Introduction xv of initiation for students wanting to join a group. Hazing has a differ- ent psychological dynamic, as the initiate a willing partner to the ridicule (both verbal and physical) as a means to joining the higher-status group. Bias-motivated violence is based on prejudice against the victim and is the root of hate crimes. LGBT students receive a disproportionate amount of bullying and bias-motivated violence in school. Some federal regulations provide limited protection for LGBT students against bias-motivated violence. Title IX of the Education Amendments of 1972 prohibited discrimination based on sex in K–12 schools and postsec- ondary institutions receiving federal funds. Similarly, Title IV of the 1964 Civil Rights Act prohibits discrimination based on sex. Initially the term “sex” was limited to mean “male” and “female.” Through many court cases, the meaning of “sex” expanded to encompass “sexual orientation” and “gender.” As such, these laws apply for lesbian, gay, and bisexual students and recently expanded to include transgender students. States and indi- vidual school districts have enacted their own protections against bullying, hazing, and bias-motivated violence to protect all students. Regardless of existing law, it is important for school districts and individual schools to create, publicize, and train students and staff on specific antibullying poli- cies. GLSEN’s research discovered a strong correlation between schools with explicit policies and lower rates of bullying and victimization. There are many risk factors related to bullying and bias-motivated violence. Individual risk factors include gender, race, and age. Although girls engage in bullying, boys are disproportionately more involved as both perpetrators and victims. Middle schools have the greatest rates of bully- ing. The periods of transition, from elementary school to middle school and again from middle school to high school, see increased rates of bully- ing behavior. Some of the ways that schools can reduce bullying include the following: making students feel that they belong in school by provid- ing a safe and supportive climate where all students are valued, teach- ers actively participating in antibullying school policies and not allowing such behavior to be dismissed as “kids being kids,” and having classrooms that encourage positive peer friendships and strong teacher–student relationships. Bullying, hazing, and bias-motivated violence are major problems in schools. The press often reports about bullying in schools and how some adolescents choose suicide over the constant harassment from peers and sometimes teachers and administrators. There are proven ways to reduce harassment, and many resources are available to help schools implement antibullying policies and programs. There is no reason why any student should be fearful to attend school.
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