Discrimination, Bias, and Hazing Response Tips
Unsavory pranks, bias incidents, and even hate crimes can happen in any environment — rural, urban, suburban, public, private, small, large, East, West, North, or South. Sometimes they arrive as a complete surprise; other times, they arise from tension that has been brewing for weeks, months, or even years. Other events are premediated and planned, such as hazing, but these can follow similar traits.
Everyday acts of intolerance manifest themselves in many ways: name-calling, slurs, sexual harassment, and casual putdowns regarding race, ethnicity, gender, size, abilities, perceived sexual orientation or gender identification. The bias might come in the form of clothing—certain colors or styles—or music or symbols associated with hate groups. Growing intolerance can also be found online, posted on Tumblr or tweeted on Twitter. It might be blatant, such as a noose left hanging from an African-American student’s locker. Or it might be subtle, a hushed rumor texted like a whisper, phone to phone, person to person.
In some cases, the viciousness is intentional; in others, perpetrators might have little clue—other than shock value—about the meaning behind the words, signs and symbols they shout, tweet, paint or text. In many ways, the issue is less about intent—who can know for certain why someone does something? —and more about impact. No matter the intention, these messages and behaviors can cause fear, damage and injury to individuals and the entire school community.
A work or school climate that encourages inclusion and promotes tolerance does not guarantee that bias incidents won’t happen. However, it can create an atmosphere in which these acts are less likely to gain momentum and more likely to be quickly and widely denounced.
Always consider policy and organizational ideologies when following up on reports in this category. Remember to be patient, understanding and provide a sense of hope. Taking the time to review policy before responding can provide higher quality.
General Guidance
Protect your environment against hate, bias, and bigotry by setting firm—and high—expectations early and reinforcing then often. Policies should clearly state behavior that is not tolerated.
In the school environment, remember that it’s not just for students. Everyone on staff, from janitors and bus drivers to classroom teachers and support services, must know that hate, disrespect and intimidation have no place on campus.
In the workplace environment, it’s not just for the line employees. It is also for management and executives. Make sure to reinforce these expectations at every turn.
➢ Create a no-slur environment: Early each year, state clear support for a safe, open environment free of slurs. Be specific: no insults related to ability, appearance, culture, gender, home language, race, ethnicity, religion, sexual orientation, or social class will be tolerated. Make sure these expectations are clearly outlined in policy and handbook(s)—for students, staff, faculty/employees, management, executives—and ensure that they’re rooted in education about “why this matters”, helping to raise awareness about the harm done by slurs.
➢ Curb taunting and teasing: Set expectations of how people should speak to each other, whether they are in or out of earshot of administration. Listen for insults or even teasing related to race, ethnicity, body size, physical abilities, religion, sexual orientation, clothing, appearance or socioeconomic status. As needed, lead and encourage discussions about respectful ways people should interact. Brainstorm ways to curb taunting and teasing.
In a school environment, having students develop their own rules, with adult guidance, often results in greater student buy-in. Teaching Tolerance offers an excellent activity.
In a work environment, a survey collecting feedback and advice can lead to the same inclusive culture.
➢ Post reminders: Administrators can put up signs in their offices and around the facilities (e.g., “SafeSpace from Hate,” or “Hate Has No Home Here”). In the workplace, adult behavior is guided by these constant reminders. In the school environment, teachers also should be encouraged to involve students in making ground rules for the classroom at the start of each year, focusing on respectful behavior and positive interactions. These rules should be posted prominently in each classroom so they can be referred to when rules are not followed. These same rules apply to all adults within the school community, who should always model respectful interaction.
➢ Bad news travels fast—and far—these days: Gossip and rumor, aided by mobile phones and the Internet, spreads throughout your organization or school, to other organizations and schools, other cities, other states and other nations within hours, if not moments. Things may escalate far more quickly than you expect via social media outlets, mainstream media and, in some cases, on hate groups’ websites, which may twist the facts and create new issues to address.
➢ You are the hub: In a crisis moment, you have less time to think and plan than you would like, and students, employees, staff and others will be coming to you for immediate guidance. It also means you may be getting calls from management or the superintendent, the mayor’s office, community groups, and the media before you have had a chance to gather a full report about what has actually happened on your campus.
➢ Judgments will be rushed: The wider community may already have taken sides and formed opinions before anyone fully understands the situation. It is imperative for you to have structures and plans in place for crisis management, specifically around information management and the dispelling of rumors.
➢ Balance the desire for speed with the need for thoroughness: Don’t let the chaos of a crisis situation derail your work. Focus on what needs to be done, and make sure you don’t allow someone else’s deadline to distract you from the work needed to manage this crisis. Be ready to say, “We don’t have enough information yet to make that determination,” while also understanding that the longer it takes to gather that information, the more misinformation may grow and spread.
➢ Use or create tools to spread accurate information: You may add a special page to your website where updates are placed. Individuals will come to your website for information, where you have the opportunity to control the message. Email also can be a useful tool for sending updates, though remember that everyone might not have access to email. A campus or company newsletter can be a tool for spreading accurate information about the incident and the ongoing investigation.
Incident Reporter is 3rd party: Determine if this is a self or 3rd party report. This changes the tone and/or importance of the timing and context and may escalate the need to gather further information
If it’s a third-party report, ask for more information and a name. Let them know that you want to help this person and need to reach out to them to support them.
If they will not let you know their name, keep the conversation going so you can collect as much information as possible. Example: “What have you seen or noticed?“
Tips for Interaction
While it is necessary to be alert to bias or bigotry in any student or employee conflict, it is also important not to jump to conclusions before all the facts are gathered. Not every conflict involving people of different races is motivated by racial bias. A premature conclusion could fuel racial tension rather than ease it. Also, maintain perspective. Particularly among younger people and students, someone may make bigoted comments or carry out other apparent acts of bias without understanding the full significance of his or her actions. Approach each incident with an open mind and ask questions to determine whether an individual was acting out of ignorance rather than malice. That understanding will help you frame your response to the incident.
Understand that hoaxes sometimes happen. Individuals may fabricate reports of bias incidents. This kind of deception can reflect a variety of motivations, including a desire to call attention to oneself or, ironically, a wish to bring attention to an issue such as the need for a stronger policy on bias-based harassment. When genuine bias incidents go unaddressed, a student may exaggerate or make up false incidents—writing hate notes to oneself, for example—to prompt a response from management of school officials. These offenses need to be taken seriously, and appropriate consequences should be enforced, but a fabricated incident may also indicate that related issues have not been fully examined within your environment. These claims may also be linked to other issues that have not yet been reported.
If the reporter is hesitant, let them know what a great friend they will be in getting this person help.
If someone reports a vague report e.g. “These people are doing drugs in the parking lot”, try to gather more information and determine if the report is accurate. A few questions can be revealing. Examples:
“How do you know that this person has done drugs? What type of drugs?”
“Is this the first time or has this been going on for a while?”
“Is this on or off our grounds?”
“Where did they get the drugs?”
Consider different responses to a report that includes a picture or video.
Coaching
Listen with empathy and provide support
Give a sense of expected duration of the fact-gathering phase. “For the next two days, we will be gathering facts about this incident. I will share specific news as it becomes available. In the meantime, please come to me, or to any member of the staff, with information or concerns you may have.”
Conduct individual interviews with eyewitnesses as soon as possible to collect fresh recollections, emphasizing that the main goal is the protection of the school community. Hold these interviews in a secure place that doesn’t put eyewitnesses at additional risk. Ask witnesses to help identify others who may have information.
Understand that eyewitness accounts will vary, and not all witnesses will feel safe in coming forward.
Talk to as many people as possible in order to better understand what happened.
If the incident was caught on security cameras, review the video to see if it helps to clarify what happened or assists in identifying potential witnesses.
Investigate the incident with an eye toward whether it is part of a larger pattern. Does a hostile environment exist for some? Listen with an open mind if people say it isn’t satisfactory.
Maintain a way for witnesses to remain anonymous. People may feel too frightened to identify themselves but may have vital information.
Express acceptance and concern. Avoid sermonizing, arguing, problem-solving, or giving advice.
It is important to convey an attitude of concern and understanding.
Praise the person for coming forward to report this serious matter and that you are dedicated to getting whomever the help they need.
Ask open-ended questions to gather information.
“What a good friend you are to come forward.”
“What else can you tell me, can you tell me anything else before I approach this person that may help me to help them?”
“I really want to help you right now, but I need more information to do so.”
“What can I do to help you right now?”
“What are you feeling right now?”
Resources
Always provide a list of resources to the reporter
School Staff Resources
Tools for your toolbox that encourage SEL: Positive Behavioral Interventions and Supports
GLSEN’s No Name-Calling Week, is a week organized by K-12 educators and students to end name-calling and bullying in schools.
The GLSEN Day of No Silence brings attention to anti-LGBTQ name-calling, bullying and harassment and effective responses.
CASEL, the Collaborative for Academic, Social, and Emotional Learning. Our mission is to help make evidence-based social and emotional learning (SEL) an integral part of education from preschool through high school.
Roots of Empathy is Canadian based evidence-based classroom program that has shown significant effect in reducing levels of aggression and bullying among school children while raising social/emotional competence and increasing empathy.
The Strong Kids programs are brief and practical social-emotional learning curricula designed for teaching social and emotional skills, promoting resilience, strengthening assets, and increasing coping skills of children and adolescents.
Edutopia is a Foundation that is dedicated to transforming K-12 education so that all students can acquire and effectively apply the knowledge, attitudes, and skills necessary to thrive in their studies, careers, and adult lives.
Resources for Workplace
WBI is the first and only U.S. organization dedicated to the eradication of workplace bullying that combines help for individuals, research, books, public education, training for professionals-unions-employers, legislative advocacy, and consulting solutions for organizations.
Resources for Students
Pyramid of Hate: A graphic to help show how biased behaviors grow in complexity and impact. When people or institutions treat behaviors on the lower levels as being acceptable or “normal,” it results in the behaviors at the next level becoming more accepted.
Ten Things Students Wish Teachers Knew: Quick guidance for frontline staff on how to handle name calling and teasing.
Be an Ally: Six Simple Ways:
Understanding oppression, how it came about, how it is held in place and how it stamps its pattern on the individuals and institutions that continually recreate it.
Understanding different oppressions, how they are similar, how they differ, how they reinforce one another.
Consciousness and healing
Becoming a worker for your own liberation
Becoming an ally
Maintaining hope
Resources for Parents
Legal Disclaimer
This material is made available for education purposes only as well as to give general information and general understanding of current issues, and not to provide specific legal or process advice. This material should not be used as a substitute for your specific safety or legal advice from a licensed professional safety officer or attorney in your state.
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