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• W4313257196 abstract "David A. Rettinger and Tricia Bertram Gallant, Editors Wiley, 2022 Academic dishonesty is a guild problem that connects academicians from all disciplines. While cheating has appeared throughout the history of education, never has skirting the rules threatened the legitimacy and integrity of modern education as it does now. For this reason, David A. Rettinger and Tricia Bertram Gallant have crafted a book that addresses cheating in a contemporary context and that is based on empirical research, most of which has been produced in the last three decades. Rettinger and Gallant, along with their contributors, all of whom have research and administrative backgrounds in academic cheating, have provided insights into academic dishonesty that offer new ways of thinking about students’ behaviors and, equally importantly, how professorial and institutional actions contribute to dishonesty by students. This book is more than a resource. It is the meat of a learning curve for understanding how and why students try to cheat the system and find ways to gain the benefits of a college degree without studying. The fallback position most teaching faculty assume upon nabbing an academic miscreant is that students cheat because of some moral failure or simple laziness. These explanations define cheating as intentional and rational behaviors calculated to gain an unfair advantage. Such explanations, as we now know from the literature presented by the book's contributors, is overly one-dimensional and reductionistic. Students do make the decision to cheat, but those decisions are more complex than a breakdown (or absence) of moral fiber. Many factors are at play when a student decides to buy a paper online, pay a substitute to take an exam, or use a smartphone to find exam answers. As the research shows, the overwhelming majority of students believe that cheating is wrong. That said, many studies presented in this book report research that indicates that perhaps over half of all students engage in cheating at least once in their college careers. Such an inconsistency is not psychologically insignificant, and the book provides readers with excellent summaries and assessments of the burgeoning research that seeks to resolve this incongruity. To this end, the books’ authors make three important points. First, academic dishonesty is an act of deviant behavior in the psychological and sociological sense. Largely because they know it is wrong, individual students do not often cheat, maybe once or twice in their careers as students. Therefore, the question, as pointed out in Waltzer and Dahl's chapter, is not who is cheating but when and why some students cheat. As in the case of all deviant behavior, individual and contextual factors underlie the decision to cheat, and the chapters’ authors have excellently synthesized this research and uncovered those variables that provide a better and more strategic understanding of cheating. In addition, the chapter by Anderman and colleagues adds clarity and meaning to the empirical and statistical findings presented throughout the book by situating academic cheating in the context of social-psychological theories. A second key point is that cheating is not a solely psychological event; research shows that environmental and institutional practices encourage students to violate the rules. Factors such as social and educational inequities, linguistic diversity, and cross-cultural differences in educational background (e.g., rote learning vs. critical thinking teaching styles) experienced in the K–12 years fall outside the institution. Yet, as research shows, these antecedents cause many students to be unprepared for college work and lead some to a sense a desperation that cheating is necessary to survive academically. In other cases, students’ social, familial, and educational backgrounds have not provided them with their college's expectations of original work, such as specifying appropriate definitions of plagiarism, or cause disruptions that make it difficult for students to study. Research also shows that institutional practices such as emphasizing standards over content and skill mastery, poor course quality, inadequate instruction, and unclear standards of appropriate educational behavior also contribute to student cheating. Third, students who decide to cheat have a multitude of new technological options to enable their intentions and weaken their resistance to violating honesty standards. Lancaster's chapter reviews new avenues of dishonesty such as the international contract cheating industry (buying papers online), artificial intelligence (computers writing papers), and smart eyewear (programmable contact lenses and glasses). These technological innovations pose serious and frightening threats to the integrity of higher education. Fortunately, all is not lost, and the book warns institutions to be ready for these “attacks” and reminds us that we are not powerless to combat them. Indeed, the book is rich with institutional and teaching strategies to diminish cheating. The temptation to cheat can be reduced or even eliminated by reorienting classroom pedagogies. Goldman and associates present a thoughtful chapter (with a handy table summarizing key prevention strategies) on how classroom practices and climate can reduce cheating. Most tactics presented in the book are feasible for every professor in every discipline, making their potential impact on cheating rates quite significant. This volume is important and relevant throughout the academy. Rettinger and Gallant's book is not solely for directors of a college's academic honesty program but a must read for everyone who engages students. It is ideal as a common book for teaching faculty and is highly recommended for department chairs. Dishonesty is no longer about cheat sheets hidden away in pockets of naive or lazy “party students.” Rather, as we have learned from the authors of this book, cheating is a multifaceted behavior that has evolved in complexity via sophisticated technology that has the potential to undermine higher education as a model of rectitude. We are all responsible for protecting higher education, and this book provides us both the incentive and the ideas to support that end. Reviewed by L. Allen Furr, professor emeritus of sociology at Auburn University. Email: [email protected]" @default.
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• W4313257196 date "2022-12-26" @default.
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• W4313257196 title "Cheating Academic Integrity: Lessons from 30 Years of Research" @default.
• W4313257196 doi "https://doi.org/10.1002/dch.30502" @default.
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