Making The Team

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MAKING THE TEAM

Inside the World of Sport Initiations and Hazing
Edited by Jay Johnson and Margery Holman
Canadian Scholars Press Inc.

Toronto
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are not available for inclusion in the eBook.
Making the Team: Inside the World of Sport Initiations and Hazing
edited by Jay Johnson and Margery Holman
First published in 2004 by

Canadian Scholars Press Inc.
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Toronto, Ontario
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www.cspi.org
Copyright 2004 Jay Johnson, Margery Holman, the contributing authors, and Canadian
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Canadian Scholars Press gratefully acknowledges financial support for our publishing
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Book Publishing Tax Credit Program.
Library and Archives Canada Cataloguing in Publication
Making the team : inside the world of sport initiations and hazing / edited by Jay Johnson
and Margery Holman.
Includes bibliographical references.

ISBN 1-55130-247-0
1. Initiations (into trades, societies, etc.) 2. Hazing. 3. SportsSociological aspects.

4. SportsSocial aspects. I. Johnson, Jay II. Holman, Margery Jean
GV706.8.M345 2004 306.483 C2004-903726-9
Cover and text design by Hothouse Canada

04 05 06 07 08 5 4 3 2 1
Printed and bound in Canada by AGMV Marquis Imprimeur Inc.

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Table of Contents
Preface v
Introduction: A Brief History of Hazing x

Brian Trota and Jay Johnson
CHAPTER 1 1
HazingA Story
Laura Robinson
CHAPTER 2 19
HazingWhat the Law Says
R. Brian Crow and Dennis R. Phillips
CHAPTER 3 32
No Mercy Shown Nor Asked Toughness Test or Torture?:
Hazing in Military Combat Units and Its Collateral Damage
Greg Malszecki
CHAPTER 4 50
A Search for a Theoretical Understanding of Hazing Practices
in Athletics
Margery Holman
CHAPTER 5 61
Hazing, Masculinity, and Collision Sports: (Un)Becoming Heroes
Elizabeth J. Allan and Gennaro DeAngelis
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CHAPTER 6 83
Whats Sex Got to Do with It?
Analysing The Sex + Violence Agenda in Sport Hazing Practices
Helen Jefferson Lenskyj
CHAPTER 7 97
Gender Differences in Coaches Perceptions of Hazing
in Intercollegiate Athletics
Cristina Caperchione and Margery Holman
CHAPTER 8 118
How Sportswriters Contribute to a Hazing Culture
in Athletics
Hank Nuwer
CHAPTER 9 132
In Their Own Words:
Athletic Administrators, Coaches, and Athletes at Two Universities
Discuss Hazing Policy Initiatives
Jay Johnson and Peter Donnelly
CHAPTER 10 155
Changing the Initiation Ceremony
Jay Johnson and Patricia Miller
List of Contributing Authors 176

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Preface
On May 8, 2003, The Windsor star reported, as did other media, that a
touch football game between suburban Chicago high school girls turned
into a brutal hazing in which players were slapped, punched, doused with
paint and splattered in the face with mud and feces. Hazing continues to
catch the attention of media and occupy the time of school administrators.
It also continues to be a form of indoctrinating neophytes into group-
think, earning them the desired team acceptance. Sport organizations often
believe that they have hazing under control until a violent or offensive
event occurs. This Chicago news item resulted in injury. As well, some
participants face criminal charges.
More recently, in September 2003, media reports described a hazing
ritual alleged to have taken place during high school football training
camp in Pennsylvania. One newspaper reported that three junior varsity
players were allegedly sodomized with a broomstick, pine cones, and golf
balls while other players watched. This case is currently under investigation.
The trend to set policy against hazing and to speak out against it has
been set in the past few years. Administrators have recognized that there
are social and legal implications associated with hazing that can be
destructive to the athletic experience of many. However, from the recent
cases cited here, it is evident that more needs to be done to understand
hazing behaviours and to educate about, as well as to regulate, the incor-
poration of new recruits into the team setting.
This monograph is intended for use by university, college, and high
v
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vi MAKING THE TEAM
school students, as well as individuals involved in sport leadership as

board members, administrators, teachers/coaches, players/athletes, and
even team owners. While much of the research and writing about hazing
has taken place in university sport, there is much to be learned about the
topic from the various chapters of this text for both educational and club
sport contexts. The principles remain the same and the moral and legal
obligations apply universally.
The book consists of a series of chapters, which can be read independ-
ently or consecutively. Of necessity, there is some redundancy; however,
the points reiterated are those that should be internalized by anyone
involved in sport. The range of authors includes university professors,
established authors, current and former athletes, coaches and administrators
who possess expertise in sport, a journalist, and graduate students who
have studied extensively in the social development of sport.
This book, Making the team: Inside the world of sport initiations and
hazing, is the first to be published entirely dedicated to the topic of hazing
and initiation in athletics. The current text offers material that reflects the
challenges faced by those within athletics who want to see hazing practices
eliminated, as well as by those who want to see the traditions maintained
but evolved into a memorable experience that has positive outcomes for all.
The trend towards transforming athletics into a more humane and
democratic environment has met with some resistance. Yet laws, policy,
and common sense have driven changes to this end. While hazing events
were invisible in the past, some of todays journalists have been more will-
ing to expose the secrets of team hazing traditions. Without knowledge of
the behaviours that represent hazing, there is little likelihood that positive
change will occur. We hope that by reviewing the chapters in this book,
the reader will develop a new perspective on the topic of hazing. The
intent is to generate discussion at a level that is normally avoided and to
have athletes, coaches, and administrators work together to develop alter-
native strategies to many of the traditional hazing practices. The text is
designed for educators and practitioners. Parts can be read as a novel in a
passive way, while others are designed to stimulate debate. Reference is
made to numerous Canadian and American cases in the text so that the
reader can understand the types of activities that represent hazing and the
outcome of hazing practices in the sport culture. These cases provide only
a small part of the picture.
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Preface vii
Brian Trota and Jay Johnson start us off with an introductory history of
the roots of hazing. It provides the reader with an understanding of the
original intents of hazing and how these have transferred to the athletic
setting with specific purposes. This introduction is followed by Chapter 1,
written by sports journalist Laura Robinson. Robinson has been actively
researching the traditions and abuses in sport for several years now, sharing
her findings in several of her own books. In this chapter, she provides us
with real-life stories of hazing practices that have been hurtful to many,
yet have been defended by others. She demonstrates how the stories that
she shares contribute to the maintenance of a sport culture that is abusive,
discriminating, and male-centred. In reading Robinsons chapter, you are
likely to experience an array of emotions. Her writings provide the perfect
backdrop to approaching the remaining chapters with an open and critical
view. Chapter 2, written by Brian Crow and Dennis Phillips, provides an
overview of the law. While most of the chapter deals with American law,
this is to be expected since various states in the USA have taken the lead
in declaring hazing practices illegal. Typically, sports-related litigation in
the USA becomes prominent in Canadian sport organizations a short
time later. However, because our legal systems are quite different, the
chapter contains a section addressing the unique approach through which
litigation could proceed in Canada should a case warrant legal action.
This is an important chapter for those who might want to know how the
law protects their rights, and for those potentially at risk as a respondent
to a lawsuit.
In Chapter 3, Greg Malszecki, who has done extensive research con-
cerning military hazing practices, informs the reader of the military roots
of hazing. Only in recent years has the public been privy to the hazing
practices that new military recruits have been forced to endure. This chapter
will give people in sportleaders, participants, parents, media and fans
a better perspective of the concept of hazing.
The next four chapters provide a theoretical analysis for the under-
standing of hazing practices in athletics. In Chapter 4, A Search for a
Theoretical Understanding of Hazing Practices in Athletics, Margery
Holman provides some insight into the theoretical bases for preserving
hazing practices. The chapter illuminates the connections between
hierarchy, power, and violence, and also draws gender into the debate.
Allan and DeAngelis continue the theoretical discourse in Chapter 5,
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viii MAKING THE TEAM
building upon the concept of power, identifying the role of masculinity,

and introducing the potential for change through education. In Chapter 6,
Helen Lenskyj focuses on the sexual violence perpetrated through hazing
practices. This chapter draws attention to the sexually abusive nature of
many hazing activities and to the need for stronger intervention strategies
and a transformation of the traditional male sport subcultures. Chapter 7
reports on the results of a study that examined coach perceptions on
hazing based upon gender. While female and male coaches did not differ
significantly in their views of hazing and its role in sport, the chapter
provides some interesting insights by relating the findings to an extensive
review of the literature.
Chapter 8 moves away from theory and provides a unique look at the
ways in which sportswriters can contribute to the culture that supports
hazing. Author Hank Nuwer is one of North Americas top researchers and
writers on hazing practices, particularly in fraternities. His expertise is
shared within this publication. Since media outlets serve a major educating
tool for public views, this analysis is critical to the process of change.
The final two chapters, by Jay Johnson with Peter Donnelly and Patricia
Miller respectively, provide important strategies in the elimination and/or
management of initiation and hazing practices. They look at policy devel-
opment as a first step for the communication of organizational values and
principles. And they go beyond the boardroom approach of policy to the
on-sight implementation of an action plan. Alternatives are offered to
traditional hazing rituals, alternatives that can accomplish the goal of
team-building commonly seen as a critical objective of initiation. These
chapters confirm the possibility of positive change that respects traditions,
and that contributes to a pleasurable sport experience for all involved.
The editors would like to thank all of the authors who took time from
their busy schedules to research and write their chapters. Each one has
contributed to a relatively new body of literature that can directly benefit
academic institutions and their student bodies in the classroom and in
their athletic programs, professional and amateur sport organizations, and
community sport programs. Indirectly, the media can develop a deeper
understanding of stories on which they report, and the general public can
learn more about the hidden practices that are often associated with sport.
It is also a must-read for parents, who can prepare their children to deal
with hazing by discussing some of these chapters with them, and by helping
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Preface ix
them develop strategies to challenge inappropriate demands being made

of them. Overall, there are few people, particularly among those who have
an interest in sporting practices, who will not benefit from at least some
of the material presented by our authors.
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INTRODUCTION
A Brief History of Hazing

Brian Trota and Jay Johnson
Hazing is by definition a rite of passage wherein youths, neophytes, or

rookies are taken through traditional practices by more senior members in
order to initiate them into the next stage of their cultural, religious,
academic, or athletic lives. Often, however, the hazing ritual serves also to
forge and perpetuate a hierarchical and patriarchal structure. While it is
difficult to know how long hazing has been with us, similar rites of passages
have been part of our society for a long time. Perhaps being aware of hazings
long roots can bring a greater understanding of just how embedded hazing
rituals continue to be in our modern-day cultures and traditions. Even in
the way we act and think, we might see how we are bound by hierarchical
hazing processes.
In many cultures and societies in the world, the origins of hazing rituals
span generations, and sometimes centuries. Over time, hazing rituals present
common traits. They generally involve one dominant party, whose
membership includes the veterans, and one weaker, less-seasoned party,
whose members include those not yet officially accepted as group members.
Historically, tradition in the hazing ritual is important to bring a sense
of cultural identity to the youth. As noted by Bryshun (1997), in cere-
monies conducted by the Zuni tribes of New Mexico and the Nandi tribe of
East Africa, boys are transformed into men. Their identities are moulded
into one that suits the subculture (Donnelly and Young, 1988). In the
Nandi tribe in the early 1800s, a boy was circumcised as part of his trans-
formation into manhood (Toohey and Swann, 1985). The endurance of
x
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Introduction xi
pain and display of courage in the face of danger are key points in this
initiation rite, and serve to separate the men from the boys, and the men
from the women (Bryshun, 1997).
EDUCATION AND THE MEDIEVAL UNIVERSITY
The transition to a new phase of life is often celebrated, yet entry into a
world of veteran territory is a novel experience. In education, advancing to
a university culture represents one of these transitions; thus the beginnings
of hazing in the medieval university.
With the rise of stadium genrales (precursors to early universities) in
Western Europe in the twelfth century, hazing and hazing traditions became
an integral part of both academic and social life. At this time, universities
were an exclusively male privilege. By the thirteenth century, the word
university was used for these institutions of higher learning, especially
those situated in Paris, Palermo, and Oxford. Hazing rituals and initiating
practices were created primarily in order to weed out those who didnt
have the physical and mental capacity to reach the status of professor.
THE RISE OF FRATERNITIES IN EIGHTEENTH CENTURY AMERICA
Hazing or fagging began in Americas educational institutions around

1657. Early fraternities, it appears, were created in order to bring together
young men with the same educational background and to provide them
with a comfortable environment. Harvard and Yale became perfect settings
for the creation and development of these fraternities. Although the original
fraternity was the Phi Beta Kappa, created in 1776, many fraternities
began to appear in the 1870s all across America.
The actual term hazing was not used until after the American Civil War,
but the first notable incident of hazing happened in 1657 when two first-
year students won a settlement after being hazed (Nuwer, 1990). The first
Harvard student to be punished for his participation in hazing practices was
Joseph Webb in 1684. He demanded that first-year students attend to him,
using force to ensure compliancein short, he hit them (Nuwer, 1990).
Later, in the eighteenth century, it became the norm for many first-year
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xii MAKING THE TEAM
Harvard students to become the servants of their older classmates, as it did

at Yale and at Williams College, both well into the late nineteenth century. In
the latter instance, hazing was used to reinforce subordination, compliance
and deference to those more senior (Nuwer, 1990).
In 1873, the first known death related to hazing occurred at Cornell
University in New York when a pledge was blindfolded and marched into
the countryside by Kappa Alpha members. The members then took off the
blindfold and told the pledge to return to the campus, alone. Unaware of his
surroundings, the pledge died as a result of a fall. Tragically, another death
occurred as a result of a similar hazing practice in 1899 (Nuwer, 1990).
HAZING AT THE UNIVERSITY LEVEL IN THE TWENTIETH CENTURY
After the Second World War, there was a rise of fraternities on college
campuses and a corresponding sharp increase in hazing. At Texas A & M,
for example, the Dean noted that as a result of the rise of hazing, by 1947,
48% of dormitory students dropped out after the first semester (Bryshun,
1997; Nuwer, 1990).
One of the most publicized university hazing incidents was the death
of Chuck Stenzel in 1978 at Alfred University, which occurred while he
was being initiated into the Klan Alpine Fraternity. Mr. Stenzel and two
other pledges were forcibly locked in the truck of a car and told to drink a
pint of bourbon, a bottle of wine and a six-pack of beer. After the pledges
had consumed the alcohol, they were left to fight cold temperatures in the
trunk of the car for forty minutes. The initiation rite was designed to
make them sick so they would vomit. Afterward, the pledges were brought
back inside to sleep off their drunkenness. At this point, one of the pledges
suffered cardiac arrest, another fell into alcoholic coma, and Mr. Stenzel
died of alcohol poisoning (Bryshun, 1997; Hornbuckle, 1988; Nuwer, 1990).
A similarly tragic event occurred on September 23, 2000, when a
seventeen-year-old athlete for the rugby team at the University of New
Brunswick almost died because of alcohol poisoning at a rookie party.
The team was promptly suspended between September 26 and October 2,
2000. And yet, on October 14 of the same year, in the same province, the
Mount St. Allison womens volleyball team was charged in connection
with an initiation party which saw rookies suck beer from condoms,
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Introduction xiii
peeing in stolen garbage buckets and nose-writing in cat food casserole

(MacIntyre, 2001).
In the United States, there have also been documented incidents involving
violence, including branding. Many black fraternities have been known,
for example, to brand their pledges with the Greek letter associated with
the respective fraternity. At Ball State University in Missouri in 1987, a
student went on record and described the experience of being branded:
Three seconds moreI wouldnt have gotten it ... I was losing my nerve
... The pain isnt intense. You just smell your skin burning and you hear it
crackling. To some, that might be enough to drive them crazy. You cant
move because theyll make a mistake. Once you move its hard to correct
the mistake (Nuwer, 1990: 210).
It should be noted that many of these incidents occur during orientation
week or Frosh Week, when first-year students are initiated. During one
opening week at the University of Saskatchewan campus, one man was
found dead at the bottom of an elevator shaft. There was little doubt
about the circumstances of his death since his body was found covered in
whipped cream and fire extinguisher fluid (Nuwer, 1990: 250).
Unfortunately, being covered with food and liquids does not appear to
be uncommon in hazing rituals. During a similar, though far less deadly,
Frosh Week at Queens University in Kingston, Ontario, first-year engin-
eering students were told to climb a greasy pole, below which was a moat
filled with raw sewage and animal parts. The first-year students task was
to capture a sacred tam-o-shanter at the top, while the audience chucked
vegetables at them (Macleans, January 30, 1995: 18).
HAZING IN THE HIGH-SCHOOL SETTING
Disturbingly, in an Alfred University study (1999), 48% of students who

belonged to groups reported being hazed back in high school. Hazing rituals
at the high-school level may set up and perpetuate the notion in students
and athletes that hazing is something very natural, that it is part of joining
any group. This mentality surely breeds a cycle. When hazing begins for an
individual in high school, or even in childhood, it may be more readily
accepted when the individual continues into college and university years.
The individual is not necessarily blind in this acceptance, but may come
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xiv MAKING THE TEAM
to believe unconsciously that hazing is part of joining any team or group,

that it is an important part of bonding. This kind of belief can be dangerous,
given that violent, demeaning, or sexualized behaviour may be an integral
part of the so-called bonding tradition.
Nuwer (1990) is an excellent resource for learning about hazing
behaviours. For example:
An early case of hazing in high school happened in 1905 when a thirteen-

year-old boy died of pneumonia after being hazed by his peers who
stuffed snow into his clothing.
In 1924, two girls from Brooklyn, New York, had Greek letters branded
into their foreheads with nitrate of silver. Sadly, the principals only
response was to say that the sorority that the girls were trying to join
had no affiliation with the high school.
A Loris High School initiate of the National Future Farmers of
America had to crawl under an electrified cattle fence while wet and
naked. In another case at the same school, initiates were forced to stick
bananas up their noses until they bled.
If 24% of varsity athletes surveyed reported being hazed in some fashion at

the high-school level, then the examples presented must be less exceptional
than they first appear. This percentage represents a significant number, and
its implication demands further attention.
HAZING IN MODERN SPORT
Many teams use not only sheer talent, speed, and intelligence to dominate
opponents, but also strength, intimidation, and rowdy play to achieve
desired victory. This same brutality may also be directed towards co-players
in certain instances. Hazing provides an example of how this occurs,
creating an environment of intimidation, real or perceived. Current
Toronto Maple Leaf President and former all-star goaltender for the
Montreal Canadiens, Ken Dryden, has recalled that the pressure of contin-
ually waiting to be hazed plagued him for many years after he joined the
team in 1971. Despite his tremendous success with the team (six Stanley
Cups in a nine-year span), Dryden was haunted by the ghosts of the past
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Introduction xv
ready to get him (Fifth estate, 1996). Mr. Dryden explained, I was always
afraid it was going to happen. I was always sure that when that next year
came around and the voices in the dressing room would start to gather and
start to say, I think we should get I think we should get that my
name would come up If I go through the other side of it, Im going to
feel so humiliated by it that I cant take it. Im going to go, Im going to
leave. Ill leave hockey (Fifth estate, 1996).
In both Olivers 1990 book The making of champions and Robinsons
1998 book Crossing the line, it is clear that hazing occurs in the minor
leagues as well. These books document that hazing rituals are a way of life,
and sometimes continue even after the dreaded rookie night or hell
night. Olivers book, recounting his experience researching the veteran
players of the 1989 WHL Saskatoon Blades, often alludes to hazing practices.
As Bryshun mentions in his thesis, although Oliver does not fully detail
any hazing ritual except one (Red Rover: a tug-of-war game where the
rookies penises are tied together with a single skate lace), his book suggests
that hazing was prevalent during much of the 1989 season (Bryshun,
1997). Oliver further details how veterans always had first-choice seating
during bus rides, as well as being served meals first, while the rookies had to
carry equipment and were usually debased by small, yet demeaning rituals
such as stooping to tie a veterans shoe when the veteran yelled shoe
check (Oliver, 1990).
CONCLUSION
Hazing has been a part of academia, religion, and many cultures for
generations. Here it has been shown that the early roots of hazing in the
educational institution existed for both academic and social reasons. Hazing
also has a deeper role in creating power structures wherein those at the top
instill a traditional sense of belonging in the weaker members. This tradi-
tion may include rough, humiliating, and demeaning treatment. In acade-
mia, practices such as these were established to rid a younger student of his
old life so that he could become part of a group which promised to place
him on the path to successso that he could be welcomed into his new
group.
Regardless of the intention of past initiations, athletic hazing practices
MTT Prelims 7/7/04 10:43 AM Page xvi
xvi MAKING THE TEAM
in current educational settings reveal retrogressive urges and behaviour.

In many cases, hazing rituals exploit peer pressure tactics in order to
confront, humiliate, and dominate outsiders. If Western hazing traditions
were to change, and if they were to cease segregation practices, the new
traditions might break down the hierarchical, often patriarchal structure
of the group.
By guiding neophytes into a new life rather than imposing power
structures on them, one could perhaps create groups based on equality and
fair play. Yet one thing remains certain: many groups practicing hazing
rituals believe they have valid reasons for continuing their traditions. Perhaps
they are correct in some instances, perhaps some of these rituals do
indeed play a part in the development of young adults in their culture. But
while the practice of violent hazing may be somewhat rare, the existence
of such violence requires further study and examination. More questions
should be asked.
REFERENCES
Bryshun, J. (1997). Hazing in sport: An exploratory study of veteran/rookie relations.
Unpublished masters thesis, University of Calgary, Calgary, Alberta, Canada.
Donnelly, P. and Young, K. (1988). The construction and confirmation of identity
in sport subcultures, Sociology of Sport Journal 5: 223240.
Dryden, K. (1983). The game. Toronto, ON: Macmillan.
Fifth Estate. (1996). Thin ice. Canadian Broadcasting Corporation, October 29.
MacIntyre, N. (2001). Trouble in the hen house, Argosy 16: 130.
Macleans Magazine. (January 30, 1995). The hell of hazing.
Nuwer, H. (1990). Broken pledges: The deadly rite of hazing. Atlanta: Longstreet
Press.
Oliver, R. (1990). The making of champions. Markham, ON: Penguin.
Robinson, L. (1998). Crossing the line: Sexual harassment and abuse in Canadas
national sport. Toronto: McClelland and Stewart.
Toohey, D.M. and Swann, C.P. (1985). A comparative study of North American
subcultures, Comparative Physical Education and Sport 3: 327334.
MTT pages 7/7/04 08:59 AM Page 1
CHAPTER 1
HazingA Story
Laura Robinson
Two years after my book Crossing the line: Violence and sexual assault in
Canadas national sport came out, I was sitting in my favorite caf in
Canmore, Alberta, before a morning ski. A woman came into the caf and
recognized me as the author of the book. She complimented me on the
book and told me how glad she was that I had written it. I thanked her,
chatted for a minute, and then went back to my bagel and newspaper. But
I soon felt as if someone were watching me. I looked up. The man at the
next table was trying to catch my attention.
What book did you write? he asked.
Oh, a book on hockey, I replied.
What kind of book on hockey? he asked back.
I dont usually like to reveal what Crossing the line is about because the
ensuing conversation normally takes up too much time, and on this
particular day I wanted to read the paper and go skiing. Its about junior
hockey, I told him.
Well, what about it? came the response.
I could feel the conversation evolving even if I didnt really want it to.
Its about sexual abuse in junior hockey, I said.
Oh, you mean about that coach in Saskatchewan who sexually abused
Sheldon Kennedy.
This is a standard statement I hear when I tell people what the book is
about, and I always make sure they understand that only two chapters are
about the Graham James case in Swift Current, Saskatchewan. Actually
1
2 MAKING THE TEAM
the Swift Current case is in there, but I was researching for several years
before that case hit the news, I said. Most of my case studies involved
alleged gang rape and initiations. I dont believe there are many hockey
coaches who are sexual predators like James, but I did find a lot of abuse
through team initiations.
Right, I know what you mean, he said.
I dont mean just unpleasant things like having your head shaved or being
made to do embarrassing things in public, I replied.I mean really hard-core
sado-masochistic torture of boys that is premeditated and ritualistic.
The fellow at the table next to me didnt miss a beat. I know, he
replied, I was in the American Marines.
And so went yet another typical conversation I have had with countless
men since Crossing the line came out: men who felt the need to speak to
me about their own experiences of sexual abuse, and may never even have
called it that until the quite unpleasant can of worms of male-on-male
sexual abuse was opened up in Canada in 1990.
A BRIEF HISTORY
This book is about initiation in sport, and this particular chapter will relay
some of the stories men told me about initiations once Crossing the line
was published. I believe that in order to understand where we are now, we
must look back on from where we have come. Sexually exploitative initi-
ations are a slice of the big picture and this picture, based on secrecy,
homophobia, and intimidation, keeps most athletes who have survived an
initiation quiet. The dirty secret is safely hidden. It is because initiations
are part of the whole experience of the athlete and part of the canvas on
which we paint our own sexualities that I will briefly look at the history of
the whole.
Since the womens movement of the 1960s, women have looked critically
at notions of sexuality, including the phenomenon of sexual assault, and
in so doing have sought to understand, examine, and heal their lives. But
in Canada, the sexual abuse of boys was not treated seriously by the media
until 1990, when abuse was disclosed at Mount Cashel, the boys home in
Newfoundland run by the Christian Brothers, and subsequently at
residential schools by Phil Fontaine, Grand Chief of the Assembly of
HazingA Story 3
Manitoba Chiefs at that time. Men were now speaking the unspeakable:
naming the pain and hurt that had so badly interrupted their sexual and
human journey.
In the fall of 1996, Sheldon Kennedy became the first high-profile male
athlete in Canada to address the issue publicly when he went to the police,
who eventually charged his junior hockey coach, Graham James, with 350
counts of sexual abuse. Because Kennedy went public and because he was an
NHL player, I believe he readied the sport community for more disclosures
about male-on-male sexual abuse.
However, two years before Kennedy came forward, another brave hock-
ey player went to the police in his community. He didnt play in the NHL,
but that doesnt mean his contribution to making sport a better place isnt
just as important. His name is Scott McLeod, and in 1993 he made the
Tilbury Hawks junior C hockey team. What he didnt imagine was that
making the team on his skill was not enough. One of the owners of the
team had the players over for a party before the season began. At the end of
that night, which became a nightmare, Scott walked sixteen kilometers
home in the pouring rain. Eventually, he went to the police and 135 sex
crime charges were laid against the owners, managers, coaches, trainers, and
senior players of the team. Theyd put the team through a little initia-
tiona few games, all in good fun, of course.
The Tilbury Hawk case became a case study in Crossing the line. What
I found interesting about the reaction to this case was the lack of it. Six
rookie players endured a night of sado-masochistic torture, but the Toronto
star only carried a small item on the sports page when the charges were
laid. In Chatham, where the trial was held, it was the court reporter, Bill
Currie, who covered the case, not a sportswriter. In fact, in the office of the
sports editor were citations and plaques from the local hockey association
thanking him for his great support.
Earlier that year, I had met at the Ottawa airport a member of the
Airborne Regiment who was just returning from Somalia. Later we would
hear about their initiationsinspired by ugly racism, murder, and horrible
acts of sexual assault. But when this soldier commenced his description of
what his unit liked to do for fun, which included beating one another to a
pulpafter all, someone had to be the cunt, he told me several times, I had
not heard of the Tilbury Hawks, nor had the Somalian Airborne scandal
occurred yet.
4 MAKING THE TEAM
THE JOURNEY CALLED CROSSING THE LINE
While researching and writing Crossing the line, I thought of this soldier
frequently. Over and over again I heard the same theme repeated in hockey,
though perhaps not quite so directly. Someone had to be the cunt, the
bitch, the girl, the fill-in female whom the real men could penetrate, either
literally or symbolically. A rookie player is the best choice, because as Scott
McLeod learned, making the team on skill isnt what the Boys Club is
really about. At the end of the initiation, any soft, empathetic, or slightly
female side of a male has been cleansed through this theatre of violent
masculinity. He emerges as a dutiful killing machine: a man who does
what hes told by his superiors and does not question the intent or the
ethic. The rookie has entered the world of male violence and aggressive team
sport where he is constantly reminded that even the symbolic presence of
women is to be denigrated. Youre my bitch for the week, the new player on
the team would be told by a senior player when he first joins the team.
Ethnographer Michel Robidoux, in his 2001 book, Men at play: A working
understanding of professional hockey, notes that if a player does something
as simple as bring back a take-out lunch for another player when he goes
out to get his own, he is referred to in female terms. Thanks, bitch, the
other player responds when handed lunch. Any act of so-called servitude
is seen not only as female, but as female in a derogatory way. Women
arent seen as anything but a negative force in these all-male institutions.
The anecdotes Robidoux reported in his book were similar to what I
found during my book tour for Crossing the line in 1998, though I was not
restricted by the ethical considerations by which academics must abide. If
someone started telling me a story, I didnt need to let them know that I
was gathering data on the subject matter and that, while their identity
would remain anonymous, their story might be chronicled. In many ways, as
journalists, if we just listen and let other people fill the empty airspace, we
can find out anything we could possibly want to knowand often, things we
do not. In addition to the more fluid role journalists are afforded, is the
advantage I believe women journalists and researchers have in this area.
We do not represent the world that hurt most sexual abuse survivors. We
are not representative of maleness, but instead are often seen, if we act
with honesty, integrity, and empathy, as coming from the world that the
hurt boy, who is now a man, once knew.
HazingA Story 5
But the presence of women does not guarantee the safety of children.
Unfortunately, we have seen evidence of women failing to act with the values
for which women are traditionally known. Recently, in Edmonton, Alberta,
two hockey coaches were suspended for a year on two separate occasions
when they pulled their teams off the ice after they determined that the
play was endangering their players. They were exercising duty of care, an
ethical concept that they are legally responsible to exercise as adults in
positions of power. The coaches were acting in loco parentis; in other
words, as local parents trying to ensure the well-being of the children for
whom they were responsible. The president of the Edmonton Minor
Hockey Association, Charlene Davis, toed the party line and declared that
coaches couldnt possibly be responsible for the safety of all their athletes.
While this parroting of males values is not pervasive amongst women who
have achieved positions of power in traditionally male establishments, it
is very troubling. The womens liberation movement is not about straight-
jacketing ourselves into maleness. Men and women must work together
and bring a new set of values that challenge accepted norms.
Fathers of hockey players contacted me after they read Crossing the line
to let me know about their own battles with hockey associations when
they tried to address the legacy of initiations in their sons hockey career,
and how frustrated they were with the associations lack of action. Every
time a hockey player came forward with a story of abuse, the association
couched it as an isolated incident. The perpetrators came from outside of
hockey, not from within its charmed circle. The following story, relayed to
me by an athlete who played in both the CHL and the NHL, belies this myth.
In 1999, when I spoke at Queens University in Kingston, a fourth-year
physical education student was most interested in meeting with me. He had
played in the WHL and went on to a professional career in the NHL, but
didnt want to pursue what is seen as a dream life by so many Canadians
boys. He pursued sport sociology instead, and had read Crossing the line.
He shook my hand when I arrived and thanked me for my honesty. The
book would have been worse if Id written it, he said and proceeded to tell
me about the initiations of the Kamloops Blazers, his team in the WHL.
They made us strip on a road trip in the bus and put us in the sweat-
box, he said referring to the tiny bathroom at the back of buses. One at
a time we had to walk down the aisle with our hands behind our heads,
stop in front of every player and let them hit our genitals with whatever
6 MAKING THE TEAM
object they felt like using. I was a pretty quiet guy, not in your face, so I
didnt get it bad, but there was one guy who was a real loudmouth. They
could use anythingcoat hangers, cassette cases. They made him bleed.
We had to go all the way to the front of the bus. Thats where the coach
was, and he was laughing. Now he coaches in the NHL.
This player lived at home and believed his parents would have supported
him if hed spoken out. They werent typical hockey parents, pushing their
son in order to bask in his glory. But to that day he hadnt told them. There
is such a taboo about going against the team that even a player with
supportive parents, who is not wedded to the hockey dream himself, didnt
tell. Eventually, though, he did write his fourth-year major paper on
initiations in hockey.
There may be great pressure to keep the secret, but as we allow for
honesty and create a supportive climate, there is often a more overwhelming
need to disclose. In the fall of 1998 I was on the evening FAN radio talk
show discussing Crossing the line. A caller phoned in with a dilemma that
was causing him great pain. His cousins son had made a junior hockey
team, he said, but he didnt know how to tell him what was in store for him.
What do you mean, what is in store for him? the host asked.
I played junior hockey. I mean the initiations, he said.They told me we
were having a team party and to be at this guys address at a certain time. I
showed up and right from the front door they dragged me and pushed me
downstairs. They told me to take all my clothes off and if I didnt, theyd do
stuff to me that was even worse than if I cooperated. I did what they wanted
and it was really horrible. I dont know how to tell my cousins son about it.
The caller was very emotional, and I asked him if he had told anyone
about what had happened to him. No, he said, not even my dad, but I
am now because I know hes listening.
The evening turned out to be emotional for everyone. Another father,
one whose sons story was chronicled in Crossing the line, called in to give
support. It soon became clear to me that, just like women, men all over the
world were walking wounded. But unlike women, who have spent the last
four decades talking about their wounds and creating spaces in which they
can heal and move on, men, until very recently, have stoically suffered in
silence. As I mentioned above, it is the secrecy created by the pseudo-
religious mystique of the locker room, homophobia, and intimidation
that has kept men in sport silent for so long.
HazingA Story 7
Intimidation, both on and off the ice, plays a crucial role in keeping
players quiet about initiations and other forms of abuse. In his 1998 book,
Real boys: Rescuing our sons from the myths of boyhood, American clinical
psychologist William Pollack argues that boys are raised to understand
intimidation as a way of helping them become real men. He gives an
example of how boys learn at such a young age to submit to intimidation,
and consequently receive positive feedback for their submissiveness:
Dougs five-year-old Tommy was skating at his daughters mainly
female skating class. He was unsteady on his feet, and his knee started to
bleed after his fourth tumble. Pollack observes that Tommy sought his
fathers solace, near the visitors gallery. No more today, Dad, Tommy
pleaded, My knee really hurts!
Nah that doesnt hurt too much, his dad replied. Cmon, keep
going. Youre not going to let a bunch of girls beat you out of the com-
petition are you?
Later on, Tommy gets inadvertently smashed between two teenage girls,
but still his father insists he continue. A year passes. When Pollack sees
Tommy again, he is playing hockey: As Tommy maneuvered the puck
toward the opposing teams goal, three much larger boys rammed into
him from all angles. When Tommy began to lose his balance, one of the
boys helped him finish the fall, shoving little Tommy onto the ice.
Tommy has learned by now how to submit to pain and to the perform-
ance expected by his father. Pollack writes, His skating now significantly
improved, Tommy raced after the opponents with abandon. As he
approached the kid who had pushed him, Tommy skated even faster.
When their two bodies collided almost head-on, his opponent went flying
against the side board with a forceful bang.
Thatta boy! yelled Tommys father, and gave him a two-fist salute
(Pollack, 1998: 28688).
Unfortunately, this is a familiar story, played out on every rink in every
community across North America. Boys, desperate for the approval of their
fathers and later, father figures such as coaches and team managers, submit
to intimidation that runs from subtle to violent. Subtle intimidation occurs
when someone taunts boys, to get them to do something about which they
may be hesitant. In sport the taunts are most often the kind Tommys
father used. They compare boys and men to girls, women, and fags, and
ask the boy if perhaps he has switched into a different category of sexuality,
8 MAKING THE TEAM
simply because of his hesitation. Because sport, particularly aggressive

male team sport, is so misogynistic and homophobic, the boy risks being
seen as not a man if he doesnt do what is requested of him.
This breaking down of the autonomy of self takes place over years, and
is combined with much worse intimidation. One junior team on which I
reported told their rookie players if they didnt submit to the initiation,
part of which involved skating with marshmallows in their rectums and
after practice shitting them out and eating them, they would have much
worse done to them during the season. Again, the autonomous institution
of the team and management of the team virtually assured compliance.
Even the team doctorsomeone the boys should be able to go to in
confidence about the behaviour of teammateswas also a major owner
of the team, which is a clear conflict of interest. A doctors responsibility
is to ensure the good health of people at all times, at all costs. An owner of
a hockey teams responsibility is to put a product out there that doesnt
just win on the ice, but wins with the public too. He has a vested interest
in keeping dirty secrets hidden.
As players come of age in junior hockey, their own fathers are replaced by
other important father figures, such as coaches, owners, general managers,
and those high up in hockey administration. In the case of the Guelph
Storm, another team I investigated for Crossing the line, the principal of the
school most of the players attended was also the president of the hockey club.
When a girl went to the police about a gang rape she alleged the team
committed against her, she also felt the need to switch schools. In her eyes,
she could not trust the educational institution she attended when the
administration had such a strong affiliation with the hockey club.
Whether it was a player who wanted to report an initiation to a coach, or
a girl who wanted to continue her education in an unbiased environment,
this hierarchy of men, who have powerful and insidious ways of affecting
a young persons future, act as the gate-keepers in this intimidation game.
An athlete could not comfortably speak out against the traditions of
initiation any more than a girl could about rape by one of their boys. What
is important to realize is that it is the perception of the young person that
counts in these cases. Both men, the principal and the coach in this
instance, can act in a professional manner and not exploit their positions;
however, if a young person feels vulnerable and unable to disclose
information, then harm has been done. It is for this reason that there are
HazingA Story 9
conflict-of-interest rules. If team doctors do not become owners of teams,

and school principals do not become team presidents, young people, both
on the team and those who come in contact with the team, may more
readily disclose distressful information involving the team.
The intimidation used by the players on the ice is much more straight-
forward and easier to understand: do as I say or pay the consequences for
the rest of the season. While the ice can be used as a stage for public inti-
midation, initiations are within the team, and in public, the team must
appear to be a cohesive unit. Intimidation must remain in the locker room,
and in what sport sociologist Dr. Steven Ortiz of Oregon State calls the
mobile total institution as the team moves from arena to arena. The town
may change, but the locker room remains the same. Breaking secrecy codes
is tantamount to treason, and with only one exit that is easily blocked, the
locker room provides the perfect setting for coercion and intimidation.
Ortiz also argues that the locker-room code is so mobile that other sites
can be substituted for the locker room, as long as members of the team are
present. This is why so many of the alleged gang rapes and initiations in
Crossing the line happened in basements, and why garages and buses could
also be utilized for initiations. All three locations can easily trap an
unsuspecting player or fan, who can exercise little recourse through their
physical environment.
The other phenomenon people brought to my attention was the com-
monplaceness of the rape and gang rape of girls and young women by
junior hockey players. The very first story that tweaked my interest in
sexual abuse in junior hockey had been an alleged gang rape case in Swift
Current, Saskatchewan, in 1989. Once I had investigated it, I had to find
out if Swift Current was a particularly sick place or if there was a rape
culture in junior hockey. After finishing the research for Crossing the line,
I realized that junior hockey has a rape culture, and that Swift Current was
a troubled community. After listening to the stories of both rape and ini-
tiations in hockey, I now believe the two are inextricably tangled up
together in a dangerous and symbiotic relationship. I will address this
relationship later on in this chapter, but for now I would like to give an
example of the blas attitude people steeped in junior hockey culture have
towards both.
One male journalist, disgusted with a reprehensible sexual act that he
witnessed, failed to intervene in defense of the girl who was victimized by
10 MAKING THE TEAM
the actions. Nor did he tell the players that the way they were treating her
was reprehensible. There was an acceptance of such behaviour and an
expectation that it exists as part of the male sport culture. Similarly, there
was a belief in the inevitability of perverse acts in initiations.
I remember driving to a northern community with another ski instructor,
a young man who was barely twenty. He told me about his involvement in
sport, and that he had dropped out of midget rec hockey and was lucky he
had found skiing. Why did you drop out of hockey? I asked.
I dont know, he said, they just werent very nice.
What wasnt nice?
I didnt like what they made me do.
What did they make you do?
Oh nothing really, but I had to take my clothes off at a party and they
shaved me. You know, they shaved my genitals. I just didnt feel like sticking
around any more.
That sounds pretty bad.
I didnt care. I just didnt feel like playing.
I waited for a while and he didnt offer anything more.
That was a sexual assault that occurred, I said.
No, it wasnt, he replied. It was at a party.
On the way to the party did you say to yourself, gee I hope someone
makes me get undressed and then shaves my genitals?
No, I thought it was sick, he said. I never thought about it again until
now. Ya, I couldnt believe they wanted to do it, but we were drinking, so
I went along, but I didnt want to play after that.
And so my conversations with boys and young men went, and continued.
The more I heard stories like these, the more five areas of research became
apparent. First of all, there is a secret, sad, and very disturbing culture in
hockey, and probably in other sports as well, that is much larger than I had
imagined while researching and writing Crossing the line. Secondly, the
correlation between gang rapes and initiations needs much more
investigation. Thirdly, in this line, we must also investigate the relation-
ship between male privilege in sport and the rape of girls and women by
male sport teams. What relationship is there between keeping hockey
predominantly male (by allocating ice-time, coaching staff, programs,
arena budgets, and media attention mainly to them), and those privileged
players practice of initiation rituals and gang rapes? Fourthly, there are
HazingA Story 11
millions of men who have survived sports teams, the military, private
boys schools, gangs, and religious institutions all over the world who have
terrible memories of initiations and rapes in which they were either the
perpetrator, the victim, or both, and virtually none had any professional
counseling. Finally, despite the terrible nature of these actions, for the
most part, the men and boys who reported them to me did so with com-
plete nonchalance. I believe such acts are seen as acceptable behaviour in
the never-ending quest to prove masculinity in the twisted subcultures of
hockey and other hypermasculine institutions. What happens to the psy-
che, particularly the sexual psyche, of massive numbers of boys and men
who normalize sexually degrading, violent, humiliating actions?
Id like to go through these areas one by one to better explain why I
believe much more research is necessary. Outsiders to junior hockey are
often shocked by the behaviour of players and coaches. There is a very
different ethos on the bus, in the locker room, and at parties than there is
at official team and league functions where the players act in extraordinarily
polite ways, knowing the teams PR man is watching. Let me say as well
that not all players have this inside/outside behaviour. There are many
who are fine boys and young men until their loyalty to the team is tested.
One must not forget, for instance, that of the 26 players on the Swift Current
Broncos in 1994 who knew that coach Graham James was assaulting at
least one of their teammates, only two stood up and would not play for
James. Darren McLean and Kevin Powell categorically refused to play if
James was the coach, while every single other player agreed to play, despite
knowledge of his criminal behaviour. I also recall the case study I did in
Crossing the line on the Tilbury Hawks Junior C team. Six rookie players
were initiated at a team owners house. The initiation included several
sado-masochistic games the boys were to play with each other while the
owners, coaches, trainers, manager, and senior players sat in a semi-circle
and watched them. The rookie players, all of whom were underage, were
made to drink copious amounts of alcohol as well.
After one of the rookie players, Scott McLeod, went to the police about
the initiations, 135 sex crime charges were laid. But of the six players only
McLeod and one other player would cooperate with police. The other four
were described by Crown Attorney Paul Bailey as hostile witnesses, who
said that they willingly allowed grown men to sit nude on their faces and
were happy to drink beer that had had penises dipped in it. This assault
12 MAKING THE TEAM
was also premeditated. The garage into which the boys were brought was
set up with a semi-circle of chairs and the equipment needed for the
games they were going to play. At one point as Bailey prepared for the
case, a senior lawyer from the region called him and asked him what the
big deal was. It was only a hockey initiation, he said, not a criminal act.
Even the best-laid physical plans, such as those of the Tilbury Hawks,
wont have any long-term success if there isnt an emotional threat. The
fear of homosexuality permeates male team sports even more than other
aspects of our culture. In his book, Dont tell: The sexual abuse of young
boys, counselor Michel Forais argues that boys learn there is only one kind
of man, and unless they take the correct path to that manhood, they will
never be men. A man, says Forais, is in charge; therefore, when a boy finds
himself being abused, he is obviously not masculine material. He is still
just a child because it is he who plays the submissive role. This is the first
way in which he feels shame. But, if he is not a man, then who is he? The
only people who are penetrated (I use this word literally and symbolically)
by men are women and gays. The other edge of the homophobia sword is
misogyny, which is particularly vicious in male team sport where being a
girl is greatly feared.
Misogynistic logic is used in military initiations, as soldiers not only
physically penetrate new recruits in some instances, but like junior hockey
players, refer to rookies as girls who need to have their curls cut off and
have had abortions. (Robinson, 1998: 93). Most recently, the Canadian
Forces Base in Winnipeg was investigated after soldiers who were suffering
from Post Traumatic Stress Syndrome from duty in the Middle East,
Afghanistan, or Kosovo tried to get help on the base. In the annual parade
the base hosts, these men were depicted as women/transsexuals who were
imprisoned in a pink cage on a float that had the initials CT on it. Going
to the other side of the base to see a counselor was known as getting on
the CT or Crazy Train. These symbols were further entrenched in miso-
gynistic symbolism by the other meaning of CT, which is Cock Tease. Any
admission of weakness, or evidence that a soldiers life is anything but
exemplary, is retaliated against in the private/public environment of the
base. Pain is not acknowledged and those who mention it are ostracized
and feminized in sport and the military.
This fear silences almost all victims in initiations and other forms of
sexual abuse. The paradox of homophobia in male sport, particularly
HazingA Story 13
male team sport, is that it is manifested in a highly homoerotic culture.

This is a culture that worships the young, male body for its physical
prowess. As I mentioned above, men buy, sell, and trade boys and young
men in junior hockey for these qualities. Many would argue that the only
difference between junior hockey and the boy stroll of any city is that in
hockey, a vicarious sexuality is being sold, while on the stroll, its quite
clearboys are being sold to men for physical sex.
While covering the preliminary hearing that investigated the initiation
rituals of the Tilbury Hawks, I observed the owners, managers, trainers,
and coaches of the team during Scott McLeods testimony in the
Chatham, Ontario courtroom. Before the hearing began, each man
walked into the room with his wife walking dutifully behind him. Given
that these were male-on-male sexual abuse charges, it was important, even
before the first oath was taken, that the men establish traditional hetero-
sexuality. A woman needed to be present, but she also had to play a
subservient role. She could not be acting as a lawyer for the defendants, or
be a fellow hockey coach. The women who belong to these men can only
be wives, and wives who are willing to walk and sit behind their men.
While Scott gave his testimony, I watched the hockey men. They started
to inch up in their seats, and before long, as Scott gave details about how
one of them put on surgical gloves to insert marshmallows in the boys
rectums, their faces broke into grins, and they sat on the edge of their
seats. It appeared that they were very excited over Scotts descriptions.
When we find an ethos that represses sexuality and sees sexuality
particularly female sexuality (as mentioned above, the rookies are the
designated females for the night) as dirtywe find deeply entrenched and
highly secretive sexual abuse. When men have inordinate amounts of
power in cultures that define masculinity in terms of power, intimidation,
and traditional heterosexuality, we find multi-layered webs of denial and
cover-ups. We set up a perfect example of how a rape culture flourishes.
I believe there is a relationship between the alleged initiations I
researched and the alleged gang rapes I also investigated in junior hockey.
All the aspects of a culture that allow initiations to flourish, many of
which are manifested through rape, allow gang rape to occur. In Novem-
ber 2002, I delivered a paper on my research in junior hockey to the Play
the game conference in Copenhagen, Denmark. The conference was for
media professionals in a globalized sport world, and the theme was, Who
14 MAKING THE TEAM
has the power? I spoke about the difficulties involved not only in writing
about such deep pain in young people, but also in coming up against the
power machine in Canada that protects, at all costs, the public image of
hockey. Afterwards, men from African countries and from the former
Yugoslavia spoke with me. During war, they had seen gang rapes because
soldiers considered womens bodies as part of the property they seized. But
they hadnt spoken about it, they said, until I talked about Canadian hockey.
What happens when the initiation rituals or the locker-room practices
are examined with womens eyes? We question everything that has
normally been taken for granted. This is not because, as I mentioned
earlier, we are superior moral beings compared to men, but because the
culture of women is profoundly different than that of men.
I have been an athlete since 1972 in sports that have traditionally been
seen as male. Bicycle racing has long and chauvinistic roots in Europe, as
does rowing, which has even longer, and far more elitist roots. Cycling did
not become an event for women at the Olympics until 1984, while
womens rowing first appeared in 1976. The Argonaut Rowing Club in
Toronto did not open its doors to women until 1981, and womens cycling
is still very much a poor cousin to mens cycling in elite racing. My winter
sport of Nordic skiing was probably the only sport of the three in which I
competed that had any historical models of egalitarianism. Still, for all the
macho culture to which women athletes in these sports were exposed, we
did not adopt the male cultural values associated with the locker room.
Never have I been in a womens locker room, either as an athlete or
journalist, and witnessed anything close to the typical posturing and
promenading that is exhibited in mens locker rooms inhabited by
competitive team sport athletes.
As a sports journalist, I am frequently amazed at what my male
colleagues do not see. While I have always felt at home covering Nordic
skiing or any sport at the Summer Olympics, when I enter the hockey
arena, I feel like an outsider. As I walk down the Hall of Famethe foyer
and hallway of virtually every Canadian hockey arenaI see trophies,
plaques, banners, and photos that commemorate the history of the white
males who play this sport. This is a rather exclusive depiction of history,
considering they make up a minority of the population. There are so few
hours of ice-time given to womens and girls teams that I have only once
walked into an arena and unexpectedly seen females on the ice. It is an
HazingA Story 15
atmosphere that does not reflect women or womens values.

In 1993, when I covered the Memorial Cup in Sault Saint Marie
because the Sault Greyhounds star player was up on a sexual assault
charge, I watched, not the players, but the girls and young women in the
stands and hallways after the home team won the championship. While
my male colleagues interviewed the winning young men, I saw the angry
sizing-up that was going on between the girls in the hallways. On the one
hand were the players hometown girlfriends who stood in the corridors
that led to the locker rooms. On the other were the girls in the stands who
did not have this coveted status. Girlfriends, who had traveled from the
players hometowns to the Sault, and local girls, who hoped for girlfriend
status, knew they were in competition for the attention of these star athletes.
They shot nasty bolts at one another because all wondered the same thing:
would the star player take his hometown girlfriend to the celebrations, or
arrange to meet secretly later with the girl hed been having sex with while
playing for the Greyhounds? Or would he choose a new girl altogether if
she was lucky enough to catch his eye on this very important night? Like
their boyfriends on the team who need to catch the eye of the NHL scout
watching their game and to play aggressively enough to win his attention,
so these girls must learn how to catch the eye of the hockey player. Because
of the gendered nature of relationships in the arena, boys dont gain
points unless they are aggressive on ice, while girls must stay off the ice to
gain points and transform themselves into whatever it is they believe male
hockey players want. These games of sexuality, whether they are about
proving masculinity through aggression on ice, in the locker room
afterwards, or about proving femininity by waiting patiently until men are
finished performing, are the most fundamental story of Canadian hockey.
For whatever reason, male journalists either do not see these sexual games,
or these games are so deeply entrenched in the gendered nature of sport
themselves that journalists cant step back to critically examine what is
before them, as journalists are supposed to do.
What does this lack of vision have to do with initiations in hockey?
First of all, as stated earlier, just as women are not genetically predisposed
to having higher morals than males, not all men wear blinders. It is
important to note that male journalists outside of the sporting arena have
written insightful critiques of the hockey culture. During the Tilbury
Hawks case, Bill Currie of the Chatham daily news wrote extensively and
16 MAKING THE TEAM
intelligently about what the story was really about. Meanwhile, the sports
section of the newspaper barely acknowledged the scandal, though the
editor at the time proudly displayed, in his office, the plaque the local
hockey association had given him for his great support. He also argued
once that marshmallows were not fully inserted into the boys rectums,
but rather, just between the cheeks.
In the January 1998 edition of Harpers magazine, Canadian writer Guy
Lawson wrote of the Flin Flon Bombers, a provincial level junior hockey
team. In Hockey Nights: The tough skate through junior-league life,
Lawson looks at the rough and difficult life of a northern town, and the
equally rough hockey played in that town. Unlike most Canadian sports
writers, he generally stays away from romanticizing the game and players,
and writes about one player who must testify soon against two friends in
Regina who are up on sexual assault and murder charges. A letter to the
editor from a resident of Flin Flon gives a good example of what Canadians
normally expect from media coverage of hockey:
Guy Lawsons article about hockey in Flin Flon had nothing to do

with hockey and our tremendous love and appreciation for the
sport. His portrayal made our town look horrible. Where does
Lawson get off talking about LSD, prostitution, and other things that
have nothing to do with hockey? Flin Flon is very famous for hockey,
yet there is very little about it in the article. I suspect that Lawson is
not even a hockey fan.
Georgina Switzer, Flin Flon, Manitoba
While Lawson ruffled feathers in Flin Flon, another letter from a former
junior player in April 1998 gives us an idea of what Lawson may have
missed. I will let the former junior player end this chapter in his own words:
Like Lawson, I played hockey (in British Columbia) before I gave up

on the narrow road to the Canadian male mecca, a professional
career in hockey. Whats noticeably absent from Lawsons account,
however, is any mention of the secret sadistic rituals of rookie
initiation. Perhaps Lawson didnt stick around in Flin Flon long
enough to witness it, or maybe it is less prevalent nowadays, but I am
inclined to think that he simply didnt get the whole story.
HazingA Story 17
When I was playing in the early 1980s, the brutality perpetrated

in ones own dressing room rivaled what Lawson describes on the
ice. For example, after a practice it was not unusual to find a rookie
player suddenly and violently subdued, stripped naked, and taped to
a crucifix made of hockey sticks. He might then have his eyebrows,
head, chest, legs, armpits, and pubic hair shaved so indelicately that
it left him bleeding. Players in this prone position were spit and pissed
on, spray-painted, and threatened with shit. Heet, an ointment for
aching muscles, was ludicrously applied to their testicles, which after
being shaved is nothing short of torture.
On one occasion, I saw a smoking cigar pushed into the rectum
of a player (probings with the butt end of a stick were not unusual);
and on another, a hot-water enema was crudely administered using
a water bottle. The player, who fought this invasion valiantly, was
badly scalded but at least his bowels were spared.
Finally, there was the cracker race. Run like a conventional relay
race, the naked rookies were organized into teams and an obstacle
course established. The baton in this instance, however, was a Ritz
cracker that was inserted in the cleft of one players sweaty ass and
handed off, after running the course, by removing it with ones lips
and inserting it into ones own sweaty ass. Breaking or dropping the
cracker during the race resulted in the horror of having to eat it and
start over. Losing the race meant eating the other teams cracker.
My guess is that Lawson experienced some form of this abuse
when he played, and that it went on in Flin Flon as well. If not, then
bleak as Canadian junior hockey seems, it reflects an improvement
over what it was a few years ago.
Robert Giannetto, New York City
REFERENCES
Forais, M. (2002). Dont tell: The sexual abuse of young boys. Montreal: McGill-
Queens University Press.
Lawson, G. (January 1998). Letters to the Editor, Harpers magazine 296(155).
Pollack, W. (1998). Rescuing our sons from the myths of boyhood. New York: Random
House.
18 MAKING THE TEAM
Robidoux, M. (2001). Men at play: A working understanding of professional hockey.

Montreal: McGill-Queens University Press.
Robinson, L. (1998). Crossing the line: Violence and sexual assault in Canadas
CHAPTER 2
HazingWhat the Law Says

R. Brian Crow and Dennis R. Phillips
The purpose of this chapter is to address the legal implications of hazing in

athletics, U.S. statutory laws, successful and unsuccessful prosecution and
defenses for hazing, and outline specific anti-hazing policies in force in
some sport settings. Secondarily, the authors will examine the prevalence of
hazing in sport while highlighting specific recent media coverage.
SCOPE OF HAZING IN ATHLETICS
The prevalence of hazing in athletics is difficult to accurately document for

several reasons. Foremost among them is the reticence of both victims and
perpetrators of hazing to acknowledge their participation and role in the
activity. Another factor leading to the possible under-representation of
athletic hazing incidents is that student-athletes, coaches, and administrators
seem to not fully comprehend the broad definition of hazing and its con-
sequences (Hoover, 1999).
Hazing has become an almost routine occurrence on college and
university campuses. It is most frequently associated with fraternal
organizations as a ritual part of the membership process. However, in
recent years, the media has covered widespread hazing incidents involving
athletic teams at both the high school and college levels. The amount of
hazing in recreation and sport is unknown, however, due to the probable
large number of unreported cases. Regardless of the total number of
19
20 MAKING THE TEAM
incidents, the amount reported has grown dramatically during the past
twenty years. The seriousness of the physical and emotional harm has led
law officials to prosecute involved student-athletes, and to hold accountable
school administrators and coaches for the safety of those entrusted to
them in school activities. Prosecution is most often based on state anti-
hazing statutes that vary greatly in definition, degree, and scope of penalty.
Statutes differ from state to state in their definition of what constitutes
hazing actions. They frequently differ in classification of crime and in the
degree of severity associated with the criminal action. They also carry a
diverse course of punitive and management action for the perpetrators,
and compensation and recourse for the victims. Athletic hazing can involve
benign initiation-rite activities which have rookie members perform
mundane chores such as cleaning locker rooms, carrying equipment bags,
collecting food trays following team meals, and singing team fight
songs. Hazing can also involve such dangerous and illegal activities as
binge drinking, sexual harassment and abuse, kidnapping, and infliction
of pain and torture.
MEDIA COVERAGE
Hazing in sport has received widespread media attention since the late
1990s. Although evidence shows that athletic hazing has been practiced
for decades (www.hazing.hanknuwer.com), only recently has mainstream
U.S. media begun publicizing many of the incidents. For example, in 2002,
Home Box Offices Real sports with Bryant Gumbel presented a story about
athletic hazing that received national acclaim (HBO, July 23, 2002). ESPN,
in 2000, developed a five-part series (April 1014) for its highly acclaimed
news series Outside the lines, examining initiation activities in sport and
offering suggestions for when these activities get out of control and
become hazing (www.espn.go.com/otl/hazing/monday.html). In addition,
Cable News Network (CNN) and the American Broadcasting Company
(ABC) have both aired stories about the atrocities of hazing in athletics.
The academic literature has been relatively silent regarding hazing in
sport, with the recent exception of two law review articles (Rosner and
Crow, 2002; Crow and Rosner, 2002) and work in Canada by Findlay
(1998). Hank Nuwer, an anti-hazing advocate and author of several books
HazingWhat the Law Says 21
on hazing, has devoted a portion of the revenue from some of his work to
stopping hazing in athletics. Nuwer has also developed a website
(www.stophazing.org) dedicated to the dissemination of information about
the consequences of hazing in a variety of settings (academic, military,
fraternity and sorority, and athletic).
U.S. HAZING LAWS
Most hazing incidents in the United States involve civil rather than criminal
charges. Victims often sue the perpetrators, the school district, and its
employees under various state and federal statutes (Rosner and Crow, 2002).
State Statutes
Prosecutors face many difficulties in charging those accused of illegal
hazing. One is the definition of the activity. An overly broad definition may
encompass relatively harmless activities that might not warrant the
necessary time and expense to prosecute. A too narrow definition might
handcuff prosecutors in their pursuit of justice. Some definitions only
apply to institutions of higher education and exclude secondary schools,
while others exclude athletic teams. Still others allow only for hazing during
pre-initiation or actual initiation activities, and do not cover post-initiation
events. These concerns are also addressed later in the discussion about anti-
hazing policy development. Some state law definitions consider the amount of
physical injury to be a determinant of actual hazing (Crouch, 1995).
There are a variety of activities specifically listed in the state statutes
that point to the difficulty in writing a comprehensive law that effectively
deals with the entire problem. Texas statutes on hazing are the most
complete, detailed, and lengthy, with separate divisions for personal and
organizational hazing and definition of pledging. The New York statute is
the shortest, with the description but two sentences in length. Reviewing
each statute also points out the lack of uniformity in the wording of various
state laws. For example, the Arkansas statute lists such actions as threatening,
disgrace, striking, beating, bruising, maiming, and causing feelings of
guilt. California law includes personal degradation and physical or mental
harm. Connecticut and Idaho provisions include nudity, obscene or
22 MAKING THE TEAM
indecent exposure involved in hazing activities. Delaware lists destruction

of private or public property, whipping, branding, and forced calisthenics.
Utah law addresses such prohibited student conduct as profanity, substance
abuse, assault, cruelty to animals, and electrical shock. North Carolina
anti-hazing activities include scolding, frightening, and abusive tricks.
Some states, such as Idaho, include forced transportation and abandonment
in its list of illegal activities. Colorado and several other states add forced
consumption of food, beverage, medication, and controlled substances, as
well as sleep, food or fluid deprivation.
Consent is an issue in many states as a determinant of whether hazing
has indeed taken place. In some states, a victims consent or voluntary
participation can be used as a defense. However, in over twenty-five states,
the laws are specifically written so that the victims implied or expressed
consent to be involved in initiation activities may not be used as a defense
by the accused (Rosner and Crow, 2002). Legislators apparently believe
that victims are often unaware of the activities in which they will be forced
to engage, and/or often succumb to intense peer pressure. For a complete
discussion of state hazing statutes, see www.stophazing.org/laws.
Penalties and Punishment

The majority of states classify illegal hazing as a Misdemeanor of various
degree listed as either A, B, C, or 1st, 2nd, or 3rd. The difference is
usually predicated upon such factors as the amount of physical harm,
whether a vehicle was involved, whether animals were used and abused,
and/or whether the activity was reported by supervisory personnel or not.
Activities that fall under the more serious levels of misdemeanor illegality
(A, or 1st degree) are, in turn, raised to the level of felony classification
if the situation involved more serious injuries, death, or use of a dangerous
weapon. Penalties become more severe as the level of misdemeanor or
felony increase.
Anti-hazing laws provide for a wide range of punishments. The penalties
vary as widely from state to state as do the definition and list of activities
that constitute illegal hazing. The lack of uniformity in statutory provisions
among various states is reflected in monetary fines ranging from $0 to
$10,000. Delaware and Florida, for example, have no defined limits for
fines. Jail sentencing guidelines also vary widely from ten days up to a year.
Louisiana has the lightest fine guidelines of $10 to $100 and ten to thirty days
of incarceration; however, if the incident occurs in a university setting, the
perpetrator faces expulsion for at least one school term. Nebraska allows for
the stiffest fines of up to $10,000 for a Class II Misdemeanor. Vermont law
has a tort limit of $5,000 for civil cases. The most common punishment,
however, is a $1,000 fine, three to twelve months of incarceration, or both
(Crow, 2001).
Management Provisions and Discipline

Anti-hazing laws also contain management standards that provide penalties
for organizations that support hazing, fail to educate about or develop
policies against hazing, or are negligent in the supervision of activities
involving those they are legally bound to protect and oversee. Alabama
and Washington laws provide for scholarship, awards, and entitlement
and grant funding to be forfeited if activities are allowed to exist. Arizona,
Delaware, Kentucky, Missouri, Minnesota, Tennessee, and other states
require universities and school districts to develop written guidelines and
policies for defining, identifying, reporting, and punishing hazing. The dis-
cipline usually involves suspension, expulsion, withholding of diplomas,
and reporting any criminal incidents to local law enforcement authorities.
Arizona and Texas laws specify that teachers and staff will be subject to
discipline for condoning or failing to report incidents of hazing.
Federal Laws Used to Prosecute Hazing

Federal Constitutional Law precepts are occasionally used in the prosecution
of hazing incidents. Deprivation of individual rights is an argument used
against school districts to obtain monetary or injunctive relief under 42
section of the United States Code (42 U.S.C. 1983 N55). A students right
to bodily integrity is a constitutionally protected right guaranteed in the
Fourth and Fourteenth Amendments, and victims of athletic hazing may
argue that they have been deprived of those rights, must be shown that
schools have acted intentionally indifferent concerning known or foreseen
instances of hazing.
Title IX of the Education Amendments Act of 1972 prohibits discri-
mination in education programs and activities receiving federal funding.
24 MAKING THE TEAM
Victims of alleged sexual abuse have used this federal act in hazing cases
during initiation rites. The focus of the argument is on sexual harassment in
the realm of what the Supreme Court has defined as hostile environment.
When a hazing act denies an individual the opportunity for participation,
it may be viewed as discriminatory. Furthermore, if the school is aware, or
should be aware, of such discriminatory or harassing practices towards
those who are under their legal disciplinary control, then they may be held
responsible in court. Usually a single incident is not sufficient to prove
sexual harassment in cases of hazing; however, the continued existence of
hazing may give grounds for such an argument by the plaintiffs.
Civil Prosecution
State claims against school authorities or school districts usually include
such doctrines as in loco parentis (in place of the parents), which estab-
lishes the schools responsibility for maintaining the degree of welfare and
safety normally afforded by a parent. By not protecting students in activities
usually considered school-sponsored or -controlled, such as athletic teams,
then a school may be held liable for acts of negligent supervision. The
school also has a responsibility to maintain order and prevent physical
attacks by other students. In order for school personnel to be held liable for
hazing incidents, however, it usually must be proven that the hazing incident
was foreseeable. Prior knowledge and foreseeability are often difficult to
prove, however, and several states have included a mandatory written policy
by educational entities in their hazing laws that may indicate that schools
are aware of the problem and have addressed the issue with an preemptive
strategy, and that therefore such incidents have been foreseeable.
Legal Defense Methods

There are usually three legal doctrines that defense attorneys utilize as
arguments for their clients in hazing incidents at educational institutions:
Assumption of Risk, Comparative Negligence, and Immunity. Assumption
of Risk is an age-old view that all participants assume a certain level of risk
involved in physical activities. However, the Assumption of Risk doctrine
usually applies only to those risks inherent in the game or within the normal
process and rules of the activity. Certainly the risks of physical injury in
hazing initiation rites or traditions cannot be considered an inherent part

of any organized athletic endeavor, even if the knowledge or threat of such
activities exists.
The courts often view Comparative Negligence standards, the second
defense principle, as mutual negligence by the plaintiffs and the defendants.
The degree to which each is negligent is often a determining factor in the
amount of monetary remedy in settling the case. However, the victim can
only be viewed as negligent if they are seen as a voluntary and willing
participant who expressed or implied consent in being hazed. A majority
of states have rejected the consent argument in the written provisions of
their anti-hazing legislation.
The third defense principle utilized frequently in hazing cases is the
doctrine of Immunity. School personnel often argue that they should be
immune from individual acts due to protection of state laws governing
state employees. However, the pendulum of court decisions in recent years
has swung more to individual accountability in cases involving personal
injury due to negligence in schools. Teachers and coaches can no longer hide
under the umbrella of immunity protection for their lack of supervision,
foreseeability, investigation, or reporting of athletic incidents of hazing.
CANADIAN LAW
Unlike law in the United States, Canadian law does not address the issue of
hazing within legislation. An individual who felt victimized by incidents
arising from a hazing event, and sought to prosecute those involved,
would do so within the laws that apply to non-hazing violations. For
example, an individual would prosecute based upon assault and battery or
harassment. Another legal approach that could be applied in many cases
of hazing would incorporate laws associated with underage alcohol use.
Charges could be laid against those who provide alcohol to teammates
who have not yet reached legal age for alcohol consumption.
A third, which has significance for the sport organization, is negligence,
based upon the assumption that individuals will behave in a way that
protects others from an unreasonable risk of harm. Negligence occurs
when a duty of care is owed, the standard of care associated with this duty
is breached, injury (harm) occurs, and the breach in the standard of care
26 MAKING THE TEAM
has contributed to the harm incurred. Most would agree that a sport
organization has a duty of care for the athletes within its program. Recently,
the standard of care includes policy on hazing and its implementation.
In a 1997 case, MacMillan Bloedel Limited v. IWA-Canada, Local 363,
the issue of harassment as a form of initiation was challenged. A female
employee of MacMillan Bloedel Limited filed two grievances of sexual
harassment with the IWA union following repeated harassment by male
co-workers. The complainant alleged that the male employees urinated
near her, used vulgar language, exposed themselves to her in the form of
mooning, and displayed graffiti about the complainant and her sexuality.
The respondents had indicated that their behaviour was part of the initiation
of the complainant, serving as a way to have her fit in with the veteran
employees. The behaviour continued even after the complainant reported
the behaviours to the foreman. The response from the employer resulted
in the termination of the respondents. The case went before the courts
when the union argued that the terminations were excessive punishments.
The outcome of legal action was the termination of one employee and
reinstatement of the others with suspensions for the actions recorded in
their employment files.
This case has implications for sport organizations. The behaviours
exhibited in this case of initiation are typical of those used in sport hazing.
The difference is that hazing in sport is more typically a same-sex inter-
action, especially in team sports where the extremes of hazing rituals are
frequently reported. Second, hazing can be considered harassment, which
is a form of discrimination according to the law. In this particular case, the
harassment is further identified as sexual harassment. Typically, many of
the behaviours in sport hazing have sexual overtones that may fall within
this category. And third, the employer (sport organization) was forced to
deal with a serious conflict when it might have been resolved with earlier
intervention through policy and education.
In the case of a hazing incident that resulted in harm to an athlete, a
sport organization may be named for breach of duty, vicarious liability, or
contributory negligence. In turn, they might seek defense based upon no
breach in duty, or voluntary assumption of risk/consent. As noted within
the American legislation, consent can be used as a defense in some juris-
dictions only. With the Canadian approach, consent does not provide a
defense for the commission of an illegal act. Individuals who provide
alcohol to those who have not yet reached the legal age for its consumption
cannot defend their actions based upon the consent of a minor. Other
issues that might render consent illegitimate in cases of sport hazing
would be coercion, group consent, and consent to the unknown.
Although not yet tested in a court of law, consent would be unlikely to
serve a respondent well as a defense in a case involving hazing. Individuals
cannot provide consent for others to contravene the law.
A case in point, although again not sport related, occurred in 1999.
Hazing rituals for new employees at a Canadian Tire store were common. In
this particular case, a teenager was accidentally set on fire by fellow
employees. The lawsuit alleges that there was a hazing ritual or prank
engaged in by employees and managerial and supervisory staff at the
Canadian Tire Store whereby gas-line anti-freeze or other liquid substances
would be poured onto another employee in order to surprise, frighten and
cause discomfort. When the complainant was subjected to this behaviour, a
lighter sparked, and, fuelled by the liquids, set his pants on fire. The lawsuit
claims negligence and breaches of common law and statutory duties on the
part of the perpetrators who acted recklessly and should have understood
the risk of injury that their actions posed.
Again, a case such as this has serious implications for sport organizations.
A new employee is like a new athlete. Both may know of hazing traditions
and may expect to be initiated, even implicitly consenting. However,
tradition, consent, or intent do not excuse others, including veteran athletes,
coaches and administrators, from their legal responsibility to abide by the
law in the initiation of new recruits.
ANTI-HAZING POLICIES
Anti-hazing policies have become somewhat commonplace in U.S. college

and university Greek systems (sororities and fraternities). For example,
the wording of the anti-hazing policy of Kappa Deuteron Chapter of Phi
Gamma Delta International at the University of Georgia is typical of most
Greek organizations (Phi Gamma Delta Web site). It reads as follows:
No chapter, colony, student or graduate Brother shall conduct nor

condone hazing activities. Hazing activities are defined as: Any
28 MAKING THE TEAM
action taken or situation created, intentionally, whether on or off

fraternity premises, to produce mental or physical discomfort,
embarrassment, harassment, or ridicule. Such activities may include
but are not limited to the following: use of alcohol; paddling in any
form; creation of excessive fatigue; physical and psychological
shocks; quests, treasure hunts, scavenger hunts, road trips or any
other such activities carried on outside or inside of the confines of
the chapter house; wearing of public apparel which is conspicuous and
not normally in good taste; engaging in public stunts and buffoonery;
morally degrading or humiliating games and activities; and any
other activities which are not consistent with academic achievement,
fraternal law, ritual, or policy, or the regulations and policies of the
educational institution, or applicable state law.
(www.uga.edu/fiji/nohazing.htm, retrieved December 23, 2002)
The website goes on to list the anti-hazing policy of the University of

Georgia (which also applies to the athletic program), as well as the state of
Georgia hazing statute.
Anti-hazing laws in athletics have been slower to materialize, yet are

becoming more important to grade schools, junior high and high schools,
and colleges and universities. Many states in the U.S. require educational
institutions to develop anti-hazing policies (Rosner and Crow, 2002).
Oftentimes school-wide anti-hazing policies are written to incorporate all
school-sponsored organizations, including athletic teams, so no specific
athletic anti-hazing policies are produced. Interestingly, Heather Findlay,
a Canadian researcher, argues that hazing falls into the broader category
of harassment, and as such can be included in an anti-harassment policy
(1998). However, her research has shown several potential problems asso-
ciated with policy development: (1) that each sport organization is unique
and therefore any policy that governs it should be specific to the sport;
and, (2) that sport has its own culture regarding harassment and hazing
that must be taken into account during policy development (Findlay,
1998). Therefore, hazing and harassment must be addressed proactively,
with clear definitions, solid consequences, and alternative initiation rites,
before athletic anti-hazing policy development begins (Findlay, 1998).
Findlay further notes that the training of personnel enlisted to enforce the
policy, budgetary considerations, and characteristics of students subjected

to the policy must be taken into consideration (Findlay, 1998).
ATHLETIC ANTI-HAZING POLICY
There are several components that must be included in an anti-hazing

policy:
Hazing and other forms of harassment must be clearly defined to
educators, coaches, administrators, athletes, and trainers.
Safe and confidential mechanisms for reporting hazing, whether done by
teammates, coaches, or outsiders, must be developed and clearly
communicated.
Educators, administrators, coaches, trainers, and athletes must be trained
how to respond when hazing is alleged, and this response must be
consistent regardless of sport or personnel involved.
Penalties must be clearly defined and consistently enforced.
An anti-hazing workshop must be conducted, at the conclusion of which
a student-athlete contract, stating understanding of the definition,
penalties, and consequences of hazing, must be signed by each athlete on
campus.
Athletes off-field behavior must be included in coaches evaluation.
A strong anti-hazing message must be publicized.
Alternative team-building and initiation practices must be developed
and implemented.
These basic components, or derivatives thereof, should be included in
every athletic teams anti-hazing policy. Certainly this list can be expanded
based on team-specific situations and in consultation with an experienced
attorney. It is recommended that a program-wide meeting be held at the
beginning of each academic year to discuss the policy and have each athlete
sign it, acknowledging their consent to abide by its contents. Further, a team-
specific meeting should be held at the beginning of each individual season to
introduce new participants to returning players and familiarize them with
the anti-hazing policy. This may also take place in a retreat-like setting where
positive team-building and initiation rites can be performed.
30 MAKING THE TEAM
SUMMARY
Hazing and other harassment issues have become important in athletics

due to increased media exposure. With this exposure comes more scruti-
ny of how athletic department and school administrators can respond to
and prevent hazing. This chapter has addressed the prevalence of hazing
in athletics, ways in which victims may bring action against perpetrators
and school districts, penalties, and consequences. Further, a model anti-
hazing policy was proposed.
REFERENCES
ABC News. (2000). Hazing. Available at: abcnews.go.com/sections/us/Daily-
News/hazing000828.html.
Crouch, E. (September 19, 1995). Hazing law upheld. Missouri digital news.
Available at: www.mdn.org/1995/stories/haze.htm.
Crow, R. (2001). Hazing, in Cotton, Wolohan and Wilde (Eds.), Law for
recreation and sport managers (2nd ed.). Kendall-Hunt: Dubuque, IA.
Crow, R. and Rosner, S. (2002). Institutional and organizational liability for
hazing in intercollegiate and professional team sports, St. Johns law review
76(1): 87114.
ESPN. (April 1014, 2000). Outside the linesHazing. Available at:
www.espn.go.com/otl/hazing/monday.html.
Findlay, H. (Summer 1998). Harassment: What we are learning about what we
are doing, CAHPERD journal 64(2): 3234.
Hoover, N. (1999). National survey: Initiation rites and athletics for NCAA sports
teams. Available at: www.alfred.edu/news/html/hazing_study.html.
MacMillan Bloedel Limited v IWA-Canada, Local 363. (1997). 50 C.L.A.S. (B.C.)
Nuwer, H. Available at: www.stophazing.org; www.hazing.hanknuwer.com/
Phi Delta Gamma. (2002). Anti-hazing policy. Available at: www.uga.edu/fiji/-
nohazing.htm.
Rosner, S. and Crow, R. (2002). Institutional liability for hazing in interscholastic
sports, Houston Law Review 39(2): 276300.
State Hazing Statutes

Alabama Hazing Law 16-1-23.
Arizona Hazing Law 15-2301.
Arkansas Hazing Law 6-5-201

California Hazing LawEducation Code Section 32050-32051
Colorado Hazing LawSenate Bill 106 1999 Colo. SB 106
Delaware Hazing Law 9301
Florida Hazing Law240.1325
Georgia Hazing Law 16-5-61
Idaho Hazing LawTitle 18, Chapter 9 Crimes and Punishment, Assault and
Battery 18-917
Illinois Hazing Law 720 ILCS 120/5
Kentucky Hazing Law 164.375.
Louisiana Hazing Law1801
Minnesota Hazing Law127.465 Hazing policy
Missouri Hazing Law 578.360578.365
Nebraska Hazing Law 28-311.0628-311.07
New York Hazing Law 120.16120.17
North Carolina Hazing Law14.35
Tennessee Hazing Law 49-7-123
Texas Hazing LawPenal Code Section 4.524.58
Utah Hazing Law 76-5-107.5
Vermont Hazing LawNO. 120. An Act Relating to the Crime of Hazing S.76
Virginia Hazing Law 18.256
Washington Hazing Law 28B.10.900
CHAPTER 3
No Mercy Shown Nor Asked

Toughness Test or Torture?
Hazing in Military Combat Units
and Its Collateral Damage
Gregory Malszecki
York University
Just think how the soldier is treated. While still a child he is shut up
in the barracks.
During his training he is always being knocked about. If he makes
the least mistake he is beaten, a burning blow on his body, another on
his eye, perhaps his head is laid open with a wound. He is battered
and bruised with flogging.
Egyptian, ca. 1500 BCE
How seductive is war! When you know your quarrel to be just and your
blood ready for combat, tears come to your eyes. The heart feels a sweet
loyalty and pity to see ones friend expose his body Alongside him,
one prepares to live or die. From that comes a delectable sense which no
one who has not experienced it will ever know. Do you think that a
man who has experienced that can fear death? Never!
Jean de Breuil, 15th century knight
For the young recruits, basic training is the closest thing their society
can offer to a formal rite of passage, and the institution probably
stands in an unbroken line of descent from the lengthy ordeals by
which young males in precivilized groups were initiated into the
adult community of warriors.
Gwynne Dyer, contemporary military analyst
32
No Mercy Shown Nor Asked 33
Despite democratization and the numerous open civic governments of the

modern period, we still seem to desire secret societies, just as we have
throughout recorded history and likely prehistory, where membership in
cults, gangs, sects, social clubs, combat units, sports teams, fraternities, elite
schools, and guilds often required tests of eligibility, initiation for member-
ship status. The rituals and practices of secret societies have been overlooked
by the broader historical and contemporary studies of human activity,
though some specific manifestations have attracted attention in anthro-
pology and, occasionally, in history, social science, and religious studies.
Hazing has aboriginal roots. The classic anthropological study of Arnold
van Gennep (1960) on rites of passage rituals in early communities
described initiations for individuals as marking major events or points of
departure in a life cycle; rituals typically reflected transition from one status
to another through stages of separation, transition, and incorporation.
These stages may involve taboos of normal behaviour or reversals of it, or
the creation of special bonds to the group through a set of trials or
symbolic tasks to acquire knowledge or insight. On completion, the
individual is fully recognized with new status in the group, all of whom
have passed through similar ritual activities or ordeals. Membership can
last for life or be limited to a certain time-period or set of contributions,
but the affiliation usually requires some test of worth and desire as part of
the rite of passage from outsider to insider.
Among the most ancient and important insider groups (besides pre-
history religious mysteries societies) have been military societies, either
warrior-cults of tribal peoples or large combat units in the armies of
civilization. Gwynne Dyer characterizes the military group: They have to
be different, for their job is ultimately about killing and dying, and those
things are not a natural vocation for any human being (1985). Soldiers
are trained to be professionals in warfare who have the same values no
matter what group or unit they serve. But armies are made from men
trained to fight alongside fellow soldiers with an intense sense of brother-
hood and loyalty; soldiers identify with comrades in their unit. This group
loyalty better guarantees safety, success, and survival in combat. The
foundation for the loyal fighting unit must be madenot at the front or
during the half-hour before combat beginsbut in training when raw,
usually young and impressionable, recruits are turned into a fighting unit.
This initiation and training is achieved through discipline, enthusiasm,
34 MAKING THE TEAM
deprivation, and, in the end, restructured identity. If they submit and

conform, they will wear the uniform with pride on the parade-ground;
later, in combat, they may give up their lives in solidarity. Contempt for
those failing basic training affirms the dignity of those who pass. An
additional initiation for the combat unit is the units informal, often violent
and distressing, initiation rituals. Similar brainwashing techniques and
initiation works on sports teams, which, like the combat unit, demand
loyalty and action for the fighting unit, though, as Dyer comments,
what sets soldiers apart is their willingness to kill (1985: 103). People
have to be trained to kill in a combat unit, trained to accept being killed.
Quite deliberately, the military exploits strong cultural associations with the
mythic heroes or heroic practices of its war-making society, while staying
away from any focus on the distinct possibility of pain, injury, or death in
the war zone. Instead, killing is associated with a higher purpose and with
an enlarged vision of the self through identification with the ethos of the
archetypal warrior and the code of honour. That code embodies a set of
skills and warrior-values that helps gain victory in engagements through
group cohesion.
McCarthys (1994) socio-historical survey of warrior values finds time
and time again a bond between warrior values and a societys conventional
notions of masculinity. There are five main areas of bonding that young
men especially find attractive: physical courage, endurance, strength, skill,
and honour (especially evident as loyalty to leader and comrades without
regard for personal risk). Failure to act, cowardice, or inability to endure
pain shames men in such societies, not only the individual man, or the
soldier, but also family and the greater community. There were warrior
castes in the West right up through the nineteenth century, but the break-
down of the aristocracy, the erosion of elites through universal education
and political franchise, the shift to cities and industrial production, the
population explosion, the crisis of masculinity as a response to the feminist
challenges for emancipation, and the bureaucratization of military
command, began to dissolve the warrior values of old. But, ironically, in
the very midst of the killing fields of World War One where machine guns
cut down advancing lines at distances of 1,000 metres, and artillery blasted
troops kilometres away, there was a renewal of the idealization of the
manly warrior. From the terrible and protracted trench-warfare of the
Great War came an intensification of the warrior values which encouraged
individual heroism in the name of comradeship, solidarity and mutual

support of the small group, individual initiative and endurance
(McCarthy, 1994: 106). In the newly formed tactical special cadres, such as
the Waffen-SS, British SAS, the U.S. Rangers and Navy Seals, and the
Canadian Airborne, the esprit de corps of unit identification was a huge
component of their training.
Characteristic of elite military forces everywhere, training in these new
forces is more rigorous, the emphasis on symbolism higher. Their battle
performance reflects better group cohesion and morale, especially in their
decisive forcefulness in retaliating for any injury to one of their members
an example of how outsiders just do not count as much, even those on the
same side but not the same unit. Recruits are initiated as new members of
the familyan aggressive, tough, elite, highly skilled, and loyal combat
team. Highly wrought and elaborate secret rituals imbue the entrant with
a prescription for becoming a hero of the warrior culture in the security
of group approval.
The English word hero is likely derived from an Indo-European
proto-root meaning he who keeps guard over. The designation is
significant because of the primacy communities have placed on its heroes
as those who give the gift of security through their willingness to give their
own lives to protect the community (Gerzon, 1982). The boy who would
become, or is called to become, a hero in combat, discovers through rites
of passage and then warfare that the warrior-soldier chooses suffering
without cowardice or crying, chooses to endure his own fears rather than
surrender to them, chooses obedience to the group over his sense of self-
preservation, and chooses death before dishonour or cowardice. The
measure of worth in battle, the ultimate test, is the demonstration of
courage in the face of terror; the strain and horror of war tempts most
normal people with dereliction of duty and utter fear.
Since one cannot wait until hostilities break out to test future warrior-
soldiers, armed forces and societies anticipating war must precondition
youth. Motivating, testing, and affirming the untried is accomplished
through both the rite of passage of punishing basic training and through
initiations into the fighting unit. Hazing is presented as games that
educate the initiate into the grammar of violence by playing out ritualized
roles of submission and success. In hazing, the confusing mix of play and
violence, pain and encouragement, fear and joy, ordeal and acceptance,
36 MAKING THE TEAM
and the hyper-exaggerated sense of brutality fuelled by the mental dis-

orientation of alcohol-abuse (hazing is almost always accompanied by
massive dosages of alcohol), works to prove that honourable loyalty to the
group is the highest good; not life, not ones own life. In the midst of the
danger and the aggression of hazing, participants separate from civilian or
personal identityfarmer, clerk, student, and labourerand become a
fully functioning member of a fighting band of brothers. The initiation
thus detaches the normal self from the ordinary individual, through the
supposed ecstasy (literally, out of ones self ) and the magnificent feeling
of liberation of the self, enabling full identification with the combat unit.
Once initiated into the combat unit, selfish desires are submerged to
attain the common goal; there is an energized group morale, connected to
mythology, in which the power of union with others is deeper than normal
mortal fear.
The hazing functions as a time-honoured consecration of loyalty among
those who go against the norm by putting themselves in harms way. J. Glenn
Gray says that the soldier on the battlefield is often sustained solely by the
determination not to let down his comrades ... Men are true comrades
only when each is ready to give up his life for the other, without reflection
and without thought of personal loss (1970: 47). This self-negation
builds trust and reciprocal respect; adherents can deal with the predictable
and terrible conditions of battle when the ultimate act is the very stuff of
heroescelebrated, though often unsung. Of course, there are also
instances of hazing in the military that are devised by sociopaths or sadists
who enjoy the pain and humiliation of others under the guise of building
group cohesion through initiation. But, many soldiers report that hazing
rites inspire and celebrate the mutual love between warrior-soldiers who
are willing to die together and for each other in battle.
Through training and initiation, the soldier is made into a special kind
of person, one who has learned to override all the biological and cultural
prohibitions against killing a fellow human. In On killing (1996), Lt. Col.
David Grossman argues that it is difficult to train people to kill one another,
but that the mechanisms of doing so are well-understood and universally
practiced wherever soldiers or police are required to use lethal force. A
completely artificial process of sustained group approval is required to be
successful in so severely altering identity that the greatest taboo can be
violated without question and upon command. Warriors cannot be like
others, for having killed and escaped being killed; one can only feel an
equal to those who know the terrible choices and temptations of
cowardice in the midst of collective murder and conscripted brutality.
Irrevocably, the killing floor of battle cuts [fighting] men off from women,
children, and any others who have not learned the trade of warriors
(Malszecki, 1995: 23). The occupation of soldier requires a demonstration
of power beyond ordinary human comfort and above ordinary human
experience; it demands extraordinary suppression of fear and exceptional
functioning under duress. The military objectives of a nation or a com-
munity could not be attained if the impulse to self-preservation as one of
the deepest urges of humans could be not manipulated.
We could go to the Bible or the Iliad for a study of war as mens business,
or for information on the training of soldiers or to the earliest myths and
histories for explanations of the ethos of the battlefield, but little exists on
hazing practices. There is some understanding about Spartan rituals, and
the practices of Greek military clubs; we have the Roman iuventus, and
military anecdotes and the documents on the medieval apprenticeship in
arms with its sacramental induction into the order of knighthood.
Records of hazing in military units begin to appear with greater frequency
in the mid-nineteenth century, together with citations of abuse.
In the modern warfare of the nineteenth century the use of firearms
and bombing had magnified the killing power of armies. As well, nation-
states had been empire-building with the human resources of huge armies
and navies of citizen-soldiers. Warfare was deadlier than ever, leading to a
renewed urgent emphasis on male bonding for protection and assistance
on the battlefield. Carl Sagan studies changes in the killing power of modern
armies equipped with ever-new technology and mass recruiting. He finds
that the killing power of modern weaponry increased by a billion-fold
from the 1863 battle of Gettysburg in the American Civil War to the end
of the Cold War in 1989, but that we are not a billion times wiser (Sagan,
1988). Under the pressures of rising death tolls unimaginable in earlier
military hostilities, and as military leadership moves from warrior ethos
to managerial bureaucracy, soldiers are left more on their own to seeking
protection and security. Peers in the combat unit always had the greatest
concern and the greatest stake in individual performance in combat, but
become even more important with leadership at a greater distance. The
band of brothers in arms becomes the prime determinant of an
38 MAKING THE TEAM
individuals fate on the killing ground. It makes sense then that these
brothers would supervise the testing of worth and character of the
rookie [the word itself derives from English slang for recruit from the
French for new growth]. Toughness and the ability to suffer pain without
complaint are prized; refusal to reveal the ordeal out of loyalty and
affiliation is expected. Hazing continues in the hands of the lowly combat
unit in the big, industrialized machine of modern warfare.
Grossman lists a soldiers key factors in the anatomy of killing: the
demands of authority, group absolution, emotional distance, the nature of
the victim, and the predisposition of the killer. These factors he claims are
the root of the degree of death and destruction that made the twentieth
century the bloodiest in human history. These factors also take modern
armies of soldiers beyond the limits of human endurance in the sheer scale
of war, leaving them highly vulnerable to post-traumatic stress disorders
long past the end of conflict. Accountability to ones fellow soldiers in a
battle unit combines with the anonymity of war to reduce personal
responsibilitya soldier feels he will be letting his comrades down if he
does not kill. The more powerful the psychological bond with the group,
the more legitimate the demand for killing will be if group members are
close by. When Audie Murphy, the most decorated American soldier of
World War II, was asked what motivated him to take on a German
infantry company by himself and capture more than one hundred, he
replied, They were killing my friends (Grossman, 1996: 151).
A soldiers environment is regulated and artificially arranged to an
extent civilians can only compare in terms of very strict schooling or
imprisonment. The shared training, the uniforms, the new status, and the
brotherhood of arms cultivated by the armed forces themselves increase
the allure of informal initiations at the unit level, and suggest that research
needs to be done on whether hazing is altering in severity as a response to
the newly emerging battlefield conditions, the machine-human interface of
the new weaponry, and the remote managerial direction of the command
staff and officer corps. The prime task of commanders has been to bring
soldiers to the field of battle (Bercuson, 1996). By strengthening the in-
group/out-group mentality through the rites of passage, the unit will be
predictably more aggressive in eliminating adversaries in fighting, but also
more easily identified through the actions of any of its members. There is
also a predictable increase in mutual support for peers as well as increased
hostility in retaliation for injury or death caused to one of its members.

The intensification of both positive and negative emotions compressed in
the same way in all the group participants will enable the group to function
more reliably under fire and in attaining military objectives. So battle (or
its likelihood) produces a sense of the sublime in the love soldiers have for
those close to them who share the same fate. But things can go renegade in
the exercise fighting group veterans with unchallengeable power initiating
the rookies, and the abuses deserve a closer look.
Let us look at the recent prohibitions against hazing in military units
and reflect on their appearance as a response to public revelations and the
publics subsequent revulsion rather than a genuine assertion of command
over renegade practices. In the Canadian, American, and Russian armed
forces, there was public outrage expressed when evidence surfaced of
bizarre, sadistic, and protracted forms of torture and bullying as initiations
that sometimes resulted in death and severe injuries. Bercuson (1996)
claims that the two hidden video recordings of the Airborne Division sealed
its fate and forced the federal government to disband it with dishonour.
When American national television broadcast the pain and humiliation of
tortured novices, and the glee and sadism of the veterans, American
Marines had to defend themselves against charges of brutality, charges made
with the publics blessing. However, nothing was said about the secret video-
taping of the blood pinning rituals for completing ten successful parachute
jumps. The death of a Russian soldier unleashed a furious condemnation
when the world press detailed the abuse of large numbers of conscripts.
Although the senior command everywhere responded with absolute
prohibition and claims of ignorance, their implementation of new policies
did very little to eliminate the hazing at the unit levels. Unofficial leaks from
the ranks suggested that hazing is frequent; clearly, traditions have much
more hold on the current practices than the military leadership does.
Particularly disturbing is the collision between todays integration of
females into combat units and the misogynist rituals in previously all-male
units. The testing of recruits is done by the very comrades one is dependent
on for safety and protection. The incidents at the military academies in the
United States, not just West Point and the Air Force Academy, but the
Citadel and the Virginia Military Institute as well, confirm that women
soldiers experience duress beyond the torturous bullying that is the norm
for males, often with the covert support of many officers who resist
40 MAKING THE TEAM
integration of females into combat units. But how stable have norms been
even for males? This may never be known, since most participants are sworn
to a secrecy that is maintained for life, and also because intensity of initiations
vary a great deal in different military communities.
According to the Oxford English dictionary, there has been a solid set of
known traditions surrounding obnoxious and bullying hazing in univer-
sities and in the armed forces since the middle of the nineteenth century
(OED, online). This brutal behaviour has been safeguarded by threats to
anyone disclosing the rituals to authorities or the public; the silence is
palpable. Do modern practices of hazing offer us any insight into the
perpetuation of such secret initiations? A public discussion is emerging on
deeply-held concerns about the validity of rationales for the hazing in the
military; there are rejections of hazing and alternatives available for
producing positive results for group cohesion in schools, fraternities,
sport teams, or combat units. Nevertheless, military combat, as always, is an
environment of extreme. Under such circumstances, there is special
concern for the protection of rituals that promote the sacrifice for
comrades, necessary in combat, and demonstrated when it comes to hazing.
An Israeli soldier comments,
Fighting is a social art, based upon collective activity, cooperation

and mutual support this utter reliance on others is an integral
part of the effort to meet the enemy irrespective of odds, and it
largely determines mens willingness to risk their lives in pressing
the attack In short there is rarely brotherhood in facing death
when there is none in peace. (Dyer, 1985: 105)
There are many examples of tribal cultures that withhold the claim of
manhood from adolescent males until they have successfully completed a
coming-of-age ritual, but in modern industrialized societies the institu-
tional equivalent of man-making through hazing or ritual is most evident
in the military. Although street gangs and college team sports have devised
their own rituals, and the stakes can be very high, especially for desperate,
impoverished street youth, the military requires extraordinary action and
attitudes of complete faith and loyalty to fellow-soldiers. As Lynne Segal
analyzes in Slow motion: Changing masculinities, changing men, the
friendships and extreme male bonding of men [in the military] can,
ironically, evoke the intense emotional compassion, self-sacrifice, love and

devotion associated more with femininity. These emotions have no parallel
in the restrained, self-sufficient masculinity thought appropriate for men
in civilian life (1990). The insider-outsider separation also serves as a
buffer against the pain and guilt of killing in war. Amidst the physical risks of
death and maiming, the fatigue, anxiety, emotional exhaustion, and terror, as
well as the possible risk of becoming a psychiatric casualty, the combat
group offers a measure of accountability but also the very real benefits of
anonymity and group absolution for the act of killing. As Konrad Lorenz
put it, man is not a killer, but the group is (Grossman, 1996: 151).
Training exercises for the modern soldier-recruit are planned to be as
realistic as possible, physically demanding, and even risky, but the trainees
are not at war and this often incites disciplinary problems. Bercuson
describes young and spirited soldiers who would need discipline in any
institution (1996). He says that restless soldiers sometimes look for ways
to undermine authority or test the limits of possible behaviour. They are
looking for tests and rituals among themselves. He concludes that
the invention of bizarre rituals and initiation rites to test their mettle
and manhood is not uncommon. In battle, there is no room for such
artificial rites of passage. The only rite of passage that matters in war
is that which a soldier endures when the enemy tries to kill him [or a
member of his unit]. (1996: 139)
Certainly not every unit in the armed forces develops its group chemistry
the same way, not even among the elite Special Forces. In Canada, the elite
Airborne was disbanded for the excesses, including hazing, but also for the
crimes and abuses of some members. The unit are characterized as having
a biker-gang mentality in Bercusons Significant incident: Canadas army,
the Airborne, and the murder in Somalia. Some thugs in this unit directly
challenged the authority of the chain of command with a series of trouble-
some offences and disciplinary problems. Non-commissioned officers trying
to deal with enlisted anti-social soldiers were not effectively supported by
commanders. Bercuson carefully analyzes the failed attempts to cope with
the so-called bad apples. He illustrates that solutions were slowed by
career decisions and neglect by higher command, and also hampered by
inadequate federal financing of the armed forces.
42 MAKING THE TEAM
Bercuson recounts:
A vicious streak of racism and anti-social behaviour ran through the

regiment, particularly No. 2 Commandos. Degrading hazing rituals
for new recruits, some of which involved not only verbal but also
physical abuse and degradation (such as being forced to eat feces),
had become the norm. On July 30 [1992], and again on August 30,
some of these hazings were carried out behind the barracks of No. 2
Commando. On the second occasion, a captain from the regimental
HQ was present with some forty-nine master corporals and corporals.
Videotapes of portions of such hazings would show up later on
CBC-TV. (1996: 215216)
When the repugnant initiations were shown on television early in 1995

following the investigation of the murder of a Somalian youth by Air-
borne peacekeepers, the public disgust and political embarrassment
resulted in the order for disbandment on January 23, 1995, by Minister of
National Defense, David Collenette. Any core values of dedicated honour
and combat-readiness in this unit were subverted by political and bureau-
cratic fall-out, but the videos of hazing and abuses also seemed to
demonstrate none of the virtues of small-group bonding essential for
battle-effectiveness or bonding. What the public witnessed were a secret
series of freak show sadomasochistic power-plays where rookies were
victimized for the pleasure and privilege of the veteran masters of cere-
monies and assembled Airborne spectators. Other military abuses surfaced
in the same way elsewhere, with similar public revulsion and prompt official
prohibitions from top-level commanders despite resistance in the ranks.
In 1991 and 1993, video clips of blood-pinning incidentswhere
U.S. Marine paratroopers who had completed ten training paratroop
jumps were subjected to painful pounding of the pins into the chests of
the rookies until blood was drawnwere taken, and later shown on
national TV. In 1997, Defense Secretary William Cohen, claiming he was
disturbed and disgusted by the footage, also cited about eighty hazing
incidents in the Marine Corps in the previous three to five years (Houston
chronicle, 1997). A Marine investigation in a 1993 report stated that the
real problem is a systematic one, finding that at one base alone Marines
were punched, kicked, forced to swallow lighted cigarettes, and smeared
with excrement. The Marine Commandant ordered unit commanders to

see that the practice was halted, but others, including a vice-admiral for a
Washington defense watchdog group, predicted that zero tolerance of
such practices would be a tough goal to meet. In his words, You can put
out all kinds of rules and regulations. The problem with hazing is you
dont discover it until it has taken place. Even though Marine Corps
officials stated that fifty-two Marines had been court-martialed between
1994 and 1997 for taking part in hazing, and that another thirty-four
received non-judicial punishment including dishonourable discharges,
there was still a defensiveness on the part of units who see this as an ordeal
preparatory to combat. One officer said, Whats a couple of pin pricks? It
could be an AK-47. Yeah, blood pinning is terrible, but war is terrible
(Houston chronicle, 1997).
The Marine Corps Order 1700.28 of June 18, 1997, on the subject of
hazing, cites as background that this is a leadership issue and a military issue:
Marines do not go into harms way, make the sacrifices they always
have, or give up their precious lives because they have been hazed or
initiated into some self-defined, elite subculture. They perform
these heroic acts of selflessness because they are United States
Marines and because they refuse to let their fellow Marines down.
(Marine Corps Office, 1997)
The order goes on to emphasize that every Marine will treat every other
Marine with respect and dignity, then it promotes ceremonies and social
events that serve to enhance morale, esprit de corps, pride, professionalism,
and unit cohesiveness. Unfortunately, some in our ranks confuse hazing
with the tradition of certain military ceremonies and develop initiations
or rites of passage they believe promote loyalty. They do not (1997).
Hazing is given an extensive and detailed definition; they clearly elaborate
on the policy statement that Hazing is prohibited, outlining the actions
to be taken for infractions. However, six months after that very order
forbidding hazing from the Marine Corps Commandant, a twenty-year-
old private lost his spleen among other injuries as part of a beating that
landed four other Marines in jail on charges of hazing. The more senior
trainees were bullying the newer ones in fights called love sessions but
those refusing to fight had their heads flushed in toilets; there were further
44 MAKING THE TEAM
allegations of mock crucifixions taping broomsticks to hands through the

backs of trainee shirts (Smith, 1998).
These surfacing military scandals have revealed the poor credibility of
official policies, especially when more and more survivors of abusive
behaviour testify about ongoing practices, and also, collusion, on the part
of mid-level and senior level commanders. This is not to mention the
counseling received in the ranks regarding voicing concerns or intentions
to become whistleblowers. Prominent among the cases is also the
emergence of traditions of cruel bullying consecrated at military academies
such as West Point or the U.S. Air Force Academy. The entrance of female
recruits into the armed forces and military academies has provided abundant
evidence of the traditional militarized masculinity that is often emphasized
through hazing, which some evidence indicates as particularly intense
when female initiates are subjected to the rituals. The cases at the Virginia
Military Academy and the Citadel highlight a problem that has accompanied
the introduction of women into combat units. The simulated rape as part
of POW training fictionalized in the film G.I. Jane (where the Demi
Moore character successfully undergoes the brutal Navy Seal training as
the lone female) actually happens in real-life incidents in the military.
There is the Canadian example of the scandal of interrogation training
of a female officer or the Air Force Academy example where thirty cadets
(including at least one female) watched without intervening as a female
cadet was beaten unconscious three times and subjected to simulated
rape. No one was held accountable in the Honour Board finding. Even
though hazing rites of passage are rooted in the male traditions of the
warrior, there is little to suggest that females entering the armed forces are
refusing to engage in the practices, although there is protest about the
excesses and brutality. When the West Point hazing scandal of 18981901
broke into the public press, Mark Twain wrote that the men who indulge
in hazing are bullies and cowards (Stophazing, 2003). But women recruits
will go along. The singular dedication for both male and female soldiers
to a masculine definition of the heroic warrior clearly forces female
recruits to meet the tests as warriors not as females.
Hazing is presented in the military as a practice that accompanied the
formation of warriors long before the organization of the first civilized
armies, long into our recorded past. Chief reasons for such ritual are to
separate the warrior-recruit from a civilian identity, and to encourage
bonds with the members of the combat unit. Hazing is also a term that has
had a long association with beatings and thrashings, brutal horseplay, and
cruel harassment by veterans or officers for newcomers. The Oxford English
dictionary provides records of the custom in both nautical (1840, let an
officer once say Ill haze you and your fate is fixed) and collegial settings
(1860 [Harvard Magazine], The absurd and barbarous custom of hazing,
which has long prevailed in the college). One 1868 entry records that
upper year bullies had gagged his mouth shaved his head, then put him
under the pump, and left him tied on the campus (OED, online). There is
a reference to a death at Yale in 1892: Hazing at Yale has unhappily led to
the death of an unfortunate young student named Rustin, and to a general
denunciation of this custom as stupid and brutal. All OED mentions of
hazing link this behaviour to beating, harassment, bullying, and to cruel
horseplay intended to frighten or scold or punish with blows as an exercise
of power under the guise of toughening up the newcomer.
There is good reason to recognize that increasing lethality on the
battlefield throughout the twentieth century, together with more and
more remote chains of command in military bureaucracies, resulted in
pressure on the smallest combat units to proof its members themselves,
ostensibly to encourage group loyalty by tying the recruits emotional
bonds to the unit, a sensible adaptation in the face of mechanized combat
and group survival; however, we also find that hazing abuse exceeds the
rationale for group cohesion. The military academies can no longer
pretend that these excessive hidden rituals and secret cruelties are
necessary for building unit loyalty and honourable endurance.
The last point in this chapter identifies the link between combat teams
and sports teams; the majority of instances of hazing in civilian commu-
nities are in sports team initiations. Recent scholars have studied the
seduction of boys into a military mentality through the hardening
promised by success in sports where surrogate fathers and older veterans
would ensure that boys and young men could get the benefit of morale
training in games as well as strength, skill, and conditioning. In this setting,
young boys have to be repeatedly made to feel shame about their feelings,
about any tendency to lose control and cry, about their lack of discipline
which should keep feelings of vulnerability and fear in check. Sports came
to be seen as a guarantee that the manly traits would be developed when
the fun of games was tied to the rule-bound struggle for victory on the
46 MAKING THE TEAM
playing fields. For example, competitive games were the training-ground

of aggressive class privilege among the British elite of the British Empire
in the team sports of nineteenth-century public schools under innovators
like Master Thomas Arnold at Rugby School in 1828. The more combative
the sports, the less likely the charge of sissy (that is, derived from sister)
as ridicule on any boy who might be accused of not acting tough enough.
This deliberate involvement of boys into sporting culture was selected as
preconditioning for battle in the school system by authorities in England
and its former colonies, including the United States. Masculine values
were of extreme importance to the Empire, to nation-building, to success
in management and business, and to the military. The so-called crisis of
masculinity happened as a response to first wave feminism and the
influence of the female in schools; the crisis engendered movements like
the Boy Scouts and the YMCA as well as youth sport and the Playground
Movement to re-instill masculine values in boys.
In Manliness and militarism: Educating young boys in Ontario for war
(2001), Mark Moss details how sports were promoted for boys in Ontario
during the early 1900s: John Hobson, an influential early twentieth-century
critic of imperialism, [who] recognized that the objective of sports and
clubs was to mould young boys into men with the instincts of warriors
(122). The coaches for these adversarial sports contests came more and
more to adapt the planning, strategy, and tactics of battle commanders,
intentionally developing the abilities and skills suitable for combat, and
often with the wholesale adoption of language from the military for sports
terms (Malszecki, 1995).
Many contemporary scholars of gender history and sport sociology
have identified the connections between sport and war, in particular,
militarized masculinity, one that requires toughening up boys and
young men into potential young soldiers:
Cultures produce male warriors by toughening up boys from an

early age they are not innately tougher than girls. They do not
have fewer emotions or attachments, or feel less pain. It is obvious
from the huge effort that most cultures make to mold tough boys
that this is not an easy or natural task. (Goldstein, 2001)
Canadian Michael Smiths Violence and sport (1988) and the current studies
by sport and gender sociologists Michael Messner and Don Sabo in the
United States are among those that have addressed the equation of sport
and war. The rhetoric of toughness is detailed in Myriam Miedzians
chapter on militaristic coaching (1991). This scholarship examines how a
romanticization of war and the values of war have been absorbed by com-
petitive athletics at every level, both kids and professionals. Initiations, or
hazing among team sports, especially in college sport, among both male
and female teams, become part of the war package for sport.
In this chapter we have seen that military training has long enjoyed
success in transforming civilian adolescents into soldiers by providing
training in lethal skills and initiation into group identity. The tradition of
testing the mettle of recruits before the moment of armed conflict is
probably a part of our prehistory as much as it is part of our recorded
history. In recent times, the increasing mechanization of the modern
battlefield and the complexity and bureaucratization of military manage-
ment have put pressure on the smaller combat units to use hazing to elicit
the requisite team chemistry and group cohesion. As well, there are
understandable reasons for the seriousness and severity of the hazing in
the militarythe specialized work of soldiers, unlike that of any other
occupation, is about killing and dying. It is arguable that there is an
increase in abusive hazing in elite, hard-core soldier units because of the
magnified lethality of modern battle zones, but that the purposes of
degrading and humiliating as well as hurting the recruits as a test of
worth and trust have not changed appreciably throughout history. The
combat team has received traditions and elaborated on them according to
perceptions about survivability in battle. In the higher-risk elite cadres
such as the Canadian Airborne or the U.S. Marines, the rite of passage is
viewed with even more intensity. The gender integration of the past couple
of decades in both combat teams and military academies reflects the
extent and cruelty of the traditions, especially if female recruits suffer
additional cruelties. Excesses work against desired combat cohesiveness.
The cultural connections of war and modern sport show a clear, mutual
link to the preparation of young men for a potential turn of duty in war.
The common ground between the military and sport team hazing needs
more complete study, especially in light of recent scholarship prompted by
societal disapproval of bullying as anti-social behaviour. Military hazing is
very much part of the problem of war-making. Hazing in schools and
48 MAKING THE TEAM
sports is a problem of aggressive and violent tendencies even in com-

munities in peacetime. If hazing is seen as bullying or even torture and
criminal behaviour, can we eliminate these rites of passage? Long-held
expectations that such ceremonies build necessary warrior-soldiers must
be examined and understood in order to remove abuses. The Charter for
UNESCO has indicated that the battle for nurturing hearts and minds
must be won both in society and the armed forces simultaneously: That
since wars begin in the minds of men, it is in the minds of men that that
the defenses of peace must be constructed (Constitution, 1945, www.ico-
mos.org).
REFERENCES
Bercuson, D. (1996). Significant incident: Canadas army, the Airborne, and murder
in Somalia. Toronto: McClelland and Stewart.
Constitution of the United Nations Educational, Scientific, and Cultural Organi-
zation. (1945). Available at: www.icomos.org/unesco_constitution.html.
Davies, M. (2002). Introducing anthropology. Toronto: Penguin Books.
Dyer, G. (1985). WAR. Toronto: Stoddart.
Gennep, Arnold van. (1960). The rites of passage. Monika B. Vizedom and
Gabrielle L. Caffe, trans. Chicago: University of Chicago Press.
Gerzon, M. (1982). A choice of heroes: The changing faces of American manhood.
Toronto: Houghton Mifflin.
Gilmore, D. (1990). Manhood in the making: Cultural concepts of masculinity. New
Haven: Yale University Press.
Goldstein, J. (2001). War and gender: How gender shapes the war system and vice versa.
Cambridge: Cambridge University Press.
Gray, C. (1997). Postmodern war: The new politics of conflict. New York: The
Guilford Press.
Gray, J. (1970). The warriors: Reflections on men in battle. New York: Harper.
Grossman, D. (1996). On killing: The psychological cost of learning to kill in war
and society. Toronto: Little, Brown and Company.
Houston Chronicle News Services. (1997). Cohen rips blood pinning and other
military hazing. Available at: www.chron.com/content/chronicle/page1/
97/02/01/military.html.
Malszecki, G. (1995). He shoots! He scores!: Metaphors of war in sport and the
political linguistics of virility. Unpublished doctoral dissertation. York University,
Toronto.
Marine Corps Order 1700.28. (18 June 1997). Marine Corps policy on hazing.
Marine Corps Commandant Charles Krulak. Available at: www.tecom.usmc.mil/
utm/MCO%201700.28.htm
McCarthy, B. (1994). Warrior values: A socio-historical survey, in J. Archer
(Ed.), Male violence. London: Routledge.
Miedzian, M. (1991). Boys will be boys: Breaking the link between masculinity and
violence. New York: Anchor.
Moss, M. (2001). Manliness and militarism: Educating young boys in Ontario for
war. Toronto: Oxford University Press.
Nuwer, H. (2003). [Review of the book Bullies and cowards: The West Point hazing
scandal: 18981901]. Available at: www.stophazing.org/military/bulliesand
cowards.htm
Oxford English Dictionary Online. (2003). Available at: http://dictionary.oed.com/cgi
Sagan, Carl. (1988). Billions and billions: Thoughts on life and death at the brink of
the millennium. Thorndike, MN: Thorndike Press.
Segal, L. (1990). Slow motion: Changing masculinities, changing men. New
Brunswick, N.J.: Rutgers University Press.
Smith, B. (1998). Four marines charged in new round of hazing incidents.
Available at: www.bergen.com/morenews/marine199802135.htm
Smith, M. (1988). Violence and sport. Toronto: Canadian Scholars Press.
CHAPTER 4
A Search for a
Theoretical Understanding
of Hazing Practices in Athletics
Margery Holman
Power issues are the base of all interactions, whether they be personal or
professional. In turn, how one comes to define power and who is seen as
having it affects those interactions (Perry et al., 1992: 149). Associated with
power and the exercise of power is the potential for abuse and violence. This
chapter (i) explores how the power relationships in athletics are regularly
reconstructed through the traditional practices of hazing and how these
can be viewed as an act of violence and, (ii) provides an introduction to the
ways in which hazing and power might intersect with gender. Many of the
examples used are extracted from a larger study on harassment (Holman,
1995) within which hazing emerged as an issue of discussion.
HAZING, VIOLENCE, AND POWER
Hazing is an event created, historically, for a purpose. Athletic hazing has

been defended as a means of creating team cohesion, believed to be an
element critical to team success (Bryshun and Young, 1999; Hoffer, 1999;
Sanday, 1990). However, there are many other ways in which team cohesion
can be successfully achieved. This might then suggest that there are other
purposes associated with the practice of hazing. One of these purposes is
that hazing represents hierarchy and social dominance. These characteristics
are symbolic of social and professional relationships outside the structure of
an athletic team environment, relationships essential to capitalist patriarchy.
50
A Search for a Theoretical Understanding of Hazing Practices in Athletics 51
The contention that violence is reflected in hazing practices relies on a

definition of violence that differs from the typical, day-to-day definitions.
According to Ramazanoglu (1987), violence should be understood as any
action or structure that diminishes another human being (64). When we
accept this definition, we must acknowledge that the hazing actions that
strip another individual of their freedoms, dignity, and self-identity, are
components of a violent concept.
Historically, athletics has represented a hierarchy in which deference to
male authority and sacrifice of individualism is commonplace. Athletic
hazing is a system of control whereby rookie athletes defer to veterans and,
in the process, acknowledge and confirm the veterans as the holders of
power. Failure to support this relationship will threaten acceptance for
group membership. The endorsement of hazing within the institution of
athletics serves to emphasize power and hierarchy, both inherent
characteristics in the veteran-rookie relationship. Status is earned through
affiliation with a team, giving those with years of experience greater power
and privilege. Through such structuring, Ramazanoglu (1987) notes that
[w]e must recognize the violence built into many of our institutions such
as our schools and places of work in that they are competitive, hierarchical,
non-democratic and at times unjust (64). Techniques of subordination,
which convey a message that violence can take a variety of forms, are
employed to secure existing power structures. Hazing serves as one of
these techniques. The diminishing of other human beings through the use
of insults, inferiorizing, and subservience is a form of intimidation that
coerces others to accept the autocracy and inequality of the structure, in
this case, of sport. While establishing subordinate roles, veterans are able to
assume dominant roles, characterized by a sense of being more important
than those around them. The nature of this interaction, through the practice
of hazing, serves as a social control that has been constructed for the purpose
of educating members, immediately upon arrival, to the terms of their
membership in the group.
Annual hazing rituals create a cycle whereby initiates (the hazed)
eventually become the veterans (the hazers). This process re-establishes
the team hierarchies at the beginning of each season. The extended lesson
learned simultaneously is that power bestows permission to use that power
at will. Hazing practices represent an abuse of power for the reconstruction
and maintenance of advantageous power relations. The importance of
52 MAKING THE TEAM
protecting the right of veteran athletes to initiate the new inductees precludes
any effort, in defense of the rights of the initiated, to terminate initiation
practices. A university student, formerly a participant in Ontarios junior
hockey system, noted that his first two experiences with hazing took place
at the coachs house and the club presidents house respectively (Fifth
estate, 1997). A coach and a club president have a vested interest in the
communication of control systems and use the veteran players to help
achieve this control. Further, the use of power to control others in athletics
parallels the expression of violence in society at large when power, regardless
of its source, is used to control those who are devoid of such power.
So who are these social power brokers? Initiation has traditionally been an
exercise engaged in by fraternities, the military and athletics (Nuwer, 1990:
1999). Most individuals have heard stories about the ways in which athletes
are initiated as members of a team. Shaving the heads, eyebrows, or other
body parts of rookies, painting their faces or other parts of the body, forced
drinking of a large amount of alcohol, being forced to perform embarras-
sing, repulsive, or cruel games, and participating in humiliating or indecent
conduct are some of the practices athletes have identified. One athlete
suggested that the alcohol was supposed to make me not care of what was
going to happen (Justin, personal communication, November, 1997).
Sport is a strong representation of patriarchy, where males dominate in
every meaningful aspect and females are placed on the margins (Messner,
1992; Sabo, 1987). However, this gendered dichotomy is only a small piece
of the hierarchy. Through sport, males learn that power is well defined.
For example, coaches have it and players do not; athletes have it and non-
athletes do not; seniors have it and others do not; males have it and
females do not. Power gives people the right to do as they please, to expect
privilege that is not readily available to others. It is important to exert this
power over others so they, too, may learn the chain of command and learn
how to assume the power when their turn comes.
When teams decide to initiate rookies, this chain of command is, in fact,
what they are teaching. Rookies are stripped of their identity and forced to
submit to the wishes of senior members of the team. Male athletes recount
that they were required to strip and parade publicly in their jock straps,
attend a party for a short time wearing only a party hat, and wear diapers.
This submission is viewed as a means of creating solidarity that is considered
essential to the success of the team. For new recruits, who so desperately
want to belong to this group and to be accepted by veterans whom they in

many cases have grown to admire, the power differential mandates their
participation in hazing ritual. It is a process that results in individuals
believing that it is a privilege to be a member of this special group and that
the special attention is an honour for which to be grateful. In contrast, one
university athlete noted, many people think the players have choice
[whether to participate or not]. They do not (Justin, personal communi-
cation, November 1997). The humiliation and isolation that they would
experience by refusing to participate would be more intense and enduring
than the humiliation experienced in an initiation ritual. Resistance is
minimized by the ever-present threat of greater degradation. The power
imbalance has orchestrated the perception that rookies want to be initiated
and freely choose to be initiated in such a way that most, themselves,
believe that they want to be initiated. It is believed that experiencing
initiation is the only way to be accepted, to be successful on the team. On
the other hand, avoiding initiation would be a cowardly act, and a rejection
of the group and its principles of unity and power.
Sport has served as a training ground for boys to become men. In the
process, men learn to control each other according to the hierarchies that
have become tradition (Messner, 1992; Sabo, 1987; Whitson, 1990). This
hierarchy, partly maintained through hazing, is one that emphasizes a
superiorinferior dichotomy. Rookies, as inferior, must experience hazing
to become accepted into manhood. They must show courage in the face
of adversity. This is displayed in hazing events such as the puck drop:
The basics of this event was a tied string around the players genitals
while a pail hung over a beam. Pucks were dropped one by one until the
player could no longer withstand the pain. Each rookie took their turn
and points were recorded for an ultimate humiliation that was to take
place at the end of the night (Justin, personal communication, November,
1997). Other events cited were the marshmallow game and push-ups. The
marshmallow game involves placing a marshmallow in the rectum and
running a prescribed path, then dropping the marshmallow in a cup,
without any aids, at the end of the run. Failure to achieve this goal requires
that the initiate eat the marshmallow. The push-ups referred to are done
over a cup of beer for one minute; the initiate gets a point every time he
successfully dunks his genitals in the beer (Justin, personal communication,
November 1997). These events lack dignity according to common social
54 MAKING THE TEAM
standards. The initiates willingness to acquiesce demonstrates the power

of incumbents and of the system within which they operate.
HAZING, GENDER, AND POWER
Hazing rituals have no singular purpose and no singular outcome. As the

context changes in sport hazing, the diversity of purpose and outcome
expands. Experiences and the meanings attached to them vary depending
upon the individuals and the environment involved. For example, males
and females may recount a difference in experiences, which may be further
exaggerated based upon a single-sex or coed setting. Similarly, the rituals
attached to different sports, e.g., jockey vs. swimmer, may produce different
outcomes. The discussion that follows introduces a gendered analysis of
hazing in sport in an attempt to further understand the meanings that under-
lie sport hazing rituals and how they may contribute to excluding females and
other marginalized groups from fully participating in sport as equals.
Misogyny carries a message that categorizes gender oppositionally,
segregating women from men and maneuvering to deny status to women.
Linked closely with the dimension of status, subordination through hazing
is the interrelationship of gender with class. This interaction of power and
gender is part of a social system. Robinson (1997) provides insight into
the oppositional categories of gender with the following analysis: Some-
how, by humiliating and degrading a man and stripping him of his
humanity, he becomes less than a man. The only people who arent men
in this world are women, and ... someones got to take that role in a mans
world where women dont exist (79). She further notes that the initiation
purges soldiers and athletes of any femininity that dares to exist in them
(ibid.). While much of Robinsons quotation refers to the military, the
concept can be applied to sport as well. Sport, historically, has been the
domain of men, a social site for the development of masculinity.
Hazing contributes to the social reproduction of masculinity and
femininity. First, the ritual itself is a carryover from male traditions and
male-centered sport, and suggests toughing it out amongst male peers.
Courage and ability to endure pain have always been integral parts of the
initiation process. These characteristics serve as an important way in
which to set males apart from females and to express males superior
ability and character. Surviving culminates in a solidarity among men that

enables them to dominate those who are excluded from any access to this
experience, women.
Within athletics, hazing practices have been most closely linked, at least
publicly, with football and ice hockey (Fifth estate, 1997; Mandal, 1997;
Robinson, 1998). Perhaps because of the influence of the military and of
the media attention given to fraternities, hazing in sport has typically been
associated with all-male settings. This does not, however, prevent other
sports, including female teams, from engaging in hazing practices. In fact,
a 1999 study by Alfred University provides evidence that hazing affects
more than simply a couple of sports; this study also suggests that hazing
exists on female teams. Most recently, the Windsor star newspaper (2003)
reported on a Chicago high school powder puff football game and the
violent hazing that accompanied the game.
In searching for the meaning behind initiations, we might make a link
between the exclusiveness that the group communicates towards non-
members and the dichotomous thinking that lends itself to dominant-
subordinate relationships. Hazing becomes a necessity to demonstrate
that, having survived the rigors of the ritual, an individual has gained the
elevated social status of being a team member.
Men have traditionally maintained an exclusive hold on the domain of
sport, especially important sport (CIAU, 1992; NCAA, 2002; Womens
Sport Foundation, 1997). In the process of doing this, they have assigned
women to their appropriate roles: generally secondary, non-decision-
making positions. On occasion, the media expose their role as sexual
objects available for the sexual gratification of males (King, 2003).
Through these practices, women are often marginalized from sport per se
and accepted only on male terms and in roles that men do not want. This
sexualization and sexual division are often expressed in the social behaviours
engaged in during hazings male bonding and unification practices. These
behaviours define inclusivity (being an accepted member of the group)
and exclusivity (not being an accepted member of the group). Rookies
have been told to wear womens clothing and to hire strippers for the
gratification of veterans. These examples represent a gendered hierarchy.
It would not be humiliating to dress as a woman if women were held in
high regard and considered equals. Nor would it be acceptable to contract
strippers if women were not sexualized for the purpose of servicing male
56 MAKING THE TEAM
sexual fantasy. Clearly the strong male presence with the use of a female
presence to emphasize masculinity contributes to the message of sport as
a sanctum for male privilege and control.
In hazing, where women are typically denigrated, exploited or made
invisible, the status of females as secondary to males can be the meaning
that is taught to both females and males. The structure of hazing can be a
mechanism that teaches females, and again males, about the hierarchical
scheme. A difference emerges because of the female location in the gender
order, which emphasizes that there are restrictions on their ability to
match the achievements of their higher-status male counterparts (Sabo
and Panepinto, 1990). Hazing serves as a mechanism by which those with
power and status educate others and ensure that they conform to the rules
of the system.
Many behaviours engaged in during hazing within male-female com-
bined sports would, under different circumstances, be considered sexual
harassment. Practices such as being required to lick whipped cream and eat
a cherry off the stomach of a teammate of the opposite sex, to eat a banana
from the crotch of a male athlete, or to obtain signatures on breasts and
buttocks all have sexual overtones that may well be offensive to those who
are expected to engage in them. The sexual objectification of women is often
built into hazing ritual, with and without female participation. This
contributes to the continued oppression of women in both sport and
society at large. Females learn to identify with a position of inferiority.
The growth of womens sport and the increased opportunity for females
as participants should offer the possibility for change. However, womens
programs and their associated roles and responsibilities have emulated a
male model. The process has been two-pronged. Women have adopted
practices, such as hazing, that have traditionally marginalized them. Their
attempts to assimilate in a structure that works very hard at excluding them
negate the potential transformation of sport. Secondly, in an attempt to be
accepted as equals in a male world, they disassociate from the female other
or non-athletes whom they see as targets of male sexualization. Female
athletes detail the following behaviours: placing a banana with whipped
cream between the legs of a male athlete, and then licking the whipped
cream and eating the banana; having males write on the bodies of female
athletes, indirectly inviting these men to engage in sexually invasive
activities; dressing up like sluts, in sexually degrading ways or in suggestive
clothing; and doing push-ups over guys in their underwear. Female athletes
engaging in self-oppression, as reflected in these behaviours, is a means by
which male superiority is maintained. It reinforces the power structure
that holds men dominant over women. When adopting the values and
practices of males, females become active participants in their own
sexualization and oppression. Females can never achieve equality by
sacrificing their identity and making an effort to assume the identity that
males want of them. Nor can they achieve equality by adopting the values
of males while males fail to compromise or acknowledge their contribution
to the social construction of gender and the hierarchies of power that
oppress women.
In addition to marginalizing women, hazing practices are used to sub-
ordinate and marginalize homosexual males. Thus the practice of hazing not
only elevates the status of masculinity, but also confirms the domination of
heterosexual masculinity. Demanding that rookies visit a gay bar or dress
up as gay is intended to be humiliate rookies, to strip them of their
masculinity, and to make them feel less adequate as males than their
veteran sponsors. These practices also validate heterosexual masculinity
while censuring homosexuality.
Sabo and Panepinto (1990) refer to these strategies as a sex-gender system
that is based on sex inequality. It represents both male domination of
females and an intermale dominance. The hierarchy created may foster
solidarity and conformity among males, while also assuming inequality
among male groups.
CONCLUSION
When we are clear about what is operating in hazing and why, borrowing
a thought from Ramazanoglu (1987) and applying it to the theme of this
chapter, only then can we set about dismantling it and creating more
egalitarian and humane sporting communities that are more welcoming
to women and other marginalized groups. At present, most are not con-
sciously aware of the meanings of hazing, neither those doing the hazing,
nor those being hazed, nor those on the fringes such as leaders, peers, or
family. This is a strength of the system. It has been built into the structure
of the institution of sport in a way that deems it acceptable, normal, and
58 MAKING THE TEAM
innocuous. It results in a reproduction of the sport structure and culture

that perpetuates abuse based upon a hierarchy seen as natural; generally,
one in which males dominate other males and males dominate females.
Challenges to the practices of hazing are met with resistance. This is
understandable. Attempts to transform a structure that represents hierarchy
and the use of violence towards the more vulnerable initiates to maintain
this structure are viewed as an assault on the traditions of sport. One
university student showed he viewed such attempts as an invasion into a
protected world by stating that I could tell you the rest but Id have to kill
you (Brian). Another, who had the courage to refuse to participate,
exposed the reality of hazing by stating that I try to avoid situations where
my freedom of choice or self-respect are potentially compromisedand
judging from past stories, this was going to be the case (Annie). The critique
of hazing also generates anxiety and a sense of threat as it calls into
question the methods of achieving and maintaining the dominance of
those currently in power. Those who have engaged in hazing practices in
their past and view hazing as acceptable, or even important to team
dynamics, feel threatened by the possibility of being labelled violent, and
offended by the challenge to their freedoms and privilege.
In spite of many athletic departments now legislating against athletic
hazing, the current trend towards the moral responsibility of athletic leaders
to demand change is not taken seriously. Instead it is dismissed as a response
to public concern and the need for a positive public image rather than a
sincere commitment to change. This is further complicated by the fact that
most athletic leaders, the majority of whom are males, are products of a
system that subjected them to hazing and had them haze others. Thus, the
will to change may be suspect, even when sincere. To assert their authority
and assume a positive leadership position would require these individuals to
acknowledge an error in past judgement. Criticism of their own past
behaviours would be difficult. However, in the quest to achieve true equality
and to rid the athletic institution of violence, it is a step that must be taken.
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Acosta, V. and Carpenter, L. (1998). Women in intercollegiate sport: A longitudinal
study: Twenty-one year update, 19771998. Brooklyn, N.Y.: Brooklyn College.
Alfred University. (1999). Report on the hazing practices of NCAA athletes.

Available at: www.alfred.edu/news/html/how_many_hazed.
Annie. (1995). Anonymous interview: Sexual harassment in Canadian interuniversity
athletics. Unpublished manuscript.
Brian. (1995). Anonymous interview: Sexual harassment in Canadian interuniversity
athletics. Unpublished manuscript.
Bryshun, J. and Young, K. (1999). Sport-related hazing: An inquiry into male and
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Canadian Interuniversity Athletic Union. (1992). C.I.A.U. comparative study of
coaching and administrative equality. Ottawa: C.I.A.U.
Fifth Estate. (October 29, 1997). Crossing the line. Canada: Canadian Broadcasting
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Hoffer, R. (September 31, 1999). Praising hazing: Why its ok to make first-year
players sing for their supper, Sports illustrated.
Holman, M. (1995). Female and male athletes accounts and meanings of sexual
harassment in Canadian interuniversity athletics. Unpublished dissertation.
Michigan State University.
Justin. (1997). Confidential interview: Ethics in sport and physical activity.
Unpublished notes.
Kane, M.J. and L.J. Disch. (1993). Sexual violence and the reproduction of male
power in the locker room: The Lisa Olson incident, Sociology of sport journal
10: 331352.
King, K. (January 31, 2003). Doing the legwork, Sports illustrated.
Mandal, V. (December 11, 1997). Hockey hazing complaints probed, Windsor
star: 12.
Messner, M.A. (1992). Power at play: Sports and the problem of masculinity.
Boston: Beacon Press.
National Collegiate Athletic Association. (April, 2002). 199900 Gender equity
report. Available at: www.ncaa.org/library/research/gender_equity_study.
Nuwer, H. (1999). Wrongs of passage. Bloomington, IN: Indiana University Press.
______. (1990). Broken pledges: The deadly rite of hazing. Atlanta, GA: Longstreet.
Perry, L.A.M., Turner L.H., and Sterk, H.M. (Eds.). (1992). Constructing and
reconstructing gender: The links among communication, language, and gender.
Albany: State University of New York Press.
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______. (1997). She shoots, she scores: Canadian perspectives on women in sport.
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Sabo, D. (1987). Sport, patriarchy and the male identity: New questions about
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CHAPTER 5
Hazing, Masculinity, and

Collision Sports: (Un)Becoming Heroes
Elizabeth J. Allan and Gennaro DeAngelis
Though hazing was once thought to be simply harmless pranks and silly
antics, there is growing public awareness of the dangers and increasing
prevalence of harmful hazing initiations among North American youth
(Nuwer, 1999, 2000, 2002; StopHazing.org). In the most extensive study of
hazing in college athletics (Hoover, 1999), nearly 80% of athletes reported
being hazed to mark their transition to the team. Male athletes were found
to be at greatest risk of the most severe and dangerous types of hazing
initiations, including beatings and other types of criminal behaviour. Such
hazing initiations often involve humiliating and degrading activities that
can breed mistrust and a culture of abuse within a team. Sometimes such
initiations result in physical injury and occasionally they are fatal (Nuwer,
1999, 2002).
In light of these problems, many coaches and educational leaders are
seeking ways to eliminate hazing from their teams. Parents, teachers, and
students who have seen the harm caused by hazing are also searching for
answers. In this chapter, we offer an analysis of hazing among male athletes
to enhance understanding of why hazing continues and what can be done
to change it. Maybe if we can understand why athletes participate in hazing,
attempts to change the behaviour will be more effective.
While hazing is not unique to the realm of athletics, hazing behaviours
have been reported among sports teams at nearly all levels of play, including
high school, college and professional sports teams (Nuwer, 2000). In the
United States, a national survey of a sample of the over 325,000 National
61
62 MAKING THE TEAM
Collegiate Athletic Association (NCAA) athletes (1999), found that 79%

reported they had experienced some form of hazing as part of an initiation
to their athletic team. In Canada, Holman (1995) and Johnson (2000,
2002) have analyzed hazing experiences of college athletes, and Robinson
(1998) has described hazing experiences of hockey players in junior and
professional leagues.
Hank Nuwers work (1990, 1999, 2000) on hazing provides a platform
from which to advance research on hazing within a range of contexts.
Sociologist Stephen Sweet (1999) draws on the work of Nuwer and others
to examine fraternity hazing from a sociological perspective. Johnson
(2000) draws on the work of Donnelly and Young (1988) to analyze the
subcultures of initiation practices in sport and offer alternatives to hazing.
Iverson and Allan (2003) use a case study approach to provide perspectives
on transforming hazing cultures in U.S. colleges and universities, and
Shaw (1992) investigates hazing practices in a national study of sorority
women in U.S. universities.
Descriptive statistics and narrative data on prevalence and types of
hazing are important beginnings for building a body of knowledge related
to hazing. However, in order to understand the complexity of any social
problem, we must investigate and understand hazing in relation to its
particular social context. We approach the writing of this chapter in
response to this need. In order to provide more depth of understanding,
we focus on the social context of athletic competition for men, and those in
collision sports in particular, by applying theories of gender and athletic
identity to interpret the dynamics of hazing within this realm.
HAZING AMONG ATHLETES
In sport, hazing practices are commonly referred to as initiations, and

involve a wide range of behaviours that are typically understood as rites of
passage for new recruits joining a team. Hazing may involve any type of
humiliating, degrading, physically harmful, illegal, or abusive behaviours,
and there is much variation in the degree and scope of hazing initiations
in the realm of athletics. To date, the most comprehensive study of hazing
among athletes was co-sponsored by the NCAA and Alfred University in
the U.S. (Hoover, 1999). While many types of behaviours might qualify as
Hazing, Masculinity, and Collision Sports: (Un)Becoming Heroes 63
hazing, the Alfred/NCAA study used the following definition to describe

initiation activities that crossed the line into hazing:
any activity expected of someone joining a group that humiliates,

degrades, abuses or endangers, regardless of the persons willingness
to participate. This does not include activities such as rookies carry-
ing the balls, team parties with community games, or going out with
your teammates, unless an atmosphere of humiliation, degradation,
abuse or danger arises. (Hoover, 1999)
For the purpose of analysis, the NCAA/Alfred study considered hazing

within the following three categories:
Questionable behaviours: humiliating or degrading activities,

but not dangerous or potentially illegal activities.
Alcohol-related: drinking contests, exclusive of other dangerous
or potentially illegal activities.
Unacceptable and potentially illegal behaviours: activities
carrying a high probability of danger or injury, or could result
in criminal charges (Hoover, 1999).
In addition to these, some of the specific hazing behaviours mentioned in

the study included being yelled, cursed, or sworn at; being paddled, beat-
en, confined in small spaces; being kidnapped and abandoned. While
many student-athletes acknowledged their exposure to these behaviours,
they were often reluctant to label them as hazing per se. This may in part
be due to the fact that hazing is now illegal in forty-three U.S. states
(Hoover, 1999). It may also be due to students lack of accurate informa-
tion about how hazing is defined.
It is important to note that while the term initiation is commonly
associated with hazing, the terms are not synonymous. Initiations do not
by definition involve hazing practices. Anthropologists have long studied
initiations and rituals as important elements of any culture. Hazing, how-
ever, carries a much more specific meaning and involves humiliating,
degrading, and/or abusive behaviour expected of someone in order to
become a member, or maintain ones full status as a member of a group.
By its very definition, hazing excludes many positive group initiations and
64 MAKING THE TEAM
rituals that are not demeaning, humiliating, illegal or physically dangerous.

Of the 325,000 athletes surveyed in the NCAA study, more than 250,000
experienced some form of hazing to join a college athletic team. Of partic-
ular interest to our focus in this chapter is the finding that approximately one
of every five athletes was subjected to unacceptable and potentially illegal
hazing, and approximately 17%, mostly male athletes, were deeply
immersed in a culture of hazing (Hoover, 1999). Further, football players
were most at risk for dangerous and potentially illegal hazing. They were kid-
napped, beaten or tied up and abandoned. They were also forced to commit
crimesdestroying property, making prank phone calls or harassing others
(Hoover, 1999: 1). The findings of the Alfred/NCAA study underscore
findings described by Nuwer (2000, 2002), Johnson (2000, 2002), Robinson
(1998) and others who have drawn on interviews and other qualitative data
to describe hazing among high school, college and professional athletes. In
these reports, as well as in anecdotal accounts and news stories, coaches are
sometimes present or directly involved in the hazing initiations.
PERSONAL AND THEORETICAL PERSPECTIVES
We come to the writing of this chapter from very similar, yet in some ways
very different backgrounds and experiences. We are white, middle-class,
college-educated U.S. citizens working and studying at a university. We
spent our childhoods and young adult years in the same region of the U.S.,
though a decade apart; we attended the same undergraduate institution,
and we have participated in organized athletics in high school and/or
college. Despite these similarities, our experiences are vastly different in
many ways. These differences are due in large part to our identities as a
woman and a man in a society that confers differing social expectations
depending upon ones biological designation as female or male. In writing
this chapter, we bring our combined experiences and expertise as a collegiate
football player and coach (DeAngelis) and a decade of studying and
educating about hazing, gender theory, and identity development (Allan).
While there are numerous avenues that might be pursued to advance
understanding about hazing, we narrow our focus in this chapter to a
scholarly analysis of athletic hazing from the perspectives of gender theory
and athletic identity. While these theoretical lenses have been applied to
analyze a range of issues, there have been relatively few applications of

these theories to the problem of hazing. Allan (2003) and Johnson (2002)
have reported on and analyzed sex/gender differences in hazing practices
and have described how gender norms serve to shape and reinforce hazing
traditions. In this paper, we build on these analyses to provide a more
focused examination of hazing among male athletes. Our personal
experiences, filtered through these theoretical lenses, have shaped our
perspectives and are woven throughout this chapter.
GENDER THEORY AND ATHLETIC IDENTITY
Gender Studies is an area of scholarly inquiry that examines the social

construction of masculinity and femininity and the impact of gender on
individual and collective experiences in a given socio-cultural context.
Research in this realm generally employs a feminist lens to examine the
ways in which gender is a central organizing principle of society. A key
premise of gender theory is that boys/men and girls/women are socialized
to act in ways that are appropriate to their biological sex. Thus, gender
theory examines how gender norms are shaped through a complex array
of social forces, and in turn, how such norms contribute to shaping the
social world. Since gender is understood as a social construction and
learned behaviour, it is not monolithic and can change over time or across
cultures or sub-cultures (Kimmel, 2000).
A number of scholars have drawn on gender theory to analyze sport as
a social institution and to consider how masculinity plays a principal role
in sport culture (Katz and Earp, 1999; Messner and Sabo, 1994). For
example, expectations of dominant masculinity in Western societies dictate
that a real man should be tough, strong, aggressive, courageous, and able
to withstand pain. These masculine traits are reflected in the norms of
organized athletics (for both women and men) and in many cases, the
very definition of athlete is predicated upon these characteristics. Gender
theory provides the lens for understanding hazing and sports initiations
as gendered practices.
Athletic identity is defined as the degree to which an individual
identifies with the athlete role (Brewer et al., 1993: 237). The concepts of
identity development and performance have been acknowledged as useful
66 MAKING THE TEAM
in explaining role-related behaviour. The construct of identity has been

recognized as a highly relevant approach to the social psychology of sport
and sport behaviour(Brown and Hartley, 1998: 17). Researchers developed
the Athletic Identity Measurement Scale (AIMS) to determine the degree to
which an individual identifies with her/his role as an athlete and to measure
and/or predict the relationship between athletic identity and other
behaviours (Brewer et al., 1993; Hale et al., 1999). For example, scholars
have examined relationships between athletic identity and athletic perfor-
mance, student development in college and sport career transitions
(Brewer et al., 1993; Cornelious, 1995; Hale et al., 1999).
Both positive and negative consequences of a strong athletic identity
have been proposed, including the positive aspects of the acquisition of
skills and the development of a salient sense of self, and the negative
aspects of depression and identity foreclosure (Brewer et al., 1993; Brown
and Hartley, 1998). Much of this research has emerged from the field of sport
psychology and has considered the effects of athletic identity on athletes
during career transitions or forced termination from their sport due to
injury. Many scholars in this field contend that athletes who have a strong
athletic identity are more likely to have a narrowly defined sense of self
and are thus more prone to psychological trauma when their athlete role
is somehow jeopardized (Brewer et al., 1993; Brown and Hartley, 1998).
When rookies are subject to hazing initiations, they are often faced with
the implicit threat that they will lose their team membership or status if they
do not participate in the initiation. Thus, alongside powerful peer pressure,
athletic identity might also be considered a factor in the dynamics of hazing.
Those strongly identified with the athlete role (with a more narrowly defined
sense of self) may be more likely to participate in hazing initiations in order
to achieve and maintain their status on the team. In the next section, we draw
on gender theory and athletic identity as lenses for understanding one young
mans experience in a collision sport. The narrative that follows is based on
the experiences of co-author Gennaro DeAngelis.
MOST COURAGEOUS PLAYER
During the third quarter of the third game of my senior football season, I
developed a pain in my left knee. A post-game inspection by team trainers
revealed nothing to cause alarm, and I was told to ice my knee and relax
it as much as possible before the start of the following weeks practice. It
was during that next week that the pain in my knee began to intensify, but
I, not wanting to jeopardize my starting position, remained silent.
Over the next two games, as my left knee deteriorated, so too did my
performance and my playing time. An X-ray and an MRI revealed nothing,
and my doctors and trainers could not succinctly explain my discomfort
to the coaching staff. As a result, I began to notice a change in the manner
with which I was treated by some of the coaches. I sensed that they eyed
me suspiciously, and a few sarcastic remarks revealed to me that they were
not necessarily convinced I was even injured.
Feeling the need to prove my mettle and toughness, I continued to
practice and attempted to play. I wore a cumbersome medical brace, took
fistfuls of pain medication before and after practice, and even took two pain-
numbing injections. Despite this, I simply could not perform effectively. My
team was undefeated through seven games, and I had essentially been
relegated to the role of spectator. It became apparent to me that I had
become expendable, and I had become all but invisible to my coaches as
well as to a large number of my teammates. I was a traitor, a weak-hearted
sissy who dared admit that the pain was too much to bear. And, according
to all medical authorities, there was nothing definitively wrong with me.
With seemingly nothing to lose, I opted for exploratory surgery. It wasnt
until my doctor found and repaired the two large tears in my meniscus
cartilage that I felt better about myself. Had I questioned my own toughness?
Perhaps. However, the need to prove myself a man had not completely
subsided. There were three games remaining in the season, and I was told
that I would miss all of them due to my surgery. Three weeks later, with
my left knee tightly wrapped and my system wrought with Advil, I played
in my final game and played very well. Three months later at our teams
banquet, I was given the Most Courageous Player award, an honor
bestowed upon me by my now-supportive teammates. I felt honored, and
more importantly, I felt accepted and vindicated.
Now as I sit here writing this paper at the age of twenty-six, I can feel
the slightest throbbing in my left knee, a remnant of an early morning jog.
I am not in constant discomfort, but I am sure that my condition will only
worsen with age. When I think about what I put my body through some
four years ago, I cant help but ask myself what I was trying to prove. As I
68 MAKING THE TEAM
am now familiar with the theory of athletic identity, its obvious to me

that I defined my existence so narrowly as an athlete, specifically a football
player, that I was unprepared to have that identity stripped from me. This
sudden loss caused my notion of self-worth to plummet, and any other
talents or gifts that I may have had to offer paled in comparison to the
importance I placed on being recognized as a successful football player.
Somewhere in my parents home there is a plaque that reads, Most
Courageous Player, 1998. Lately Ive often wondered if it should actually
read Most Foolhardy, or Most Insecure. After all, it was my relentless
desire to prove my manhood and to remain part of a group that caused
me to push myself to destructive limits.
GETTING ACCLIMATED TO THE BOX
Gender theory emphasizes the role of socializationthe process by which

girls and boys learn culturally appropriate norms of behaviour related
specifically to their biological designation as female or male. These
behavioural norms are commonly termed femininity and masculinity.
Although boys and girls obviously experience the same range of emotions
at one point or another, boys eventually learn that if one is to be accepted
in a male-dominated society, certain emotions and actions are valued more
than others. For instance, boys are more likely to be told dont cry, and
be tough. Researchers have drawn on gender theory to analyze a wide
range of experiences and societal conditions for both women and men. In
this chapter, however, we draw heavily on scholars who have analyzed
masculinity as a social construct.
Kivel (1999) described the rigid set of expectations associated with pre-
dominant understandings of masculinity as the Act Like a Man Box. The
Box serves as a metaphor for the feelings of entrapment felt by many
young boys as they strive for acceptance by their peers. Characteristics that
are valued in order to stay in the Box are aggressiveness, competitiveness,
anger, promiscuity, control, and responsibility. Men hoping to stay within
the Box must also be financially successful, never ask for help, and above
all, must never cry (Figure 5.1).
Using a box as a metaphor is also effective because of the notion of
containment. Boys learn very quickly that should they attempt to step
Image not available
outside of the Box, they will swiftly be forced back inside with barbs such as
wimp, sissy, and bitch, in addition to others. These names carry with them
the inherent threat of violence, which only serves to reinforce the message
that being in the Box is the safest as well as the most proper place to be.
Others have studied consequences of rigidly defined masculinity. For
instance, ONeil et al., (1986) argued that men are socialized to develop
an acute fear of being associated with all things stereotyped as feminine.
According to the authors, this fear of femininity is cultivated in men
during their early childhood years when gender identity is being shaped
70 MAKING THE TEAM
and reinforced by parents and/or caregivers, peers, and media images.

The fear manifests itself in mens refusal to integrate their feminine sides
into their personalities.
ONeil et al. (1986) also noted that these fears contribute to six patterns
of gender-role conflict for men: (1) limited expression of emotions, (2)
homophobia, (3) socialized control, power, and competition, (4) restrictive
sexual and affectional behaviour, (5) obsession with achievement and
success, and (6) health care problems. These behavioural patterns are
meant to create distance between men and any feminine qualities they
may potentially demonstrate. Independently, or in combination, these
patterns would likely encourage traditionally masculine behaviours, to an
extent affected by the particular context. For example, an environment
that demands traditional masculinity as its desired behaviour is likely to see
one or more of the six patterns of male gender-role conflict as the rule, rather
than the exception. One such environment is the male athletic locker room.
The locker room is considered a haven where veterans are the rulers and
rookies must pledge their allegiance in addition to proving their worth. In
the locker room, masculinity is held in the highest regard, and anyone
straying from that standard will in many cases be put in his place by being
labelled a girl or a homosexual. It is a place where stories of sexual conquest
are traded and personal thresholds of pain are compared. It is partly by these
processes that a social pecking order emerges among the athletes where the
strongest are placed at the top and the weakest are placed at the bottom. The
young man hoping to rise to prominence quickly learns the climate calls for
him to exhibit a sort of hypermasculinity that will leave no room for
questions about his athletic prowess, manhood and heterosexuality.
Collision sports, particularly football and hockey, are often viewed as
avenues through which only the most masculine participants will succeed.
Because the athletic definition of success is so narrow, young athletes may
develop insecurities based upon the reality that only a small percentage of
them will achieve traditional levels of success. This fear of failure may
contribute to male athletes developing highly goal-oriented personalities
where the performance of masculinity may be amplified dramatically
(Messner, 1987). For example, football demands that its participants hold
little regard for their own physical well-being, much less their opponents.
Messner (1987) described a young man playing football as having to
develop a personality that encourages him to view his body as a tool, a
machine, or even a weapon utilized to defeat an objectified opponent

(201). This ideology can be seen in tactics employed by defensive coaches
that call for defensive linemen (the first line of defense) to cause havoc at
the line of scrimmage by brutally heaving their bodies into oncoming
blockers. The reasoning behind such a practice is that the players behind
the defensive linemen will be unencumbered towards the ball-carrier, their
potential blockers now nullified by the initial collision. Such methods were
often referred to as explosions or train-wrecks. Coaches often speak of
these maneuvers as honorable sacrifices, and some evoke images of
ground troops at the invasion of Normandy or pawns upon a chessboard.
Such depersonalization helps young athletes to justify actions and beha-
viours that would otherwise be viewed as self-destructive.
In collision sports there is an expectation that participants will continue
to play despite varying amounts of pain and discomfort. Coaches often
wield their players fragile sense of masculinity as a destructive weapon in
encouraging such behaviour. Miedzian (1991) suggested that the language
of sport is filled with insults suggesting that a boy who is not tough
enough, who does not live up to the masculine mystique, is really a girl or
homosexual (202). In other words, if a football coach wants to encourage
an injured player to compete, he may find that teasing about being a
sissy or fag can serve as a strong motivator for those players whose
sense of self is highly identified with societal notions of masculinity.
Relatedly, the expectation to get it done, or succeed, by whatever means
necessary, is also a staple of the competitive athletes attitude. Players who
are not willing to abide by this credo are quickly replaced by those who
are. This puts the onus on the male athlete to prove to the coaches that he
is more willing than the next to punish his opponent indiscriminately. By
such a process, a game like football, which is already inherently violent
and aggressive, becomes more so. Sabo (1994) noted that during his
collegiate football career he learned to be an animal. Coaches took notice
of animals. Animals made the first team. Being an animal meant being
fanatically aggressive and ruthlessly competitive. If I saw an arm in front
of me, I trampled it. Whenever blood was spilled, I nodded my approval
(84). Athletes competing in collision sports are expected to take on certain
characteristics in order to be effective members of the team. Our point is
that male athletes, and collision sports athletes especially, are encouraged
and expected to perform masculinity in its most narrowly defined sense.
72 MAKING THE TEAM
Remaining inside the metaphorical Act Like a Man Box and having a strong
athletic identity can provide many rewards in the collision sports culture,
butas previously notedthere are also many negative consequences,
including injury and depression. In the next section, we describe how a
hypermasculine culture, common to many collision sports teams, can
provide fertile ground for degrading and often violent hazing rituals.
HAZING, MASCULINITY AND POWER
While studying the prevalence of rape by college fraternities, Martin and

Hummer (1989) observed that:
men with a broad ranges of interests and attributes are lost to

fraternities through their recruitment practices. Masculinity of a
narrow and stereotypical type helps create attitudes, norms, and
practices that predispose fraternity men to coerce women sexually,
both individually and collectively. Male athletes on campus may be
similarly disposed. (470)
Such a finding speaks to ways in which highly masculine environments

such as collision sport athletic teams and fraternities work to eliminate the
weaker, or less masculine, members of their groups. For both groups,
hazing can be viewed as a filtering process that is used to eliminate
undesirables.
Pleck (1981) referred to this as a system of male solidarity, through
which men maintain a definition of their situation as one which not only
differs from that of women, but also involves organized activities requiring
the loyalty of all males. A critical point in the process occurs when men in
a given group realize they have the power to exclude and discipline their
members. It is with this realization that standards of social acceptance begin
to take form, and the notion of the initiation rite is conceived. Within the
context of an athletic team, this initiation rite often involves hazing new
members as a means of marking their transition into the group.
Some proponents of hazing say such activities have made them
stronger or more aware of their capabilities. For example, the following is
a testimonial from a person hazed in a fraternity:
Hazing taught me to humble myself, listen to authority, interact with

several people, closer than most people do with their best friend,
siblings, or family. Most of all, hazing taught me my personal limits
on pushing myself beyond what I ever have had to overcome. It
taught me to be mentally and physically resourceful, both by myself
and with others. (www.stophazing.org/pro-hazing/030999.htm)
This quotation exemplifies how traditional norms of masculinity are

internalized and shape the ways in which many young boys and men
come to see themselves and measure their accomplishments.
A football team is in many ways a social system with its own set of
expectations. A social hierarchy exists within the group where veterans
who have been members of the team the longest hold the most power, and
rookies hold the least. Players who are in power have risen to that status
by proving themselves the most masculine. Johnson (2001) notes that in
male-dominated systems, male identification is woven into every level, and
the high status positions within society are organized around qualities that
are culturally associated with masculinity, such as aggression, compe-
titiveness, emotional detachment, and control.
Sabo (1994) contends that becoming a football player fosters con-
formity to male-chauvinistic values and self-abusing lifestyles. It
contributes to the legitimacy of a social structure based on patriarchal
power (87). Hazing in turn can become an avenue through which this
power structure can be maintained. Rookies who have been hazed are less
likely to pose any threat to the power structure because they have
conformed to the group by following orders and placing themselves in
compromising positions for the perceived good of the group. In the eyes
of the veterans, the rookies have participated in male solidarity, and have
thus earned their place on the team.
The degree to which team members identify with the athlete role is
likely to influence the nature of their involvement in hazing and the extent
to which they conform to the social expectations of the team. Athletes,
particularly young ones, often join an athletic team for the affiliation as
much as for the physical competition. Others have built a lifetime of
dreams around becoming a competitive athlete in the college or profes-
sional arena. Veterans can then exploit these desires for acceptance
through degrading and often dangerous hazing rituals.
74 MAKING THE TEAM
An individual who resists hazing not only runs the risk of being
labelled a weakling, but also challenges the authority of the teams power
structure. For instance, if an individual refuses to be hazed, then he is
disrupting a system that has served to produce that organizations system
of leadership, and he is undermining the leaders themselves. Members of
the team who support his stance may feel reluctant to join him because
supporting him would jeopardize their own standing within the power
group. This failure to speak out or to transgress against the teams power
structure makes it more likely that hazing initiations will continue and
perhaps intensify in the future.
It is impossible to analyze the culture of masculinity and power
dynamics in sport without attending to the role of homophobiathe fear
of homosexuality in oneself and others. Describing the repercussions of
sympathizing with a homosexual individual or group, Martin and Hummer
(1989) state, if a member is suspected of being gay, he is ostracized and
informally drummed out of the fraternity. A fraternity with a reputation as
wimpy or tolerant of gays is ridiculed and shunned by other fraternities.
Militant heterosexuality is frequently used by men as a strategy to keep
each other in line (461). Due to the possible backlash that may occur if an
individual chooses to defy the norms of a given group, many people choose
to take the path of least resistance, as it is typically the most socially
acceptable path. For instance, a freshman football player, who has been
strapped to a chair and instructed by his team captain to drink large
amounts of alcohol, has the option to refuse. However, refusing would
likely be perceived as transgressing against the team hierarchy and group
norms. It is likely that such a transgression could reduce his status on the
team and draw his masculinity and (hetero)sexual identity into question.
According to Johnson (2001), resistance can take many forms, ranging
from mild disapproval to being fired from a job, beaten up, run out of
town, imprisoned, tortured, or killed (88). In the case of the rookie foot-
ball player, he risks his status on the team. Given the importance of that
acceptance, all too often this risk is viewed as more dire than any physical
risk associated with ingesting massive quantities of alcohol.
Thus, it is crucial that parents, teachers, coaches and others help athletes
develop the skills and provide the support necessary for making responsible
choices even in the face of peer pressure. Unfortunately, students who do
take a stand and report hazing do not typically find public support from
peers and adult leaders (i.e., coaches, school officials, university admin-
istrators). Rather, they often find themselves ostracized from the group,
subject to ridicule and/or retaliation for breaking the implicit code of
silence around hazing (Nuwer, 2000). Coaches and other leaders play a
crucial role in establishing norms for acceptable behaviour for team mem-
bers. When hazing or other forms of abusive or disrespectful behaviour
occur, coaches must take a strong stand against the behaviour and provide
visible support for victims. Athletes know that when coaches look the
other way, they are implicitly condoning the behaviour. When it comes to
hazing and other abuses of power within a team, coaches need to serve as
role models and speak out strongly against such practices.
EDUCATION ABOUT HAZING
Related to the culture of silence around hazing, one of the major

impediments to changing hazing initiations is a basic lack of under-
standing about the problem. Before we can expect hazing to be eliminated,
we must first notice the behaviour and understand some of the problems
associated with it. The following five points, adapted from a model for
educating men about the problem of sexual violence (Berkowitz, 1994),
can serve as a helpful starting point for thinking about a process of
educating about hazing:
Help others to:
1. Notice hazing.
2. Interpret hazing as a problem.
3. Recognize their responsibility to change a hazing culture.
4. Acquire the skills needed to change a hazing culture.
5. Take action to eliminate hazing.
According to the above model, the most effective way for coaches to educate
team members about hazing is to draw attention to the problem of hazing.
Coaches might begin this process by providing information about the
dangers of hazing and then help players develop the skills needed to take
responsibility for eliminating hazing initiations. This could take a number
of forms, but would likely include information about anti-hazing policies (or
behavioural expectations in the absence of a formal policy); information
76 MAKING THE TEAM
about where to report hazing violations; assurances of support for those

who do report; consequences for those who participate in hazing; and
most importantly, the provision of incentives for implementing non-
hazing group initiations and activities.
One of the major challenges in eliminating and preventing dangerous
hazing rituals is helping team members understand how hazing initiations
can hurt individuals and the team as a whole. Coaches can communicate
how hazing is often predicated upon a climate of fear, mistrust and human
degradation. Coaches can role-model ways to achieve team loyalty through
positive non-hazing activities. The following six-point definition of hazing
may be used to help athletes understand hazing as a problem:
1. Hazing is a serious problem (it is not simply harmless antics and

funny pranks).
2. Hazing is about abuse of power and control over others.
3. Hazing is humiliating and degrading.
4. Hazing can result in physical and emotional harm.
5. Hazing can hurt team trust, respect, and unity.
6. Hazing is a team issue and a community issue.
Each of the above points is helpful for generating discussion and helping
athletes think more critically about the potential harm that can result
from hazing initiations. Point six is meant to underscore the importance
of individual and collective responsibility for taking actionif hazing is
an issue for the entire team and larger community (Athletic Department
or school), then all members of the team and/or community have a role
to play in creating positive change.
Another major challenge to preventing hazing initiations is helping
team members find alternative practices to achieve the goal of inducting
new players to the team. The just say no to hazing approach is unlikely to
meet with success. Johnsons (2000) research speaks to the promising ways in
which hazing cultures among athletic teams can be transformed through the
implementation of team-building activities like low and high ropes courses
and outdoor adventure activities supervised by trained professionals.
Ideally, designing substitute activities for hazing initiations should be a
collaborative effort between coaches and players. It is possible to develop
non-hazing induction rituals that will build team loyalty, respect, and
trust. However, doing so will require proactive attention to the problem of

hazing as well as commitment and creativity on the part of coaches and
team leaders. Such a commitment will not only help to curtail the risks asso-
ciated with hazing, but also likely improve positive relationships and trust
among playerswith the possible benefit of enhancing team performance.
(UN)BECOMING HEROES
While it is essential to promote awareness of hazing and address common

misperceptions related to hazing, the dismantling of hazing in the realm
of athletics requires a more sophisticated understanding of the social
forces operating to reinforce hazing practices. Among these, the inter-
connections between dominant cultural beliefs about masculinity and the
strength of an individuals athletic identity are key factors. The implemen-
tation of anti-hazing policies and educational programs is an important
step, but taken alone, is unlikely to produce long-standing change.
In order to transform a hazing culture among male athletes, it is impor-
tant that we consider how young boys are taught to become heroesto
perform masculinity in such a way that they earn the right to be considered
real men. Most importantly, we need to more carefully examine ways in
which violent masculinity is normalized such that male aggression is often
excused as boys being boys or men being men. Simply put, hazing
practices are reinforced by narrowly defined expectations of masculinity.
If men who exemplify the Act Like a Man Box (Kivel, 1999) are not only
rewarded, but also sometimes valorized for this behaviour, it stands to
reason they would be inclined to participate in hazingas both the hazers
and hazedbecause it provides an opportunity to be perceived as tough,
strong, in-control, stoic and unyielding.
So while coaches and educators work to promote greater awareness of
hazing and articulate strong policies and accountability measures for hazing,
they can also work to recognize the ways in which cultural expectations
around masculinity may undercut these efforts. Coaches can work to
mitigate violent masculinity by refusing to accept (or overlook) violent
and uncivil behaviour, including homophobic taunts, that tend to
reinforce the Act Like a Man Box (Kivel, 1999). Johnson (2000) provides
an extensive compendium of suggestions for changing the initiation
78 MAKING THE TEAM
ceremony to accomplish the important goals of establishing traditions

and building team unity without hazing. In addition, we suggest that
coaches can work to maintain competitive excellence while also under-
standing what it means to be a boy striving for manhood and how
inherently complex this process is. For some coaches, this may be as simple
as thinking back to their own experiences, and recalling their insecurity
and yearning for acceptance. For others, it will require a better under-
standing of the cultural influences involved in how boys are socialized to
be men and the possible negative ramifications of adopting narrow
versions of acceptable masculinity.
In many cases, male coaches may represent a prevailing male influence
in the lives of boys who are without fathers or whose relationships with
their fathers have suffered during formative childhood and adolescent
years. Coaches can have substantial influence on team members, and
whether the influence is positive or negative may depend upon the
environment a coach fosters by way of his/her actions and words.
Above all else, coaches should be wary of motivating by use of shame.
Shame is a powerful catalyst upon which many coaches have struck
notable results at the expense of their players insecurities. Levant (1992)
notes that in some societies, men would rather die than be subjected to the
shame of violating certain sex role norms. In research that spanned
centuries, Levant found that men have long viewed masculinity as an
achieved state reached only through passing tests of manhood. However,
the achievement of manhood is not something considered permanent. A
man can always slip back over the line. The consequences of violating these
sex role norms for men are quite severe and usher in enormous shame
(Levant, 1992: 392). Thus, a coach who motivates a player by saying, you
ought to be wearing a dress may be doing far more damage than seems
apparent at the time. Even though that player might respond to such a
comment by trying to prove his manhood (thereby giving the coach the
desired short-term result), the coach has also planted a seed that may
contribute to the players reaction to future threats to his masculinity.
More specifically, if a veteran player calls him a bitch when he resists a
hazing initiation beating, perhaps he will be more likely to acquiesce, lest he
be viewed as less than a man. Moreover, it must also be recognized that the
use of such shaming is predicated upon sexism and homophobia, and thus
contributes to a culture contemptuous of that which is feminine and/or gay.
CHANGING THE CULTURE
We have described the importance of effective leadership on the part of

coaches and others for educating about hazing, articulating a strong
stance against such practices on their teams, and supporting athletes who
have the courage to report hazing rituals. We have also indicated the
importance of helping athletes find ways to replace hazing initiations and
traditions with non-hazing activities. In order to effectively eliminate hazing,
those who work with athletes need to help generate exciting, but safe and
respectful, ways for athletes to prove themselves and to build team unity
without relying on the abuses of hazing.
Hazing, when unmasked, is nothing more than one group of individuals
abusing power over others. Humiliation and violence are not ties that
bind groups together, nor are they mechanisms by which an individual will
increase his or her athletic prowess. As we have defined it, hazing is pre-
dicated upon disrespect, and thus serves to alienate people and diminish
feelings of self-worth. Within the context of male sport, such effects often
go unchallenged because of team members overwhelming desire to be
part of the group and to be seen as real men.
For many athletes, hazing has become an expected rite of passage from
one generation of team leaders to the next (Hoover, 1999). It can be a deep-
seated tradition. However, a head coach who is an effective leader can
break the cycle of hazing traditions by modelling for team members that
genuine respect and unity are not fostered through abuse. Coaches and
team leaders can work together to create a climate where new recruits are
welcomed and where respect is earned through character development
and integrity rather than dangerous hazing rituals. Creating a non-hazing
team culture will likely enhance relationships among team members by
building mutual respect, dignity, and trust. This possibility alone should
be sufficient for coaches and team leaders to consider changing their
approach to fostering unity and becoming heroes.
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CHAPTER 6
Whats Sex Got to Do with It?

Analysing the Sex + Violence Agenda
in Sport Hazing Practices
Helen Jefferson Lenskyj
The idea that male sport is the last bastion of male supremacy in
contemporary Western society is by now axiomatic. Despite almost half a
century of political organizing and activism on the part of women, sexual
minorities, people of colour, and working class people, some aspects of
social and sexual relations within sport remain relatively untouched by
these progressive social movements.
One of the most disturbing examples of long-standing social issues in
sport involves harassment and violence perpetrated by male athletes.
Although the pervasive societal problem of violence against girls and
women has been addressed since the 1970s in schools, colleges, universities,
and workplaces, as well as in the private domestic realm, sport admini-
strators virtually ignored the problem until the late 1980s (Brackenridge,
2001; Donnelly, 1999; Lenskyj, 1992a, 1992b). There is no shortage of exam-
ples from sport contexts, including coaches who harass or abuse girls and
women; athletes who commit date rape; sport teams involved in gang rapes,
particularly on university campuses; and sexual violence committed by male
athletes under the guise of hazing, which will be the focus of this chapter.
I will begin the discussion by establishing that sadistic sexual acts are a
key component of many sport hazing practices, and will then develop a
hazing typology based on examples from existing research. Critiques
developed by Jean-Marie Brohm, Varda Burstyn, John Loy, and Brian
Pronger will be examined in order to understand the sex + violence agenda
in mens sport. Specifically, I will present arguments to support two key
83
84 MAKING THE TEAM
claims: first, that male sport teams function as fratriarchies, and second, that
sport ideology imposes sexual discipline and repression on male athletes.
Links between these functions and the homoeroticism vs. homophobia
contradiction in men-only sport will be examined. Finally I will look at
strategies for social change, by investigating the potential for sexual
harassment policies in educational institutions and sport-related work-
places to encompass hazing. The specific sport hazing practices to be
analysed here involve only male team members who are either perpetrators
or victims of sexually assaultive acts that constitute part of the teams
initiation rites.
It should be established at the outset that male team sports are not
monolithic, and that male sport subcultures are differentiated along social
class, regional, ethnic, sexual, and other lines. Equally important, progressive
men within mainstream sport have been working for change since at least
the 1980s (see, for example, Kaufman, 1987; Messner and Sabo, 1990), and
progress has been made towards developing less violent, more inclusive,
and more humane sporting forms. The problems discussed below involve
worst-case scenarios in mens team sport, with (American) football
producing some of the most brutal examples of hazing.
THE LEGAL SITUATION IN CANADA AND THE UNITED STATES
By mid-2002, all except seven American states had passed legislation that
specifically prohibited hazing and criminalized some hazing-related
offences. One example, Ohios Bill 444, defined hazing as doing any act or
coercing another, including the victim, to do any act of initiation unto any
student or other organization that causes or creates a substantial risk of
causing mental or physical harm to a person. University policies typically
specified outcomes such as mental or physical discomfort, embarrassment,
harassment, or ridicule, and actions that demeaned, degraded, or
disgraced others. Penalties included forfeiting public funds, scholarships
or awards; suspension or expulsion from the university; and criminal and
civil action under state law. Alcohol and recreational drugs, as well as
anabolic steroid use in mens sport, were recognized in some policies for
their function as disinhibiting agents that affected both the perpetrators
and the victims of hazing.
Whats Sex Got to Do with It? 85
Although there were parallel initiatives in Canadian universities, school

districts, and sports organizations, no legislation was enacted federally or
provincially. This can be explained in part by the extensive American system
of athletic scholarships and the semi-professional structure of the
NCAAfactors that contribute to more widespread hazing problems
than in Canadian university sport contexts. There is, however, ample
evidence of sport hazing in Canada as well as in the U.S. (e.g., Bryshun,
1997; Johnson, 2000).
Some anti-hazing policies stress that activities constitute hazing
regardless of the willingness of the participant. In this context, peer pressure
and psychological coercion are as effective as physical forceor perhaps
more effective, since these methods leave no visible marks of abuse. In this
regard, there are parallels with situations of domestic violence, where the
victim stays with a violent partner for a variety of complex reasons,
including the belief, often promoted by her partner in psychologically
abusive ways, that she is unworthy of respect, and deserves to be treated
violently because of her alleged shortcomings.
Similarly, in the subculture of mens sport, hazing mythology promotes
the idea that, until they prove their manhood and their commitment to
the team, rookies are worthy only of contempt; moreover, those who
refuse to comply with hazing practices risk shame and ostracism (Johnson,
2000). While the psychological control might not be as profound or long-
lasting as that exerted by an abusive partner in a marriage or intimate
relationship, to the reasonable person outside of male sporting sub-
cultures, the notion that strong and independent young men would
voluntarily submit to the kinds of indignities and abuses routinely meted
out by veteran athletes is difficult to understand without an analysis of the
internal hierarchies of male sport.
SEXUAL VIOLENCE IN HAZING: A TYPOLOGY
The small but growing body of research studies and media reports on
sport hazing practices has generated a lengthy list of examples that have
been construed as hazing by the courts and/or by educational institutions
in Canada and the U.S. Existing typologies tend to focus on the legality/
illegality of the acts, the degree of danger or harm to victims, and the
86 MAKING THE TEAM
involvement of alcohol or illegal substances, as these two examples will show:
1. Initiation rites in NCAA sports teams

(four mutually exclusive categories):
a. acceptable behaviours (only positive activities)
b. questionable behaviours (humiliating, degrading)
c. alcohol-related activities (drinking contests)
d. unacceptable, potentially illegal behaviours (dangerous, criminal)
(Hoover, 1999)
2. Initiation rites in American high schools

(four overlapping categories):
a. humiliating hazing
b. potentially illegal hazing
c. substance abuse hazing
d. dangerous hazing (Hoover and Pollard, 2000)
Rather than using these typologies, I will develop categories based on the
implicit or explicit sex + violence agenda of male sport hazing practices. The
examples below involve male hazing perpetrators and male hazing victims,
except for those instances where male hazing victims are forced to participate
in a group attack on female victims. The use of physical and/or psycho-
logical coercion to make victims comply is common to all these examples.
1. Sexual degradation
enforced dressing as a woman, or wearing of humiliating clothing
enforced purchase of feminine hygiene products
enforced public nudity
enforced shaving of testicles
enforced full-body dyeing
Note that in a more progressive social context, taking the female role in terms
of dress or behaviour might not be seen as sexual degradation, but rather as
an act of playfulness, or an ironic challenge to gender boundaries. However,
a key component of male initiation is distancing from and domination over

women (as discussed below), and therefore enforced cross-dressing clearly
constitutes sexual degradation in the context of male sport subcultures.
2. Sexual assault
subjected to sadistic sexual assault involving one or more perpetrators
(anal rape, or anal penetration with fingers or implements)
forced to participate in gang rape (as perpetrators)
forced to perform oral sex on veteran players
forced to have sex with animals or multiple sex partners
forced sexual harassment of others
3. Physical humiliation with sexual overtones

subjected to wedgies (pulling up underwear)
forced to consume non-food products, including urine or feces
subjected to symbolic or actual subservience to veterans
made target of sexually explicit, insulting and degrading language
forced to self-injure or self-mutilate
In developing this typology, I have deliberately omitted the most graphic

details of what are inarguably sexually sadistic practices concealed under
the guise of hazing. Qualitative data illustrative of these practices may be
found elsewhere in this collection, as well as in the Alfred University study
(Hoover, 1999; Hoover and Pollard, 2000), Sabo and Panepinto (1990),
Johnsons (2000) and Bryshuns (1997) theses, and the Stop Hazing web-
site (www.stophazing.org).
SADISTIC SEX IN MENS SPORT HAZING PRACTICES
1. Male sport teams function as fratriarchies

The term fratriarchy describes fraternities, sports teams, and other
fraternal orders or interest groups. As John Loy succinctly states,
fratriarchies bring men together, they keep men together, and they put
88 MAKING THE TEAM
women down. A kind of modern tribal subculture populated by young

men without family responsibilities, fratriarchies promote self-interest,
freedom, the pursuit of prestige through physical prowess, and violent,
performative masculine styles (Loy, 1995: 267). Fratriarchies exemplify
hypermasculinitythe exercise of force to dominate othersas the male
ideal; the concept toxic testosterone aptly describes the animating force
in these groups (Ignatieff, 1998). As Michael Kimmel (1991: 5) explains,
the relentless pursuit of a hypermasculine identity becomes a distorted
initiation process driven by misogyny and homophobia, and exemplified
by adolescent males overinvolvement in physical and sexual assaults, gay-
bashings, and gang rapes.
As the term suggests, fratriarchies have their own internal hierarchies,
established in part by initiation rituals. A male university athlete in Jay
Johnsons study (2000) explained that rookies needed to be taught their
place and had to earn others respect. Contemptuous of rookies who
complained to the coach about veterans abusive treatment of them, this
athlete stated, The rookies seemed to think that they were doing us a favor
in coming to the school to play for us, and not the other way around.
While sport ideology is transmitting its own hierarchical, elitist, and
authoritarian values, it diverts participants energies away from broader
issues of societal hierarchies and struggles, or, in Jean-Marie Brohms
words, the revolt against the bourgeois order (Brohm, 1976: 59).
Instead, it poses as a system that operates on the principles of equality and
merita level playing field, open to all, regardless of variables such as
ethnicity or social class. Such myths conceal many of the crucial power
hierarchies within male sporting culture, including taken-for-granted
assumptions that rookies deserve to be harassed or abused as a rite of
passage into the team. Thus, rookies position at the bottom of the social
hierarchy, and veterans, captains, and coaches places at various levels
above them, are both symbolically and experientially enforced through
physical and/or sexual degradation.
In her discussion of the male secret societies that flourished in the early
1900s in North America, Varda Burstyn (1999: 62) explained how they were
characterized by women-distancing rituals, masculine bonding, and inter-
generational socialization. By the twentieth century, sport, and militari-
zation were taking over the function of conducting these kinds of male
initiation rituals, the purpose of which was to eradicate maternal influence
over boys and young men, and to promote hegemonic masculinity:
Sport created an extensive, institutionalized network of social surro-

gate and symbolic fathers and brothers-in-arms in close and ardu-
ous physical contactpoints of libidinal cathexis (sexual bonding)
to use the Freudian phrasethat could provide alternative mascu-
line points of identification against women, their sphere of domes-
ticity, and their morality (Burstyn, 1999: 64).
Little has changed since the early 1900s; socialization into the role of male
athlete continues to demand physical toughness and emotional stoicism
(White and Young, 1999). The glorification of violence in mens profes-
sional sportsfootball and ice hockey, in particularis clearly reflected
in the attitudes of owners, coaches, peers, spectators, and the mass media,
all of whom not only fail to censure violence, but often reward it.
Widespread public support for violence in sport is accompanied by
general public apathy towards high injury rates, premature retirements,
and even deathsall part of the price that young men pay for the pur-
ported privilege of working as gladiators in the sport-as-entertainment
industry. As Greg Malszecki and Tomislava Cavar (2001: 175) aptly point
out, the prevalence and tolerance of violence in sport, and the protection
offered to its perpetrators, are reminiscent of the discourse that used to
surround domestic abuse when it was first exposed as a tragically repugnant
way to treat significant others. Just as the private realm used to be
considered off limits to public policy and legislation (a mans home is his
castle), so, too, one routinely hears the call to keep politics out of sport,
or, more specifically, out of mens professional sport and Olympic sport
(Lenskyj, 2000). The notion that sport is apoliticalthat it is somehow
protected by a firewall that exempts it from the level of public, political,
and moral scrutiny directed at other systems that organize social behav-
iourpermits some of the worst violence to continue unchecked.
2. Sports ideology imposes sexual discipline and repression

Discussing a second aspect of sport ideology, Brohm explains how sport
replaces erotic pleasure with pleasure in muscular movement, while
cultivating a sado-masochistic type of personality, which enables the
90 MAKING THE TEAM
individual to relish his own pain (Brohm, 1976: 57).

Burstyn elaborated on this theme in her discussion of developments in
Western male sport since the 1800s. Sport, like the military, becameand
continues to bea site in which the masculine, aggressive, sexual beast
was harnessed and disciplined, so that it/he could then be celebrated.
Mens physical and sexual energies were diverted away from women and
the values traditionally associated with the female realm of family and
relationships. Instead, boys and men were socialized in exclusively male
arenas where they experienced their own masculine style of bonding,
often across social class and ethnic lines.
This exclusively homosocial interaction generated a strong homoerotic
dimension which continues to operate, and, more importantly, to be
denied, in male sport circles. As Brian Pronger explains,
men pit themselves against other men, using their own bodies, the
bodies of their teammates and of their opponents to produce the
feelings of ... embodied masculinity .... Sport offers men the oppor-
tunity to eroticize masculinity, but still maintain their orthodox
[heterosexual] status. (Pronger, 1999: 190191)
The (hetero)sexualized language of male team sportsthe popularity of

penetrating-penetrated terminologyreflects its capacity to excite
those involved in sexual as well as physical ways (Burstyn, 1999: 215). At
the same time, its pervasive homophobia conveniently serves to repress
explicit evidence of homoeroticismto such an extent that the public
coming out (as gay) of male athletes, even in the more accepting climate
of the 1990s and twenty-first century, still disturbs sports orthodoxy.
Ironically, it is more acceptable in most sport contexts for male athletes to
flaunt their homophobia than to disclose their homosexuality.
As Burstyn explains, homophobia is often motivated by mens fear of
feminine qualities softness, weakness, dependency, sexual receptivity
(Burstyn, 1999: 203). Football coaches, players and fans, for example, use
misogynist and homophobic obscenities both to motivate the home team
and to insult their opponents (Pronger, 1993). On this issue, Michael
Kaufman (1987: 23) argues that mens homophobia is evident in the
obsessive denial of homosexual attraction expressed as violence
against other men [which is] one of the chief means through which
patriarchal society simultaneously expresses and discharges the attraction

of men to other men. The sex + violence combinationthat is, sado-
masochismis, in a bizarre way, a logical outcome of this process. Mens
sport is ideally situated to express and discharge this attraction through
legal and rule-breaking violence, on and off the field. Hazing, in particular,
allows both perpetrators and victims to participate in sadomasochistic
rituals that conceal the rampant homoeroticism of mens sport behind the
more acceptable acts (in this context) of male-to-male violence.
Kaufman goes on to draw links betweeen the homophobia expressed
through male-to-male violence, and the widespread societal problem of
male violence against women. Similarly, Burstyn claims that the aggres-
sive eroticism of mens sportin other words, sado-masochismalso
shapes heteroeroticism and heterosexual relations. Male sporting rituals and
universal preoccupation with winners and losers confirm the values of dom-
inance and submission (Burstyn), while the commodification of athletes
bodies devalues all human bodies (Brohm). In this moral vacuum, the vic-
timization of women, gay men, and rookies is unlikely to attract sanctions.
LINKS BETWEEN HAZING AND GANG RAPE
With socialization into fratriarchies relying on group cohesion, male

domination, and woman-distancing rituals, it comes as no surprise to find
a significant link between fraternity or sports team membership and sexual
assault. Statistics from American university campuses showed that male
intercollegiate athletes were overrepresented among students who were
convicted of sexual assault, including date rape and gang rape, and were
six times more likely to commit crimes of a sexual rather than nonsexual
nature (Bausell, 1991; Warshaw, 1988). Similar date rape patterns have
been found among professional athletes (Benedict, 1998). Even members
of high school teams have been implicated in gang rapes, as seen in the
1989 Glen Ridge, New Jersey case where the victim was a developmentally
delayed adolescent woman. The fact that these eight young men from the
school football team were seen as heroes made it even more difficult for
the victim to be believed (Lefkowitz, 1997). (For a summary of similar
examples and trends, see Lenskyj, 1992a, 1992b; Loy, 1995; Robinson, 1998.)
Research on fraternity gang rape shows how the victimization of
92 MAKING THE TEAM
newcomers has come to signify the symbolic sacrifice of the self (or some
part of the self) to a superior body that represents the communal identity
of the [fraternity] the convenant promises masculinity and superior
power (Sanday cited in Loy, 1995: 271). As one of Jay Johnsons respondents
explained in reference to sport teams hazing, Some guys like it, they get
off on it I guess that it is the feeling of power and control you have over
rookies (Johnson, 2000).
Analyses of gang rape usually emphasize that it is a manifestation of
status, hostility, control, and dominance, rather than sexual pleasure or
satisfaction (Loy, 1995). However, one must ask why this display of hostility
and dominance takes a sexual form, rather than simply the form of
physical assault. More specifically, how is it that mens sexual victimization
of other men proves their heterosexual superiority, and not their homo-
sexual interests?
On this issue, Susan Brownmiller (1975: 197) was one of the earliest
feminist scholars to examine the underlying homosexual dimensions of
gang rape. The young men whom she interviewed stated that sexual
excitement associated with gang rape was largely a relationship between
the boys rather than between any of the boys and the girl involved
(Brownmiller, 1975: 190). In fact, the homoerotic component is self-
evident. Unlike the well-established no prolonged staring rules govern-
ing male nudity in locker rooms and public washrooms (Pronger, 1999:
191), a male gang rape by definition involves males watching other males
engaged in sexual activity. Their attention is focused on each other, while
the victim, whether female or male, is reduced to a receptacle for institu-
tionalized sadism, in Laura Robinsons words (1995).
HAZING = SEXUAL HARASSMENT? PROS AND CONS
Many current sexual harassment policies in Canadian and American

educational settings and workplaces are based on the earlier feminist concept
of a continuum of male sexual violence against women, which ranges from
relatively minor forms of verbal harassment (such as inappropriate com-
ments of a sexual nature) at one end, to violent sexual assault at the other.
By the mid-1990s, most Canadian colleges and universities, as well as
many school boards, had developed harassment policies and codes of
conduct, and, more recently, some national and provincial sports governing
bodies followed their example. In the educational context, prevention of
date and acquaintance rape among young women was a key concern in the
1980s and 1990s. Some college and university sexual harassment policies
specifically included sexual assault, so that perpetrators would be subject
to internal disciplinary procedures as well as possible criminal charges.
Furthermore, with growing recognition of the ways in which misogyny
interacts with racism, homophobia, and other forms of systemic
discrimination, many policies were modified in order to address the full
range of harassment. Accompanying these policy changes were educational
initiatives aimed at both male and female students and employees; these
included videos, print materials, posters, peer-led discussion groups,
violence-prevention mentorships, and so on. At the same time, evolving
policies governing alcohol use, substance abuse, orientation activities, and
orientation leaders codes of conduct helped to address the general problem
of harassment. All these developments have implications for the effectiveness
of strategies that include hazing under harassment policies.
An Internet search yielded numerous American school and college
harassment policies that specifically identified hazing as sexual harass-
ment, thereby including it under existing harassment policies, complaints
procedures and sanctions. At present there does not appear to be any
evaluation of the effectiveness of this change. It is therefore useful to
review the potential benefits and pitfalls of such policy changes.
Advantages
disrupts the firewall that allows male athletes to be largely exempt from
harassment policies in schools and universities
redefines the sex + violence components of hazing unequivocally as sexual
harassment, subject to the full force of the law
provides for informal as well as formal complaints and resolutions,
thereby encouraging higher reporting rates
provides definitions of sexual harassment and sexual assault, defines
rights of victims, and emphasizes that no means no
places responsibility on the employer, or on school/university admini-
stration, to guarantee employees and students an environment that is
free of intimidation or harassment
94 MAKING THE TEAM
utilizes existing counselling and support services for victims of sexual

harassment or assault
utilizes existing anti-violence educational programs, such as the Mentors
in Violence Prevention or the Athletes for Sexual Responsibility proj-
ects. (Katz, 1995)
Disadvantages
the implicit focus of most existing sexual harassment policies is on
female victims
a male victim of sexual hazing may not define his experiences as sexual
harassment or sexual assault
the problem of hazing victims alleged compliance remains unresolved
the problem of hazing practices continuing underground is unresolved
the nonsexual components of hazing are beyond the reach of harassment
policies
administrators, counsellors, and educators need specific understanding
of male sport subculture in order to provide appropriate preventive,
educational, and frontline services
CONCLUSION
It could be argued that more potential advantages than disadvantages

would result from the specific inclusion of hazing in harassment policies,
although it is clear that the pitfalls listed above demand attention. A
multi-faceted approach to the problem is needed so that all components
of hazingfrom sexual violence to psychological abusecan be effective-
ly addressed. More importantly, there is an urgent need for broader, more
radical changes in male sport subcultures. There is clear evidence that that
traditional male sport ideology has dangerous consequences for women,
for gay men, and for young male rookies. Interventions at all levels from
local teams to national sports organizations are needed.
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Towson State University.
Benedict, J. (1998). Athletes and acquaintance rape. Thousand Oaks, CA: Sage.
Brackenridge, C. (2001). Spoilsports: Understanding and preventing sexual
exploitation in sport. London: Routledge.
Brohm, J.M. (1976). SportA prism of measured time. London: Ink Links.
Brownmiller, S. (1975). Against our will. New York: Simon & Shuster.
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Burstyn, V. (1999). The rites of men: Manhood, politics, and the culture of sport.
Toronto: University of Toronto Press.
Donnelly, P. (1999). Whos fair game? Sport, sexual harassment, and abuse, in
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Hoover, N. (1999). Initiation rites and athletes for NCAA sports teams. Alfred Uni-
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Hoover, N. and Pollard, N. (2000). Initiation rites in American high schools. Alfred
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Ignatieff, M. (1998). The warriors honor. New York: Owl Books.
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The case of two Southern Ontario universities. M.Sc. thesis, University of Toronto.
Katz, K. (1995). Reconstructing masculinity in the locker room: The mentors in
violence prevention project, Harvard educational review 65(2): 163174.
Kaufman, M. (1987). The construction of masculinity and the triad of mens
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Kimmel, M. (1991). Issues for men in the 1990s, Changing men 2: 46, 17.
Lefkowitz, B. (1997). Our guys. New York: Vintage.
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______. (1992a). Unsafe at home base: Womens experiences of sexual harassment
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96 MAKING THE TEAM
sport involvement, and the phenomenon of gang rape, in K. Bette and

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(Eds.), Sport and gender in Canada. Don Mills, ON: Oxford University Press.
CHAPTER 7
Gender Differences
in Coaches Perceptions of Hazing
in Intercollegiate Athletics
Cristina Caperchione and Margery Holman
There has been an enormous growth of literature in the area of gender

issues since the 1972 enactment of Title IX, of the Education Amendment
Act in the United States. This legislation mandates gender equity of
resources and funding in sport and education (Lumpkin et al., 1994).
However, research to date has failed to extensively examine the relationship
between gender and hazing, or initiation rituals, in athletics.
This chapter is a summary of a study that examined whether or not there
are differences coaches perceptions of hazing in intercollegiate athletics
based upon the sex of the coach. The study was survey research. The
population was Ontario University Association (OUA) coaches. It was
based upon the assumption, drawn from the histories of womens and
mens sport, that female and male coaches would express differences in
their views towards hazing.
The study was exploratory research. It used a survey instrument,
developed from Nixons (1994) study of coaches perceptions of risk, pain,
and injury in sport. Nixons work, which examined the themes of social
structural constraints and inducements, cultural values, institutional
rationalizations from coaches and sports management, socialization
experiences and ways of accepting risk, pain, and injury in sport (Nixon,
1994: 80), assessed whether or not there were gender differences in the way
that pain is normalized in sport. The adapted version of the questionnaire,
the Hazing and Initiation Ritual Index (HIRI), was developed by
Caperchione and Holman for Caperchiones thesis (Caperchione, 2001)
97
98 MAKING THE TEAM
and was used in this study. It included a number of closed and open-
ended statements about hazing and initiation rituals in sport to investigate
gender difference in the normalization of hazing practices within the
framework of the same themes.
Researchers have shown that sport predominantly operates as a male-
defined and male-dominated institution (Bryson, 1987; Hall, 1993;
Hargreaves, 1990) where hegemonic masculinity is the culturally idealized
form of the masculine character that emphasizes the connection between
masculinity, toughness, and orientation towards competition and
subservience of women (Connell, 1987: 250). Theberge (1987) added
that there is definitely an ideology in sport that is not simply about
strength or superiority, but about domination, and more specifically
about the domination of women by men. Traditional male sport sub-
cultures tend to place a considerable amount of pressure upon participants
to conform to masculinist values and beliefs. Furthermore, research has
also indicated that female sport practices have become more aligned with
traditionally masculine sports worlds (Young and White, 1995). Thus, it
might follow that many females in sport would align their own traditions
of hazing and initiation with those of male cohorts.
Literature (Curry and Strauss, 1994; Messner and Sabo, 1990; Nixon,
1993; Sabo, 1987; Wamsley, 1997; Young et al., 1994) has revealed that the
normalization of pain is an area that parallels or represents the concept of
hegemonic masculinity. Athletes who are injured, or in pain, are coerced
to continue to participate because playing injured or hurt is regarded as
natural or normal. It also represents the characteristics of strength,
superiority and control associated with hegemonic masculinity. Pain and
injuries have become normal in sports due to the individual, institutional,
and social acceptance and support of athletic pain. With hazing, there is a
similar acceptance of adversity and concomitant sacrifice for the promotion
of team ideals. Over time, hazing ritual has become a normalized practice
that resists pressure to change.
One influence that might advance a contrasting view by female coaches
towards hazing is their approach to coaching and leadership. Some
researchers believe that the gender of coaches may have an effect on
leadership ability and style (Eagly and Johnson, 1990; Loden, 1985).
Eitzen and Pratt (1989) suggested that male and female coaches differ in
their philosophy and practices. They found that men expect more from
Gender Differences in Coaches Perceptions of Hazing in Intercollegiate Athletics 99
their athletes in areas such as work habits, self-discipline, and attitude,

demonstrating the spillover of a masculine model (Loden, 1985) that is
characterized by qualities such as competitiveness, hierarchical authority,
high control for the leader, and unemotional and analytical problem solving.
Female sport history and the absence of hazing traditions within female
sport environments led to the assumption that there would be a gender-
based difference in coaches perceptions of hazing.
FINDINGS
Coaches play a vital role in the hazing process. Based on the current study,
many coaches have experienced hazing firsthand as former athletes. Others
have witnessed, been aware of, or even participated in, the team hazing
rituals and ceremonies of their athletes. Furthermore, coaches are viewed
as leaders and role models who set standards and expectations. Thus,
coaches beliefs and attitudes towards hazing are research avenues that
deserve greater attention.
SOCIAL STRUCTURAL CONSTRAINTS
Social structural constraints (SSC) refer to informal social rules, regulations

or constructs that limit the opportunities of individuals or groups of people.
Analysis revealed that there were no statistically significant differences
between male and female coaches responses to statements under the
social structural theme of the HIRI.
The responses of the combined male and female coaches clearly sugges-
ted negative perceptions of hazing under the social structural constraint
theme. In a finding inconsistent with the literature, coaches failed to
recognize that there are social structural constraints associated with certain
aspects of sport. Generally, coaches who participated in this study did not
agree that informal social rules or social norms shape the individual
opportunities of young athletes with respect to hazing. Yet, coaches
acknowledged that the individual need to become a part of a group or
team is a critical aspect of socialization. Individuals normally feel they
must conform to a certain set of beliefs developed by other group members
100 MAKING THE TEAM
or society in general. In sport, such socialization often involves establishing

an identity as a member of a particular subculture, and having that identity
confirmed by established members (Donnelly and Young, 1988). Within
the subculture of sport, first-year team members or rookie athletes are
forced to participate in a number of hazing activities that have been
recognized as normal or traditional by veteran and past athletes. Although
many rookie athletes may not agree with sport hazing, they feel obligated
to participate in order to gain acceptance into the sport subculture.
In the current study, coaches claimed that hazing activities are not
widely accepted or valued by athletic personnel. In particular, coaches
indicated that athletes should not be expected to participate in hazing rituals
when first joining a team. Veterans should, in fact, welcome first-year
members on the basis of hard work and dedication. Participation in
traditional rituals should not distinguish accepted members from non-
accepted members. Moreover, coaches claimed that they dont turn a
blind eye when hazing occurs; rather, coaches play an active role in
attempting to eliminate such activities. The development of alternative
socialization experiences is a strategy used to decrease rookie alienation
and increase team identity (Dennis, 1998). Coaches from the current
study identified alternative activities such as weekend retreats, outdoor
rope courses, team meals, and weekly team outings.
Eliminating hazing practices is a goal for coaches and athletic admini-
strators. However, reaching such a goal has been, and will continue to be,
a difficult task. As much as coaches indicated their disapproval of hazing
practices, athletes continue to condone it. Based on the literature previously
reviewed, hazing continues to occur across North American campuses on
a regular basis (Alfred University, 1999; Bryshun, 1997). Although zero-
tolerance hazing policies have been created, and laws passed, athletes
maintain hazing rituals by pushing the phenomenon underground. Many
first-year athletes are enthralled with the traditional aspects of hazing,
proposing that if hazing has continued for so many years, it must not be
threatening or dangerous. Clearly, many athletes do not share the same set
of beliefs towards hazing as the respondents of the current study. This may
be due to the fact that athletes are unaware of the perceptions coaches
have of hazing. Coaches may say they do not condone hazing practices, yet
communicating this disapproval to their athletes is sometimes ineffective.
As a result, the coaches disapproval of hazing is disregarded and an athletes
choice to participate is influenced by tradition and societal norms.

Qualitative data based on open-ended comments offered by the studys
participants also indicated patterns associated with social structural
constraints. The following discusses the coaches responses to questions
under the social structural theme.
Question #1: Athletes should never complain

All respondents commented that athletes should complain in certain
situations; some stated that athletes should always complain about athletic/
team hazing. These situations included any discomfort an athlete may
have with anything concerning the athletic program or concerns of health
and well-being. Some who offered additional comments indicated that
when athletes are in situations where they are uncomfortable, they should
make it known to the coach. They also added that athletes should question
first and then complain if their health and well-being are in question.
When discussing sexual abuse and hazing, Dennis (1998) stated that athletes
must continue to develop greater awareness of problems and discuss these
problems with coaches, administrators, and other athletes.
As mentioned above, athletes have the right to inquire about anything
they feel is threatening and dangerous. A study by Johnson (2000) found
that student-athletes seem less interested in participating in hazing rituals
due to the presence of physical dangers and humiliations of hazing. Athletes
are beginning to question the relevance of such practices. In some cases,
athletes are stepping forward in the fight against hazing.
A zero-tolerance policy for hazing at a number of academic institutions
throughout Ontario makes it easier for athletes who want to report such
incidents. Athletes are informed of the zero-tolerance policy at the begin-
ning of each season, and know they have a venue through which to question
inappropriate activities (University of Windsor, 2000).
Question #4: Unwillingness to participate in hazing results in

ostracization or alienation from other team members
A majority of the respondents disagreed with the above statement. How-
ever, their response is inconsistent with the literature. Johnson (2000)
indicated, complete membership to the rank of teammate is denied until
102 MAKING THE TEAM
the rookie capitulates to the wishes of the team and complies with the
demands of the initiation event (87). Moreover, alienation occurs in a
number of social situations where rookies or new members refuse to
participate in activities designed by veteran athletes or senior members
(Nuwer, 1999, 1990; Bryshun and Young, 1999; Leemon, 1972). It is not
uncommon for veteran athletes to become hostile or resistant towards
rookie athletes who are unwilling to participate. As a result, rookie athletes
who resist are rarely granted full team membership. However, respondents
suggested that those in a leadership role could control this situation. The
majority of respondents indicated that the alienation of rookie teammates
depends on the leadership role taken on by veteran athletes. Veteran leaders
who respect the decision of a rookie to decline participation will help to
eliminate alienation. Additionally, Dennis (1998) implied that coaches
and veteran athletes have the responsibility to act in a manner respectful
of the dignity of all participants in sport. This includes those who both do,
and do not, choose to participate in hazing and initiation rituals. Based on
the current study some respondents suggested that all coaches should
undertake a leadership role to help deter hazing participation by first-year
athletes. Despite zero-tolerance hazing policies, the final decision to par-
ticipate becomes the choice of the athlete. Thus, a strong leadership role
by coaches may influence the individual to decide against participation.
Question #8: Generally, coaches say they dont condone hazing rituals
but turn a blind eye when they occur
Research respondents believe coaches should openly act against hazing
rituals. A number of respondents commented that turning a blind eye is a
cowardly act, stating that coaches are in a leadership role and need to
enforce their beliefs against hazing. Furthermore, the majority of the
respondents indicated that they discuss the issue every season, communi-
cating that such practices are not condoned and never ignored.
Johnson (2000) claimed that the role of the coach concerning initiations
is really divided into two categories: non-participation and participation.
The coaches who are non-participants are either adamant in their demands
that no initiation take place, or they feign ignorance of any knowledge of
what the team is planning until after the event when they choose to acknow-
ledge the initiation with mock disapproval or silent acceptance. The coaches
who participate are either full participants or take part in a minor capacity.
Some respondents of the current study acknowledged that, unfortu-
nately, some coaches occasionally turn a blind eye when hazing occurs.
Respondent 3 indicated, I hear of sports that do turn a blind eye, but
publicly speak against hazing. As a result, coaches who decide to feign
ignorance of any knowledge of the ceremonies are indirectly harming the
welfare of the rookie athletes. If led to assume that the coach will turn a
blind eye to the occurrence of hazing, an athlete is unlikely to feel
comfortable questioning such activities. Thus, if the coach does not
assume an openly negative regard for the practices of hazing, why should
an athlete? In support of this, respondents strongly indicated that coaches
should assume a non-participant role in the actual incident. Further,
coaches must be involved in all attempts to change or eliminate such
activities. As team leaders, coaches should discourage the act of hazing by
devaluing its importance to the team and the athletic program as a whole.
In addition, respondents suggested that coaches, in cooperation with
administration, develop a series of workshops and seminars as a tool to
communicate policy and educate athletes about the dangers of hazing.
Question #11: When teammates are being hazed, athletes do not

consider the activities to be threatening and dangerous
Coaches studied indicated that many athletes who are being hazed do not
consider the activities to be threatening and dangerous. Literature has
stated that senior athletes do not consider hazing activities threatening or
dangerous because they had previously gone through the same rituals and
nothing had happened to them (Bryshun, 1997). As a result, these athletes
support the rituals bestowed upon the new rookie members. A cycle
develops where rookie athletes complete what is asked of them and prepare
themselves to haze the next group of rookies (Nuwer, 1999). Each time a
rookie has completed his/her hazing task and has been granted full
membership, the individual quickly disregards what happened and
describes the experience as a welcomed tradition. This is an unconscious
way of ignoring the dangerous and degrading aspects of the experience
while concentrating on the athletes newly found group identity. Thus, ath-
letes are oblivious to the threatening and dangerous activities that occur
during hazing and initiation rituals.
104 MAKING THE TEAM
Question #14: Being an athlete means you have to be willing to accept

the traditions of hazing rituals
Some of the literature suggests that athletes feel they must accept hazing
and initiation traditions in order to gain membership (Curry, 1989).
Rookies or new group members believe that through the transformative
function of ceremonies, the trials and sufferings become means for full
membership into the group (Rakoff cited in Johnson, 2000). Thus, athletes
feel inclined to endure or tolerate the physical and mental challenges of
hazing. However, respondents do not support this premise. They strongly
believe (98%) that being an athlete does not require the acceptance of
hazing traditions. Hazing has nothing to do with being an athlete
(Respondent 19). Support for this position can be found in research
supporting zero-tolerance policies against hazing. With the advent of
public awareness and administrative policies, teams were no longer given
the leeway to force participation of their first-year contingent in the
initiation (Johnson, 2000: 83). On the basis of visible policies against
athletic hazing in most academic institutions across Canada, veterans and
rookies alike are aware of the freedom to decline participation. However,
even with the non-participation option available, there still exists an
unspoken code that draws the participants into the ceremony (Johnson,
2000). Many individuals spoke of the pressures placed upon them by
veteran members to participate in hazing practices. Others discussed the
need for socialization and membership through hazing (Tiger, 1984).
Moreover, a large number of athletes disclosed tradition as being a key
reason for participation (Johnson, 2000; Nuwer, 1990). Thus, coaches who
believe that an athlete does not have to accept the traditions of hazing may
be unaware of the strength of the traditions of hazing and the pressure to
conform in their athletic program.
In conclusion, coaches responses have indicated that they are unaware
of social structural constraints that support hazing in sport. Perhaps this
is because coaches truly believe that hazing no longer occurs or because
they feign ignorance of its occurrence. Although many coaches state their
opposition to such practices, literature suggests that participation in
hazing activities is a normal aspect of sport (Bryshun and Young, 1999;
Nuwer, 1999).
CULTURAL VALUES
Cultural values (CV) refer to feelings, attitudes and beliefs of a certain

group or organization of people. Analysis revealed that there was one
significant difference between male and female coaches responses to
statements under the cultural values theme.
Like many other organizations, athletic programs promote and
encourage positive cultural values such as commitment and loyalty.
Coaches are recognized as leaders who serve as culture builders (Weese et
al., 1993). Hazing has become a negative cultural value within athletic
organizations due to its humiliating, threatening and/or dangerous
nature. Yet, hazing continues to be accepted by first-year athletes, veteran
athletes, and past athletes. Respondents from the current study suggested
that promoting alternative socialization experiences, and incorporating
safe and enjoyable activities, will build a superior team culture. In addition,
respondents indicated that devaluing the traditions of hazing rituals does
not diminish team cohesiveness. Moreover, coaches who oppose hazing
will build a stronger team culture while helping rookie athletes feel at ease
with new athletic endeavours. Weese, MacLean and Corlett (1993)
claimed that In a team sport situation, a strong and positive organi-
zational culture will assist coaches who are interested in ensuring their
rookies adopt a positive work ethic and a commitment to excellence.
Conversely, a negative organizational culture had the exact opposite
implications for a coach (102). Coaching and organizational (team)
culture are intertwined. Coaches shape their respective team culture by
promoting values that unite all team members. Devaluing hazing practices
will assist coaches in developing a cultural framework employing positive
beliefs and attitudes.
Qualitative data based on open-ended comments also indicated patterns
associated with cultural values. The following discusses the coaches
responses to statements under the cultural values theme.
Question #6: Athletes should never question the rituals of hazing

Respondents felt that athletes have every right to question the rituals of
hazing. If athletes feel threatened or uncomfortable with the activities taking
place, they should question such practices. The majority of respondents
106 MAKING THE TEAM
(83%) who offered additional comments stated that asking questions

about such practices is a step in the right direction. Change or elimination
of hazing rituals will only occur if the situation is challenged by those
involved. Several commented that athletes are encouraged to come forward
if any type of hazing occurs.
The next step to challenge traditions is to develop policies against hazing
where none exist. If there are rules and regulations against hazing, athletes
will be more inclined to question the relevance of the hazing incident,
interpreting policy as organizational support. Developing a student-athlete
handbook that includes the universitys hazing policy is an effective way
of informing athletes that hazing is unacceptable. In addition, communi-
cating through team meetings and workshops will encourage athletes to
speak out about hazing and initiation rituals. If educated about hazing and
why it is not acceptable, a greater number of first-year athletes, and veterans
as well, will be more inclined to share their disapproval of the practices of
hazing and create alternative ways to communicate cultural values.
Question #17: Athletes who endure the physical challenges and ridicule
of hazing activities deserve respect
Respondents revealed that athletes should be admired for standing firmly
against hazing. Athletes should be admired for standing up to their beliefs
more than enduring hazing (Respondent 38). Furthermore, other
respondents indicated that an athlete who stands up and refuses to
participate in something with which they dont feel comfortable is equally
deserving of respect. However, research indicates that a small number of
rookie athletes actually stand up against hazing (Bryshun and Young,
1999). Rookie athletes are fearful of what could happen to their athletic
career if they choose not to participate in such activities. Johnson (2000)
suggested that when rookie athletes do not wish to go through with a
hazing or initiation ceremony, they are singled out and, in some cases,
eventually succumb to their rite of passage. Usually these rookies are
viewed as being different or loners who do not go out of their way to
socialize with the team (Johnson, 2000: 87). As a result, membership for
the neophytes is not granted as they are often ostracized and treated as
outsiders (Messner and Sabo, 1990; Van Gennep, 1960), rejected for failing
to be a team player.
Question #20: Generally, coaches are impressed with athletes who

participate in hazing for team cohesion
Participants in the current study did not support any forms of hazing and
attempted to maintain a zero-tolerance hazing policy within their athletic
program. Consistent with this, the majority of respondents strongly
indicated that they believe that hazing does not result in team cohesion.
Respondent 3 confirmed, I do not believe this to be true, hazing does not
build team cohesion. In all actuality, hazing can disarm team cohesion. As
mentioned previously, not all rookie athletes conform to hazing practices,
jeopardizing full acceptance by teammates. In this event, hazing can have
a negative effect on team cohesion. In contrast, recent literature has
suggested that alternative activities to hazing or initiation rituals can lead
to greater team cohesion. Teams that employ positive socialization
experiences rather than traditional hazing ceremonies may build stronger
team cultures, while forming close relationships and group identities.
When the entire team participates in a controlled and enjoyable activity,
team cohesion is strengthened. In the student information pamphlet from
Texas A & M University (2000), coaches state that activities that promote
scholarship, develop leadership, encourage community service, provide
workshops on different issues, and involve campus life are all positive
ways to bring teams together. In summary, coaches are impressed with
athletes who are able to build team cohesion through safe and enjoyable
socialization experiences rather than humiliating, threatening, and
dangerous hazing practices.
INSTITUTIONAL RATIONALIZATIONS
Institutional rationalizations (IR) refer to justifications or defenses of

actions by a structured agency or organization. Analysis revealed that
there were no statistically significant differences between male and female
coaches responses to statements under the institutional rationalization
theme of the HIRI.
The majority of combined responses of male and female participants
suggested similar perceptions towards hazing statements associated with
institutional rationalizations. Results under the institutional rationalization
108 MAKING THE TEAM
uncovered a pattern of disagree responses (four of six items). Many of the

statements drew negative reactions to how institutions or organizations
rationalize ideas, events, and circumstances. Coaches disagreed with the
statement implying that athletes ought to be worried about their position
on the team if they complain about hazing. From time to time coaches have
to make difficult decisions concerning team selection. A number of factors
come into play at the time of team selection. However, 96% of the coaches
who responded to this survey were clear that participation in team hazing is
not a factor they consider. Consistent with literature, respondents have certain
expectations of their athletes. Some of these expectations include strong
work habits, self-discipline, and a positive attitude. Commitment and
dedication to the sport are also considered when joining a team (Eitzen and
Pratt, 1989). Hazing does not develop self-discipline or positive attitudes;
rather it creates fear and anxiety among first-year student-athletes
(Bryshun, 1997; Nuwer, 1999). This may be why coaches consistently
responded that compliance with hazing did not influence team selection.
Athletes should, however, concentrate on developing high-quality work
habits and strong positive attitudes.
Respondents from the current study also disagreed that whistle-blowers
would lack public or organizational support. This concurs with Currys
(1989) point that coaches, athletic administrators and university executives
totally support athletes who openly question the practices of hazing.
Additionally, some media correspondents and community activists have
demonstrated strong disregard for hazing rituals (Fifth estate, 1997). How-
ever, there are indications that hazing is supported by some individuals.
Veteran athletes and past athletes believe that hazing is an important aspect
of sport. They believe that it promotes team cohesion and team loyalty. Thus,
athletes who blow the whistle on hazing may be praised by coaches and
athletic administrators, yet ostracized and alienated by other teammates
(Bryshun and Young, 1999; Curry, 1989; Nuwer, 1999). This suggests that
hazing is negatively rationalized by the individuals who operate the institu-
tion or agency (coaches and administrators), and is positively rationalized by
individuals central to the sport culture (athletes). Consistent with the
literature reviewed, respondents suggested that coaches should encourage
whistle-blowing, not as an attempt to expose individuals who are active in
the hazing process, but to help eliminate humiliating, threatening, and
dangerous activities, and to replace them with positive alternatives.
Qualitative data based on open-ended comments offered by the studys

participants also indicated patterns associated with institutional rational-
izations. The following discusses the coaches responses to statements
under the institutional rationalization theme.
Question #23: Athletes who complain about the rituals of hazing ought
to be worried about losing their position on the team
Hazing should never play a part in deciding the future athletic career of an
athlete. All respondents who offered additional comments clearly indicated
that hazing has no part in any decisions made regarding team membership.
Hazing should never enter into this decision (Respondent 3). Respondent
41 stated, a coach determines who plays, if the coach is disgusted with
hazing this will never be a factor. Furthermore, respondent 38 commented,
this is ridiculous, an athletes position on a team should never be deter-
mined by this. When a coach offers a team position to a new or returning
athlete, a number of factors come into play. However, participation in
hazing is not one of these factors. Coaches suggested that these factors
include good work habits, concentration, positive attitude, leadership,
loyalty, and dedication.
In addition, respondents once again commented that coaches and
administrators largely respect athletes who resist participation in hazing
activities. An athlete who is able to develop a greater awareness of the values
he/she believes to be meaningful is an asset to every athletic program.
Question #24: Generally, coaches and administrators do everything

possible to protect athletes from hazing practices
Some respondents indicated that this is not always the case. Coaches and
administrators are not able to protect athletes from hazing practices
because they are unaware of the activities or turn a blind eye to them.
Respondents stated that their coaches do everything possible, but generally
speaking, not all coaches do. Furthermore, many coaches believe that hazing
no longer exists within their athletic program so there is no need to protect
athletes from hazing. They do not do everything possible because in some
programs it is not an issue (Respondent 39). However, research has indi-
cated that hazing does occur on a regular basis throughout intercollegiate
110 MAKING THE TEAM
athletics, but is masked by secrecy (Bryshun, 1997; Nuwer, 1990). In a

study performed by Hunter (1995) on the prevalence of hazing in Missouri
intercollegiate athletic programs, more than 50% of coaches were not
aware of the hazing incidents taking place in their athletic program. Thirty-
four percent of the coaches knew about the incidents but chose to ignore
them. Johnson (2000) reported that the role assumed by the coach con-
cerning hazing and initiation practices is divided into two categories: (1)
coaches who are adamant in their demands that no initiation take place;
and, (2) coaches who are ignorant of any knowledge of what the team is
planning until after the event, when they choose to acknowledge the rituals
with disapproval or silent acceptance.
Thus, coaches need to take a proactive approach to hazing even if they
believe it does not occur within their athletic program. Coaches from
Texas A & M University (2000) suggested all coaches educate team members
and use all resources available (speakers, programs, workshops) to let
members know what hazing is and why it will not be tolerated. Dennis
(1998) added that coaches must take the initiative in the fight against hazing
by developing, communicating, and enforcing strict policies against any
forms of hazing or initiation ritual ceremonies. This will help in the
elimination of hazing and in the protection of all varsity athletes.
Questions #28: Rookie athletes should trust veteran athletes

In all comments reviewed, respondents indicated that rookie athletes
should trust veteran athletes under certain conditions. Trust depends on
the relationship with the veteran (Respondent 8). Moreover, trust must
be earned (Respondents 11 and 27). Thus, veterans must display charac-
teristics that earn the trust of rookie athletes. For example, veteran athletes
who display integrity, responsibility, and respect for other team members
deserve respect. These athletes act as positive role models for new group
members instilling virtues of hard work, dedication, and commitment. If
veteran athletes are good role models, they should be trusted (Respondent
12). Veteran athletes are leaders, which differentiates them from rookie
athletes. Stogdill (1974) revealed that the average individual in a leader-
ship role (veteran athlete) is different from the average group member
(rookie athlete) in the following ways: (a) intelligence; (b) alertness; (c)
insight; (d) responsibility; (e) initiative; (f) persistence; (g) self-confidence;
and (h) sociability. Thus, as a leader, the veteran athlete is responsible for
acting in the most distinguished manner on and off the playing ground.
Veterans who support activities that are deemed humiliating, threatening,
and dangerous to any group member are not acting in the best interest of
the team, and thus should not be trusted by rookie athletes. To gain trust,
a veteran athlete must display values, beliefs, and morals that are important
to the entire team, including the rookie members.
SOCIALIZATION EXPERIENCES
Socialization experiences (SE) refer to the framing of ones perceptions by

societal influences. Analysis revealed that there were no statistically signi-
ficant differences between male and female coaches responses to statements
under the socialization experiences theme of the HIRI.
Socialization experiences have been defined as the framing of ones
perceptions by societal influences, suggesting that the way coaches
perceive things may differ due to societal influences. Based on the results of
the current study, only 52% of coaches disagreed with hazing statements
pertaining to socialization experiences. Coaches disagreement suggested
that hazing practices do not have to be part of the socialization experiences
associated with first joining a team. More specifically, coaches indicated
that ones socialization experiences might not be influenced by society. An
individuals desire to participate or not to participate may be based on
personal choice. Thus, athletes do not have to tough it out in hazing
activities or go along with hazing traditions in order to gain team
membership. Athletes have the choice to decline involvement when they
feel participation in such activities reaches an inappropriate level.
Although slightly more than half of the participants disagreed with the
socialization statements, literature does not support this conclusion.
Based on the literature review, the socialization experiences of rookie
athletes are influenced by society. Rarely is a rookie athlete able to choose
whether or not they will be hazed (Bryshun, 1997; Bryshun and Young,
1999; Young, 1993). As discussed previously, rookie athletes are pressured
to conform to hazing traditions by veteran athletes. Although many coaches
strongly oppose hazing practices and do everything possible to enforce
anti-hazing policies, rookies continue to participate because of the
112 MAKING THE TEAM
influence of others. In the current study, coaches concurred that rookie

athletes will participate in hazing activities to gain acceptance. Consistent
with the literature, hazing is perceived to be a traditional socialization
experience within sport. It acts as a rite of passage from pre-collegiate to
collegiate sport. It involves a process of indoctrination into the customary
practices of a group or team by veteran athletes (Johnson, 2000). It has
been a part of many cultures around the world, and is perceived as a
traditional aspect of sport. As a result, rookie athletes feel obligated to play
their part in the hazing ceremony. If they do not assume the role of the
hazee, they may have to endure alienation throughout their athletic career.
Coaches who agreed with the socialization experience statements have
implied that they are aware that hazing occurs. Although they may not
support the culture of hazing, they have declared that it is present within
Ontario interuniversity athletics. Furthermore, coaches who disagreed
with the statements may have done so for a number of reasons. Some
coaches may truly believe that hazing has been eliminated from inter-
collegiate sport. Other coaches may be unfamiliar with the culture of
hazing due to a lack of education about hazing or inexperience as a coach.
Qualitative data based on open-ended comments indicated patterns
associated with socialization experiences. The following discusses the
coaches responses to statements under the socialization experiences theme.
Question #29: First-year athletes have something to prove

Respondents agreed that first-year athletes generally do have something to
prove. They must prove they are able to play at the appropriate level and
master the skills required on the playing field. Athletes must be able to
prove their skill on the practice and playing field (Respondent 36). On the
court they do, they have to prove they can play at this level (Respondent 19).
In addition, rookie athletes must be able to work with the team and follow
acceptable team guidelines.
Three of the respondents who offered additional comments indicated
that first-year athletes have nothing to prove by participating in hazing.
However, the coach views favourably athletes who have the courage to
stand up to hazing if they feel threatened or uncomfortable. Perhaps rookies
who can do this have proven to themselves and their coach that they are
capable of acting responsibly under adverse conditions.
Question #34: Rookie athletes will participate in hazing activities to

gain acceptance
Respondents agreed that this usually does occur. Although it may not be
right, rookie athletes will participate in hazing activities to gain acceptance.
They should not have to, but where this practice occurs they misguidedly
do it for this reason (Respondent 3). Additional comments suggested that
rookie athletes participate due to pressure from other teammates. All parti-
cipants commented that if hazing is allowed to take place, athletes will feel
pressured to do exactly as directed. Hazing and initiation rituals seem to
draw participants into a situation they do not want to be in; however,
these individuals will continue to participate against their own will in
order to belong.
Literature has revealed that new group members feel pressured to
participate due to the hierarchical structure of the group. The hierarchy is
set by the veteran athletes as a means of control over the first-year players.
The basis of the system is to create a tiered structure that can only be
negotiated through compliance and fulfillment of ascribed responsibilities
(Johnson, 2000). The hierarchy provides veteran athletes with power over
rookie athletes. The only possible way for rookie athletes to find their
place in the hierarchical structure and gain some power is to accede to
the requests of the veteran athletes. The hierarchical structure has been
seen as a crucial component of the hazing ceremony, not only in terms of
membership or team acceptance but to convey to the neophytes their
position within the structure of the team and the processes they must
undergo to achieve power (Sabo and Panepinto, 1990). Thus, in order to
gain complete acceptance and achieve power, rookie athletes will participate
in hazing rituals.
Question #36: Athletes should expect to be hazed when first joining

a team
When first joining a varsity team, athletes are overcome with feelings not
only of enthusiasm and excitement, but also, in many cases, of anxiety
about what lies ahead. Research suggests hazing has become a subject that
elicits feelings of anxiety and discomfort amongst first-year athletes
(Bryshun and Young, 1999; Nuwer, 1999). Although respondents specified
114 MAKING THE TEAM
that athletes should not have to worry about being hazed when first joining
a team, literature has revealed different findings. In a study by Johnson
(2000), interviewees stated that they all had preconceived notions that
some sort of hazing or initiation ritual would take place when they first
joined their varsity team. Subjects indicated they had been initiated in
high school or were familiar with the practices of hazing and initiation.
They also indicated that many senior high-school athletes were warned of
future university hazing by past players (Johnson, 2000). Veterans expect
rookies to take part in all activities leading up to and including the hazing
ceremony. Accordingly, rookies expect and agree to be hazed in order to gain
full membership in the team. However, respondents from the current study
indicated that rookie athletes should not be anxious about hazing, rather
they should be excited about being involved in different activities that help
new members adapt to new environments and introduce new relationships.
CONCLUSIONS
Although specific academic literature related to hazing in sport is limited,

some studies have indicated that hazing is taking place within the institution
of sport (Alfred University, 1999; Johnson, 2000; Bryshun, 1997). Further-
more, these comprehensive studies have suggested that hazing practices
have become a welcoming tradition for first-year athletes. However, there
has been an escalation of concern among coaches and administrators
regarding the pressure of hazing in intercollegiate athletics. Although
research has revealed that hazing is used to consolidate the new identities of
athletes and provides rookie athletes with a rite of passage to a group or
team, athletic personnel have recognized such practices as abusive and
threatening in nature (Johnson, 2000). Coaches and sport administrators
play a vital role within the institution of sport; thus, it is necessary to further
address the perceptions coaches have of hazing in intercollegiate athletics.
The purpose of this study was to investigate coaches perceptions of
hazing in intercollegiate athletics. More specifically, the researcher
attempted to reveal gender differences in coaches perceptions of hazing in
intercollegiate athletics. Both quantitative and qualitative data were
collected for the current study. The data were then analyzed for gender dif-
ferences in coaches responses to statements about hazing in intercollegiate
athletics. Results of the analysis indicated that there were no gender

differences in coaches responses to all but one of the hazing statements.
However, findings revealed patterns in combined male and female coach
responses. These patterns outlined the beliefs and perceptions that coaches,
in general, have about hazing within each of the four distinct themes
studied. Many of the responses were inconsistent with much of the literature
reviewed. Optimistically, the inconsistency may reflect changes occurring
in hazing practices within Canadian university athletics through policy
and education. Pessimistically, it is an indication that there is still a need
for greater acknowledgement of the persistence of a traditional practice
that should no longer be tolerated as we strive to generate positive cultural
change within sport.
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CHAPTER 8
How Sportswriters Contribute

to a Hazing Culture in Athletics
Hank Nuwer
A famous poster in the 1960s declared, If youre not part of the solution,
youre part of the problem.
After conducting a computer-aided search of hazing coverage in North
American sports sections from 1992 to 2002, I conclude that some sports-
writers contribute to the unfortunate mindset in professional athletics which
too often regards hazing as an activity that is fun, traditional, and welcome.
Such writers, and by extension the papers that publish them, do a public
disservice in at least three ways.
First, since one important function of a newspaper is to introduce readers
to community values, sportswriters who tolerate or promote hazing
abdicate their community-watchdog responsibilities. Significantly, as
hazing incidents involving high school and college athletes in the U.S.A.
increasingly result in arrests, suspensions and civil suits, newspapers never
fail (as far as I could find) to hold amateur athletes accountable. It is only
in coverage of professional sports that some newspaper writers tolerate, or
worse, encourage hazing. To be sure, some of this coverage appears outside
the sports pages under local, and in a few cases, national news.
Second, since newspaper ethical codes rigidly prohibit bias in all news
stories, when reporters cavalierly paint hazing incidents as harmless, they
undermine the standards which professional organizations such as the
Society of Professional Journalists so vigorously defend. Sports depart-
ments long have chafed under criticisms that they are little more than a
newspapers toy department, and these examples of bad hazing coverage
118
How Sportswriters Contribute to a Hazing Culture in Athletics 119
tend to undermine a papers attempt to deliver good, serious journalism.

Third, when newspaper editors stand idly by, allowing their colleagues
free rein to promote, defend, or glamorize acts of hazing by professional
athletes, these editors are at least as culpable as the school administrators
who turn a blind eye to acts of hazing until an inevitable arrest, injury, or
(rarely) death occurs.
In this essay, as a college journalism instructor and longtime member
of the Society of Professional Journalists, I plan to point to some examples
of bad hazing coverage at the professional sports level. My research and
essay attempt to instruct:
1. reporters and editors to avoid such pitfalls and admonish colleagues

who have lower standards;
2. readers to detect bias, error, or opinion in media coverage about hazing;
and,
3. athletes and coaches to recognize the rationalizations and justifications
inevitably associated with hazing.
First, let me share some relevant background information. Significantly, as

I have shown in Broken pledges: The deadly rite of hazing (1990), newspapers
have historically and, it may be argued, shamefully played a role in contri-
buting to the culture of hazing by egging on participants in news articles
and opinion pieces, as well as by emphasizing such spectacles so that
whole communities could turn out to enjoy fierce flag rushes and battle
royals. Much of this coverage was in the late nineteenth and early twentieth
centuries. Back then, only after one of these annual hazing events resulted
in a death or lifelong crippling did newspaper editors condemn those whom
they accused of taking a tradition too far. They quickly distanced themselves
from the perpetrators and failed to apologize for the days or weeks of
breathless coverage that had built up the importance of an annual initiation
in the minds of spectators, school administrators, and combatants.
Long before hazing took hold in America, similar practices were rampant
in medieval universities in Europe, and led to the passage of many statutes
forbidding the practice. Some of these regulations can be read verbatim in
Lynn Thorndikes University records and life in the Middle Ages (1944).
Despite regulations, hazing continued in Europe long into the Industrial
Age and was a persistent source of torment and injury for prep school
120 MAKING THE TEAM
boys at institutions such as Cambridge and Oxford.

Fagging, a form of servitude in England that often included extortion
and physical violence, was dismissed by one journalist writing for The
spectator in 1891 (Unsigned) as the right exercised by the older boy to
make the younger do what he likes, and what the younger generally dislikes
(492). Such dismissals were especially rampant in the dozens of college
and university histories (and even more conspicuous in student newspapers
and yearbooks edited by undergraduates) that I have inspected since first
writing about hazing in the late 1970s. Note, for example, the slanting of
prose by a University of Delaware chronicler, John A. Munroe. In 1983, he
condones early hazing practices, or at least defends them as modest:
Freshman Week grew into a useful orientation period occupying

several days at both colleges. Some modest hazing was permitted,
with freshmen wearing mildly ridiculous marks of their status-such
as a baby rattle or teething ring on a chain; such distinctive devices
served the positive function of helping members of the new class to
become acquainted. [The passage may be read online at
www.udel.edu/PR/munroe/chapter9.html]
Today, forms of servitude are quite common in amateur and professional

athletics. For example, a non-criminal form takes place when first-year
players are made to pick up veteran players luggage at their hotels. Another
current practice that dates back to medieval universities is that of new-
comers, be they European scholars or rookie football players, paying for
lavish meals for older scholars or team veterans. While no one is arguing
that such practices as servitude or or enforcing buying of a meal are
criminal (although the latter takes money out of a rookies pocket as neatly
as if his billfold were lifted), they clearly do contribute to the misguided
and widespread notion that hazing is a part of tradition or the athletic
culture. It also ignores the fact that experts on ritual such as Tom F. Driver
(1991) have noted that often violence and ritual go hand-in-glove. This
claim resonated with me in November 2002 when I read that a professional
hockey player, Joe Corvo, was charged with beating and groping a female
patron, a stranger to him, in a public restaurant during the Manchester
Monarchs annual rookie initiation.
To be sure, historically, many newspapers in North America and abroad
have condemned, or at least criticized, hazing practices. When a hazing

death occurred or was suspected, the incident merited large, screaming
headlines and, occasionally, lurid illustrations that suggested the hazers
possessed demonic characteristics. This was as true in 1873, 1894, and
1899, when hazing-related deaths occurred at Cornell University, as it was
in 1928, when a University of Texas Longhorn football player died from
electrical shock while going through a bizarre fraternity hazing, or in
1990, when Nick Haben died of alcohol poisoning after his lacrosse club
initiation at Western Illinois University. It is also important to point out
that more severe types of hazingthose involving the gulping of alcohol,
or improper touching of a rookies body, or violent assault, or criminal
wrongdoing (e.g., requiring new players to steal from stores or to take
things from others on a scavenger hunt)have become far more common
since 1983 (though some forms of objectionable or dangerous athletic
hazing certainly did occur before that date) (Nuwer, 2000: 3536). Thus,
it has taken some sports reporters and commentators such as Bryant
Gumbel a bit of time to recognize (as Gumbel did in an HBO investigative
piece on high school hazing in 2002) that hazing is no longer restricted to
non-criminal activities such as veterans having a rookie push peanuts
down a hallway with his/her nose or sing a fight song. Gumbel had
formerly pooh-poohed hazing on several occasions while a morning host
on the Today show.
My contention in this essay isnt that it is necessary, or arguably even
desirable, that news reporters condemn hazing in news articles, merely
that they refrain from sanctioning such practices as hazing or presenting
them as acceptable, traditional diversions for veteran players.
Today, I must point out, some sportswriters in some newspapers have
condemned hazing in professional sports or have quoted coaches who
forbid all forms of hazing. Such news coverage is, as it should be, as objective
as possible and contains quotations from those who variously condemn
and defend acts of hazing. Even hazing in professional sports drew wide-
spread critical news coverage following injuries to rookies Cam Cleeland
and Jeff Danish after Cleeland was bashed in the eye with a bag of coins
and Danish was thrown partially through a window and seriously cut.
The bulk of the examples I have chosen are news stories in which some
sportswriters let professional coaches and athletes get away with acts of
hazing. With scarcely any mention that the fight against hazing has gone
122 MAKING THE TEAM
on for some time in amateur hockey and high school/college sports, these
writers give professional athletes/coaches the idea that what they do is
somehow fun and socially acceptable, not shameful and cowardly.
There are even examples of print media endorsement hazing by teen
athletes. For example, Sports illustrated (SI) columnist Richard Hoffer
wrote an essay called Praising hazing (September 13, 1999) that not only
implied that pro players who tape rookies to goalposts have the common
sense to know when to prevent things from getting out of hand, but also
made light of the so-called atomic sit-ups expected of some high-school
rookie athletes, in which they are blindfolded and duped into doing situps
so that their noses slam into a veterans buttocks or genitals. To his credit,
Hoffer warns that high school and college hazing activities ought to be
verboten. On the other side of the argument, he ignores the fact that
younger, amateur athletes do emulate the hazing they witness in pro
sports. Because of their immaturity, there is the risk that they will take
things to a dangerous extreme. It would have been only journalistically
ethical for SI to run a rebuttal column mentioning the reports of high
school hazing-related sodomies/sexual attacks in Massachusetts, Canada,
Texas, California, Washington, and Pennsylvania, to offer a counter-view-
point to Hoffers smirky column in defense of juvenile behaviour.
Notably, a century ago, decades ago, and now, some of the most vigorous
condemnations of hazing printed in newspapers are to be found in letters
to the editor. On November 22, 1903, an anonymous letter protesting hazing
barbarity was signed by an American Mother and published in the
New York times. By what right shall the student or company of students
so maltreat one of his comrades that insanity or lifelong disfigurement or
even death shall follow and suffer at most expulsion from college, she wrote.
Public spirit should rise and protest vigorously against the continuance of
this practice. Let the full penalty of the law follow murder or assault or mis-
demeanor in the ranks of the college as it does in civic life, and hazingoften
a misnomer for crueltywill become but a hideous memory.
Compare the tone and message of the preceding letter with the implied
approval of so-called mental hazing at Brown University that appeared in
a front-page article, also in the New York times, on February 21, 1922. Note
especially the word time-honored which clearly editorializes in a news
article, as well as the apparent acceptance as fact of mere justifications for
hazing offerednot by psychologistsbut mere undergraduates.
Now upper class men are substituting mental torture by methods

learned in psychological courses instead of by the time-honored
custom of paddling. Two of the leading fraternities have adopted the
new system and are pronouncing their work good. Others are
expected to follow, as the results are declared to leave the initiated in
a much more tractable state of mind and imbued with a proper
sense of his unworthiness.
Now let us look at some of the examples I have culled to use for instructive
purposes in this essay. By no means are these examples unique; they
represent hundreds of similar errors or biases that I have located in news-
paper sports coverage of hazing during a ten-year period. These errors can
be located in the text of some articles and in the headlines of some others.
For simplicitys sake, I have broken these examples into three categories:
I. ERRORS OF OMISSION OR COMMISSION IN USE OF

TERMINOLOGY
Simply stated, defenders of hazing are often eager to call their actions any-
thing other than hazing. Journalists should not make the job easier for
them by applying to hazing practices terms that fail to fit the definition of
hazing. Namely, hazing involves any action explicitly required or implicitly
expected of a newcomer by team veterans or coaches in which the new-
comer gives up status temporarily to do something required by a veteran
or veteranswillingly, seemingly willingly, or unwillinglyin order to
gain acceptance and veteran status in the eyes of teammates. Such activity
may be criminal (prohibited by state statute), illicit (prohibited by institution
or team rules), or both.
What complicates the matter of criminal hazing is that an action
prosecuted for hazing in one state or locale is not prosecuted in another
because state laws on hazing vary significantly, and/or because prosecuting
attorneys have shown varying degrees of willingness to prosecute such
instances. Thus, occasionally, some hazing actions that probably could
result in conviction and punishment go unpunished, although details of
what went on may become apparent if a player or a players family launches
a civil lawsuit.
124 MAKING THE TEAM
What complicates the issue even more is that some actions that involve
risk and/or acts of negligence by hazers become criminal only if a victim
complains, or if law enforcement officials/educators intervene when they
observe such an act, or if a catastrophic injury occurs. Thus, a player asked
to drink alcohol by the team may become sick, but his fellows may only
face criminal punishment if the rookie is hospitalized (or, as in the case of
lacrosse club player Nick Haben, dies). In fewer than half of the forty-
three states with hazing laws, the willingness of the victim to participate
in his own hazing is irrelevant.
All of this is irrelevant at the professional sports level, where even acts
of hazing that appear to violate state law go unpunished by a team or
league officials. It is especially ludicrous to me that the National Football
League chooses to take no action after the two New Orleans Saints rookies
were beaten by a pack of some thirty veterans, and yet the league steps in
time after time to fine or suspend players for less egregious actions.
High school and college players (and casual observers) write me
occasionally to ask how professional players can haze with apparent
impunity, while schools expel, suspend, or in other ways punish high
school or college players who perform similar acts of hazing. Hi Im a
greek from an international fraternity, and I recently saw on ESPN Sports-
center the San Diego Chargers and Buffalo Bills hazing their rookies,
wrote Joe Finn on August 23, 2002 in a letter to me. They taped them to
poles, poured ice water and Gatorade on them and made them do silly
tricks. If they can do this without ANY retaliation, why cant my fraternity
do the same? Because were not rich football players? This is rude.
Clearly the question Finn poses is valid and should be asked by sports
reporters and commentators, but rarely is. The ESPN coverage referred to
by Finn is all the more remarkable given the networks April 2000 series
on hazing in high school and college sports, which is available on its web-
site (http://espn.go.com/otl/hazing/monday.html).
In addition, reporters and/or headline writers inaccurately refer to hazing
as horseplay or pranks. More rarely, Ive seen an act of negligence or prank
gone wrong inaccurately called hazing since the prank was done by one
veteran to another. On the other hand, if rookies or fraternity pledges ban
together to take action against older players or members who are hazing
them, that type of activity generally has been called hazing in the handful
of civil lawsuits I have seen.
Here are some examples of incorrect terminology:
A headline writer for The Detroit news on September 24, 2001, wrote
this: Rookies provide punch in victory over Red Sox, then endure
team prank. The prank was hazing, albeit non-criminal, in which
the clothes of rookies were removed by veterans so that the newcomers
had to wear bibs and diapers upon leaving a ballpark.
In the issue of February 20, 2001, a University of Texas Daily Texan

article headline referred to then-NBA rookie Chip Mihms hazing as
being educated at pro level. Under no circumstances does hazing by
players a few years older than a victim constitute educating. In fact,
educating is what the sportswriter should be doing here for the
public, instead of minimizing the activity in what is purportedly
a news story.
Another way in which sportswriters do their readers a disservice is by

word or term choices that imply hazing is ordinary or expected at the pro-
fessional level. Thus, on August 18, 2002, the Hartford courant referred to
the standard rookie hazing of first-year quarterback David Carr. On
December 13, 2002, The Rocky Mountain news refers to the practice of
making rookies sing as an old NFL hazing ritual, which is accurate but
makes no attempt to inform readers that hazing is banned. Likewise, the
Florida times-union on August 4, 2002, carried a story which asserted that
Rookie hazing is part of the lore of the NFL, the word lore implying
that there is something time-honored or even respectable about hazing.
Then again, a sportswriter will accept a coachs assertion that hazing is
banned, and then note one or two lesser indignities to which rookies have
had to submit. For example, a reporter for the Milwaukee journal sentinel
wrote on December 11, 2002, that Green Bays Coach Sherman wont
tolerate hazing, then described the ritual in which rookies are forced to
buy food and snacks for veteran players. Simply stated, reporters need to
call hazing what it is and not let coaches get away with calling their teams
hazing-free when such is not the case.
In another example, sportswriter Bob LeGere of the Chicago daily herald
makes a point that Coach Dick Jauron considers hazing senseless. A few
paragraphs later he writes:
126 MAKING THE TEAM
One time-honored tradition that Jauron does permit is the rookies

carrying the veterans shoulder pads back to the locker room after
practice, which he considers harmless.
This represents a critical point. Hazing endures precisely because per-

petrators, whether putting their testicles on anothers face, asking someone
to chug grain alcohol, or merely forcing someone to endure public embar-
rassment, excuse their actions by saying what theyve done was no big
deal or harmless. If a coach considers a behaviour to be harmless, he or
she should then put the specific acts allowed into a team policy. Otherwise,
dozens of cautionary tales demonstrate to coaches that seemingly innocent
silly initiations have escalated into dangerous or illegal acts of hazing.
II. ENABLING
On occasion, sports reporters fail to offer their readers a context when

they make a hazing ritual seem both ordinary and funny. A headline in the
Minneapolis star tribune for August 14, 1998, carried a misleading message
which made light of the hazing practice of tying Minnesota Vikings rook-
ies to a goalpost. The headline made a silly play on words: Rookies expe-
rience tape delay. Here is an excerpt from what the writer Don Banks
termed annual festivities:
In a camp tradition nearly as old as the pigskin itself, some Vikings

veterans closed their 18-day Mankato stay by taping linebacker
Shawn Stuckey and cornerback Anthony Bass back to back to the
goalpost after the conclusion of practice.
The story ends with a quotation that implies the reporter regards hazing
as all fun and games:
Funniest rookie skit Ive ever seen in the NFL, said quarterbacks
coach Chip Myers, a 25-year league veteran.
To put this story into context, the article appeared one year after a well-
publicized high school hazing incident occurred in Minnesota that resulted
in the passage of a state anti-hazing law. Also in context, two days earlier,
another Minneapolis star tribune writer referred to the players taping of

ballboysminorsto goalposts as fun. Kristen Davis wrote this:
Some players have a little extra fun with the ball boys, occasionally
taping them to benches and goalposts.
Davis wrote that some ballboys claim not to like the fun, and quoted one
who said things are worse if they struggle. Then she quotes equipment
manager Dennis Ryan, who presumes to speak for all the ballboys when,
in an age of lawsuits and parental concerns about the well-being of their
children, he misguidedly opines that the taping of minors to a goalpost is
nothing to worry about:
Dennis Ryan thinks they like it. These guys have something that
they can go back home and tell their buddies about, and I think
theyre pretty proud of that, he said.
Likewise, the Dubuque telegraph herald on July 31, 2001, carried this no
big deal description of hazing when referring to the arrival in camp of
then-rookie David Terrell of the Chicago Bears:
Terrell expects a hazing period from his teammates, but says its
nothing he hasnt already endured in high school and college.
Something similar to the preceding story appeared in the Cleveland plain

dealer on August 20, 1999. A sportswriter wrote a piece following up a
claim by then-Cleveland Browns head coach Chris Palmer that hazing
would not be tolerated. Instead of pointing out that the coach was hypo-
critical, or at least that he ran things in apparent disarray, she noted that
Palmer briefly got in on the fun as veterans chased down and taped three
first-year players to a goalpost. The sportswriter concluded her piece in a
way that made it clear hazing had occurred, but included no quotations
from anyone demanding that the coach ought to be held accountable.
Here is how the story ended:
Palmer explained that the rookies walked through the defensive line
and didnt respect them properly.Asked about his hazing ban, he said,
I dont know if its technically hazing. Coulda fooled the rookies.
128 MAKING THE TEAM
Unfortunately, because the no big deal excuse is used by hazers to justify any
sort of hazing action whatsoever, reporters ought to be doubly vigilant about
what they write. The following represent some of the claims made by hazers:
Asking an initiate to swim can be dangerous. A Colgate University
freshman marooned on an island drowned when he tried to make it to
shore. A fraternity pledge at the University of Nevada-Reno drowned in
the fall of 2002 while with other pledges in an on-campus lake after mid-
night. A University of Texas spirit club (members fire the cannon during
Longhorn football games after a touchdown) pledge named Gabe Higgins
died in the Colorado River after being asked to drink alcohol and perform
exercises. But here is how The journal news, in a well-written, balanced
story, quoted Hendrick Hudson (New York State) soccer players describing
the practice of marooning rookies on an island so they would have to
swim for shore as just a little joke:
Soccer team co-captain Henry Leon said it was no big deal. Every
year, it was a tradition that we did this, said Leon, a senior. You
take a freshman, and you take them out and leave them somewhere.
It was just a tradition, but we decided to change it and make it more
fun ... It was no more than a 20-foot swim.
We left them in a place where they live close enough, maybe 10
minutes walking, he said. Leon said he and other players became
worried when they returned in an hour, and the two students were
gone. But, he added, we knew they were definitely alive and where
they were. The whole thing was totally a joke.
One stranded student said 10 team members drove them to the
reservoir in a four-car caravan. The teen-ager said he wasnt forced,
and the entire episode was not really that serious.We didnt need
to be initiated, he said. The only reason we were on the team is
because we were good athletes. It was just a joke, and everyone blew
it out of proportion.
Likewise, in another well-written, balanced article published in Macleans

on March 6, 2000, a former University of Vermont hockey player says this
about hazing:
Other Canadian players maintained that this years UVM hazing was
relatively mild compared with former initiationsbut similar to what

they went through in junior hockey in Canada. Benoit Lampron, now
in his last year on a hockey scholarship, admitted that when he was
hazed at UVM in 1996, players were stripped naked and forced to do
push-ups in the freezing water of Lake Champlaina practice that
was stopped after one player suffered an asthmatic attack. As well,
there was an event called the olive run where freshmen were made
to carry olives between their buttocks while being struck with wooden
cooking spoons. Lampron admits that, to outsiders, this makes the
hockey players look like perverts. But he quickly added: This is
pretty much what we do in Canada. There, its no big deal.
Hazers have made similar claims about hazing being no big deal even after
being charged with sexually assaulting a rookie. My point in using the
above quotations is that sportswriters need to put claims by hazers into
careful context when hazers minimize their actions or rationalize them.
Perhaps the best caveat is that for years before the 1998 New Orleans Saints
incident, sportswriters covering the team again and again emphasized the
entertaining aspects of hazing.
For example, on August 3, 1997, Brian Allee-Walsh of the New Orleans
times-picayune found several forms of hazing to be entertaining enough to
highlight them in his article headlined Rookies keep cool-headed during
hazinga play on words since all rookies were given shaved heads by
razor-wielding veterans. Here are some excerpts from Allee-Walshs article:
From now on, the phrase a little off the top will have new meaning for
the New Orleans Saints 1997 draft class. The veterans have seen to that.
Hair today, gone tomorrow. It is the rite of passage into the NFL.
Veterans have razzed rookies since Day 1 of the leagues inception, so the
goings on in Camp Ditka are typical of NFL camps. Rookies are at
the low end of the totem pole. Consequently, they are required to carry
veterans helmets and shoulder pads off the practice field, fetch
blocking dummies and water carts and perform other such menial tasks.
And while Coach Mike Ditka changed his tune about hazing after the
injuries to the rookies in 1998 produced talk of a lawsuit, he had plenty to say
about the fun and joys of hazing in the 1997 piece by Allee-Walsh: I dont
130 MAKING THE TEAM
mind the razzing, said Ditka. I think its part of the price you pay. Ditka
asked players to cool their hazing in 1998, but only because the 1997 hazing
ritual had gotten out of hand and caused widespread property damage.
It isnt as if the Saints problems as a result of hazing were anything new
either. Sportswriters were well aware, or should have been, that in 1994, at
a nightclub during a rookie initiation, New Orleans veteran Lorenzo Neal
sucker-punched and broke the jaw of a number two draft pick, Mario
Bates, after Bates refused to submit to mild servitude required by Neal, the
buying of a drink.
III. ALLOWING HAZERS TO DENIGRATE THE HAZED
Reporters covering professional hazing again and again quote teammates

and coaches who make fun of rookies embarrassed by the hazing they go
through. Since the reciprocal nature of hazing is such that the rookies who
are abused then become the abusers, these quotations in print add further
humiliation to what they have already endured. And while I wont deny
that a reporter has the right to use any quotation he or she obtains for a
news story, I think the least a reporter can do is get quotations from
experts on athletic hazing, such as Norm Pollard of Alfred University, who
can put those quotations in some context. Or, perhaps even better, the
reporter could quote someone such as a now-chastened former New
Orleans Coach Ditka, who has come out against physical hazing in the
strongest possible terms, although he did permit razzing and acts of
servitude even after the CleelandDanish incident.
Quoting veterans who are smug or arrogant at the expense of rookies
allows a reporter, in effect, to write stories that add insult to injury, or
insult to insult, after a hazing has occurred. For example, here is a selec-
tion from Giants give extreme haircuts to rookies by Buster Olney of the
New York times on August 22, 2002. Note the writers use of low-grade
hazing as if it were fact, not his opinion:
The Giants rookie Ryan Deterding may not keep the haircut adminis-
tered to him by the teams offensive linemen, and he may not fully
appreciate the artistic vision required in its formation. But Deterding
probably knows instinctively that no other human in the world has a
haircut like his: a shoehorn of hair cut on the left side of his head, a rag-
ged rectangle mowed across the other side, with a tuft of hair hanging
on the front, as if someone had tacked a hand broom on his forehead.
Deterding was one of a half-dozen rookie linemen to get the haircuts,in
a ritual of low-grade hazing.Those guys look like the Three Stooges,
Giants Coach Jim Fassel said, grinning. Thats embarrassing.
The experts in the Alfred University collegiate survey on hazing did conclude
that athletes seem to be much in need of team acceptance and rituals
marking player status as rookie and veteran. For that reason, Pollard and
his colleague Nadine Hoover concluded that positive or humorous initi-
ations such as skits could be acceptable, and that small symbolic acts of
servitude such as carrying team balls (but not other acts of servitude such
as carrying luggage) might post an acceptable boundary. Athletes them-
selves, and even Ditka, have argued persuasively that the singing of fight
songs in camp by rookies is also a harmless tradition.
My own view is that such activities can only be acceptable if there are
league and team rules that set clear limits about what is acceptable as an
initiation before degrading acts of hazing take over. Such guidelines would
also be useful to sportswriters, who then would have to think twice before
writing news stories that put illicit or illegal acts of hazing in a favorable light.
REFERENCES
Driver, T.F. (1991). The magic ritual: Our need for liberating rites that transform
our lives and our communities. New York: HarperSanFrancisco.
Hoover, N.C., and Pollard, N.J. (1999). National survey: Initiation rites and athletics
for NCAA sports teams. Alfred, NY: Alfred University. Available at:
www.alfred.edu/news/html/hazing_study_98.html.
Nuwer, H. (2002). Wrongs of passage: Fraternities, sororities, hazing & binge drinking,
revised edition. Bloomington: Indiana University Press.
______. (2000). High school hazing: When writes become wrongs. Danbury, CT:
Franklin Watts/Scholastic.
______. (1990). Broken pledges: The deadly rite of hazing. Atlanta: Longstreet
Press.
Thorndyke, L. (1944). University records and life in the Middle Ages. New York:
Columbia University Press.
CHAPTER 9
In Their Own Words:

Athletic Administrators,
Coaches, and Athletes at Two Universities
Discuss Hazing Policy Initiatives
Jay Johnson and Peter Donnelly
The research for this chapter was conducted at two universities and carried
out in two parts. The first stage was conducted via qualitative, open-ended,
in-depth interview studies with twelve university athletes. These athletes
were members of various athletic teams, including ice hockey, football,
soccer, basketball, volleyball, field hockey, swimming, water polo, and
rugby. Data for the second part involves a content analysis of university
policies on hazing in athletics, coupled with in-depth interviews with three
coaches and two athletic directors. Where names have been used, they are
pseudonyms to protect the identity of the individuals. As well, quotations
attributed to athletic directors are denoted by (A.D.), and coaches are simply
referred to as (Coach).
STUDENT-ATHLETE PERSPECTIVES ON UNIVERSITY POLICY
Students interpretations of their respective university policies concerning

the parameters of acceptable practice in athletic initiation ceremonies are
quite varied. There also appears to be limited awareness of the details of
the policy, although many of the athletes made assumptions about what
was intended in the policy document.
I am a little unclear as to what exactly the school policy is. I think that
we are not to have initiations of any kind. They define initiations as
132
In Their Own Words 133
degradation and a lot of things that athletes dont want to take part
in. (Karen)
The ambiguity of the interpretation and knowledge of the hazing policy is

disconcerting, considering the fact that many of the student interviewees
were, or are, team captains, most of whom were required to attend a
departmental policy orientation meeting. This meeting is one of the vital
links between student-athletes, administration, and coaches for the dis-
semination of policy information. Only 60% of the athletes interviewed
admitted to knowing that their university had a policy in place, and only
20% of those participants claimed to know the contents of the policy.
Repercussions of Policy Knowledge

Despite having limited knowledge of acceptable practices, some athletes
acknowledge that initiations would continue on their teams in defiance of
a strict policy:
You know quite honestly, if they are really strict on this rule, I think
that a lot of the teams would ignore it still. You see everyone knows
that it is still going on, even though there is a policy. (Jason)
This would seem to be a fair assessment of the present state of the approach
of varsity teams towards initiations. The effect of the policy for most has
meant increased discretion and secrecy surrounding the initiation to shield
the administration from any knowledge of events.
This year more than in the past, we were more receptive about not
forcing people to drink, we know the acceptable limits according to
the policy. We know where to take it so that no one finds out, so that
no one squeals, so that word doesnt get back to the Athletic Director.
We just had to be smarter about who could see. (Jenn)
Even with an admittedly weak knowledge of the specific details outlined

in their university policy, the athletes still have a sense of the empathy that
exists in the athletic community. They suspect that there would not be
strict sanctions for their team were the administration to gain knowledge
of a team hazing policy violation.
134 MAKING THE TEAM
I dont know the specific repercussions of the school policy but I can
see it being non-supportive and at the same time not being a very
stern follow-through at all. (Winnie)
Regardless of the student-athletes knowledge, or lack of knowledge, the

initiation ceremonies continued and most participants indicated that
stronger administrative directives would not change their teams customs,
but simply drive them further underground.
Changes to Initiation Practices Due to the University Policy

The introduction of policies designed to curtail demeaning and harmful
initiation practices, whether the Athletics Department is implementing
university policy or has developed its own, has created a wide spectrum of
change. On one end of the scale are examples where coaches took the
initiative to completely eradicate any form of initiation or welcoming team-
building activities. At the other end are teams that made no changes what-
soever in their ceremonies. The middle ground includes teams who have
made some minor adjustments in their initiations in order to conform to
administrative policies, while still maintaining a forum for rookie transition.
Initiation ban: For some teams, the advent of specific hazing policies has
meant that they have been unable to conduct any form of initiation.
We havent been able to initiate for two years, we havent done any-
thing. We couldnt have one after the Guelph incident. It was def-
initely a reaction to the school policy. Basically our coach said that we
couldnt single out the rookies in any type of way at all. For example,
we set out to have a Rookie Night and our coach said no, you are
not having a Rookie Night because of the school policy. (Sean)
From this, it is evident that it was less the university policy which influenced
the teams decision than the coachs directive that nothing take place.
Modified initiations: The majority of teams researched were not specifically

instructed by their coaches to cease initiation ceremonies for their rookie
group. However, with the exception of two teams, all the interviewees
described some former initiation practice or behaviour which had been
modified to some degree. The alterations included submitting written

accounts of the proposed initiation activity to the Athletic Director, moving
the initiations off-campus, increasing responsibility around alcohol con-
sumption, and the naming of the event itself.
This year there were guys that we cut off, just because I got a little
scared at the state they were in. I stayed sober, there are always two
or three guys that are stone cold sober during the whole thing. I was
the guy calling the shots. Before we would never cut anybody off.
That is the biggest thing. Everything has stayed pretty much the
same, except we dont run around the track naked. So nothing in
public. No more wearing the uniform around the school. (Jonathan)
Another initiative to counter hazing prior to the implementation of

the new policy at one university was the requirement to submit an
outline of the initiation activity from any teams on probation. Now
we have to write what we will do for Rookie Night and it will have
to be approved by the athletic department. That will go for every
team. They want to eliminate the centering out of the rookies, and
excessive drinking. The water polo team this past year had two people
in the hospital for alcohol poisoning. They are looking to eliminate
any kind of degrading activities. (Mary)
It should be pointed out, however, that these modifications resulted from a

need to appease the Athletic Department, not to create a more welcoming
inclusive environment by the team.
Movement underground: Some of changes made by teams to address the

issue of the university policy on hazing are not intended to eliminate the
degrading, humiliating and isolating elements of the initiation ceremony,
but rather to hide their practices from public and Athletic Department view.
We used to call our initiation, Rookie Appreciation Night, that is,

when we stopped making it other than when the whole team was
there. We stopped wearing our uniforms in public and pretty much
disassociated it from the school. The entire team knew that what we
were doing was to make it seem that it was not associated with the
school. (Yvonne)
136 MAKING THE TEAM
For those teams who traditionally held on-campus activities, the policy
required them to rethink their strategy to continue, while maintaining the
integrity and security of the team from sanctions.
We used to do the run, traditionally at the University. We called it,

doing it at home, and now we just do it on road trips or at tourna-
ments, where no one can get us into trouble away from the school
where there is no risk of anyone seeing. (Jason)
The changes in initiation practices are to protect against detection, not to

eliminate the practice itself.
We instructed our rookies that no one could stay in residence

because those people could tell the administration what we did. In
our first year they let us into the bar dressed all goofy. The next year
we could only get in dressed normally. Now we have to stay away
from campus altogether to eliminate the possibility of the school
finding out. That would be the end of that. (Tanja)
It would seem that alterations to policy and the strict enforcement of these
changes do not go far enough towards eliminating a teams desire to per-
petuate this type of activity.
No change: Only two teams noted that they had made no changes in their
initiation activities due to the universitys policy. One of the teams felt that
their initiation ceremonies did not incur any negative sentiments or
resentment from the rookie group, believing that their practices did not
violate any of the new policy directives. The second team has a long-
standing tradition of hazing their first-year players in a particular fashion
and did not want to alter this in any way. They simply improved their
methods of secrecy.
ATHLETIC DIRECTORS VIEWS ON UNIVERSITY POLICY
Athletic directors are faced with the daunting task of not only defining
acceptable initiation and orientation behaviour, but also designing policy
and sanctions to curtail undesired practices. They see the coach as a
multifaceted liaison between the administration and the student-athletes:

the coach is responsible for the dissemination, explanation, and imple-
mentation of the policies, as well as being an agent of change for the team
culture. Although many Athletic Departments are being proactive in their
attempts to address this issue, there is still some resistance from within
athletic administrations.
University Policies
Within the context of varsity athletics, unacceptable hazing or initiation
practices are described by one Athletic Director as follows:
Any kind of practice that would impose anothers will upon a student
or athlete. Where the environment that is created is one where they
feel obligated through coercion to fulfill this will. They must attend
and they must take part. We want to provide our students with the
opportunity to team-build in a progressive, positive way that involves
different skills and games, that is educational: something that will be
part of a fabulous experience for the participants, not something that
will establish fear or is frightening or where the athlete is left in the
dark as to what they will have to endure. It should be open and
inclusive. You know it should be we are going to go to the cottage not
we are going to get you because you are in first year. This will be the
agenda. Hazing is whenever a senior or a person in a position of power,
forces first-year student-athletes to go through any type of activity
involving alcohol, any kind of degrading behaviour, any coercion in
terms of the athlete being required to engage in an activity through
peer pressure or expectation to be part of the team. What I have
stated to the teams is that if you cannot in clear conscience describe
what the activity was to your coach, to your family, then there is
something wrong with that activity. (A.D.)
The Role of the Coach

As defined during the course of the interviews, the role of the coach is
multifaceted, crucial, and at times, overwhelming. One Athletic Depart-
ment, in addition to distributing the relevant policies in coaching manuals,
138 MAKING THE TEAM
meets with varsity coaches to outline and to reinforce the parameters of

acceptable practice. It is then the responsibility of the coach to disseminate
this information to her or his team. As noted by one A.D.:
It is through the coaches that the athletes receive this information.

The university policy addressing initiation practices specifically was
introduced in the fall of 1996. It was made available to the coaches
and it was included in the coaching manual [a handbook issued to
coaches each year outlining the Departments policies]. When we
first requested proposals, that was at a coaches meeting that
included team leaders, every team was in attendance. The student
leaders also received a copy of the policy. I think that down the road
we could ameliorate the dissemination of this information. That is
what we have done up to this point to try and get it to the student
leaders. (A.D.)
There is, however, an expectation from the administration that coaches will
assume an increasingly proactive role in changing the existing structure of
varsity initiation practices.
The coaches have to take a very active role. They have to make it very
clear, not only what the policy is but also what the intentions are.
What is behind the policy, why is it that we are taking this kind of
position. Then engage in dialogue with the athletes to find solutions.
To find other ways of looking at team building. The problem is that
some of these guys, (I say guys but it is both and that is very clear in
the literature), they refer to it as team building, they refer to it as a
bonding experience, but ultimately they do see it as a rite of passage.
It is the rite of passage that we want to eliminate. Get into really
productive team building activities. If we can get there we will have
overcome years and years of not just stereotypes but a lot of past
practice. (A.D.)
While the coach is viewed as the primary vehicle for change, the admin-
istration acknowledges that it is asking a frustrating, nearly insurmountable
task of the coach:
The coaches are also very frustrated. They have been a part of the
attempt to change it [hazing] over a long period of time. They have

been the ones who are coming forward and saying unless there are
sanctions then it is only talk and they are not going to get the change.
More coaches, in terms of the sanctions that we imposed this year,
are at least saying that they know that we are serious. The coaches are
going through the same workshops that the athletes go through.
Early on we had mass workshops, all the coaches saw an educational
video (Chuck), all the coaches have gone through the codes of
conduct, both the student code of conduct and the athletic code of
conduct. What I am finding is that the coaches all know what the
issues are but what we havent been able to effectively provide them
with is an implementation for change. That is where we are at now
and struggling with looking at a change agent. That is where we feel
we need to bring in an expert from outside who has expertise in that
area. (A.D.)
It is clear that the Athletic Directors understand that coaches need directives
and guides to successfully negotiate change within the present system, and
the coaches feel that they are in need of stronger sanctions to drive home
the message of zero tolerance to the athletes.
The role of the coach is double: he or she is seen both as an agent of
change, and as someone who supports and encourages the continuation
of traditional initiations. This position severely limits and weakens the
authority of the Athletic Department to usher in a new era of student-
athlete orientationone which is inclusive, rather than exclusive and
segregational.
We may still have people involved who think that it is an important

part of the varsity experience. It is a huge part of the problem. If you
dont do it (go through with the initiation). I can tell you that there are
students who will not participate, who will not attend institutions and
are not participating in sport because of it, and I think that is an
awful shame. Likewise there are also students participating that dont
want to be, but feel obligated. (A.D.)
The Athletic Directors acknowledge that, within their own ranks, there are
still coaches who believe that the initiation ceremony is worth preserving,
and should continue to be an integral component of their team.
140 MAKING THE TEAM
The Sport Culture

One of the Athletic Directors interviewed described other Athletic Direc-
tors and their positions concerning initiation practices as fitting into three
distinct groups.
1. There are some administrators who know that this is going on and
they have had incidents, and they choose not to dig because scratching
the surface will only cause more problems for themselves. The directors
that are in our league and in positions of authoritythere are probably
very few like that.
2. Most probably know that something is going on but are very frustrated
because they dont know how to get to it.
3. The third group honestly just doesnt know. (A.D.)
These varied views from athletic departments, either unwilling to explore,

unable to intervene, or oblivious to any existing problems, constantly
undermine concerned groups attempting to address the issues surrounding
initiations. There is a shroud of secrecy surrounding these traditions,
creating an environment in which information is not shared with out-
siders who are perceived to be attempting to unravel a system which seeks
only to protect its membership.
There is also an oppositional relationship between the sport culture
and the greater community, one which came to light with media reports of
initiation and hazing stories at two universities in Ontario. Two different
approaches were adopted by university administrations. One chose to be
forthcoming and pre-empted media speculation and gossip by releasing the
details of the initiation events. The second chose not to release any infor-
mation about the incident, leading to both public and media condemnation.
The feedback that we have gotten back from the media has been
interesting. There is quite a difference between how the incident here
and the incident at Western University have been addressed in the
media. The phone calls, the editorials that were there, people really
wanted to see a change. It is not isolated programs. The programs
where it is evident are the programs where there is a proactive actual
investigation of incidents. In some cases it is simply a report that
this occurred, it is investigated and more information is brought
forward. That is exactly what happened at Western University. It was

a call to the hazing hotline [like ours]. When that is reported we do
a thorough investigation. (A.D.)
It was evident through the differing approaches that the code of secrecy
extends beyond the team. For some, the community encompasses coaches,
players and administrators, and resistance to change often comes from those
who have gone through, or have been a part of, initiation processes them-
selves. This was an initiative by a football team as an alternative to hazing:
Our football team went away to a training camp. It was interesting

talking to some of the alumni, they would say things like, why would
we spend all of that money on that [alternative orientation events such
as ropes courses]. It was in fact raised by students and fundraising.
The kids all wanted to do this. Talking to the football players today,
that was the highlight of their year. It was interesting hearing the
alumni saying that. When they reminisce this is what they remember.
Their perception was that the initiation was an integral part of their
years as football players. (A.D.)
In order for fundamental change to take place in initiation practices, all

members of the community, players, administrators, coaches, and perhaps
even alumni/ae must be on board with the philosophy. They need to
understand the importance of support from all.
Administrative Procedural Steps

The two university and athletic administrations in this study have four
main methods for dealing with initiation and hazing complaints: reporting,
education, sanctions (probation, forfeitures), and alternative choices.
They are also undertaking a joint effort with the Offices of the Athletic
Directors and Student Affairs to combat hazing.
Reporting: The first line of intervention regarding initiation violations is

reporting. This is accomplished through educational seminars designed to
educate and create awareness for the support staff of the university. Some
universities have established hazing hotlines: phones that provide a direct
link between the university community and the university administration.
142 MAKING THE TEAM
The intention of such communications is to facilitate the transmission of

sensitive information. The caller can remain anonymous and still precipitate
an investigation into alleged infractions.
Education: With the onset of public scrutiny into initiation and hazing
practices in the military, fraternity and sorority organizations, and varsity
and sporting cultures, universities have been obliged to address this issue
at a policy level. A second step has been the creation of seminars designed
to educate players, coaches, and team leaders to the dangers of initiations.
This can also involve the viewing of educational videos such as Chuck
(the story of a mother whose son died in a hazing-related incident, and
who is determined to inform the public of the hazards of initiations) and
Hazed and confused: Changing the hazing culture in varsity athletics (a
documentary that highlights both the negative outcomes of some current
sport hazing practices as well as the progressive successes of alternative
orientation ceremonies such as camping excursions and ropes courses)
(Johnson, 2000).
Sanctions: Few universities have found themselves in the position of having

to enforce any sort of disciplinary action for sport hazing infractions.
However, over the course of the last five years, Guelph University, the
University of Western Ontario, the University of British Columbia, Brock
University, the University of Vermont, the University of New Brunswick,
and McMaster University have been the focus of initiation incidents that
became public knowledge. In the case of Guelph, the head coach of mens
hockey was suspended for one game for allowing alcohol in the dressing
room. At Western, the head football coach suspended himself for the
remaining 1998 league games (a period of two pre-playoff games), feeling
that that was an adequate penalty for the actions of his team. McMaster,
which has had several teams on probation, suspended two of their varsity
teams in 1999 for one league game each. Community service was also
imposed on the two penalized McMaster teams. This involved the design
and implementation of educational programs about hazing at the feeder-
school level. The teams were also required to undergo two educational
seminars concerning the issues of hazing in athletics.
With the ongoing motivation of teams to initiate their first-year
contingent, strong sanctions are seen by some as a necessary deterrence, as
evidenced in the actions taken by McMaster University. This approach,

however, which saw the forfeiture of two league games, is viewed as having
ramifications for the other teams in the league, affecting the integrity of
the divisions to which they belonged.
The sanction of forfeiting a match is a decision that I really question.

It really affects the integrity of the entire league. These are sanctions
which were imposed on two teams at a University this season. Losing
a game is easy, but to me it is much bigger than that. It affects the
league. I dont necessarily feel that the actions of the student-athletes
at one university should affect all of the athletes in Ontario. I think
that their actions should affect themselves and in turn should also
affect all of our programs to make sure that our student-athletes and
coaches are aware. We have to be concerned about what is happening
in our own house and how we are handling that. If we have a team
that is not following policy then we have to get them (a) following
the policy and (b) understanding what the consequences will be if
they are not following the policy. (A.D.)
The two A.D.s interviewed are attempting to deal with initiation infrac-
tions from within:
The one thing that you want to do with sanctions is that you want
them to happen from within. You want the team building to take
place. You could put together a program (for that team) on team
building. That could be part of it, whether that be a public service,
there are so many things to do. We could put together something
for them where they are doing a public service within the university,
where they are working together as a team. As far as probation or
suspensions that could also be a part of it depending on the severity
of the case, but I would think that first and foremost in my mind we
would ensure that part of the solution would include appropriate
team building and that we would support it. That would be number
one. Number two, you could be looking at probationary suspensions
of members of the team, of coaches, the entire team, really the full
gamut. This is all dependent on the severity of the infraction of the
case that we are presented with. (A.D.)
144 MAKING THE TEAM
Even with various progressive administrative attempts to curtail initiations,

the A.D.s concede that the problem will continue to exist, in part due to a
deeply entrenched belief system:
I think that it is going to take a great deal more time to change the
belief system of our current athletes who have really had a lifetime
within sports of this kind of activity, this part of being a member of
a team. To expect that we will be able to change that belief system
and that they will then be able to go into the schools in this current
year and make an impact is somewhat nave. So we are focusing more
on a workshop where we invite speakers, varsity athletes, and repre-
sentatives from the high schools to come. I would also like to work
with universities which are actively searching for solutions. (A.D.)
It is difficult to deal with an athletic culture whereby athletes expect that

they will be able to participate in hazing initiations, and to continue a sys-
tem that most seem genuinely to support.
In the last situations that we dealt with, I interviewed some twenty

student-athletes most of which were first-year. They were one-on-one
interviews. All the first-year athletes thoroughly enjoyed the [hazing]
experience, wouldnt want us to eliminate this, feel that it is a great way
to get to know the team and to bond with the team and be accepted
within the team. All of those things are very real in their lives, it is a real
challenge for us across the universities and in sport in general to be
able to implement change. To just come down with a heavy hand will
just bury it and it will just continue underground. (A.D.)
This Athletic Director understands the culture that exists amongst athletes.
There are coaches who see the initiation ceremony as a right to be exercised
within their community. Sanctioning teams that violate policy can have
the effect of driving the practice further away from any administrative
means of detection. The A.D. feels that sanctions must be accompanied by
programs that facilitate change within the community.
Alternative choices: Faced with the daunting task of overhauling a system

steeped in tradition, the two Athletic Departments studied have attempted
(one more than the other) to create viable and progressive alternatives to
curtail the negative impacts of initiation. This includes several teams
being involved in outdoor educational programs, and related activities
such as ropes courses. Although successful on a small scale, these team-
bonding alternatives still do not break the cycle of initiations that exists
within the sport community:
We have had some success. Some of our teams have gone to ropes
courses, for example, mens and womens tennis were on a weekend
ropes course. They have a very short season and they had the opportu-
nity to look at a team building exercise like that. They found that to be
really successful. We have other examples like that. We can look at on-
going education, every year we are going to be dealing with somebody
who has a different belief system. We can look at giving alternatives to
that kind of team building. The response that I am getting from some
of the athletes is that unless it comes from the athletes themselves they
will go through that team building really to comply with the regulations
of the coach or the administration and then they go and do their own
thing [initiation] anyway. It just goes way underground. The thing that
I think we need to continue to focus in on is how do we deal with the
situations where they are engaging in this kind of activity. All this edu-
cation and alternatives is not going to bring us to the point where we
are not going to be dealing with some kinds of problems. (A.D.)
There is an administrative understanding of the specific need to change

the student-athletes desire to pursue hazing as a means of constructing
the concept of team and its accompanying identities. Accomplishing this,
however, requires efforts to influence younger (pre-university) partici-
pants in sport culture and the feeder systems of the universities. Initia-
tion is a seed that is planted and begins germinating long before the ath-
lete reaches post-secondary education.
One of the problems is that it is so prevalent in our feeder system

that it is going to take a lot more to change it than a couple of work-
shops. Jean Montague, who is quite active at another university,
feels that twenty-four hours of intense activity is needed per team to
have an impact. It is very much a challenge to all of us. I dont know
146 MAKING THE TEAM
how practical it is for us to go into the education system and address

this problem. In theory it is great. (A.D.)
However, there are examples from student-athletes of how alternative

initiations have served to break the cycle of hazing within a teams culture:
This past year we went up to a camp for a weekend retreat where we

were able to do ropes courses and canoe tripping. It was really an
awesome weekend; we had been having trouble with the [Athletic]
Department about our initiation, so this is what we did instead. I
think that it worked on several different levels, the team really feels
like a group this year. (Stephanie)
Teams are beginning to attempt alternative initiations as they are being

made more readily available to them.
COACHES PERSPECTIVES
A crucial part of the initiation ceremony is leadership. Prior to widespread

public knowledge of initiation practices and direct administrative inter-
vention, coaches often assumed an active role in the process. Coaches have
become more ambivalent and distant during this period of change,
primarily out of fear of administrative repercussions. There has been an
attempt by some Athletic Departments to re-integrate their coaching staff
into the transitional and orientation designs for their respective teams.
This has been in reaction to the events which transpired in 1999. During
that year, three teams were sanctioned by their university for hazing
infractions. This was the first time that Ontario teams had been disciplined
as a result of their initiations.
Knowledge and Understanding of the University Policy

Since coaches at the two universities studied are involved in meetings and
seminars with the administration, they are made well aware of university
and Athletic Department policies regarding hazing. Previously, when the
acceptable parameters of hazing had not been established, there was
ambiguity about the ramifications of such practices. However, it is now
clearly understood that such practices are no longer acceptable in Athletic

Departments:
The policy is all laid out in the student code of conduct, it is new as
of last year, and there were some suspensions in water polo. The pol-
icy has been in a state of evolution and they have been fine-tuning
it. Prior to two years ago there was no clear definite policy. If there
was it was not as finely detailed. The university never dealt with a
hazing incident prior to this in any kind of organized way. (Coach)
Coaches were in a vulnerable position before Athletic Departments devel-

oped specific initiation policies :
When word started getting out in the media about initiations and
hazing, we started getting the message that this was not going to be
tolerated anymore within our department. We werent really sure
what they were going to do, they werent even sure what they were
going to do to stop it, so I told my team that there wasnt going to be
any more initiations. We really needed some kind of direction on this
thing, I really think that it is useful, you know? But I shut it down, it
wasnt worth losing the program. Even though I got out of it, I knew
that it was still going on, someone would show up with a haircut or
they would be really hungover. Saying stop didnt do it. (Coach)
Changing the Culture of Initiation

Athletic Departments are now taking initiatives in an attempt to change the
pervasive initiation practices entrenched in their varsity culture. These
include sanctions as well as educational seminars and alternative orientation
experiences. Although some of these initiatives have been in place only a
short while, there is some skepticism about their potential for effectiveness.
I dont think that I would make any changes to the policy as it is

now. I have never been a person who believes that penalties are
deterrents, but we have tried for five years in many ways to try and
bring policies to bear and we have shown them the videotapes. We
showed that to our guys and to the executive and they are shaken up,
they say how awful it is and then a week later they go to their own
148 MAKING THE TEAM
Rookie Night. There have been all kinds of efforts to stop it and
nothing has worked so this year they actually decided to impose a
penalty. We got caught and mens volleyball got caught. (Coach)
Stiff penalties will not be enough. There has to be something to fill the
void left by not being able to initiate. I guess that is up to us. (Coach)
These coaches feel that strong administrative sanctions will not be enough
to discourage and alter initiation practices, and that there needs to be an
accompanying substitute for the more traditional forms of initiating.
Even in an environment where teams have suffered sanctions and for-
feitures, and risk further suspensions, initiation continues to thrive:
The captain of our team that works in the neighborhood bar where
everyone goes to says that the first three weeks of the term every
team is parading through the bar. I think that it still goes on because
honestly it is fun for the vast majority of people and a couple of
people are likely traumatized by it and if they are they may say that
they enjoyed it but secretly didnt, dont want to own up to it unless
you have them in a room talking to them for three hours before they
finally admit that part of it they werent too keen about. I think that
most people like that are ambivalent, they may have resented part of
it but at the time thought that they were having a blast. So it is also
possible to be the same person having mixed feelings about the same
event. But it also has this strong cultural appeal and its like sports
violence, people love it. (Coach)
It would appear that changing the behaviours and attitudes associated

with hazing initiations in the varsity culture will require more than heavy-
handed administrative policy.
Role of the Coach

The role of the coach in a teams initiation practices is defined by the
coaches themselves in accordance with the wishes of their Athletic
Departments. They see themselves as the liaison between administrators
and athletes for the dissemination of the information about their teams
welcoming activities. However, despite the coachs good intentions, at
times his or her message is misinterpreted:
Once I found out what was going on, I was a bit miffed because I had
to tell these guys not to do these things and pride myself at having a
good communication level with the players, but none the less,
behind my back they did it (initiated). I wonder sometimes whether
they think that when I say dont do it, they interpret that as I say
dont do it because he has to say dont do it. But rather that I mean
it is all right if I dont know about it. Which hasnt been the case at
all because we cannot do this because we can be suspended. (Coach)
Some coaches will completely remove themselves from the process, in the
hope that the distance will not implicate them or their team:
I told them not to do anything and prayed that they would listen to
me, but there was also a part of me that wanted them to come up
with something on their own because I knew that I couldnt be
around for it. (Coach)
In addition, a few coaches have taken it upon themselves to establish pro-

gressive welcoming activities for their first-year players. Although these
individuals are rare, there are some preliminary indications that more
coaches are embracing some of these ideas:
For the past few years, our team has been welcoming new members in
a very positive inclusive fashion. We have been doing charity drives,
scavenger hunts, a variety of alternative type of activities which attempt
to integrate our team as opposed to structuring it in a hierarchy. The
feedback has been really positive from the team. (Coach)
However, this type of involvement would not necessarily be a welcome

addition to the workload of some coaches:
I like to think that I am a pretty progressive coach in a lot of ways, I

am not authoritarian. But I also feel that I should be coaching the
game and not coaching people how to live. I dont want to spend
half of my life monitoring peoples behaviour away from when I am
actually with them. There is that aspect to it. I cant keep control of
150 MAKING THE TEAM
them all of the time so if they happen to do stuff then I dont want
it to come down on my shoulders. Which invariably it does. The first
phone call is to me. I could see the benefit of the coach taking an
active role in constructing or being a part of some kind of bonding
ceremony. I am not thrilled about the idea of spending more time
devoted to organizing that event, I am busy enough now. (Coach)
There is also an admission on the part of some coaches that their direct
involvement could change the initiation behaviours of their teams:
If I were to get involved with the initiation ceremony, I know that I

could bring it back to something that would suit all of us. The captains
have been running the show for some time now and I have a feeling
that it has been carried away at times. Sometimes it is better not to
know. (Coach)
Coaches see their role as a crucial and viable part of the initiation ceremony,
but for various reasons, largely in response to the moral panic and subse-
quent administrative policies, they have removed themselves from the pro-
cess. For those who have remained, or have taken a new direction with activ-
ities designed to welcome new players, their involvement has been positive.
THE FUTURE OF INITIATIONS: WHAT THE ATHLETES SAY
Athletes in this study made many recommendations for changes to their

respective varsity initiation practices. However, many of the respondents
stated that, in all probability, their ceremonies would remain the same.
Alcohol Responsibility
There was an acknowledgment that greater responsibility should be taken
by veteran players with regard to the consumption of alcohol, although
this seems to be more a reaction to university hazing policy than a com-
mitment to creating a more welcoming, inclusive environment.
I would want to keep it the way that we do it with our team, having
a few guys stay sober to take care of the drunken rookies. There is a
responsibility, there has to be a series of checks and balances. Sober

drivers, someone in control, we are just more prepared now. It used
to be that we were all drunk and you dont notice the really drunk
ones when you yourself are in that state. That is when you run into
troubles. (Paulo)
Even if this is in response to university policy, to a certain degree it will

control the rookies alcohol use and offer some protection in the area
where most hazing-related problems occur.
Alternative Initiations
The participants offered various suggestions for alternative initiations: team
parties, road trips, team meal preparations, training camps, meals at the coachs
or a team members house, retreats to cabins, canoe trips, barbecues, movies,
videos, rope courses, and scavenger hunts. All of the recommendations were
far removed from activities in which participants had been previously
involved, seeming to suggest that there is a need to replace tradition with new
directions and activities. Events that are rich in egalitarian and democratic
principles, that reduce competition or involve competition in a form that
puts both veterans and rookies on an equal footing, that level the playing field
and remove the power-based structure that is an ever-present component of
initiationsall of these were considered to be valuable alternatives.
It is almost better to do an activity that is not your sport. Take canoe

tripping for example, most people havent done something like that.
So everyone is on the same playing field, it doesnt have the built-in
hierarchy where power can be, there is an imbalance of power. Take
them out of their element and have them do something that is totally
unique. (Mark)
At least some athletes appear to feel that alternative initiations could be of

value.
Superficial Changes
Some cosmetic changes were suggested. They included changing the name
of the ceremony from initiation or hazing to party or some other phrase,
152 MAKING THE TEAM
primarily as an attempt to remove the negative connotations that sur-

round the former titles. Another suggestion, coming from a participant
whose team holds initiation ceremonies at the end of their season, was to
change the timing to the beginning of the year. A reverse initiation, which
is when the rookies initiate the veteran players as opposed to the tradi-
tional sequence, was also recommended, the theory being that it would be
centered on fun and partying as opposed to payback.
Administration Involvement
One suggestion was to involve the athletic administration, financially and
organizationally, in team initiations. There was a call for more direction
and guidance to support alternative team activities, especially in times of
fiscal constraint.
My suggestion was to give them some direction, give them a rookie

package, and throw them a welcoming party. I would love to have a
laser tag day or go-cart day because that is fun. Going somewhere
that is not your sport, because you do that every day. Something that
doesnt necessarily involve alcohol, but the problem is organizing it.
Especially with such a short season. To get a bus, to fundraise.
Honestly, it is just easier to put on candy necklaces and go to the
bar. I would like to see the school put forward some of the money to
set up these initiation programs. (Tanja)
This comment pinpoints funding as one of the reasons that the cheaper,
traditional types of initiations are utilized. Greater financial commitment
on the part of Athletic Departments could facilitate the transition to alter-
native types of activities.
Coaches Involvement
When traditional initiations ceased to be acceptable in the eyes of the
public, coaches started to distance themselves from the process. When
universities starting drafting anti-hazing policies, intended to curtail this
behaviour, most coaches adopted a dont ask, dont tell attitude. Effec-
tively left on their own, captains and team leaders assumed responsibility
for the construction and implementation of the initiation ceremonies.
However, several of the respondents suggested that they would like to see
their coaches once again involved in the process:
I think that the initiation would be better if the coach was there,
they know it goes on, but I think that they cant let on because they
are afraid they might get in trouble, that is my take anyway. It makes
sense, they make the decisions about our team, why not about the
initiation? (Sean)
The athletes apparently wish to have the coaches reinvolved in the transi-
tional process.
Resistance to Change
In contrast to these suggestions is the reality that some of the teams do not
want to change any of their initiation practices.
I wouldnt change anything because I think that it is cool and it

works for us. (Paulo)
There is a strong resistance from players, from coaches, even within admin-
istrations, to any sort of directed change in initiation practices. Most of the
respondents who wanted to see no change in future initiation practices
were male. One captain speculated about the response of teams were they
to be presented with initiation alternatives:
Probably the backlash will come from teams like the mens rugby
or water polo teams, because if they cant put the money towards
kegs they will think that it is wussy. Why will we do that? Maybe it
is a gender thing too, if you have all of the girls saying yes, lets do
that and you would have the guys saying no way, that is dumb.
Who is to say that you couldnt do both and then one may trans-
form into the better of each. Maybe you go out for beers after laser
tag. Make it a full-day event. You get more bonding out of that.
(Jenn)
The teams in Athletic Departments that have attempted alternative orien-

tations have, for the most part, been female.
154 MAKING THE TEAM
CONCLUSION
Universities have been forced to take an active role over the last five or six
years in response to the moral outcry concerning orientation, initiation,
and hazing practices at their institutions. In large part they have developed
policies intended to protect the universitys interests in the case of any
potential lawsuits. Although some university administrations are offering
specific alternatives and directives to their membership, most university
policies outline what cannot take place, but present no guidance or infor-
mation on viable alternatives. Most universities had no policies in place
until the media started covering the issue, and the practices began to be
condemned in a public forum. When the issue of university athletic hazing
came to light in the latter half of the 1990s, university administrators were
essentially forced into action.
However, the data presented in this chapter suggests that coaches, players,
and athletic directors recognize that anti-hazing policies on their own are
not enough to deter hazing behaviours. On the other hand, there seems to
be a widespread belief that a strong policy, with real sanctions for infrac-
tions, and an educational component with alternative orientations that
enable teams to retain the ritual of welcoming new members into the
community in a positive and inclusive fashion, can facilitate constructive
team bonding and interaction and can indeed shift the hazing paradigm
in a new direction.
REFERENCES
Unpublished Masters thesis, University of Calgary, Calgary, Alberta.
Curtis, M. (1996). The transition and orientation experiences of first-year athletes
at the University of Toronto, in Draft of an evaluation project conducted by the
Office of Student Affairs.
Fifth estate. (October 29, 1996). Thin ice. Canadian Broadcasting Corporation.
Johnson, J. (2000). Sport hazing experiences in the context of anti-hazing policies
The case of two Southern Ontario universities. Unpublished Masters thesis,
University of Toronto.
national sport. Toronto: McClelland and Stewart Inc.
CHAPTER 10
Changing the Initiation Ceremony

Jay Johnson and Patricia Miller
Victims of hazing incidents have reported enduring a host of vulgarities.

Abuses have included verbal, physical and sexual assault, sometimes
repeated and often quite horrific (Johnson, 2000; Nuwer, 1999). The con-
sequences have included mild to severe physical injuries; intense emotional
and psychological distress; difficulty sleeping, eating and concentrating; low
self-esteem; poor academic performance; post-traumatic stress disorder;
and altercations with police, leading for some to criminal convictions
(Nuwer, 1999). More alarming, researchers have reported that young men
and women die each year as a result of hazing incidents (Nuwer, 1999).
These are the extreme cases, but their occurrence is sobering and the
impact of the deaths of these young people on their families, friends and
communities devastating.
Despite these serious, sometimes lethal consequences, hazing exists in
diverse settings in high numbers. Initiation incidents have been reported in
the military, in police and fire departments, in fraternities and sororities,
and across college campuses in a host of other student organizations.
Investigators estimate that 48% of high-school students are subjected to
questionable or unacceptable initiation practices.
Initiation rituals also have long traditions in the sport culture. Initiations
on professional, university, club, and even high-school athletic teams have
been exposed in recent years (Bryshun, 1997; Johnson, 2000; Robinson,
1998). For example, hazing incidents have been publicly reported involving
the University of Vermonts mens hockey team, Brock Universitys mens
155
156 MAKING THE TEAM
rugby team, as well as the rugby teams at the University of New Brunswick
and McMaster University, and the University of Western Ontarios foot-
ball team.
There are a number of possible explanations for the long existence of
hazing rituals in sport subcultures. Some might argue initiation activities
are fun and exciting. Others suggest athletes succumb to peer pressure and
just go along with their teammates. Some athletes may feel participating
in hazing is a way to prove their strength and courage to their peers, or
their unwavering commitment to their teams.
Those who support initiation ceremonies insist hazing rituals ultimately
serve to bond new and existing team members into a cohesive group. In
exchange for enduring rookie nights, newcomers receive the right to
affiliation with and membership on the team. It is often under this guise
of bonding and cohesion that initiations endure.
The desire to feel connected to and a part of a group is understandable,
particularly for those in new, unfamiliar environments. Yet, the belief that
hazing leads to feelings of belonging and membership is flawed. Athletes, and
fraternity and sorority pledges have reported feeling angry, embarrassed,
guilty and humiliated as a result of hazing incidents, and some have chosen
to leave the teams and organizations they so desperately wanted to be a
part of in the first place (Johnson, 2000). Furthermore, the available
research on initiations suggests hazing establishes and perpetuates a
formidable power imbalance between veterans and rookies rather than
feelings of belonging and equity (Messner and Sabo, 1994).
Despite the prevalence of initiations in the sport culture, there is a
discernible concern among athletes about the risks and consequences of
hazing rituals. Johnson (2000), who interviewed current and former male
and female university student-athletes about hazing in the university sport
culture, found athletes had begun to question abusive hazing traditions on
their teams. Indeed, many had started to reconsider the value of such
activities and their apparently innocuous nature. Johnson suggested student-
athletes were poised for change, yet he recognized that they were often at
a loss about how to stop long-held hazing traditions.
A number of suggestions are available. Indeed, several strategies have
emerged already, each achieving some measure of success. One of the
strategies for which parents, educators and other activists have lobbied
heavily has been anti-hazing legislation (Nuwer, 1999). Consequently,
Changing the Initiation Ceremony 157
most states in the U.S. have adopted strict anti-hazing laws over the last ten
years. Similarly, many individual organizations and institutions across North
America have implemented either hazing policies or codes of conduct that
include anti-hazing regulations. Finally, some anti-hazing activists have
developed educational programs and tour widely, speaking at high schools
and universities about the dangers of hazing rituals (Nuwer, 1999).
Another viable approach to help end abusive, demoralizing hazing is to
substitute alternative welcoming orientation experiences for existing hazing
traditions in sport subcultures. This approach, introduced in isolated areas
and well received by the student-athletes involved, is slightly different than
those listed above. It attempts not to eliminate orientation events, but to
change their nature. While hazing scenarios have not traditionally done so,
alternative orientation activities can reflect the principles of inclusivity,
respect, and freedom of choice, and should occur in non-threatening
environments characterized by shared power and decision-making. We
have compiled a list of alternative orientation activities to help coaches,
team leaders, and returning players welcome new players in an open
atmosphere free of the discrimination, segregation, and degradation that
typically characterize hazing rituals.
In each case, we have provided ways in which the activity/experience
could be adapted based on financial or resource limitations, time restric-
tions, and/or size of team. We have also made important cautionary notes
where applicable. Several of the orientation experiences included herein
involve activities that, if poorly planned or insufficiently supervised, could
lead to accidents or injuries.
First, however, we would like to offer some general guidelines regarding
the introduction of alternative, welcoming orientation activities.
The effort to replace abusive, often dangerous, hazing ceremonies with
welcoming orientation activities will require coordinated input from mul-
tiple groups including coaches, athletes, alumni, support staff, admin-
istrators, officials, parents and relatives, and where applicable, athletic
directors, school administrators, teachers/faculty, and student service
personnel. It is critical that athletes, new and returning, be included in this
process. If athletes are invited to play an integral role in designing and
promoting alternative transition experiences, they will be more likely to
adopt and endorse these new traditions on their teams.
The effort to stop hazing must be a sustained one. Many of the initiation
158 MAKING THE TEAM
rites on sports teams have long histories and are ritualistically passed from
one cohort to the next. It will be difficult to break such traditions, but not
impossible. Some Greek organizations have been successful in changing the
nature of their pledge activities, despite daunting barriers and recurring
setbacks (Nuwer, 1999).
Orientation experts argue that the first six weeks in a new environment
are a critical period for newcomers. It is during this period that newcomers
are most likely to develop feelings of belonging and familiarity. We there-
fore recommend that transition experiences for athletes be offered during
the first six weeks of the athletic season.
Alcohol plays an insidious role in hazings and initiations, particularly
those that take place on college and university campuses. A survey of
325,000 athletes from more than 1,000 NCAA schools revealed that more
than half were subjected to alcohol-related initiations, including being
forced to consume large amounts of alcohol at a single time, to drink to
the point of passing out, to participate in drinking contests, and to ingest
disgusting concoctions of alcohol.
Alcohol has also been implicated in numerous deaths following initiation
ceremonies on university campuses. Eigen (1994) reported that 90% of
hazing deaths on U.S. college campuses involved alcohol.
Some institutions have responded to the prevalence of drinking by
undergraduate students, and its implication in hazing practices, by banning
alcohol altogether on their campuses (Nuwer, 1999). Often, this has forced
drinking underground or off-campus. Other institutions have adopted the
position that the majority of students are underage, and by definition,
should not be drinking, thus absolving themselves of further responsibility.
The reality is that many students do drink. Alcohol consumption on
college and university campuses in North America is widespread. Some
believe it has become epidemic, that our undergraduates habitually consume
staggering amounts of alcohol. Investigators have found 45% of male and
35% of female college students are binge drinkers (Riordan and Dane,
1998). These numbers soared to 86% and 80% for men and women,
respectively, involved in Greek organizations. To ignore the prevalence of
drinking on campus and the abuse of alcohol in initiations and hazings
among the college culture is a grave mistake, a missed opportunity to
educate students about alcohol and drug abuse. In the words of Riordan
and Dane (1998), [i]nstitutions that prohibit alcohol entirely miss the
opportunity to help students learn to make responsible choices (53).

Educational programs, intervention and counselling programs, close
supervision and scrutiny of student activities, clearly defined policies and
penalties for violations, are some ways in which universities can begin to
address alcohol use by student-athletes in hazing rituals.
The available research suggests initiations and hazings commonly involve
sexual abuse and degradation (Bryshun and Young, 1999; Johnson, 2000;
Holman, 1997). The NCAA study mentioned above found both male and
female student-athletes were forced to tell or listen to dirty jokes, undress,
or appear nude in public, dress provocatively or as a member of the oppo-
site sex (Hoover, 1999). More serious sexual abuse has been reported,
including being molested by teammates or members of other teams, being
forced to perform oral sex on others, being raped and gang-raped or being
expected to participate in these acts. Sexually explicit initiations may be
more prevalent on co-ed teams, or in sports that offer both a mens and a
womens team. We recommend that all activities of a sexual nature be
banned from welcoming orientation activities, even those that appear
benign or harmless. To counter that athletes often consent to participate in
sexualized hazing incidents fails to recognize that it is impossible to distin-
guish between consent given freely and consent given under duress, under
the influence of alcohol, or as a perceived condition of acceptance.
If they have not yet done so, sport organizations and educational institu-
tions should establish clear and specific anti-hazing policies and sanctions,
and disseminate this information to athletes, coaches, athletic directors,
and other athletics personnel, parents, and alumni. Furthermore, sport
organizations and educational institutions must uniformly enforce sanctions
against individuals and teams who persist in carrying out inappropriate
initiation rituals regardless of the possible damage to an athletic program
or institutions reputation.
The objective of orientation activities is to introduce new members to
all of the people and resources in their new environment. Orientation
events should include athletes from different teams, as well as coaching
and support staff, administrative personnel, and individuals from other
athlete support services.
Below are eight alternative orientation activities that incorporate these
recommendations and are intended to serve either as complete orienta-
tion events or as the skeletons for your own welcoming activities.
160 MAKING THE TEAM
ACTIVITY 1: ROPES AND CHALLENGE COURSE
Ropes and challenge courses have gained significant popularity in the last
decade. Ropes and challenge courses include a series of natural and artificial
obstacles in outdoor settings designed to encourage participants to move
beyond their personal boundaries. Exposure to activities is typically
followed by group debriefing during which group leaders or facilitators
prompt participants to explore the personal meaning of the experience
and its relevance to their professional and personal lives.
These activities are used for numerous purposes among diverse groups.
They have, for example, been effective in increasing the risk-taking of
male fire fighters (MacRae et al., 1998) and the cohesion among co-workers
from both government and corporate settings (Daniels, 1994; Priest and
Lesperance, 1994). Ropes and challenge courses are also used regularly by
groups such as Project Adventure and Outward Bound to increase the
communication and leadership skills of youth and young adults.
Ropes and challenge courses have also emerged in sport settings,
primarily as a tool to promote cohesion. In fact, early research suggests
these adventure activities can effectively increase team cohesion, as well as
generate other positive changes. Meyer and Wenger (1998) reported that
members of a girls high-school tennis team who voluntarily participated in
a one-day ropes and challenge course experienced increased self-confidence,
concentration, awareness of teammates, trust among teammates, and
improved commitment and dedication to the team.
The ability of ropes and challenge courses to effect team cohesion is
important to our discussion of alternative orientation experiences. Miller
(2000) introduced the idea of using ropes and challenge courses as an alter-
native to traditional hazing practices in the fall of 1999 at the University of
Toronto. Acting as consultants to the athletics department, Miller, in
collaboration with a colleague, Johnson, organized a weekend retreat for
seven male and female university teams at a ropes and challenge facility.
Athletes and coaches participated in low and high ropes elements, trust
activities, and several initiatives in team and mixed groups. Anecdotal
accounts from participants were positive and revealed the experience
provided athletes with opportunities to get to know each other, as well as
athletes from other teams. New players enjoyed getting to know their
peers and coaches in a non-sport setting, and returning players admitted
they learned new things about teammates they had known, in some cases,
for several years. Although empirical research is needed, these initial
accounts suggest ropes and challenge courses are a viable alternative to
abusive hazing ceremonies.
Those interested in this option should consult their local directories for
facilities in their area. Facilities can typically accommodate weekend or day
activities, and regularly charge a standard per person rate. Group rates may
be available. No certification or licensing agency currently oversees ropes and
challenge courses in Canada or the U.S.A. One should ask about the training
and experience of facilitators, including their familiarity with the debriefing
process; the age, stability, and choice of low and high ropes elements; and the
available of safety equipment such as helmets and harnesses. It is important
to ensure there is a safe facilitator-participant ratio, and that safety pro-
cedures and policies are clearly articulated upon arrival.
A visit to a ropes and challenge course should take place shortly after team
selection, and special attention should be paid to the family, academic, work,
and spiritual obligations of team members. Coaches and other support
staff should, whenever possible, participate in these activities, and new
and returning players should be paired together.
The cost of a ropes and challenge course may be prohibitive for some
teams. An alternative would be to learn about some of the trust/spotting
activities, as well as some of the initiatives that do not require special
equipment or facilities. Several of these are described below.
Crossing the Nile: Students can be provided with a number of planks, boxes,
or rises and ropes of different lengths in an open space, such as a gym or
field. The group must cross from Point A to Point B, using only the objects
provided, without having any part of their body touch the ground/floor.
Guiding Hands: Divide team members into smaller groups of three or

four. Blindfold one individual in the group while the other three navigate
him/her across an obstacle course designed by members of the group,
without any form of verbal communication. Alternatively, the group
could be assigned to teach the blindfolded member a simple body move-
ment routine, again without any form of verbal communication.
High Voltage: Tie ropes at different heights around three or four trees or
162 MAKING THE TEAM
poles, creating an enclosed space protected by an electronic barrier

below the ropes. The objective of this exercise is to get all team members
out of the enclosed area, without being electrified.
Circle of Friends/Wave: One individual stands in the centre with team-

mates surrounding him/her. When the individual is ready, he/she allows
him/herself to fall forward or backward into the teammates waiting hands.
ACTIVITY 2: COMMUNITY SERVICE PROJECT
Several years ago, the womens volleyball team at the University of Toronto
pooled together their money, purchased the necessary ingredients, and, at
the family restaurant of one of the players, prepared a Christmas meal for
a local shelter. Team members and coaches divided tasks throughout the
day, often working in small groups, allowing players and coaches to work
together in a non-sport setting. Team members then delivered the meal to
the shelter, along with other needed items they had collected, including
clothing, childrens toys, bedding, and kitchenware. Team members felt
very positive about helping others in need and about getting to know each
other in new capacities.
Each year, students at Carleton University in Ottawa coordinate a one-
day shoe shine charity fund-raiser. Students are paired together and
assigned a location in the corporate sector of the city where they offer shoe
shines in exchange for a donation. Proceeds are forwarded to a charity of
choice, often the Childrens Hospital.
Community service projects such as these are often undertaken at
times of special need (Thanksgiving, Christmas, Easter). We would like to
suggest such projects could be used as orientation activities. One of the
advantages of this transitional experience is that many people, including
youth and young adults, have volunteer experience and can bring some
measure of expertise to community service projects, a dynamic that may
avert power imbalances and instead foster acceptance and friendship
among teammates.
Present the idea at one of the first team meetings of the season and have
players generate a list of possible community-service projects. Select one
as a group, one consistent with the mission of the athletic program or
organization and perhaps of personal significance to a player, coach, or

support staff. Community service projects could include a food or clothing
drive for a local shelter, a day or more extensive volunteer commitment to
a local organization, a skills workshop or sports camp for local children or
community center, a fund-raising event for a local or national charity.
There are an infinite number of ways to raise money for charitable causes:
lotteries, raffles, 50-50 draws, fashion shows, golf or other sports tour-
naments, car washes, bake sales, plant sales, exam care package sales.
If players are uncertain of the immediate needs of their community,
have them consult a volunteer organization, the local volunteer bureau, or
the blue pages of their local directory.
Once a community service project has been determined, have team
members compile a task list of duties, divide the items among pairs of new
and returning players, establish deadlines, and schedule follow-up meetings.
You may wish to alternate community projects from year to year, or
retain the same one over the years. The objective is to establish a new,
prosocial tradition that encourages players to collaborate as equals on a
meaningful project.
If there are too few members on your team to successfully complete a
community service project in the early season without interfering with
athletic, academic or work schedules, cooperate with another team or
organization. Perhaps invite alumni to continue their involvement by
participating in the project.
If there are too many members on your team to make working together
on a single project impractical, as may be the case with a football or track and
field team, divide players into smaller groups, being sure to intermingle new
and returning players and players who might not otherwise have a great deal
of interaction, and have each group work on a separate community project.
Alternatively, the team as a whole could select a charity, and subgroups work
on different fund-raising events, competing with one another to see who can
raise the most money or in the most creative way, in the least amount of
time, etc. One word of caution: the intention is to create a welcoming envi-
ronment for all players and competition between groups should be good-
natured and tempered by the overall goal of the orientation experience.
One more cautionary note: the nature of working groups suggests there
will be group members who work hard and others who do not. Coaches
or team leaders must ensure responsibilities are divided equally and not
164 MAKING THE TEAM
heaped on new members, particularly as they adjust to their new surroun-

dings and the demands of their new positions.
ACTIVITY 3: BIG BROTHERLITTLE BROTHER/

BIG SISTERLITTLE SISTER MENTORING
New team members will likely bond with one another by virtue of their
shared status as newcomers. The relationships between new and existing
team members, however, can be tenuous. Traditional hazing ceremonies
that pit veterans against rookies serve only to exacerbate this dynamic.
Coaches and student leaders must strive to eliminate these skewed
power relations. One way in which to create a more equitable environment
is to introduce a big brotherlittle brother/big sisterlittle sister mentoring
system. In this scenario, each new player is paired with a senior or returning
player who is responsible for welcoming the new player and protecting
him/her from harm. New and senior players could be paired randomly,
although it may be more effective to ensure the two share something in
common other than their sport.
The mentoring literature suggests mentors serve two primary functions:
psychosocial and supportive (Davidson, 2001; Neill and Heubeck, 1998).
In a high school, college, or university setting, the senior athlete could pro-
vide support in both the athletic and academic settings. In the athletic
environment, the senior player could introduce his/her protg to team
rules, both formal and informal, familiarize him or her with facilities and
important personnel (athletic director, program coordinator, athletic
training staff, sport psychology staff), and model skills and drills in practice.
The two could also travel and room together on road trips. In the academic
setting, the veteran could provide information about course selection,
course registration, important deadlines and personnel (registrar,
dean/chair, academic advisor, tutor, coordinator of support services for
student-athletes).
Mentors and protgs could be alternated through the season, ensuring
new players have the occasion to work with several senior players.
Formal mentoring relationships may be unfamiliar in some environ-
ments, particularly those where seniors have a history of enjoying preferred
status and have little interaction with incoming players, other than
through hazing rituals. If this is the case, veterans would benefit from a
discussion about the intent of the mentoring system, how to create an open,
accepting atmosphere, and how to avoid traditional hazing rituals and the
power imbalances they engender. Coaches may also wish to establish
guidelines defining acceptable and unacceptable behaviour for mentors
and protgs.
Should participation in a formal mentoring relationship be mandatory?
What if, for example, a senior does not want to mentor a new player? Or, if a
new player does not wish to spend time with a mentor? While this will
ultimately be a decision for coaches, players forced to participate in a men-
toring relationship are unlikely to benefit from the experience. Coaches are
cautioned against making participation in a mentoring system mandatory.
ACTIVITY 4: RELAY SCAVENGER HUNT
This suggestion is based on an actual orientation activity organized for

new members of a university figure skating team. The objective of the
activity was to challenge team members to collaborate with one another
and build team unity through a relay scavenger hunt.
The team was divided into small groups of new and returning players.
Each group was given an envelope containing a different question. An
example may have been, What are the office hours of the Dean of Arts
and Sciences? To answer the question, the group had to proceed to the
office of the Dean of Arts and Sciences and ask, whereupon they received
a second envelope containing another question. Each group completed a
handful of questions, all regarding personnel (e.g., athletic director, sports
medicine physician, athletic therapist, sport psychology consultant, equity
officer, academic advisor), programs (e.g., leadership development office,
work study program), or services (e.g., financial aid, counseling services,
career services) of particular interest to incoming student-athletes. All
groups received a final riddle, the solution to which was the location of a
special meeting with a surprise guest, an Olympic skater.
Notably, this activity took place in a single afternoon and required few
resources other than creativity. It could be adapted in several ways. Instead
of receiving the questions at different locations, the groups could be given
a list of questions at the outset. The event could be timed and the quickest
166 MAKING THE TEAM
group rewarded. New players could generate lists of questions based on

what they would like to learn, and then the list passed on to a different
group. Senior members could be asked to develop questions based on
things they wish they had known when they joined the team, and these
lists traded among the groups.
Scavenger hunts have a tainted history, in large part because lists tradi-
tionally included items that had to be stolen: street signs, restaurant or bar
paraphernalia, personal belongings. Bonus points were often awarded for
the most difficult or risky-to-retrieve items. However, we believe if used in
the manner described aboveto collect helpful information, increase the
familiarity of incoming players with their new surroundings, and give new
and returning players the opportunity to interact in non-sport settings
scavenger hunts can be a viable and beneficial orientation activity.
ACTIVITY 5: SIGHT-SEEING TOUR
Moving to a new city can be a daunting experience. It may be particularly

so for young athletes who know no one in their new community and are
away from home for the first time. Elsewhere we have provided suggestions
to orient new players to their teams and immediate athletic facilities. It might
also be helpful to orient incoming athletes to their local communities. A
sightseeing tour can be an innovative way to welcome new team members
and to allow new and existing team members to bond.
To avoid travel difficulties, consider a walking tour or a tour by public
transit. The whole team could travel together or break up into small
groups, ensuring new team members are paired with senior or returning
players. Include popular tourist destinations on the tour, as well as places
that may be of particular interest or use to new members. For university
student-athletes, this might include the local laundromat, bank, movie
theatre, grocery store, photocopy service, used bookstore. Have returning
players vote on a best of list (best pizza place, best breakfast place, best
vegetarian restaurant, best magazine store, best music store, etc.) and
show these spots to new players. A letter could be sent to incoming players
asking them to identify places about which they would be especially
interested in learning: local church or synagogue, local bike store, nearest
skate boarding facility, best golf course in the area, closest rock-climbing
facility. It might also be helpful to highlight areas or places new players

would wish to avoid: a dangerous neighbourhood, a parking lot that is
poorly lit at night, a terrible restaurant.
There are a number of advantages to this activity. It is inexpensive and
could be completed in a short amount of time. It takes advantage of the
experiences of existing players and demonstrates a concern for both the
transition and interests of new players. It also provides an opportunity for
new and existing players to interact in a non-sport setting.
ACTIVITY 6: SHARING A MEAL
Many groups have limited time for orientation activities. In the sport setting,
there is often very little time between final team selection and the start of
a full schedule of training, practices, travel, and games. The following is an
activity that can be organized without a great deal of difficulty and com-
pleted within the span of a few hours, and if planned well, can include all
new and returning players.
Groups regularly share meals together, in between long meetings, as a
reward for reaching an important bench mark, at the completion of a
challenging project, or to mark the departure of an important member of
the group. Our suggestion is for a new group to share a meal at one of
their first encounters. The meal could be breakfast, lunch, or dinner.
Attention to several matters will increase the likelihood of creating an
open, accepting environment for new and existing team members. First,
ensure everyone is introduced to one another. This can be done by simply
going around the room and having each member share basic personal
information (e.g., name, hometown, role on team). Alternatively, group
members could split up into pairs or groups of three for several minutes,
and then introduce each other to the larger group based on what they have
learned about one another in the previous few minutes. Or, the group
leader could ask each group member to confide a funny story or interesting
item about him/herself and then share it with the group without identifying
its source. Individuals or pairs of players could try to guess to whom each
story/item belonged. After everyone has guessed, each member could then
claim his/her story/item, sharing a more detailed account.
Second, ensure that every group member is able to attend and none is
168 MAKING THE TEAM
left out or without a means of getting to the meal.

Third, many people have limitations on the food they can or choose to
eat for financial, religious, medical or other personal reasons. If dining
out, ensure the menu will accommodate all group members. If uncertain,
ask group members about preferences beforehand.
Dining out can sometimes be costly, particularly for students, and taking
a large group to breakfast, lunch, or dinner could be prohibitive for teams
operating on a small budget. An alternative is to organize a pot luck. Pairs of
new and returning players could be assigned one course of the meal, then
shop and cook together. Teams whose members come from diverse back-
grounds could be invited to bring a dish native to their birthplace. Group
leaders must ensure that new group members are not pressured or forced
into bringing all or the most expensive items or, if eating out, paying the bill.
There are countless variations to this theme: a chili cook-off, a barbecue,
a cookie exchange. The important features are that all group members have
the opportunity to interact, none is left out, and no one subgroup is given
greater or all of the organizational or financial responsibilities for the meal.
ACTIVITY 7: OUTDOOR RECREATION ACTIVITY
A wealth of literature examines the phenomenon of outdoor recreation as

a form of orientation, particularly with first-year university students. The
studies reveal a variety of applications and benefits including academic
gains, integration into the scholastic setting, and improved retention rates
(Davidson, 2001; Hastie,1995; Hattie et al., 1997).
Outdoor recreation activities include a range of experiences, several of
which are described below. Each, when used as an orientation strategy, is
intended to involve all team members in a welcoming, open atmosphere.
As a cautionary note, it is advised that these activities be selected only if
trained personnel are available to lead them and provide assistance.
Canoe/Hiking/Camping Excursion: The first suggestion would be a two to

four day canoe trip. Most national parks offer hiking and canoeing trails,
often sorted by difficulty and length. Group members should start by
generating a list of responsibilities (e.g., arranging travel, organizing equip-
ment, purchasing and packing meals, food preparation, and site planning)
and dividing these among pairs or small groups of new and returning
players. New and returning players should be grouped together in canoes,
and group members rotated throughout the adventure to ensure each new
member has the opportunity to meet returning players. Every canoe
group should have the opportunity to lead the entire group (orienteering
utilizing a compass and map) for a specific duration.
Orienteering: If time and/or equipment make the canoe/hiking trip

impossible, an afternoon of outdoor activities could be organized. Team
members are transported to a nearby park or conservation area where they
are subdivided into smaller groups of three or four. Each small group is then
dropped off at different starting points, and then, with only a compass, map,
and lunch, attempts to rendezvous with the entire group at a final location
at a specified time.
Indoor/Outdoor Rock Climbing: Indoor and outdoor rock-climbing facilities

are available in most major cities. A group could spend a challenging and
exciting day scaling and rappelling. Both individual and team activities
could be organized at the facilities, and the process of challenging oneself
and providing direction and encouragement to teammates would nurture
team bonding.
ACTIVITY 8: SPORT RELATED ACTIVITY
The University of Toronto Varsity Tennis Team suggested a novel orientation

experience for new students which involved organizing tennis clinics for
young tennis enthusiasts based on recent changes in teaching methods
and tennis skill development. The team proposed visiting local schools
and spending about half an hour with students in grades one, two, and
three, preferably during their scheduled gym class. The half-hour session
included a warm-up, instruction, application through childrens tennis
games, and a cool-down period. The groups objective was to promote the
sport of tennis at young age levels and the University of Toronto childrens
athletic programs. The team anticipated that the commitment of each
team member to the project and time spent together in collaborative work
would enhance team camaraderie and support systems.
170 MAKING THE TEAM
If the idea of a sport-related orientation is appealing, the above example

could be adapted in several ways. You could run a sports camp for a smaller
group or a shorter time period, perhaps at a local community center or
school. Alternatively, you could enter a recreational charity event as a team.
Such events need not involve your sport. It is the opportunity to play
together in a sport atmosphere that may facilitate new players transition to
their new environment.
Another experience might be to attend a high-profile training session
or competition in your sport, e.g., an NBA or NHL game, an international
volleyball or tennis tournament. This allows team members to draw upon
the one thing they have in common while establishing relationships and
friendships.
Teams are often limited by time and/or financial resources. Coaches
and team leaders may consider introducing an orientation activity directly
in practice or training sessions. A lot of teams begin their seasons with
light or fun practices. To make this even more enjoyable for the players
and to provide new players with an opportunity to demonstrate their
skills and get to know their new teammates, alternate the traditional
scrimmage rules. Implement an All Touch rule where every team member
on one side has to touch the ball/puck before a team member can attempt
scoring a point(s). Or, change the scoring system to a reverse order score,
so the team who is scored against gets the points as opposed to the scoring
team. Introduce a rotating player system, so that each time a player earns
points, they rotate to the other team.
CONCLUSIONS AND FUTURE DIRECTIONS
We now know that hazing and initiation rituals are a component of teams
at the high school, community, club, and college levels (Bryshun, 1997;
Bryshun and Young, 1999; Holman, 1997; Hoover, 1999; Johnson, 2000,
2002; Robinson, 1998). We have also learned that hazing incidents are
common in other subcultures, including other groups found in high
schools and universities such as fraternities, sororities, and campus clubs,
and in a wide range of professions.
We recognize that such activities are often intended to increase a sense
of belonging, to augment group cohesion and bonding between group
members, rather than to alienate and degrade newcomers. Unfortunately,

however, the latter is a common outcome. Studies have found that initiation
rituals frequently involve forced alcohol consumption, degradation and
humiliation of the participants, as well as physical and sexual abuse
(Bryshun, 1997; Bryshun and Young, 1999; Hoover and Pollard, 2000;
Johnson, 2000, 2002; Meyer, 2000; Nuwer, 1999).
Change within the sport environment, a culture that almost by definition
is rooted in long-standing traditions, will be difficult. New ideas are often
greeted with resistance and skepticism, and produce a sluggish and petulant
reform process. Change, however, is possible. Student-athletes have already
voiced a desire to reconsider the need for and nature of abusive hazing
practices.
Change will come about from a unified and comprehensive effort. Edu-
cational programs and other information-based interventions will provide
much-needed knowledge about the risks and outcomes of traditional hazing
rituals. Anti-hazing laws and institutional policies will offer a second layer
of incentive for change, particularly when incidents are consistently inves-
tigated and harsh penalties imposed. The position we have presented here
is that a library of welcoming orientation activities will provide direction
to administrators, coaches, and athletes interested in introducing new
traditions on their teams.
Further, we have argued that it is crucial to create activities that are
attractive and exciting, and that can be seen as real alternatives to tradi-
tional hazing practices. Replacing existing hazing practices with clichd or
immature team-building activities is likely to encourage initiation leaders
to take their activities underground and further hinder reform.
We believe the scenarios presented in this chapter are viable, attractive
orientation activities. They maintain the bonding element so urgently
sought in traditional hazing events, without the brutal and derisory methods
and effects. They also model a structure that empowers senior and in-
coming athletes and gives them ownership of the newly constructed ritu-
als surrounding team orientations.
The alternatives given in this chaptercommunity service projects, Big
BrotherLittle Brother/Big SisterLittle Sister mentoring, sightseeing
tours, shared meals, outdoor recreation activities, sport related activities,
high and low ropes courses, and scavenger huntsare intended only as
guides, and skeletons. Coaches and team leaders are advised to mold them
172 MAKING THE TEAM
to meet the unique needs of their teams. Administrators and program offi-
cials are encouraged, as much as possible, to support such activities
through access to facilities, equipment, expertise, and funding. Doing so
will send a critical message to all those involved about the importance of
ending abusive hazing practices and creating new, welcoming experiences.
GLOSSARY
Sport Subcultures: Cultures or groups that, within the context of sport,

operate with distinct habits, patterns, and rituals to distinguish their
allegiance to each other separate from the norm.
Ritual: Rituals involve sets of formally patterned behaviour, which are

repeated at intervals of varying length, depending on the type of occasion.
When people in a particular group engage in ritual behaviour, they trans-
mit information to themselves and to each other about their current state
of being. The information that people communicate in rituals is often a
symbolic duplication and restatement of beliefs and social relationships
within the group.
Alternative Orientation: Orientation ceremonies which are welcoming to

all, de-emphasizing difference and separation and focusing on inclusivity,
equality, and equity. Different from traditional initiation ceremonies
which can be degrading, humiliating, and abusive for new members.
Mentoring: The process of acting as a guide, educator, and liaison for a

newer member within a recognized institutional setting. The partnering of
an experienced athlete with one who is newer to the team.
Rookie/Neophyte: A first-year player on a sports team is referred to as a

rookie who, at the varsity level, can be any age.
Initiation or Hazing: Hazing is defined as any action taken or situation

created by an individual or group, intentionally or unintentionally,
whether on or off college or university premises, to produce mental or
physical discomfort, embarrassment, harassment, ridicule, or in any way
demeans the dignity of another human being. Initiations, however

explained, or activities that imply, encourage, condone, or allow students
to misuse alcohol or other drugs, violate the law, or commit unethical,
immoral or inappropriate behaviour are explicitly forbidden (University
of Western Ontario student athlete handbook: 18).
The initiation or hazing is the actual process involving the initiators and
those being initiated. It is the ceremony whereby the individuals being
initiated into the society perform the act.
Any activity expected of someone joining a group that humiliates,

degrades, abuses or endangers, regardless of the persons willingness
to participate. This does not include activities such as rookies carrying
the balls, team parties with community games, or going out with
your teammates, unless an atmosphere of humiliation, degradation,
abuse or danger arise. (Hoover, 1999, Appendix 111)
The diminishing of other human beings through the use of insults,

inferiorizing, and subservience are intended as a form of intimidation
that coerces others to accept the autocracy and inequality of the
structure, in this case, sport. (Holman, 1997: 2)
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Eigen, L.D. (June 1994). Alcohol practices, policies and potentials of American colleges
and universities: An OSAP white paper. MD: U.S. Department of Health and
Human Services, Office for Substance Abuse Prevention. Reprinted in
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Rethinking rites of passage: Substance abuse on Americas campuses. Center on

Addiction and Substance Abuse. Columbia University.
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teams. Available at: www.alfred.edu/news/html/hazing_study_99.html.
Hoover, N.C. and Pollard, N.J. (2000). Initiation rites in American high schools: A
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Johnson, J. (2002). Are sisters doing it for themselves? An analysis of gender and
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MacRae, S., Moore, C., Savage, G., Soehner, D. and Priest, S. (1998). Changes in
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______. (1998). The long-term effects of ropes course participation on a high
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initiation and hazing in sport. Paper presented at the 15th Annual Association
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drinking. Bloomington, IN: Indiana University Press.
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List of Contributing Authors
Elizabeth J. Allan, PhD, is Assistant Professor in the College of Education

and Human Development at the University of Maine, where she teaches
courses for the Masters and Doctoral degree programs in Educational
Leadership. Dr. Allan has been involved in educating about hazing since
the early 1990s, when she proposed and coordinated lobbying efforts for
the passage of a state-wide anti-hazing law in New Hampshire. She has
written a number of essays, book chapters, and encyclopedia entries on the
topic of hazing, and is the co-founder and manager of www.stophazing.org,
an educational website about hazing.
Cristina Caperchione is a graduate of the Faculty of Human Kinetics at the

University of Windsor, Ontario, where she completed her Honours Bachelor
of Human Kinetics and Masters of Human Kinetics. Her thesis examined
the gender differences of coaches in their perceptions of hazing, leading to
her work for this book. Currently, Cristina is completing her PhD at Central
Queensland University, Australia.
R. Brian Crow is currently in his second year as Assistant Professor of Sport

Management in the Department of Physical Education and Sport Manage-
ment at Slippery Rock University. Dr. Crow is co-author of Profiles of sport
industry professionals: The people who make the games happen. He is also
the author of a chapter on hazing in athletics in the text Law for sport and
recreation managers.
176
Contributing Authors 177
Gennaro DeAngelis is a former collegiate football player and coach. He

earned a BSc in Psychology from Springfield College in 1999 and an MEd
in Student Development in Higher Education from the University of Maine
in 2003. His research interests include socially constructed masculinity,
hazing behaviours, as well as student development and racial/ethnic identity
formation theories.
Peter Donnelly, PhD, is Professor in the Faculty of Physical and Health

Education at the University of Toronto. His areas of expertise include
social aspects of sport and leisure, sport and leisure sub-cultures, politics
of sport and leisure, and cultural studies and popular culture.
Margery Holman, PhD, is Associate Professor in the Faculty of Human

Kinetics at the University of Windsor. Dr. Holman has been involved in
sport professionally for over thirty years. Her teaching has included various
sport-related courses, such as Principles of Coaching, Coaching Theory,
Ethics in Sport and Physical Activity, Sport and the Law, and Gender
Issues in Physical Activity. She continues to teach and research in these areas
while maintaining connections with the sport community as a volunteer
coach in a local high school, and in the design and administration of pro-
grams for the development of females as sport participants and leaders.
Dr. Holman has been the recipient of many awards over the course of her
career, including City of Windsor Woman of the Year, and the University
of Windsors Presidents Employment Equity Award.
Jay Johnson is a PhD candidate at the University of Toronto. A lecturer at

York University and the University of Waterloo, he is also affiliated with
the LaMarsh Centre for the Study of Violence and Conflict Resolution.
Helen Jefferson Lenskyj is a professor at the Ontario Institute for Studies

in Education, University of Toronto. As a sport sociologist, Dr. Lenskyj has
specialized in gender and sexuality issues since 1980, and in Olympic
industry critiques since 1992. Recent publications include Out on the field:
Gender, sport and sexuality (Womens Press, 2003), The best Olympics ever?
Social impacts of Sydney 2000 (SUNY, 2002), and Inside the Olympic industry:
Power, politics and activism (SUNY, 2000). Her expertise lends itself well to
the critique of hazing in sport.
178 MAKING THE TEAM
Greg Malszecki is on faculty at York Universitys School of Kinesiology

and Health Science, and is also a member of the board for the LaMarsh
Centre on Research on Violence and Conflict Resolution. Dr. Malszeckis
work on the sociocultural studies of sport investigates the links between
war, gender, and sport. His scholarship is aimed at connecting forms of
violence into a coherent theory of violence rooted in the gender order
instead of in human nature. This work provides the foundation by
which he has presented hazing in the military as a source for understanding
hazing in sport.
Patricia Miller received a BA in Psychology from McGill University in

1993, an MA in Sport Psychology from the University of Ottawa in 1996,
and a PhD in Sport Psychology from the Faculty of Physical Education
and Health at the University of Toronto in 2001. Dr. Miller currently
teaches at the university level, where she also researches issues related to
the psychosocial development of high-level athletes. In addition, Trish
works as a sport psychology consultant with coaches and athletes at the
high school, university, and national level.
Hank Nuwer is an Indiana journalist and journalism professor at Franklin

College and at the Indiana University School of Journalism in Indianapolis.
He is the author of three books on hazing, and is a past adviser to Alfred
University on its NCAA survey of hazing among college athletes, referred
to in a number of the chapters of this book. Hank is a leading expert in
North America on the topic of hazing.
Dennis R. Phillips has been a college professor and administrator for

twenty-two years, the past eleven at the University of Southern Mississippi.
He is currently the Graduate Coordinator for the School of Human
Performance and Recreation at USM. Dr. Phillips has also been a college
athlete and coach. He has taken an active role in education and policy on
the issue of hazing in athletic settings. His writings include a chapter on
hazing in athletics in Law for sport and recreation managers and co-
authorship of the book Profiles of sport industry professionals: The people
who make the games happen.
Contributing Authors 179
Laura Robinson is a former national-level athlete in Nordic skiing and

cycling. She has been a sportswriter since 1990. Her book, Crossing the line:
Violence and sexual assault in Canadas national sport, challenged the roots
of Canadian hockey when it was published in 1998. She has won national
and international awards for her investigative journalism in sport.
Brian Trota holds a BA in both English and History from York University.
Brian is a host and a producer of GameOn, a weekly sports show on
CHRY 105.5 FM, along with Jatinder Dhoot and Jon Levett. In his studies,
Brian has explored the history of hazing. He shared this interest with his
radio audience by recently hosting a show on the topic.

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MTT Prelims 7/7/04 10:43 AM Page i

MAKING THE TEAM

Edited by Jay Johnson and Margery Holman

Canadian Scholars Press Inc.

Disclaimer: Some images in the printed version of this book

First published in 2004 by

Library and Archives Canada Cataloguing in Publication

Includes bibliographical references.

1. Initiations (into trades, societies, etc.) 2. Hazing. 3. SportsSociological aspects.

GV706.8.M345 2004 306.483 C2004-903726-9

Cover and text design by Hothouse Canada

Printed and bound in Canada by AGMV Marquis Imprimeur Inc.

Introduction: A Brief History of Hazing x

List of Contributing Authors 176

vi MAKING THE TEAM

school students, as well as individuals involved in sport leadership as

viii MAKING THE TEAM

building upon the concept of power, identifying the role of masculinity,

them develop strategies to challenge inappropriate demands being made

A Brief History of Hazing

Hazing is by definition a rite of passage wherein youths, neophytes, or

EDUCATION AND THE MEDIEVAL UNIVERSITY

THE RISE OF FRATERNITIES IN EIGHTEENTH CENTURY AMERICA

Hazing or fagging began in Americas educational institutions around

xii MAKING THE TEAM

Harvard students to become the servants of their older classmates, as it did

HAZING AT THE UNIVERSITY LEVEL IN THE TWENTIETH CENTURY

peeing in stolen garbage buckets and nose-writing in cat food casserole

HAZING IN THE HIGH-SCHOOL SETTING

Disturbingly, in an Alfred University study (1999), 48% of students who

xiv MAKING THE TEAM

to believe unconsciously that hazing is part of joining any team or group,

An early case of hazing in high school happened in 1905 when a thirteen-

If 24% of varsity athletes surveyed reported being hazed in some fashion at

HAZING IN MODERN SPORT

xvi MAKING THE TEAM

in current educational settings reveal retrogressive urges and behaviour.

2 MAKING THE TEAM

4 MAKING THE TEAM

THE JOURNEY CALLED CROSSING THE LINE

6 MAKING THE TEAM

8 MAKING THE TEAM

simply because of his hesitation. Because sport, particularly aggressive

conflict-of-interest rules. If team doctors do not become owners of teams,

10 MAKING THE TEAM

12 MAKING THE TEAM

male team sport, is that it is manifested in a highly homoerotic culture.

14 MAKING THE TEAM

atmosphere that does not reflect women or womens values.

16 MAKING THE TEAM

Guy Lawsons article about hockey in Flin Flon had nothing to do

Like Lawson, I played hockey (in British Columbia) before I gave up

When I was playing in the early 1980s, the brutality perpetrated

18 MAKING THE TEAM

Robidoux, M. (2001). Men at play: A working understanding of professional hockey.

HazingWhat the Law Says

The purpose of this chapter is to address the legal implications of hazing in

SCOPE OF HAZING IN ATHLETICS

The prevalence of hazing in athletics is difficult to accurately document for