Cheating In Stuyvesant High School

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Cheating in Stuyvesant High School

Students tend to Cheat during their exams, tasks, assignments, and homework given by teachers, while these cheating issues cannot be limited to only school boundaries. Reasons vary with the period and place, and it depends on the environment, which a student is surrounded by. Strain theory can be related to the cheating behavior of students from Stuyvesant High School. Strain theory suggests that the social behavioral pressures may lead an individual to commit a crime to achieve those goals which are constructed socially.

For some students cheating is a choice and some students cheat because everyone in their surrounding cheat and start discussing answers, this gives birth to social pressure, which one cannot deny. Cheating becomes a choice when you want to score more, for example, a student would like to get an 'A' rather than having a 'B' in their final result, which will make an impact on their overall grades. The concept which is common among students is that they have to survive at any cost, it is better to pass by cheating rather than failing an exam without cheating. They think that, it will be better, if they dedicate their time to complete their assignments, and sleep hours, rather than preparing for their exams.

Getting admission in students dream school, they feel pressurized to compete with others and have a bright future. Students use their cell phones to cheat during their exams, use iPads, and copy each other's assignments. Sometimes teachers are blamed because they fail to instruct their as they should have to make them able to learn in a conducive environment. When it comes to exams, class lectures and paper questions contradict, that is the reason, students find most difficult to solve their paper questions, and they cheat during their exams. However, there is also a gap among students entering school, few are highly intelligent, and few are not, so they have to fulfill their passing criteria, and for this reason, they cheat.

Cheating is considered a deviant behavior and academic dishonesty because it does not allow students to learn about the skills and gain knowledge about what they are being taught by their teachers. Unfortunately, students cheat, and this undermines their learning processes, and does not allow them to explore ideas, and topics given by their advisors, and teachers. However, it is also a fault of teachers that, they fail to develop learning environments for students, and they do not let students gain knowledge with the help of practical experimentation. Cheating is also deviant because it undermines the process of feedback on the given tasks including examinations, assignments, and homework.

Cheating is determined as deviance by teachers, and by students themselves. Some students consider this as deviant, because this is against their self-respect. While, for teachers, cheating behavior of students hinders their feedback, and it becomes difficult to deliver their learning outcomes. Labeling theory can be related to this deviance because at a point students realize that, they are not learning anything, and they should stop continuing cheating during their exams, assignments, and homework completion. Strain theory can be used to determine this as deviant, teachers understand that student feels pressurized but, by announcing an honor policy would change the cheating behaviors of student, and this will increase the academic honesty ADDIN ZOTERO_ITEM CSL_CITATION {"citationID":"h3v9NP3c","properties":{"formattedCitation":"(Yee)","plainCitation":"(Yee)","noteIndex":0},"citationItems":[{"id":729,"uris":["http://zotero.org/users/local/F0XOCTdk/items/NFDNZXUH"],"uri":["http://zotero.org/users/local/F0XOCTdk/items/NFDNZXUH"],"itemData":{"id":729,"type":"article-newspaper","title":"Stuyvesant Students Describe Rationale for Cheating","container-title":"The New York Times","section":"Education","source":"NYTimes.com","abstract":"Former and current students at Stuyvesant High School say lower-level cheating is part of the culture, and students employ several rationales for choosing to be dishonest.","URL":"https://www.nytimes.com/2012/09/26/education/stuyvesant-high-school-students-describe-rationale-for-cheating.html","ISSN":"0362-4331","language":"en-US","author":[{"family":"Yee","given":"Vivian"}],"issued":{"date-parts":[["2012",9,25]]},"accessed":{"date-parts":[["2019",11,21]]}}}],"schema":"https://github.com/citation-style-language/schema/raw/master/csl-citation.json"} (Yee).

In our education system, some power structures may influence your behavior, whether it is cheating or it is about working hard to get top grades. These may lead to the labeling of students, sometimes as failures, and sometimes as successful students who are preferred by teachers most of the time.

Works Cited

ADDIN ZOTERO_BIBL {"uncited":[],"omitted":[],"custom":[]} CSL_BIBLIOGRAPHY Yee, Vivian. “Stuyvesant Students Describe Rationale for Cheating.” The New York Times, 25 Sept. 2012. NYTimes.com, https://www.nytimes.com/2012/09/26/education/stuyvesant-high-school-students-describe-rationale-for-cheating.html.