Close Educational Gap by Cheating? Comparing Faculty, Majority and Minority Students' Perceptions of Academic Dishonesty
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Authors
EdMedia + Innovate Learning, Jun 20, 2017 in Washington, DC ISBN 978-1-939797-29-2
Abstract
Studies indicate that in the last years, academic dishonesty (AD), especially digital AD, has become more prevalent in academia. This paper examines the role of technology in shaping the perceived severity of AD (cheating, plagiarism, fabrication, and facilitation; Pavela, 1997), as well as differences in these perceptions between faculty, ethnic majority and minority students in a large University. Findings revealed that analogical and digital offenses were perceived to be equally severe. However, a large interaction was found between the type of offense and the medium, indicating that cheating and facilitation are perceived as more severe in an analogical (versus digital) setting, whereas fabrication is considered more severe in a digital (versus analogical) setting. Faculty and ethnic minority students tended to rate AD as more severe than majority students. The finding is explained in terms of equal educational opportunity and Behavioral Ethics Model (Mazar, Amir, & Ariely, 2008).
Citation
Blau, I., Eshet-Alkalai, Y. & Friedman, A. (2017). Close Educational Gap by Cheating? Comparing Faculty, Majority and Minority Students' Perceptions of Academic Dishonesty. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 118-122). Washington, DC: Association for the Advancement of Computing in Education (AACE). Retrieved August 9, 2024 from https://www.learntechlib.org/p/178310.
© 2017 AACE