We’re often warned about an “epidemic” of academic cheating and urged to do more to deter and punish the devious culprits. But we’ve had a century of research showing that the frequency of cheating is predicted not by the compromised morality of individual students but by the policies, priorities, and practices of schools. Specifically, cheating is far more common in competitive, achievement-oriented environments and much rarer when students experience the learning as meaningful and engaging and believe that their teachers care about them. In this episode we consider how systemic features not only increase the likelihood of cheating but are responsible for determining which actions (such as collaborating or consulting reference sources) constitute cheating in the first place.

RESOURCES:

Character Education Inquiry, Studies in the Nature of Character. Volume 1: Studies in Deceit (New York: Macmillan, 1928) — https://tinyurl.com/72jrrnrz

Y. Kanat-Maymon et al., “The Role of Basic Need-Fulfillment in Academic Dishonesty,” Contemporary Educational Psychology 43 (2015) — https://tinyurl.com/yjvxswsy

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