Write an article for publication to the editor of a national newspaper to discuss how students embark on cheating habit.
Answers
“Why did you cheat in high school?” I posed the question to a dozen former students.
“I wanted good grades and I didn’t want to work,” said Sonya, who graduates from college in June. [The students’ names in this article have been changed to protect their privacy.]
My current students were less candid than Sonya. To excuse her plagiarized Cannery Row essay, Erin, a ninth-grader with straight As, complained vaguely and unconvincingly of overwhelming stress. When he was caught copying a review of the documentary Hypernormalism, Jeremy, a senior, stood by his “hard work” and said my accusation hurt his feelings.
Cases like the much-publicized (and enduring) 2012 cheating scandal at high-achieving Stuyvesant High School in New York City confirm that academic dishonesty is rampant and touches even the most prestigious of schools. The data confirms this as well. A 2012 Josephson Institute’s Center for Youth Ethics report revealed that more than half of high school students admitted to cheating on a test, while 74 percent reported copying their friends’ homework. And a survey of 70,000 high school students across the United States between 2002 and 2015 found that 58 percent had plagiarized papers, while 95 percent admitted to cheating in some capacity.
So why do students cheat—and how do we stop them?
According to researchers and psychologists, the real reasons vary just as much as my students’ explanations. But educators can still learn to identify motivations for student cheating and think critically about solutions to keep even the most audacious cheaters in their classrooms from doing it again.
RATIONALIZING IT
First, know that students realize cheating is wrong—they simply see themselves as moral in spite of it.
“They cheat just enough to maintain a self-concept as honest people. They make their behavior an exception to a general rule,” said Dr. David Rettinger, professor at the University of Mary Washington and executive director of the Center for Honor, Leadership, and Service, a campus organization dedicated to integrity.
According to Rettinger and other researchers, students who cheat can still see themselves as principled people by rationalizing cheating for reasons they see as legitimate.
Some do it when they don’t see the value of work they’re assigned, such as drill-and-kill homework assignments, or when they perceive an overemphasis on teaching content linked to high-stakes tests.
“There was no critical thinking, and teachers seemed pressured to squish it into their curriculum,” said Javier, a former student and recent liberal arts college graduate. “They questioned you on material that was never covered in class, and if you failed the test, it was progressively harder to pass the next time around.”
But students also rationalize cheating on assignments they see as having value.
High-achieving students who feel pressured to attain perfection (and Ivy League acceptances) may turn to cheating as a way to find an edge on the competition or to keep a single bad test score from sabotaging months of hard work. At Stuyvesant, for example, students and teachers identified the cutthroat environment as a factor in the rampant dishonesty that plagued the school.
And research has found that students who receive praise for being smart—as opposed to praise for effort and progress—are more inclined to exaggerate their performance and to cheat on assignments, likely because they are carrying the burden of lofty expectations.
A DEVELOPMENTAL STAGE
When it comes to risk management, adolescent students are bullish. Research has found that teenagers are biologically predisposed to be more tolerant of unknown outcomes and less bothered by stated risks than their older peers.
“In high school, they’re risk takers developmentally, and can’t see the consequences of immediate actions,” Rettinger says. “Even delayed consequences are remote to them.”
While cheating may not be a thrill ride, students already inclined to rebel against curfews and dabble in illicit substances have a certain comfort level with being reckless. They’re willing to gamble when they think they can keep up the ruse—and more inclined to believe they can get away with it.
Cheating also appears to be almost contagious among young people—and may even serve as a kind of social adhesive, at least in environments where it is widely accepted. A study of military academy students from 1959 to 2002 revealed that students in communities where cheating is tolerated easily cave in to peer pressure, finding it harder not to cheat out of fear of losing social status if they don’t.
Michael, a former student, explained that while he didn’t need to help classmates cheat, he felt “unable to say no.” Once he started, he couldn’t stop.