Academic Dishonesty and Prevalent Cheating Strategy

Cheating has always been an issue among students. Almost everyone cheats in some fashion in classes. Whether it’s by blatantly copying another student’s answers, or working together on an assignment meant to be done on your own, cheating will remain a staple occurrence in academic life. In Rebekah Nathan’s article, “The Art of College Management: Cheating,” Nathan (2005) delves into students’ various reasons for cheating and even includes cheating as an “aspect[] of student culture,” (p. 27) from the point of view of a student. Nathan defends cheating as a whole by including it as an inevitable part of student culture. Additionally, she claims that everyone cheats, further diving into the idea that cheating is not inherently wrong. As a result of consistently defending cheating, Nathan neglects to provide worthy solutions to the issue as well as ignoring the consequences of cheating.

Cheating used to be considered an unmentionable sin. However, in this day and age, it has become more common and somewhat of a daily occurrence. Cheating is more widespread today than in the past. According to the article titled Education: The New Morality, cheating has not been an issue of values, but simply one of practicality. This shows that many view cheating as a mere occurrence and something that can often be skipped over. The reason cheating has become such a pervasive movement is because many students tend to rationalize their cheating behavior. A common rationalization that many students use is, " That 's the only way I 'll get anywhere in life." Many students also tend to incorporate reasons, such as parental pressures,

Over the years, cheating does not carry the same stigma it used to represent. Because of competition and expectations, students are doing whatever it takes to achieve an A average. There are students who are fighting for scholarships or for the position to be on the top. Also, parents and teachers are the root cause of this matter because they have advocated the idea that high GPAs will lead to more successful futures. As a result, grades have become the main focus for most students,

A poll conducted by a website, CollegeHumor, revealed that 60 percent of college students had admitted to cheating on tests and assignments. Due to its popularity, society has began to accept cheating as an average tool used by students to succeed. Accepting the issue of cheating has not only decreased society’s standards, but also has led them to become less ethical. Thus, as a result of the decrease in standards, academic cheating has become a reaccuring problem that is now being accepted by society.

Journalist and math teacher Victor Dorff’s article “Educations Cheating Epidemic” deals with his concerns about the cultural and educational problem with cheating. Dorff claims that cheating is a cultural problem and that society’s acceptances of cheating only perpetuates the malicious cycle. Dorff uses Classical Oration and uses his personal teaching experience, the general student perspective, and societies frequent cheating activities to support his argument.

In Mari Pearlman’s L.A. Times article, “ Cheating In School Reflects Basic Confusion in Society” (1999), she discusses cheating and its effect on students, both, while in school and later in life. Cheating has been around for a long time and now cheating’s grip on students is worsening. With the more often occurrence of cheating in schools, schools need to put their foot down and put a stop to cheating in order to lower the occurrence of cheating in the future. However, there are some that say cheating is not common anymore and is rarely spotted.

75% of college students cheat at one time or another in their college careers due to laziness, competitive pressures, or simply fear. In “Cheating Lessons: Part 3”, by James M. Lang, he explains that certain learning environments unknowingly give students opportunities to cheat. Lang also provides tactics to help classrooms reduce the numbers of cheating, while aiding students to achieve their academic goals with the right “tools.”

Solution of cheating culture is honor codes and techniques for academic integrity which are important parts of the solution. It is the responsibility of students as well as faculty and administration to establish an environment where honest students do not feel that they are at risk or disadvantage. “Just as cheating can become normalized at a school, so too can academic integrity efforts move the pendulum in the other direction and create a climate where cheating is not cool” (Callahan, 2005). Academic integrity and

Cheating has been an ongoing procedure that has been occurring since before I was born. This has been a problem for years and continues being so as cheating is becoming more and more common. In the article by LA Times, ¨Cheating in School Reflects Basic Confusion in Society¨ (August 22, 1999) written by Mari Pearlman, she explains how adults want teachers to punish students for cheating although they are doing the same thing, only in different ways. I agree with Mari Pearlman´s analysis on what she has to say about cheating because still to this day, it is all true.

When asking a student do they think cheating is bad most will say yes and will even admit to cheating.Cheating doesn’t affect many students on a regular day basis until they have been caught red-handed.When it comes to cheating blame automatically goes to the student but what about the adult as well.Some teachers have admitted to seeing student cheat but haven't said anything because it was on homework.Some teachers have even gone to the depth of helping a student cheat on a test.There was a survey that was taken through all of the high schools asking students if they had ever cheated on a test, the results were that there were 64 percent who cheated,58 who plagiarised, and above all 95 percent of them admitted to cheating of some sort.(Academic Integrity Under Statistics paragraph 3 )Students cheat to make it through a semester and to make their parents proud.Students cheat simply because of lack of knowledge, pressure from the adult looking for them to do their best, and last lack of time.

Students from my high school, Myojo Gakuen high school know that cheating is unacceptable. Yet, they cheated on quizzes or exams by using cell phones, bringing small pieces of paper with answers of test, or teaching answers to other students behind the teacher was back during the test. Not all students cheated on quizzes and exams; however, some students often cheated on quizzes and exams. One of my classmates, for example, used to cheat a lot. Even the teachers kept telling him to not cheat on quizzes and exams, he could not stop cheating. He always did not have a confidence that he could get a great score without cheating because he did not study a lot, and he made excuses why he cheated on the test to the teachers every time the he was caught cheating on quizzes or exams. At the end, his mother came to school and the teachers told his mother what he always did during the tests and he finally stopped cheating. Other students at Myojo Gakuen high school did not care about those students who cheated on the tests unless they made noise or interrupted to other student’s forces during the test. Additionally, the students who did not cheat on the tests thought that it was each student’s decision and responsibility that if they wanted to cheat on the tests or not. Students at LaGuardia Community College, on the other hand,

After reading “Stuyvesant Students Describe the How and the Why of Cheating” by Vivian Yee, I can wholeheartedly agree with the opinions and facts presented in the article. Why? The cheating described, whether light or serious, is prevalent in the schools that I have attended. The goal of attending a prestigious university and obtaining a prestigious job has led to a craze over grades, to the point where students describe the feeling as “...addictive, in a bad way, in a sick way” (Yee 20). Similarly, the craze over better grades has led to various actions of cheating such as plagiarism and copying of answers. As stated in the article, cheating has become such a prevalent and normal aspect of schools today that the “lines are blurry”, and that no one really knows what

Schools from every level, Elementary, Middle, High, and college have their own honor codes. They each mold their rules and consequences based on the students’ behaviors. Once the faculty begins to realize that their students cheat on their test, they enforce harsher consequences to avoid further cheating. Afterwards faculties assemble and become aware that the majority of the students cheat, they establish an Honor Board and an honor code and make their students sign honorary documents promising to not cheat. Implementing an honor code is the best way for students to understand the consequences of cheating, but some of the ways they have tried to decrease the amount of cheating needs polishing; also, the environment a student surrounds himself

Many researchers have indicated that cheating is a serious problem on campuses (Bowers, 1964; Engler et al., 2008; Gallant, 2008; Leming, 1978; McCabe, Trevino, & Butterfield, 2001). Studies completed by Bowers (1964) and McCabe and Trevino (1996) revealed nearly identical results regarding student-cheating behavior despite the 30 year time span; both studies identified that

McCabe has said that an estimated seventy percent of college students have admitted to some type of cheating. He supports this claim by saying that the parties to blame here is the school system and the media. HBU defines academic dishonesty to when a student cheats or steals someone’s work and passes it as their own among these are a list of actions that count for academic dishonesty. Some examples being brought up about dishonesty is how in the NFL saw past the deflating incident in the Super Bowl were it seems like the media praised the player for his actions (Loschiavo). Therefor, students think it is correct to do be dishonest in their class work.