relationships and the use of performative behaviors to gain those relationships. Other findings include the moral connection between authenticity and hazing, denying hazing through rationalization, and the role of education and accountability in promoting or preventing hazing. Recommendations include policy evaluations and revisions, promoting proactive over reactive education, helping students identify hazing, and avoiding fear-based accountability. |
