PBS高端访谈:大学新生该如何抵制欺侮性仪式

 　　JUDY WOODRUFF: Next, when rites² of passage rituals cross the line into potentially dangerous hazing³.

　　Ray Suarez has the story.

　　RAY SUAREZ: Students, faculty⁴ and trustees at Florida A&M University, commonly known as FAMU, gathered yesterday for a town hall on hazing. It was their latest effort to deal with an issue that made headlines last November.

　　That's when drum major Robert Champion died after he was severely⁵ beaten in a hazing ritual by members of the school's popular marching band.

　　Eleven FAMU band members now face felony hazing charges. And, on Sunday, the school played its first football game in decades without the marching band. The band is suspended for a year.

　　Yesterday, the student body vice⁶ president said he hoped the town hall would mark a turning point.

　　MICHAEL JEFFERSON, Florida A&M University: We have had these before, but none like this. Today was different. Today was a conversation. Today was inclusion. Today, you saw students that were a part of it and that were excited about it, that were standing⁷ up saying, I commit to end hazing.

　　RAY SUAREZ: That may be easier said than done.

　　As the 1988 movie "School Daze⁸" depicted⁹, at many schools, hazing has been a rite¹ of initiation¹⁰ in fraternities, sororities and other organizations for generations.

　　But the FAMU incident and others have brought out the dark side of hazing.

　　At Cornell University, sophomore¹¹ George Desdunes died of alcohol poisoning during a fraternity initiation last year.

　　The university then withdrew recognition of its Sigma Alpha Epsilon chapter, banning it from campus.

　　And this week, The New York Times examined hazing at the State University of New York campus at Binghamton. Officials there shut down all fraternity and sorority pledging last spring after widespread complaints.

　　One student had written anonymously¹² to the university: "I was hosed, water-boarded, force-fed disgusting mixtures of food, went through physical exercises until I passed out."

　　That kind of publicity¹³, and the spate¹⁴ of deadly incidents, have left university officials across the country pondering what to do to keep students safe.

　　For more on what draws people to hazing, both as victims and perpetrators, and what colleges are doing about it, I am joined by Susan Lipkins, a psychologist and author of "Preventing Hazing: How Parents, Teachers and Coaches Can Stop the Violence."

　　And Travis Apgar, associate dean of students for fraternity, sorority and independent living at Cornell University.

　　Dean Apgar there are millions of college students on thousands of campuses across America. Is this a big problem in American education or really an isolated¹⁵ incident?

　　TRAVIS APGAR, Cornell University: No, it's certainly not an isolated incident. This is an issue that exists on virtually every campus in the country, if not beyond that.

　　We know that the national research tells us that about 55 percent of all students have experienced hazing as a result of being a part of some sort of organization or team. And so I would say that it's far beyond an isolated incident.

　　RAY SUAREZ: Dr. Lipkins, there have been movements from administrators¹⁶, from student leaders, from the organizations themselves to stop it. Yet, as you heard Dean Apgar, more than half of all collegians who join a group are hazed¹⁷. What is going on there?

　　SUSAN LIPKINS, author, "Preventing Hazing: How Parents, Teachers and Coaches Can Stop the Violence": Yes.

　　Well, it's pervasive¹⁸, and it's integrated into our culture and our society. There's a huge code of silence so that people who are victimized don't—do not come forward.

　　And a lot of kids feel like, you know, this is a rite of passage and that there is no big deal. They're having a great time. Even if they're not having a great time, they bond and they feel that it's worth it, that this is something that proves that they're worthy¹⁹ of being in a group.

　　RAY SUAREZ: What should we describe as being under that rubric of hazing, going to a campus party in a diaper? Being covered in chocolate sauce seems fairly benign²⁰, but then at the other end of the continuum, there is physical abuse that borders on the fatal.

　　SUSAN LIPKINS: Right.

　　Well, I define it as a process based on a tradition used by groups to maintain a hierarchy²¹ or to discipline.

　　And regardless of consent, any of the kinds of activities that are psychologically or physically²² harmful are hazing. As you said, it goes from mild to severe. But it can end up in death, as it did in this case.

　　RAY SUAREZ: So, Dean, does trying to stop this force it underground, out of sight, make it harder to police?

　　SUSAN LIPKINS: It is very difficult.

　　TRAVIS APGAR: I think it depends on how you approach the subject.

　　And if you are to really—to really effect change, which is the challenge that we have here, while keeping all that we know to be good about some of these processes or some of the organizations and memberships certainly, without—without throwing out kind of the baby with the bathwater, we need to do more than just police it, do more than just enforce it.

　　We know that is a key element to any strategy that will be effective.

　　But we certainly need to change the mind-set that our students have. And this is a real challenge for us to get them to think differently about hazing, so that they start to implement²³ different initiatives, different kinds of traditions to replace what exists now.

　　RAY SUAREZ: But changing a culture, changing a mind-set is often a long process. These people are only in college for four years, ideally.

　　SUSAN LIPKINS: Right. I think that we really have to train the bystanders...

　　TRAVIS APGAR: There's no question it is a long process.

　　RAY SUAREZ: Go ahead, Dean. Finish your thought.

　　TRAVIS APGAR: And I would say that the idea that we are—that they are here for four years, maybe five, depending on what their major is, actually works to our benefit. We have turnover²⁴ on a consistent basis.

　　And so working with students year in and year out as they come to our campus, helping²⁵ them understand exactly what hazing is, and taking a certain stance against it, as people come and go, they actually will—hopefully we will see the culture change more readily because of that transition.

　　We absolutely have to deal with the fact that we know that about half of students, almost half of the students come to us from high school having experienced hazing, and that is a real challenge.

　　But every campus is a little bit different with a different culture. And so if that is true, then it is reasonable to believe that what we are doing on our campuses should be able to institute a certain mind-set around things like hazing and the way that the students see it as well.

　　RAY SUAREZ: Dr. Lipkins, wouldn't some of the participants just saying no break the chain?

　　SUSAN LIPKINS: Well, we would like it to be that easy and to just say no. But, really, you need a group. You need more than one. You need at least two or more people to stand up and question the perpetrators or the leaders and say no in order to question their authority.

　　But we really have to train the bystanders, because they're the largest group. And, therefore, if we empower them and teach them how to stand up and how to question that authority, then I think we can change the culture.

　　RAY SUAREZ: But how come—if this is voluntary association, people who want to be in the band, people who want to be in a secret society, how come the pressure hasn't worked?

　　If it's people who were hazed who are now doing the hazing, how come downward pressure just doesn't make it stop?

　　SUSAN LIPKINS: Well, I believe that there's a blueprint²⁶ of hazing, where victims come in. Then they become bystanders and watch as others get hazed.

　　And, eventually they're the perpetrators. They have the power. And they do unto others what was done to them.

　　They feel they have the right and the duty to repeat it. And they add their own mark. And so it gets a little larger, a little more alcohol, a little more paddling each year.

　　And so, after 10 years, it's a lot more in it and there's a big change.

　　And so they don't think that they should stop, but they think that they have to continue it. I mean, alumni even come back add to that and want it to be continued to prove that they're worthy of being in the group.

　　RAY SUAREZ: Dean, do you see that escalation²⁷ over time? Has that been a problem on campuses?

　　TRAVIS APGAR: Yes, I would agree with that.

　　I think that to, Dr. Lipkins' point, that there is certainly a great deal of, I guess, denial, that there's this cognitive²⁸ dissonance almost that exists, where a student who has existed—or experienced hazing or that sort of experience and allowed themselves to go through it, it's very difficult for them I think to see it as something that is wrong or to admit that it's wrong.

　　And, again, once they have experienced it, they believe that they have been brought into this organization in this way, that the tradition is so important, it really does become ingrained. And it is something that they feel pressure to repeat.

　　The reality is that there's a lot of students who don't necessarily agree with hazing and are kind of these willing bystanders, that they—or—excuse me—unwilling bystanders. You know, they don't actually intervene, but they—if left to them to decide would not continue to use these kind of practices.

　　But for the same reasons that they allow themselves to be hazed, which is that they don't want to be ostracized²⁹, they really want to belong to these organizations and teams, they allow themselves to participate, whether it be directly or indirectly³⁰, in the hazing practices moving forward.

　　And to answer your question directly, yes, there is an escalation of hazing when we see it happen, not only from person to person in terms of class years, but also something that starts as small—you had asked a question earlier about defining hazing.

　　And we can give you very technical definitions, but it exists on this very broad spectrum³¹ of the kinds of incidents, everything from what might be low risk in terms of a physical danger, but to a high risk of a physical danger.

　　You know, wearing a diaper to the cafeteria, low risk possibly, but maybe a very high risk in terms of the mental or emotional damage that it could cause. And so that's a component³² that most people haven't considered. They look at hazing and they think about the physical aspects and the damage that that can cause.

　　RAY SUAREZ: Dean Apgar, Dr. Lipkins, thank you both.

1 rite   

n.典礼，惯例，习俗

参考例句：

• This festival descends from a religious rite.这个节日起源于宗教仪式。
• Most traditional societies have transition rites at puberty.大多数传统社会都为青春期的孩子举行成人礼。

2 rites   

仪式，典礼( rite的名词复数 )

参考例句：

• to administer the last rites to sb 给某人举行临终圣事
• He is interested in mystic rites and ceremonies. 他对神秘的仪式感兴趣。

3 hazing   

n.受辱，被欺侮v.（使）笼罩在薄雾中( haze的现在分词 )；戏弄，欺凌（新生等，有时作为加入美国大学生联谊会的条件）

参考例句：

• With labor, the hazing period ends. 费了好大力气，痛苦的时期终于过了。 来自互联网
• A high-gloss paint surface is one that directly reflects light with minimum hazing or diffusion. 高度光洁的漆表面可以直接反射光源。 来自互联网

4 faculty   

n.才能；学院，系；(学院或系的)全体教学人员

参考例句：

• He has a great faculty for learning foreign languages.他有学习外语的天赋。
• He has the faculty of saying the right thing at the right time.他有在恰当的时候说恰当的话的才智。

5 severely   

adv.严格地；严厉地；非常恶劣地

参考例句：

• He was severely criticized and removed from his post.他受到了严厉的批评并且被撤了职。
• He is severely put down for his careless work.他因工作上的粗心大意而受到了严厉的批评。

6 vice   

n.坏事；恶习；[pl.]台钳，老虎钳；adj.副的

参考例句：

• He guarded himself against vice.他避免染上坏习惯。
• They are sunk in the depth of vice.他们堕入了罪恶的深渊。

7 standing   

n.持续，地位；adj.永久的，不动的，直立的，不流动的

参考例句：

• After the earthquake only a few houses were left standing.地震过后只有几幢房屋还立着。
• They're standing out against any change in the law.他们坚决反对对法律做任何修改。

8 daze   

v.(使)茫然，(使)发昏

参考例句：

• The blow on the head dazed him for a moment.他头上受了一击后就昏眩了片刻。
• I like dazing to sit in the cafe by myself on Sunday.星期日爱独坐人少的咖啡室发呆。

9 depicted   

描绘，描画( depict的过去式和过去分词 )； 描述

参考例句：

• Other animals were depicted on the periphery of the group. 其他动物在群像的外围加以修饰。
• They depicted the thrilling situation to us in great detail. 他们向我们详细地描述了那激动人心的场面。

10 initiation   

n.开始

参考例句：

• her initiation into the world of marketing 她的初次涉足营销界
• It was my initiation into the world of high fashion. 这是我初次涉足高级时装界。

11 sophomore   

n.大学二年级生；adj.第二年的

参考例句：

• He is in his sophomore year.他在读二年级。
• I'm a college sophomore majoring in English.我是一名英语专业的大二学生。

12 anonymously   

ad.用匿名的方式

参考例句：

• The manuscripts were submitted anonymously. 原稿是匿名送交的。
• Methods A self-administered questionnaire was used to survey 536 teachers anonymously. 方法采用自编“中小学教师职业压力问卷”对536名中小学教师进行无记名调查。

13 publicity   

n.众所周知，闻名；宣传，广告

参考例句：

• The singer star's marriage got a lot of publicity.这位歌星的婚事引起了公众的关注。
• He dismissed the event as just a publicity gimmick.他不理会这件事，只当它是一种宣传手法。

14 spate   

n.泛滥，洪水，突然的一阵

参考例句：

• Police are investigating a spate of burglaries in the area.警察正在调查这一地区发生的大量盗窃案。
• Refugees crossed the border in full spate.难民大量地越过了边境。

15 isolated   

adj.与世隔绝的

参考例句：

• His bad behaviour was just an isolated incident. 他的不良行为只是个别事件。
• Patients with the disease should be isolated. 这种病的患者应予以隔离。

16 administrators   

n.管理者( administrator的名词复数 )；有管理（或行政）才能的人；（由遗嘱检验法庭指定的）遗产管理人；奉派暂管主教教区的牧师

参考例句：

• He had administrators under him but took the crucial decisions himself. 他手下有管理人员，但重要的决策仍由他自己来做。 来自辞典例句
• Administrators have their own methods of social intercourse. 办行政的人有他们的社交方式。 来自汉英文学 - 围城

17 hazed   

v.（使）笼罩在薄雾中( haze的过去式和过去分词 )；戏弄，欺凌（新生等，有时作为加入美国大学生联谊会的条件）

参考例句：

• I've had a' most enough of Cap'n Smollett; he's hazed me long enough, by thunder! 我已经受够了这个遭雷劈的斯摩莱特船长，再也不愿意听他使唤了！ 来自英汉文学 - 金银岛
• His eyes hazed over when he thought of her. 他想起她来时，眼前一片模糊。 来自互联网

18 pervasive   

adj.普遍的；遍布的，(到处)弥漫的；渗透性的

参考例句：

• It is the most pervasive compound on earth.它是地球上最普遍的化合物。
• The adverse health effects of car exhaust are pervasive and difficult to measure.汽车尾气对人类健康所构成的有害影响是普遍的，并且难以估算。

19 worthy   

adj.(of)值得的，配得上的；有价值的

参考例句：

• I did not esteem him to be worthy of trust.我认为他不值得信赖。
• There occurred nothing that was worthy to be mentioned.没有值得一提的事发生。

20 benign   

adj.善良的，慈祥的；良性的，无危险的

参考例句：

• The benign weather brought North America a bumper crop.温和的气候给北美带来大丰收。
• Martha is a benign old lady.玛莎是个仁慈的老妇人。

21 hierarchy   

n.等级制度；统治集团，领导层

参考例句：

• There is a rigid hierarchy of power in that country.那个国家有一套严密的权力等级制度。
• She's high up in the management hierarchy.她在管理阶层中地位很高。

22 physically   

adj.物质上，体格上，身体上，按自然规律

参考例句：

• He was out of sorts physically,as well as disordered mentally.他浑身不舒服，心绪也很乱。
• Every time I think about it I feel physically sick.一想起那件事我就感到极恶心。

23 implement   

n.(pl.)工具，器具；vt.实行，实施，执行

参考例句：

• Don't undertake a project unless you can implement it.不要承担一项计划，除非你能完成这项计划。
• The best implement for digging a garden is a spade.在花园里挖土的最好工具是铁锹。

24 turnover   

n.人员流动率，人事变动率；营业额，成交量

参考例句：

• The store greatly reduced the prices to make a quick turnover.这家商店实行大减价以迅速周转资金。
• Our turnover actually increased last year.去年我们的营业额竟然增加了。

25 helping   

n.食物的一份&adj.帮助人的，辅助的

参考例句：

• The poor children regularly pony up for a second helping of my hamburger. 那些可怜的孩子们总是要求我把我的汉堡包再给他们一份。
• By doing this, they may at times be helping to restore competition. 这样一来, 他在某些时候,有助于竞争的加强。

26 blueprint   

n.蓝图，设计图，计划；vt.制成蓝图，计划

参考例句：

• All the machine parts on a blueprint must answer each other.设计图上所有的机器部件都应互相配合。
• The documents contain a blueprint for a nuclear device.文件内附有一张核装置的设计蓝图。

27 escalation   

n.扩大，增加

参考例句：

• The threat of nuclear escalation remains. 核升级的威胁仍旧存在。 来自辞典例句
• Escalation is thus an aspect of deterrence and of crisis management. 因此逐步升级是威慑和危机处理的一个方面。 来自辞典例句

28 cognitive   

adj.认知的，认识的，有感知的

参考例句：

• As children grow older,their cognitive processes become sharper.孩子们越长越大，他们的认知过程变得更为敏锐。
• The cognitive psychologist is like the tinker who wants to know how a clock works.认知心理学者倒很像一个需要通晓钟表如何运转的钟表修理匠。

29 ostracized   

v.放逐( ostracize的过去式和过去分词 )；流放；摈弃；排斥

参考例句：

• He was ostracized by his colleagues for refusing to support the strike. 他因拒绝支持罢工而受到同事的排斥。
• The family were ostracized by the neighborhood. 邻居们都不理睬那一家人。 来自《现代英汉综合大词典》

30 indirectly   

adv.间接地，不直接了当地

参考例句：

• I heard the news indirectly.这消息我是间接听来的。
• They were approached indirectly through an intermediary.通过一位中间人，他们进行了间接接触。

31 spectrum   

n.谱，光谱，频谱；范围，幅度，系列

参考例句：

• This is a kind of atomic spectrum.这是一种原子光谱。
• We have known much of the constitution of the solar spectrum.关于太阳光谱的构成，我们已了解不少。

32 component   

n.组成部分，成分，元件；adj.组成的，合成的

参考例句：

• Each component is carefully checked before assembly.每个零件在装配前都经过仔细检查。
• Blade and handle are the component parts of a knife.刀身和刀柄是一把刀的组成部分。