ERIC Number: EJ1210852
Record Type: Journal
Publication Date: 2019-Jan
Abstractor: As Provided
I Just Don't Want to Be Judged: Cultural Capital's Impact on Student Plagiarism
Strangfeld, Jennifer A.
SAGE Open, v9 n1 Jan 2019
This research explores how college students' broader educational histories affect their decisions to plagiarize. While research typically categorizes plagiarism as intentional or unintentional, explanations revealed in interviews of first-generation, working-class, and/or racial minority students suggests that these typologies inadequately capture the complex reasons some students express for plagiarizing. Specifically, students in this study plagiarize primarily because they are concerned that not only are their vocabulary and writing skills subpar, but that they do not fit into the college student role. Their explanations are situated within Bourdieu's framework of cultural capital, whereby students' decisions to plagiarize are rooted in the outcomes stemming from educational practices that reinforce class hierarchies. Consequently, students' plagiarism experiences are contextualized within their broader educational histories rather than limited to the immediate circumstances surrounding their academic dishonesty.
Descriptors: Plagiarism, Cultural Capital, Writing Skills, Vocabulary, Student Experience, Student Role, Student Attitudes, Elementary Secondary Education, Undergraduate Students, Writing Assignments, Student Behavior, Language Skills, Immigrants, First Generation College Students, Social Influences, Help Seeking
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Authoring Institution: N/A
Identifiers - Location: California