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SPECIAL REPORT
No End in Sight
An examination of Oregon Healthy Teens Survey reports of
harassment of youth of color in Oregon schools
February, 2008
Executive Summary
An extensive review of recent data from the Oregon Healthy Teens Survey demonstrates
that students of color are far more likely to face harassment in Oregon schools than their
white peers. Middle school and high school African‐American, Latino, Native American, and
Native Hawaiian students indicate that they are harassed up to 23% more often than their
white counterparts.
• Eighth grade American Indian or Alaska Native students report 3% more harassment
than white students. For eleventh graders, this figure climbs to 13%.
• Eighth grade African American students report 12% more harassment than white
students. For eleventh graders, this figure is 5%.
• Eighth grade Latino students report 5% more harassment than white students. For
eleventh graders, this figure climbs to 9%.
• Eighth grade Native Hawaiian or other Pacific Islander students report 23.5% more
harassment than white students. For eleventh graders, this figure is 11%.
This racial disparity has not declined noticeably since Oregon’s anti‐bullying statute was
enacted in 2001. Indeed, some signs indicate that the racial differential is even more
pronounced today.
2
Background
The Oregon Students of Color Coalition (OSCC) is a statewide coalition of students
advocating for equal access to post‐secondary education by empowering students of color
and strengthening communities of color. OSCC is one of three integral student boards of
the Oregon Student Association. OSCC works to represent, advocate for and organize
students of color at the statewide level.
Founded in 1975, the Oregon Student Association (OSA) is a statewide advocacy and
organizing non‐profit established to represent, serve and protect the collective interests of
students in postsecondary education in Oregon.
OSA has focused on issues such as tuition, financial aid, recruitment and retention of
students underrepresented on campus, student parent child care, as well as equal rights
initiatives in Oregon. OSA works to make a quality post‐secondary education both
accessible and affordable to all Oregonians. A cornerstone of the organization’s work
includes educating students, other members of campuses, and the greater community on
issues relevant to postsecondary education, developing and training student leaders and
organizing students on issues that directly affect them. OSA also provides a collective voice
for students in state government, the Oregon University System and other state boards and
commissions.
“During my senior year of high school, aside
from the usual racism that seems to be so
prevalent in all high schools, I remember
clearly my experience in Journalism class. [I
was always] hearing racist, anti‐Asian jokes,
slurs and sentiments. My supposedly liberal
teacher never did anything to stop it, nor did
my classmates…”
3
Oregon Health Teens Survey
The following is an excerpt from Oregon Department of Human Services information.
Oregon Healthy Teens (OHT) is Oregon's effort to monitor the health and well‐being
of adolescents. An anonymous and voluntary research‐based survey, OHT is
conducted among 8th and 11th graders statewide.
OHT provides citizens, parents, educators, health care providers and policymakers
with data that is vital to making informed decisions to shape a positive future for
Oregon's youth. It is conducted by the Oregon Department of Human Services Center
for Health Statistics and made available to the public.
The data in this study are taken from the surveys from schools that were part of the
statewide random sample. The Center for Health Statistics published results that are
weighted, based on district size information, to be representative of all 8th or 11th
grade students within a particular county or the state. The published reports for
counties and states include weighted percentages for accurate prevalence
estimates. 1
Data from the Oregon Healthy Teens Survey has tracked self‐reports of harassment since its
inception. Data from 2001 through 2006 includes published results for seven ethnic groups:
American Indian or Alaska Native, Asian, Black or African American, Hispanic or Latino,
Native Hawaiian or other Pacific Islander and White. The 2007 and 2008 data is not
available for each ethnic group and thus is not included in this report.
“People of color are constantly harassed and bullied in
Oregon schools. Racial slurs, being excluded, getting
picked on and targeted. It doesn’t ever stop. I guess I
shouldn’t be surprised – the Northwest is the whitest
region in the country. But it add ups after a while.
You don’t feel safe. You start wanting to skip school
just to avoid the harassment. That’s why so many
students of color drop out before graduation.”
1
http://www.dhs.state.or.us/dhs/ph/chs/youthsurvey/index.shtml
4
Survey Question Language – Oregon Healthy Teens Survey
During the past 30 days, have you ever been harassed at school (or on the way to or
from school) in relation to any of the following issues?
• Harassment about your race or ethnic origin
• Unwanted sexual comments or attention
• Harassment because someone thought you were gay, lesbian, or bisexual
• Harassment about your weight, clothes, acne, or other physical characteristics
• Harassment about your group of friends
• Other reasons
Oregon’s anti‐bullying statute
In 2001, Oregon implemented an anti‐bullying law (ORS 339.351 – 339.364). The law
requires each school district to adopt a policy prohibiting harassment, intimidation and
bullying and prohibiting cyber‐bullying. However much of the text of existing statute makes
clear that this policy merely encourages school districts and staff to address bullying, rather
than requiring action, education, policies and procedures.
The law has come under fire from advocates who are concerned that the existing statute
does not do enough to protect youth and address the epidemic of bullying and harassment
in Oregon schools. Critics indicate that the statute should:
• Set a due date for enactment of district anti‐bullying policies
• Require a uniform complaint process and investigation procedures
• Require that each school and each school district designate at least one point person
responsible for addressing complaints
• Require that the school community be notified about the anti‐bullying policy,
including in any student and employee handbook, existing websites or by other
means
• Collect data about the problem of harassment and discrimination that comports
with other data collection and reporting requirements
5
Data Analysis
In 2006, 38.8% of eighth graders and 31.1% of eleventh graders report having been
harassed at school or on their way to or from school in the previous 30 days. White
students report a slightly lower frequency of harassment – 37.9% of eighth graders and
30.3% of eleventh graders. And over the five years of data examined, reports of
harassment among Asian students have fluctuated above and below the average.
However, reports of harassment are substantially higher for several racial and ethnic
minority groups.
• Among American Indian or Alaska Native students, 41.2% of eighth graders and
43.3% of eleventh graders report harassment. For eighth graders, this a 3% higher
rate than that reported by white students. For eleventh graders, it is 13% higher.
• Among African American students, 49.7% of eighth graders and 35.7% of eleventh
graders report harassment. For eighth graders, this a 12% higher rate than that
reported by white students. For eleventh graders, it is 5.5% higher.
• Among Latino students, 43% of eighth graders and 39.5% of eleventh graders report
harassment. For eighth graders, this a 5% higher rate than that reported by white
students. For eleventh graders, it is 9% higher.
• Among Native Hawaiian or other Pacific Islander students, fully 61.4% of eighth
graders and 41.2% of eleventh graders report harassment. For eighth graders, this a
23.5% higher rate than that reported by white students. For eleventh graders, it is
11% higher.
6
Moreover, while overall reports of harassment in Oregon schools have generally declined
over the past five years, this racial disparity remains stark and shows no signs of decreasing.
• While the racial disparity for American Indian or Alaska Native eighth graders has
shrunk from 7% to 3% since 2001, it has risen from 7% to 13% for eleventh graders.
• The converse is true for African American students: the racial disparity has shrunk
from 11% to 5.5% for eleventh graders but risen from 7% to 12% for eighth graders.
• In 2001, Latino eighth graders reported 1% less harassment than white students.
But in 2006 they reported 5% more harassment than white students. Eleventh
grade Latino students continue to report roughly 9% more harassment than white
students.
• The substantial increase in reports of harassment among Native Hawaiian or other
Pacific Islander is an alarming finding of this study. In 2001, eighth graders in this
community reported just 4.5% more harassment than their white counterparts. But
by 2006, this had risen to 23.5% more reports of harassment. In 2001, eleventh
graders in this community reported 6% more harassment than white students. By
2006, this differential had grown to 11%.
7
8
The Achievement Gap for Students of Color
As evidenced previously, reporting of harassment and bullying by students of color is
significantly higher than that of their white peers. The students who experience high rates
of bullying and harassment also drop out of high school at higher rates. This hostile school
climate takes its toll, reflected in the significant difference in the achievement and
participation in post‐secondary education among racial and ethnic minority groups. And
those who do graduate and go on to college are less likely to complete their degree.
The demographics of Oregon’s population are changing rapidly. Between April 2000 and
July 2007 communities of color have grown rapidly in Oregon in comparison to the white
population. For example, while the population of white residents in Oregon increased 8.2%
over this 7 year period, the Asian population increased by 31% and the African American
population increased by 26% 2 .
Yet while Oregon has become more diverse, we still have a persistent and enduring
achievement gap for students of color. The high school graduation rate is one example of
this dynamic. In 2006‐2007, 3.5% of white students dropped out of school. Among African
American students, the dropout rate was 7.1%; for Latino students, 7.6%; and for American
Indian students, 6.5%. 3
Oregon Dropout Rates
Grades 9‐12 (2006‐2007)
All students 4.2%
White 3.5%
African American 7.1%
Latino 7.6%
Asian / Pacific Islander 3.0%
American Indian / Alaskan Native 6.5%
Several factors contribute to this achievement gap. Among these are family income, school
funding, English proficiency and access to educational resources. We also know from
national data that one in ten students who drop out of school do so because of repeated,
unchecked bullying and harassment. 4 Knowing this, we can say confidently that the racial
disparity in harassment that is outlined in this report is a contributing factor to the higher
dropout rates among students of color.
2
State of Oregon Governor’s Recommended Budget, and US Census Bureau
3
Oregon State Department of Education.
4
Weinhold & Weinhold, 1998
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Moreover, these disparities do not stop once students graduate from Oregon high schools –
they continue into post‐secondary education. Students of color graduate at noticeably
lower rates than white students. 5
Oregon University System Graduation Rates
Race / Ethnicity Graduation Rate
White 61.2%
African American 44.7%
Latino 53.7%
Asian / Pacific Islander 56.6%
American Indian / Alaskan Native 46.4%
5
Oregon University System, Student Participation and Completion Committee, January 2009.
10
Ending Bullying Against Youth of Color in Oregon
Reducing bullying and ending the constant targeting of youth of color must be an ongoing
priority for Oregon schools and families. There is no quick and easy fix. But studies show
that effective anti‐bullying policies and programs can reduce bullying by fifty percent. 6
The Oregon Students of Color Coalition knows that change is necessary and can be
successful in improving the experiences of students of color in Oregon schools. The changes
include:
• Creating explicit anti‐bullying policies that protect students based on identity
categories like race, ethnicity, sexual orientation, ability, national origin or religion
• Mandatory training of students, teachers and staff around bullying and harassment
policies
• Recruitment of counselors of color in Oregon schools
• Constructive engagement and rehabilitation programs for students who bully and
harass other students
• Engagement of parents
• Development of peer to peer counseling programs
• Implementation of programs that reduce conflict between students
We look forward to working with the Legislature, the Oregon Department of Education and
the Oregon University System to develop and implement these policies.
6
National Youth Violence Prevention Resource Center, http://www.safeyouth.org/scripts/faq/bullying.asp
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APPENDIX – Oregon Healthy Teens Survey Data (2001 – 2006)