ERIC ED397209: Abolishing Harrassment.

38 Pages·1996·1.3 MB·English

by  ERIC

DOCUMENT RESUME
ED 397 209
UD 031 090
AUTHOR
Bates, Percy; And Others
TITI.
Abolishing Harrassment.
INSTITUTION
Michigan Univ., Ann Arbor. Program for Educational
Opportunity.
PUB DATE
96
NOTE
38p.
AVAILABLE FROM
Programs for Educational Opportunity, Jniversity of
Michigan School of Education, Ann Arbor, MI
48109-1259.
PUB TYPE
Collected Works
Serials (022)
deports
Evaluauive/Feasibil;ty (142)
JOURNAL CIT
Equity Coalition for Race, Gender, and National
Origin; v4 n1 Spr 96
EDRS PRICE
MF01/PCO2 Plus Postage.
DESCRIPTORS
Community Involvement; Elementary Secondary
Education; *Equal Education; *Ethnicity; Parent
Participation; *Prevention; Program Development;
*Racial Discrimination; *Sexual Harassment; *Student
Attitudes
ABSTRACT
Although society is more aware of sexual harassment
than it was in the past, the problem is not disappearing. Many school
children are afraid to talk about it for fear of reprisal and
humiliation. The articles in this issue focus on harassment and the
schools in the following papers: (1) "Harassment Revisited" (Percy
Bates);
(2) "Sexual Harassment: What We Have Learned" (Eleanor Linn);
(3) "Racial Harassment in Education" (Bob Croninger);
(4)
"Racial/Ethnic Harassment: What the Research Reveals" (Martha A.
Adler);
(5) "Ethnic Harassment Is Hurtful and Illegal" (Norma
Barquet); (6) "Checklist and Survey: Is Harassment a Problem in Your
School?" (Marta Larson);
(7) "On Preventing Harassment: Tips for
Parents and Community Members" (Marta Larson);
(8) "Complaint
Investigation: The Basics" (Marta Larson);
(9) "Successful Harassment
Prevention Programs" (Tasha Lebow) ;
and (10) "Recommended Resources
for Abolishing Harrassment" (annotated list of 32 resources) (Eleanor
Linn and Ted Wilson). References follow the articles. (Contains
one
figure.)
(SLD)
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*
Reproductions supplied by EDRS are the best that can be made
from the original document.
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Equity Coalition for Race, Gender, and National Origin
Volume IV, Number 1
Spring 1996
4-1
Abolishing Harassment
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For Race, Gender, and National Origin
Abolishing Harassment
Harassment Revisited
hy Perc:c Bates
THIS OFFICE first addressed the problem of sexual
harassment in print in 1983, so that now we have
been working at eradicating sexual harassment in schools
for more than ten years. T here is an old saying that time
takes care of everything; it did not take care of sexual harass-
ment. Vicious inc idents of sexual harassment continue, and
racial and ethnic harassment have become more prevalent.
Things are no better now than they were in 1983.
Certainly the media have made us more (awnc
of sexual harassment. It is blasted across our television
screens and is a daily item in newspapers across the country.
The Senate confirmatiim hearing for now Supreme Court
J ustice Clarence Thomas brought graphic descriptions of
miount
\1.11sn
sexual harassment into our living rooms and made many
Americans real i:e that it is unacceptable. More recently the
students' race, ethnic ay, disability or sexual orientat ion.
downfall of Senator Robert Packwood made it painfully clear
Many schools want ci unprehensive, coherent policies and rn i-
that we have not come very far in our fight against sexual
cedures for stopping all kinds of harassment.
harassment. We are more aware oi.sexual harassment, but
Flow often does harassment occur in our
schoolchildren are st ill afraid to talk about it for fear of hu-
Eleanor Linn reports that at least 68 percent of
sc ht
miliarkm and reprisals.
girls ;Ind 39 percent of boys in grades 8-11 Nive been
We at the Programs for Educational Oppor-
"touched, grabbed, or pinched" in a sexual way. Bob
tunity have broadened our efforts to eradicate sexual ha-
( :ton inger reports that 35 percent of principals, 4 3 percent ot
rassment to include discriminatory harassment which targets
Continucd
tug': 2
Programs for Educat tonal Opport unit
versity of Michigan School ot Education
Volume IV, Number I
Equit:v Coalition
Spr4g 1996Aholishim2 I laras,ment
,
,
2
Contents of this Issue on
Continued from page one
Abolishing Harassment
African-American youth, and 29 percent of white youth say
racial violence occurs in their high schools. Martha Adler
reports that 20-25 percent of st udents are victims of racial or
Harassment Revisited
1
ethnic incidents in the course of a school year, and that mi-
Percy Bates
nority students sufferdisproportionately when students use
Sexual Harassment: What We Have Learned
3
racially derogatory names, dress up in racially identifiable ste-
Elean Yr Linn
reotypes, or mimic the accents of their culturally different
peers. Such incidents are on the rise and occur in small
6
Racial Harassment in Education
towns as well as urban centers. Harassment has become al -
Bob Croninger
mostcommonplace, but we must not lose our sense ofout-
Racial/Ethnic Harassment: What the Research Reveals 9
rage. We must do more to abolish this abuse from our
Martha A. Adler
schools.
Ethnic Harassment Is Hurtful and Illegal
14
Norma Barquet says all harassment is an
by Norma Barquet
abuse of power. Teachers have power over their students;
Checklist and Survey: Harassment in Your School?
17
boys often have physical power over girls; students in ma-
Marta Larson
jority groups often can intimidate students in minority
20
groups. In 1994 the U.S. Office for Civil Rights recog-
Tips for Parents and Community Members
nized the commonalties of sexual and racial/ethnic ha-
Marta Larson
rassment and published investigative guidelines for racial/
Complaint Investigation: The Basics
23
ethnic harassment like its earlier guidelines for sexual ha-
Marta Larson
rassment.
29
Successful Harassment Prevention Programs
Educators need to understand the harm
Tasha Lebow
done to students by any form of discriminatory harass-
ment. Franklin v. Gwinett County (Supreme Court, 1992)
Resources for Harassment Prevention
34
held school districts are legally responsible for protecting
Eleanor Linn and Ted Wilson
students from sexual harac ment by their staff members
36
Publications Available
and victims have the right to sue for monetary damages.
As Eleanor Linn points out, schools also have moral and,
Equiry Coalition for Race , Gender, and National Origin,
increasingly, legal responsibility for student-to-student
is published by Programs for Educational Oppor-
ISSN IC'54.O@91
harassment which occurs much more often. Complaints
tunit y, 1005 School of Education, University of Michigan,
from students must be taken seriously and investigated
Ann Arbor, Nlichig in, a Desegregation Assistance Center
thoroughly. Marta Larson provides an excellent intro-
funded under a cooperative agreement with the U.S. Department
of Education. Opiniors expressed are those of the authors and
duction to this area in her articles in this issue.
do not necessarily reflect Department of Education policy.
Schools need a comprehensive approach to
.763-213;
eqty'Aumich.edu
Phone: [phone]e; FAX: 31
the problem of harassment across at-risk populations. De-
Director: Dr. Percy Bates; Edam-in-Chief: Eleanor Ltnn; Managing Edi-
spite the existence of federal guidelines, schools vary in
tor: Ted Wilson; .-rt Editor: Tasha Lebow; Editorial BJard: N.
Barquet, Bob Cromnger, Tasha Lehiw, and Elizabeth NI. Mamas.
their criteria as to what kind of harassment is offensive.
Priming and Mailing: Ann Arbor Printing and Mailing
Whether harassment targets students because of their
Regents of the University of Michigan
1996
gender, race, ethnicity, class, disability, religion, or sexual
(....op right 'e.s.
orientation, all such discriminatory acts sh, gild he firmly
Resents of the Lnienity, Deane Baker. Ann Arbor. Law fence B. Deitch, Elk...field Hills;
addressed with uniform standards of fairness. Tasha
Daniel I). Horning, Grand Dace.; Shirk. Mace. Battle Creek, Rebecca McGowan. Ann Arbor.
Lebow describes some model programs for stopping and
Andrea bischer Newman, Ann Arbor, Philip II Pm. cr. Ann Arbor; Nellie M %artier. Detroit;
James J Duderstadt lex oftitio)
preventing harassment; Eleanor Linn and Ted Wilson
The Iniveraity of Michigan, a, an equal opportimm affirtname Intim) emplmer, complies
recommend further resources for schools.
with .9 pplicable kdetal and state laws regarding nondiscrimination anal ffirmatise actitin.
including Pitle IX of the Education Amendments"( 1972 and Section 904 of the Rehabduaron
We hope this information will be shared
,
Act of 1971. The Gni, ersitl of Mkhigan is committed tort palmy o( nondiwrirninatkui and equal
omort units for all persons regardless of race, sea col.tr, religion. creed. nation.' origin lir ant eury.
with staidents as well as teachers and administrators.
tetnalnera status In emplm mem. educational
age, Ma rital MAIM*, sesual orientation, disabilits
Knowledge is not the total answet to abolishing harass.
programs and 4.t is kits. Inqulries or complaints ma) Ile addreksed to the I. kis erSits% I >unto, Id
Aft trulatise Action and Hilt IX Sec tit in 404 I. candioator. 4005 Mokerine lace, Ann Arbor.
nient, but it is definitely a good cirst step.
higan 48109 1281. (111) 7919215, TDD (1111 747 1 IRS, I-A X ( II 1) 791 21191. I 'no. emit',
td Michigan Information
I I I 1) 794 1917
4University of Michigan School of Edileal ion
Prtigiams for Educat ionalOpportunity
Equitsi Coalition, Volume IV, Number 1, `,;pring 1996, Abolishing Flarassment
3
Sexual Harassment: What We Have Learned
Ii.v Ekanor Linn
nymphet, and the ice-maiden, have perpetuated the no-
SIN: ALITY is a vulnerable aspect of everyone's life. It
involves some of our most intense personal feelings
tion that women are responsible for inciting and for stop.
and, even in the most caring of relationships, raises our ping all kinds of sexual behavior. Women are held respon-
anxiety about how much we can trust others. At some
sible not just for their own behavior, but for their daugh-
point in our lives, nearly all of us experience the joy of
ters' and for the behavior of men, even men they do not
know. Men, in this way of thinking, are considered inca-
mual attraction, the sadness of rejection, and the revul-
pable of controlling themselves.
sion of an unwanted advance. These feelings can some-
Another cultural contributor to sexual ha-
times be overwhelming, even for mature and self-confi-
rassment is the double standard for men and women,
dent adults. They are still more strongly felt by young
which requires women to reject all sexual advances and
people, who are less familiar and less sure of their sexually-
requires men to constantly make advances. To play the
related emotions. And these negative feelings about un-
double standard game, young people must be aHe to dis-
wanted sexuality can be almost unbearable when young
tinguish between a coy "No" and
people are the target of frequent nr particularly offensive
an emphatic one, be-
one
sexual behavior, or when previous hurtful experiences re-
honest desire and
from
tween an advance that comes
that conies frorq an interest in the game of conquest. With
lated to their gender, race, ethnicity, sexual orientation,
such a confusing system of communication, unwanted
or other group status identity have heightened their vul-
sexual advances are hound to occur, and their unwanted-
nerability.
ness is hound to be ignored.
Harassment related to one's sexuality is
all
the more painful when it occurs at school. School should
Sexual intimidation has long been a power-
provide a safe environment so students can learn success-
ful mechanism for many other types of oppresr.ion. Mem-
fully. It should be a place that models mature and reTect-
bers of racial and ethnic minority groupsgay, lesbian
and bisexual people, and people with disabilitiesare fre-
ful relationships between individuals and across groups.
Schools have a moral obligation to treat children well.
quently subjected to contemptuous stereotypes that imply
Moreover, children are required to attend school. Unlike
that they are hyper sexed, or that deny their right to
a workplace, which an employee can choose to leave,
sexual feelings at all. With shocking predictability, racist
even though at considerable hardship, children have little
and ethnocentric epithets are laden with offensive sexual
or no choice about whether or where they go to school.
innuendo, and many of the most contemptible forms of
Our society has traditionally dealt with all
hate crime are acts of sexual abuse, as well. The overlay of
types of harassment by silencing victims. Silencing has
sexual behavior in such crimes is not a coincidence.
been a convenient way for those in power to deny the ex-
Sexual content heightens the offensivmess of a hostile act
istence of a problem that they do not want to correct. But
and hurts its target all the more.
silencing comes at a great psychological cost to victims.
Categorizing Sexual Harassment
Targets of harassment who are compelled to maintain si-
Although the first Title IX implementation guides
lence suffer from having their view of reality denied. They
come to doubt their ability to perceive the
(Matthews and McCune, 1974) did not explicitly men-
world around
them, and eventually they lose or fail to develop the con-
tion sexual harassment, by 1981 the U.S. Supreme Court
fidence and personal power that comes from knowing that
in Alcvmder v. Yale ruled that sexual harassment was in-
and
they have the ability to change ,:heir environment
deed a form of sex discrimination and a violation of the
take action in their own interest. This sense of confidence
victim's civil rights.
in one's self is a crucial prerequisite to motivation, ambi-
Initial Title IX cases involved schiol em-
tion, and the ability to strive for academic success.
ployees as perpetrators of sexual harassment and students
In the past, female targets of sexual harass-
as their victims. This Harant abuse of the power differen-
ment have been severeh blamed lot male ,ftts ot sexual
t tal between adults and children is not only a violation of
aggression, especially if they dare,l complain abinit un-
prolessiimal ethics; in most states it
is exual child abuse as
wanted sexual behavior directed at them. Female sexual
well. :-;ince the Supreme Court ruled in Frank!in v.
stereotypes, such as the temptress, the witch, the
itiihoet Cf ainly ( 1992) that schiiol districts have the legal
Educational Opport unit \
Progiains tor
tA.Iniversity
of Michigan School of Eduuition
1, Spring 1996, Abolishing Ilarassment
Fqttirv Cudation, Vtlume IV, Numbei
sampled for greater statistical accuracy. Their report,
responsibility to protect students from sexual harassment
which appeared in June 1993 and which receivecl even
and victims have a right to sue for monetary damages,
wider media attention than the first study, is entitled Hos-
schools must take complaints from students seriously and
investigate them thoroughly (see Marta Larson's article on
tile Hallways: The AAL'W Survey on Sexual Harassment in
Complaint Investigation in this issue). In school districts
America's Schools.
A third study, "The Culture of Sexual Ha-
in which it is proven that an adult employee has sexually
harassed a K-12 student, the employee must be punished rassment in Secondary Schools," by Valerie Lee, a senior
faculty member at the University of Michigan School of
with severe sanctions, including the possible termination
Education, and staff from the Programs for Educational
of employment and the notification of all prospective em-
Opportunity, reanalyzed the AAUW data to find more
ployers.
statistically predictive information about sexual harass-
School responsibility is also present in the far
ment in schools. Our article based on this research will
more frequent case of student-to-student sexual harass-
appear in a forthcoming issue of the American Educa-
ment, in which schools have both legal and moral respon-
tional Research Journal (1996, Spring).
sibility to protect children. Here c,uestions of appropriate
punishment and the prevention of further abuse or retalia-
Prevalence
tion must take into account a large number of factors in-
All three of the studies found that sexual harassment oc-
cluding the age of the students, the offensiveness of the
behavior, the number of students involved, the effective- curs with disturbing frequency in secondary schools. The
Wellesley Center survey found that 89 percent of the
ness of previous efforts to control such behavior, and the
irls
reported that they had been sexually harassed in schoo
school's preparedness in terms of supervision, complaint
The AAUW found that 85 percent of the girls and 76
management and z.ipport. Schools must provide everyone
percent of the boys reported being sexually harassed
in their community, through modeling, education and
awareness-raising, the opportunity to participate in a re-
in school. In our reanalysis of the AAUW data, we elimi-
nated any students who, although they said that they had
spectful and responsive learning environment. Although
many student-to-student complaints c-an be resolved infor-
been sexually harassed, did not report feeling upset by
mally with the help of committed student and staff sup-
even their worst experience of unwanted sexual harass-
ment attention. Still we found that 83 percent of the girls
port, more serious student-to-student cases Atust he coun-
and 60 percent of the boys reported that they had been
tered with strong disciplinary action.
sexually harassed.
Research on Sexual Harassment
When asked what inort of behavior had oc-
curred, the students' reports were quite similar. Com-
Three recent national studies of sexual harassment of stu-
dents in schools assessed its prevalence, its severity, and it:,
ments, jokes, gestures, or looks were the most common
harm to young Itleople. They were conducted in the hope
forms of harassment reported as unwelcome by sti. lents.
of raising the issue publicly, of better understanding the
They were experienced by 89 percent of the girls in the
Wellesley study, 76 percent of the girls and 56 percent of
causes of sexual harassment, and of finding effective ways
the boys in the AAUW study, and by 76 percent of the
to prevent and remedy it. The findings from these studies
girls and 50 percent of the boys in our reanalysis. Being
are quite similar.
The first study was done joint ly by the
touched, grabbed, or pinched in a sexual way was the sec-
Wellesley Center for Research on Women and the NOW
ond most common form of sexual harassment in all of the
Legal Defense and Education Fund. They published a
studies. It was reported by 83 percent of the girls in the
Wellesley study, 65 percent of the girls and 42 percent of
questionnaire in the September 1992 issue of Seventeen
the boys in the AAUW study, and by 68 percent of the
Magazine, which 4,200 young women answered. Their re-
sponses appeared in a report that received wide publicit.
girls and 39 percent of the boys in our reanalysis.
Although sexual harassment occurs with
entitled Secrets in Public: Sexual Haramment in Our Schools.
At nearly the same time, the American As-
alarming frequency in secondary schools, it v, clear from
sociation of University Women (AALAV) commissioned
:ill three studies that sexual harassment happens more Ire-
qr,ntly to girls than to boys. Indeed, tl
Louis I larris Associates to administer a written survey to a
.nost offensive
scientaic sample of 1,632 male and female students in
physical forms of it happen almost exclusively to girls.
Other status characteristics, such as a student's race,
grades 8-Il in 79 secondary schools across the country.
Ai rican American md Hispanic students were over-
ethnicity, grade-point average, or socio.:conomic status (as
Progrpms fcr Educational Opportunity
of Michigan School of Educat ion
(1>Iniversit
Foil.. Coalition
Volume IV, Number I, Spring 1996Abolishing I larassment
,
measured by a student's mother's educational level), do
other way to explain why such large numbers of students
not statistically affect the likelihood of a student's being
engage in behaviors that they themselves characterix as
harassed. Stating it another way, girls are more likely than
hurtful and demeaning.
boys to be harassed, no matter what their race. ethnicity,
The large overlap between the harasser and
grade-point average, or socioeconomic status. These data
harassee groups made us reexamine our previous as,amp-
provide statistical evidence for the legal interpretation of
tion that a school could separately identify the perpetra,
sexual harassment as a form of sex discrimination in
tors and the victims of sexnal harassment. We had ex-
schools.
pected schools to develop programs that would punish ha-
rassers and support, even compensate, victims. We now
Severity
believe that, although many school situations warrant im-
In reanaly:ing the AAUW data, we constructed a severity
mediate and appropriate punishment and support, schools
scale for all the sexual harassment that students reported.
must also be prepared to face other situations in which
Each student was given a score for the frequency of each
the question of responsibility is far murkier. Rather
type of unwanted sexual behavior that the student was
than throw up our hands in despair, we again turned to
subjected to and another score for how upset they reported
questions about how to change the culture of the school.
feeling as a result of that behavior. We added the two
Since all three studies showed that sexual
scores to give each student a svverity Score and then com-
harassment is common in classrooms and hallways, in
pared composite severity scores for girls and boys. We
front of groups of people, and often right in front of teach-
found that girls are three times more severely harassed
ers, it seems clear that educators' unwillingness or inability
than boys. We also found that students who have been
to stop this harmful behavior is a major part of the prob-
harassed by a teacher :tr other school employee have sig-
lem. Educators, parents, and students must work together
nificantly higher severity scores than students who have
to create a nurturing, respectful and harassment-free envi-
been harassed by :;ther students but never by a teacher.
ronment in their schools.
MI at importantly, however, we found that
Articles on prevention strategies in this pub-
students who have friends who have been sexually ha-
lication outline the key elements of a school's sexual ha-
rassed and students who report that 41 lot of sexual harass-
rassment prevention plan. The resources they cite help
ment occurs in their school are more than twice as likely
make a school plan into a reality. We all have a legal and
to be sevL:rely harassed than students whose frieno have
moral obligation to make schools safer and more equitable
not been harassed, or who report that little harassment
for students. By working together, we can change our
sexual harassment occurs in their school. This highly sig-
schools' climate and culture. We can create a culture of
nificant finding led us to conclude that although sexual
fiiirness and justice, in which students experience the em-
harassment occurs everywhere, it is decidedly more harm-
powerment that comes from reciprocal respect and the
ful in some school cultures than in others. We therefore
ability to take meaningful action to achieve their goals.
became convinced that a school's efforts to combat sexual
harassment must focus on changing the school culture.
1. Percentage of Girls and Boys
Figure
% Being
Harassed and Harassing Others
Overlap of Harassers and Harassees
60
53 53
The reanalysis finding that surprised us most was the large
Girls a Boys
50
overlap between students who had been targets ot harass-
40
ment and those who admitted to harassing others (see
31
31
chart it right). Fift -three percent of the boys and 5 3 per-
30
cent of the girls reported that they had been both victims
20
and perpetraniis
15
harassment. Alt holigh niore
girls than boLs reported being ttnly victims ( 31 percent
0
t
the girls and 7 percent of the boys), and more kiy. than
0
girls rep, ff1 ed being tmlY perpetnitors (9 percent tit
Never
Never
H.irassed Harassed
boys and I perient of the girls), a inajont\ ot both male
hut never
harassed
and also
harassed
and never
but harassed
harassed
and female students reported that they have been both
others
ot hers
harassed
harassed
victim and harasser. This astonishing , iverlap led us av,,,in
ot hers
ot hers
to emphasi:e the idea of sl hool i. ulture, for we had no
ograins tor Educdt tonal Opport unit
University of Michigan School tit Educat ion
(*nahlom, Volume \', Numbet I
Spring I ()06, bolishing I Iarassment
6
References
ington DC: Resource Center on Sex Roles in Educat ion, U.S.
American Association of University Women (AAUW). 1993.
Department of Health, Education, and Welfare.
Hostik Hallwa)s: The AAL'W Survey on Sexual Harassment in
America's SchooLs. Washington, DC: Author.
Stein, Nan, Marshall, Nano, L., Tropp, Linda R. (1993). Se-
crets in Public: Sexual Harassment in Our Schools. Wellesley
Lc, Valerie E., Cronmger, Robert G., Linn, Eleanor, and Chen,
MA: Wellesley College Center for Research on Women,
Xiang lei. (1996, Spring). "The Culture of Sexual Harassment
in Secondary Schools," American Educational Research Journal,
Eleanor Linn served as a Project Advisor to the A.AliW Survey
on Sexual Harassment and as a member of the research team
Matthews, Martha and McCune, Shirley. (1974). Complying
thaz reanaly:ed the data.
with Title IX: Implementing Institutional Sdf-Evahiati(m. Wash-
Racial Harassment in Education
by Robert Croninger
least a minor if not severe problem in Caen- schools
not unique to any group of people, nor
HARASSMENT is
is it unique to the United States. News stories, front
(Ingels, Scott, Lindinark, Frankel, and Myers, 1992). A
the ethnic conflict in Bosnia to the suicide of bullied Japa-
survey of students 11,,. Who's Who Among American High
nese youth, testify that harassment is a problem that does
School Students (1992) repotts similar results: 43 percent
not know ethnic and political borders. Nonetheless, some
of African-Ame:ican youth and 29 percent of white youth
of the more brutal and startling incidents of harassment
say racial violence occurs in their high schools.
involve the treatment of blacks by whites in our own
Moreover, there have also been well-publi-
country. The lynching of blacks after the Civil War, the
ci:ed incidents of African-American youth being harassed
assaults on black veterans returning home from World
on predominantly white campuses in the United States
(Farrell and Jones, 1988). A number of campuses, the
War I. the murder of black civil rights activists during the
1950s and 1960s, and the police beatings of Rodney King
University of Michigan and the University of Wisconsin
in Los Angeles and Malice Green in Detroit serve as vivid
among them, responded by promoting codes of conduct
reminders that racial harassment is a troubling aspect of
that prohibited hate speech and racially offensive behav-
our national heritage and life.
iors. Although many of these codes were later found to be
unconstitutional and difficult to enforce, they underscore
Racial Violence and Harassment
the problem of racial harassment in post-secondary insti-
While racial harassment is disturbing wherever it occurs,
tutions (White, 1994).
it is especially disturbing when it occurs in elementary and
The images of black children walking beside
secondary schools or on college campuses (Joyce, 1990).
federal marshals through a gauntlet of jeering white adults
Education, after all, is supposed to be a solution to, and
to attend newly desegregated schools evoke some of the
not the cause of, racial harassment and discrimination in
worst chapters of racism in this country, chapters that we
the United States. Within an integrated, caring, and
want to believe are closed. But in the eyes of many black
thoughtful environment, students are supposed to learn to
students racial harassment is an ongoing and troubling
respect each other, get along with each other, and devclop
part of their educational experience, one that we must
an intolerance for bigotry and prejudice. There is good
address if we are ever to eliminate the structural inequali-
reason, therefore, to be alarmed when educational institu-
ties and cultural strains that nourish racial conflict.
tions become a national focal point for the mistreatment
Forms of Racial Harassment
of racial and ethnic groups.
While there is evidence that educational
Racial harassment can take (me (mf two forms:
institutions can reduce racism and foster cross-racial un-
blatant, racially motivated abuse of African Americans by
derstanding (liawkins, 1994; Peshkin, 1991; Shot leld and
non-blacks, or less obvious institutional forms of racism
Sagar, 1983), there is also reason to believe that
t, iii
that appear tim have no specific perpetrator Or targeted vic-
conflicts are frequent occurrences in classrooms. The N,c
tim. Blatant forms of harassment are intent iomd, often
tional Center for Education Statistics reports that 35 per-
meant to offend and hurt. They include racially moti-
cent of high school principals describe racial conflict as at
vated assaults, abusive language scrawled on sidewalks or
8
Programs for Educational Opportunity
University of Michigan School of Education
'ulunte IV, Number 1, Spring 1996, Abolishing Harassment
Equity (7oulition,
bathroom walls, and verbal taunts and jeers meant to
individual's or group of individuals' right to fair treatment
and equal protection! lithe answer is "No," authorities
denigrate blacks. These forms of harassment are relatively
easy to identify, and there is general agreement that they
may have violated Title VI of the Civil Rights Act, as
constitute unacceptable behaviors, particularly in public
well as state and local civil rights statutes.
places (Joyce, 1990).
Consequences of Racial Harassment
The other form of harassment Occurs when
whites say or do things that create environments hostile to
When racial harassment involves physical attacks, brutal
Hacks, even though that may not be their intent. This form
beatings, or even murder, the immediate consequences of
is best understood not as individual
harassment are painfully clear and
incidents hut as the collective effect of
vivid. These incidents lead us to
institutionalized practices and behav-
think of harassment as specific
iors, an effect that isolates and pre-
events involving a perpetrator and a
vents blacks from fully realizing the
victim, but harassment may also in-
benefits of their own efforts or from
volve bystanders who tacitly approve
sharing in publicly supported opportu-
perpetrators by down playing the
nities and activities. There is far less
significance of hateful acts or the ill-
agreement aboi t what constitutes this
treatment of minority children.
form of racial harassment, especially
While the direct harm
between African Americans and
to individuals should not he underes-
whi tes (Troy na and Hatcher, 1991).
timated, the indirect effects of racial
Nonetheless, the courts recognize that
harassment on victimized groups are
racial harassment need not be inten-
also important. A survey of racial
tional or even directed at specific indi-
harassment in a residential area of
viduals to he harmful; it may involve
England found that reported inci-
creating or maintaining environments
dents of racial violence elevated feel-
Nothing unusual happened on the way to school
hostile to black students (Joyce, 1990).
ings of vulnerability among targeted
again today .
.
Consider, for example,
populations, in this case Asians and
( .0 right IOW. L. Angel, I mu,
ndiumr. Reprimed I.. mrnlin.i.o
that debasing depiction of blacks in
African Caribbeans (Bowling,
textbooks or curricular materials can damage the self-es-
1993). Anecdotal evidence from the United States also
teem of African-American students and discourage them
suggests that incidents of harassment have a domino-like
from fully participating in educational opportunities, re-
effect among blacks (Feagin, 1992). Individuals share ex-
gardless of a teacher's intent. Similarly, stereotypical de-
periences among friends and family, who in turn see them-
piction of blacks in school plays or student parties, even
selves as potential targets for white resentment and hostil-
when they are not directed at an individual, create an at-
ity. In this sense racial harassment is not so imich an in-
mosphere that fosters harassment and encourages more
cident as a social process by which Hacks, even those
hurtful forms of behavior. Whites tend to see these be-
who has.e not been physically abused, are victimized
haviors as relatively innocent or benign, especially if the
(Bowling, 1993).
individuals involved disavow any intention of offending
The educational process requires mutual
someone (McClelland and Hunter, 1992). African
trust and understanding among families, children, and
Americans, however, may experience these behaviors as
educators (McDermott, 1977). When black children and
part of an environment that is derogatory and hurtful to
their parents are tearful of being mistreated at school, the
them as individuals and as members of a racial gniup.
educational process breaks down, denying them :iccess to
When does discrimination create a hostile
important opportunities. While many Hack families have
environment ? Distinct ions are largely subjective. N( me-
responded heroically to harassment and hostility, educa-
theless, guidelines that exist consider (a) severity, (b) per-
tional leaders must accept responsibility for establishing
vasiveness, and (c) persistence of discrimination (Pasch,
an environment in which African-American latnilies and
1994). Guidelines also emphasize the imporianie of t. on.
student',
fed
welcome, sate, and saluetl.
sidering the response of administrators and other authon-
Obligations of Schools
t ies to discrimination. Does the respmse indicate that
authorities lake seriously discrimination that threatens an
Fducat ion leaders have a strong obligation to address ra.
9
BEST COPY AVAILABLE
Equiry ( 'oulition. Volume \ Number I, Spiing 1996, Abolishing I lanissment
discrimination and racial harassment in classrooms,
cial harassment, but as many schools and campuses luive
discovered, there are no simple solutions. Campuses Itave schools, and colleg:n throughout the country.
established disciplinary procedures for responding to hate
Merences
speech and racial slurs and later found their efforts chal-
Banks, James A. (1993). "Nlulticultural Education: Historical
lenged in court. Many codes were found to be too gen-
Development, Dimensions, and Practice." In Linda Darlmg-
eral and in violation of other rights, such as privacy or
bammond (Ed.), Review of Research in Education. 19:3-50.
freedom of speech (Joyce, 1990; White, 1994). These rul-
Washington, IX:: American Educational Research Associa-
tion.
in .!. clarify the parameters within which education leaders
can prohibit racial harassment and highlight the limita-
Bowling, Benjamin. (1993). "Racial Harassment and the Process
of N'ictimi:at ion." British lino-nal of Criminology, 33(2):231-
tions of simple, rule-based responses to offensive acts.
250.
Schools and campuses have also tried to ad-
Ellsworth, Eli:abeth. (1969). "Why Doesn't This Feel Empicw-
dress racial harassment with instructional strategies such
ering) Working through the Repressive Nlyths of Critical
as student leadership training (Shofield and Sagar, 1983),
Pedagogy." Harvard Educational Review, 59( 3):297-324.
multicultural curdculum (Banks, 1993), and critical peda-
Farrell, Walter C.ind Jones, (los:elle, K. (1958). "Recent Ra-
cial Incidents in Higher Education: ,A Preliminary Perspec-
gogy (Ellsworth, 1989). These strategies promise to pro-
tive." The I rhan Reuiew, 20(3):211-226.
vide opportunities to address the beliefs and values of stu-
Feagin, Joe R. (1992). "On Not Taking Gendered Racim Seri-
dents and educators that foster racial prejudice, discrimi-
ously: The Failure of the Mass Media and the Social Sci-
nation, and harassment. Unfortunately, they usually rep-
ences." The Journal of Applied I3ehavioral Sciences, 2+(31:400-
resent only a small and isolated part of an institution's in-
Steven J., Scott, Leslie
Lindmark, Judith T., Frankel,
structional effort. Under these circumstances, instruc-
4
IngLC:11)
Martin R., Myers, Sharon L. (1992, February). National Edu-
tional strategies can actually reinforce the racial prejudice
cation Longuudinal Study of 1988: First follow-up, Schi s
C.,mi-
that they are supposed to combat, particularly if white stu-
ponent. Washington, DC: National Center for Education
dents and educators come to see these acdvitics as "non-
Statistics.
academic" and the domain of minority students and edu-
Joyce, Rohert P. (1990). "Racial Harassment in Education: Le-
gal and Policy 1,qic." Schm)(11 Law 13ulletin, 21(4):16-24.
cators (Ellsworth, 1989).
I lawkins. Joseph A. (1994, June 15). "The Importance of Lis-
While codes of conduct and instructional
tening... Education \V'eek,
32, 34.
pp.
strategies can be helpful, the most important component
I hinter, Christopher. (1992). "The Per-
NIcClelland, Kent, and
of a successful intervention may be an institution's open-
ceived Seriousness of Racial Harssment." S, coal Problems.
tess to discussing student concerns about race outside the
39(1):92-1 07.
parameters of a formal grievance or special class (see
McDermott, R.P. (1977). "Social Rel
at mils as Contexts for
Learning in School." [lin tml Educational Ret wu
. 47(2):10
Tasha Lelsinv's article in this issue). In one school, the
213.
principal routinely met with students in a town meeting
Peshkin, Alan. (1991). The Color of Strangers. the Color Ht.
format. Nleetings were not called to address racial harass-
Friends: Play and Ethnicuy in Schmlol and Cinnimmity. Chicago:
ment specifically, but race relations were a frequent topic
'niversitv of Chicago Press.
of discussion, since it was al important concern among
Pasch, Mark. (1094, March 23). "F.D. Unveils Guidelines f.
Probing Race-Bias Complaints." Education Week. p. 16.
students. Because the meetings were routii.e and the prin-
Schofield, Janet W., iind Sagar, H. Andrew. (1963). "Dt:segre-
cipal referred to them in making decisions, they were a
gation, School Practicesind Student Race Relations." In
central part of the school's culture. The principal's efforts
Christine 11. Rossell and Willis D. Hawles (Eds.), The (:onse-
created a more open climate in the school tor discussing
quence.s of School De:wiz-Notion (pp. 5S-102). Philadelphia,
PA: Temple l)
race relations and related concerns of students, reduced
n.vers.ty
the incidc nee of racial conflict, and fostered a greater
Triivna, Barn, and I hitcher, Richard. (10011. "RaL ist In idents
in Schools: A Framework tor Analysis." Journal (cf Fjuoition
sense of mist among studen's and staff (I lawkins, 1994).
Policy, 6(11:17-11.
Schools must ad Ire, racial harassment when
White, Lawrenle. (1004 May 251. "lime Speech Codes that
it exists, hut doing SO is not easy. More than
century of
Pass Const u utional Nhister."
of Higher
(
be elimin;ite I
racism
new cr ides of conduct
p. A4S.
special course work. Discirline policies ,md instructional
\X'11,1's Who Ainonu Amerk.in I
I igh S1 hool Students. (1002,
lanuary 14). "Rai.
isions Split Youth Generation." Na
k onihmed \, tb
stiategies are important, but the( must
tIonal Sin e .1 I 1101-A, hi
."Hirnifing
u culQ Students I ttso,1
w illingness to address nice as I pervasive aspect of .1
Lake Forest,
I hscronotation
at tonal (
Premdk if.
student's life and educational experience. Such .111 effort
munu anon., lnk.
requires a sustained commitment to addressing all forms
it
1 1)
Programs for Educational Oppot unlit(
liniversftv of Michigan School of Education
Equitx (
Volume IV, Number I, Spring 1)96, Abolishing I lanissment