Pub Date : 2022-01-02DOI: 10.1080/2194587x.2021.2017976
David A. Rettinger, Tricia Bertram Gallant
Abstract This special issue dove into what 30 years of research can teach us about how colleges and universities can influence academic integrity. In this article, we summarize what we learned from this exploration, particularly about how understandings of academic integrity and misconduct have changed, and therefore how our practices for researching, preventing, and responding to academic misconduct also need to change now and into the next 30 years.
{"title":"Thirty Years of Active Academic Integrity Research and Engagement: What Have We Learned?","authors":"David A. Rettinger, Tricia Bertram Gallant","doi":"10.1080/2194587x.2021.2017976","DOIUrl":"https://doi.org/10.1080/2194587x.2021.2017976","url":null,"abstract":"Abstract This special issue dove into what 30 years of research can teach us about how colleges and universities can influence academic integrity. In this article, we summarize what we learned from this exploration, particularly about how understandings of academic integrity and misconduct have changed, and therefore how our practices for researching, preventing, and responding to academic misconduct also need to change now and into the next 30 years.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"23 1","pages":"92 - 95"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47123221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/2194587X.2021.2017978
Ceceilia Parnther
Abstract International students experience unique challenges that place them at risk for academic misconduct violations, including language, academic expectations, cultural differences, academic preparedness, and policy understanding. Academic misconduct issues can significantly risk student success, leaving international students especially susceptible to the academic, financial, and social consequences of an academic misconduct violation. This overview of research on academic misconduct and international students describes trends in research for those countries identified as receivers and suppliers of international students, the role of culture in academic misconduct research, and considerations for future research and practice. The resulting summary offers considerations for researchers, institutions, and educators to actively respond to these students’ needs in culturally meaningful ways. Three decades of research provides a global context to international students’ academic challenges and how stakeholders have and continue to use these findings to further research and support students wherever they may learn.
{"title":"International Students and Academic Misconduct: Considering Culture, Community, and Context","authors":"Ceceilia Parnther","doi":"10.1080/2194587X.2021.2017978","DOIUrl":"https://doi.org/10.1080/2194587X.2021.2017978","url":null,"abstract":"Abstract International students experience unique challenges that place them at risk for academic misconduct violations, including language, academic expectations, cultural differences, academic preparedness, and policy understanding. Academic misconduct issues can significantly risk student success, leaving international students especially susceptible to the academic, financial, and social consequences of an academic misconduct violation. This overview of research on academic misconduct and international students describes trends in research for those countries identified as receivers and suppliers of international students, the role of culture in academic misconduct research, and considerations for future research and practice. The resulting summary offers considerations for researchers, institutions, and educators to actively respond to these students’ needs in culturally meaningful ways. Three decades of research provides a global context to international students’ academic challenges and how stakeholders have and continue to use these findings to further research and support students wherever they may learn.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"23 1","pages":"60 - 75"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44394993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-01-02DOI: 10.1080/2194587X.2021.2017977
Holly E. Tatum
Abstract In 1993, McCabe and Treviño published a seminal paper in which they proposed that honor codes reduced academic misconduct among college students. I review the research on honor codes that has emerged in the last 30 years. The extant body of literature demonstrates the efficacy of honor codes in creating and maintaining a culture of academic honesty and integrity in institutions of higher education. Although the findings are nuanced, honor codes appear to work by educating students about academic integrity and holding them accountable through social norms, expectations, attitudes, reminders, and clear policies for addressing academic misconduct. Directions for future research are proposed.
{"title":"Honor Codes and Academic Integrity: Three Decades of Research","authors":"Holly E. Tatum","doi":"10.1080/2194587X.2021.2017977","DOIUrl":"https://doi.org/10.1080/2194587X.2021.2017977","url":null,"abstract":"Abstract In 1993, McCabe and Treviño published a seminal paper in which they proposed that honor codes reduced academic misconduct among college students. I review the research on honor codes that has emerged in the last 30 years. The extant body of literature demonstrates the efficacy of honor codes in creating and maintaining a culture of academic honesty and integrity in institutions of higher education. Although the findings are nuanced, honor codes appear to work by educating students about academic integrity and holding them accountable through social norms, expectations, attitudes, reminders, and clear policies for addressing academic misconduct. Directions for future research are proposed.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"23 1","pages":"32 - 47"},"PeriodicalIF":0.0,"publicationDate":"2022-01-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44291418","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.1080/2194587X.2021.1977151
Gordon Maples, Leah Rediger, Jenny L. Small
Abstract This study examines student religious accommodation policies from 36 universities in the United States. These policies were analyzed for their implications on equity, diversity, and inclusion; manifestations of Christian normativity; inclusiveness of all religious, secular, and spiritual identities; and for any notable patterns. Findings indicated areas of concern within these policies. Many policies required students from marginalized traditions to disclose details of their beliefs and practices to their professors in order to receive accommodation consideration, some policies provided no form of appeals in the case of a denial, and others raised further concerns through their wordings or applications.
{"title":"Privilege as Policy? An Analysis of Student Religious Accommodation Policies in Higher Education","authors":"Gordon Maples, Leah Rediger, Jenny L. Small","doi":"10.1080/2194587X.2021.1977151","DOIUrl":"https://doi.org/10.1080/2194587X.2021.1977151","url":null,"abstract":"Abstract This study examines student religious accommodation policies from 36 universities in the United States. These policies were analyzed for their implications on equity, diversity, and inclusion; manifestations of Christian normativity; inclusiveness of all religious, secular, and spiritual identities; and for any notable patterns. Findings indicated areas of concern within these policies. Many policies required students from marginalized traditions to disclose details of their beliefs and practices to their professors in order to receive accommodation consideration, some policies provided no form of appeals in the case of a denial, and others raised further concerns through their wordings or applications.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"22 1","pages":"272 - 290"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41814754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.1080/2194587x.2021.1977147
Kalyani Unkule
Abstract If the wellbeing of the body, mind and soul is connected to the spirit, what is to be gained by decolonizing that spirit which has lost its connection to indigenous land? The bargain of coloniality is trading the knowledge residing in our bodies for the as-yet unfulfilled promise of universality. The decolonized spirit reaches across the abyssal line to starkly reveal complicity, just as it democratizes our long-held notions of agency.
{"title":"Decolonizing the Spirit in Education and Beyond: Resistance and Solidarity","authors":"Kalyani Unkule","doi":"10.1080/2194587x.2021.1977147","DOIUrl":"https://doi.org/10.1080/2194587x.2021.1977147","url":null,"abstract":"Abstract If the wellbeing of the body, mind and soul is connected to the spirit, what is to be gained by decolonizing that spirit which has lost its connection to indigenous land? The bargain of coloniality is trading the knowledge residing in our bodies for the as-yet unfulfilled promise of universality. The decolonized spirit reaches across the abyssal line to starkly reveal complicity, just as it democratizes our long-held notions of agency.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"22 1","pages":"346 - 348"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44770199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.1080/2194587X.2021.1977149
Shruti Desai
Abstract The author presents an analysis of Khyati Y. Joshi’s White Christian Privilege. White Christian privilege aligns Christianity with Whiteness, and presents the impact of this dominant intersection in the US context.
{"title":"White Christian Privilege: The Illusion of Religious Equality in America","authors":"Shruti Desai","doi":"10.1080/2194587X.2021.1977149","DOIUrl":"https://doi.org/10.1080/2194587X.2021.1977149","url":null,"abstract":"Abstract The author presents an analysis of Khyati Y. Joshi’s White Christian Privilege. White Christian privilege aligns Christianity with Whiteness, and presents the impact of this dominant intersection in the US context.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"22 1","pages":"343 - 345"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43718971","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.1080/2194587X.2021.1977145
Mary Ann Bodine Al-Sharif, Katherine M. Curley
Abstract This study explored how individuals spoke about the dissonance they experienced due to their own intersections of identity within religious and/or spiritual spaces in their communities and on college campuses. In addition, we as researchers sought to understand how discourse may or may not have challenged the idea of dissonance as a negative transitional state of being within the boundaries of current definitions of religious and spiritual spaces.
{"title":"Living on the Borders of Religious Intersections: Being Centered Within One’s Dissonance","authors":"Mary Ann Bodine Al-Sharif, Katherine M. Curley","doi":"10.1080/2194587X.2021.1977145","DOIUrl":"https://doi.org/10.1080/2194587X.2021.1977145","url":null,"abstract":"Abstract This study explored how individuals spoke about the dissonance they experienced due to their own intersections of identity within religious and/or spiritual spaces in their communities and on college campuses. In addition, we as researchers sought to understand how discourse may or may not have challenged the idea of dissonance as a negative transitional state of being within the boundaries of current definitions of religious and spiritual spaces.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"22 1","pages":"307 - 324"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44763354","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.1080/2194587X.2021.1977148
Costin Thampikutty, Justin T. Samuel
Abstract Research concerning Indian American Christian college students’ experiences is virtually non-existent, leaving scholars and student affairs professionals lacking empirical data to support this population. This qualitative study explores how the experiences of 15 Indian American college students involved in Christian Student Organizations (CSOs) affected their cocurricular experience and identity development. Findings from the study revealed three major outcomes of CSO involvement: (a) confronting difference, (b) balancing pressures, and (c) creating community. Implications for scholarship and practice are discussed.
{"title":"Conflict and Community: Outcomes of South Asian Indian American Students’ Involvement Within Christian Student Organizations","authors":"Costin Thampikutty, Justin T. Samuel","doi":"10.1080/2194587X.2021.1977148","DOIUrl":"https://doi.org/10.1080/2194587X.2021.1977148","url":null,"abstract":"Abstract Research concerning Indian American Christian college students’ experiences is virtually non-existent, leaving scholars and student affairs professionals lacking empirical data to support this population. This qualitative study explores how the experiences of 15 Indian American college students involved in Christian Student Organizations (CSOs) affected their cocurricular experience and identity development. Findings from the study revealed three major outcomes of CSO involvement: (a) confronting difference, (b) balancing pressures, and (c) creating community. Implications for scholarship and practice are discussed.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"22 1","pages":"325 - 342"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42354448","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.1080/2194587x.2021.1977146
Jenny L. Small, S. Edwards, J. Nielsen
Abstract The editors of the special issue on critical religious studies frame the articles, discussing examples of new critical religious theories and scholarship and setting the agenda for how research and writing in this area should develop in the future.
{"title":"Introduction to the Special Issue: “The Emerging Critical Religious Studies Lens in Higher Education”","authors":"Jenny L. Small, S. Edwards, J. Nielsen","doi":"10.1080/2194587x.2021.1977146","DOIUrl":"https://doi.org/10.1080/2194587x.2021.1977146","url":null,"abstract":"Abstract The editors of the special issue on critical religious studies frame the articles, discussing examples of new critical religious theories and scholarship and setting the agenda for how research and writing in this area should develop in the future.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"22 1","pages":"269 - 271"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49540782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2021-11-01DOI: 10.1080/2194587X.2021.1977150
S. Edwards
Abstract This article problematizes the practice of relying on participant self-identification in research on religious, secular, and spiritual identity (RSSI) within the field of higher education, with particular attention to the implications related to participants who chose non-religious labels. While this practice is commonplace in the field, it is rooted in Western/Christian assumptions about foundational concepts such as self, agency, knowledge, and religion. The article describes alternative understandings of these concepts in order to point out the onto-epistemic biases present in existing higher education RSSI research. It goes on to share descriptive data about “non-religious” students from a qualitative study on RSSI themed intergroup dialogue courses. The way these students understood, and sometimes struggled with, the concepts of self, agency, knowledge, and religion illustrates why and how the exclusive reliance on RSSI self-identification can ultimately lead to the erasure of religious minorities and the perpetuation of a hegemonic Western/Christian-centric worldview.
{"title":"Religious “Nones” and Onto-Epistemic Socialization: Problematizing Participant Self-Identification in Research on Religious Identity","authors":"S. Edwards","doi":"10.1080/2194587X.2021.1977150","DOIUrl":"https://doi.org/10.1080/2194587X.2021.1977150","url":null,"abstract":"Abstract This article problematizes the practice of relying on participant self-identification in research on religious, secular, and spiritual identity (RSSI) within the field of higher education, with particular attention to the implications related to participants who chose non-religious labels. While this practice is commonplace in the field, it is rooted in Western/Christian assumptions about foundational concepts such as self, agency, knowledge, and religion. The article describes alternative understandings of these concepts in order to point out the onto-epistemic biases present in existing higher education RSSI research. It goes on to share descriptive data about “non-religious” students from a qualitative study on RSSI themed intergroup dialogue courses. The way these students understood, and sometimes struggled with, the concepts of self, agency, knowledge, and religion illustrates why and how the exclusive reliance on RSSI self-identification can ultimately lead to the erasure of religious minorities and the perpetuation of a hegemonic Western/Christian-centric worldview.","PeriodicalId":89967,"journal":{"name":"Journal of college and character","volume":"22 1","pages":"291 - 306"},"PeriodicalIF":0.0,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44262380","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：