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I Just Don’t Want to Be Judged: Cultural Capital’s Impact on Student Plagiarism

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  • Jennifer A. Strangfeld

Abstract

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.

Suggested Citation

  • Jennifer A. Strangfeld, 2019. "I Just Don’t Want to Be Judged: Cultural Capital’s Impact on Student Plagiarism," SAGE Open, , vol. 9(1), pages 21582440188, January.
    • Handle: RePEc:sae:sagope:v:9:y:2019:i:1:p:2158244018822382
    DOI: 10.1177/2158244018822382
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    References listed on IDEAS

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    1. Thomas S. Dee & Brian A. Jacob, 2012. "Rational Ignorance in Education: A Field Experiment in Student Plagiarism," Journal of Human Resources, University of Wisconsin Press, vol. 47(2), pages 397-434.
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    Cited by:

    1. Vasile Dinu & Veronica Câmpian & Cristinel Vasiliu & Lauren?iu Tãchiciu & Dan-Cristian Dabija, 2022. "Ethics and Integrity in the Context of Economic Research Within Doctoral Schools," The AMFITEATRU ECONOMIC journal, Academy of Economic Studies - Bucharest, Romania, vol. 24(Special16), pages 912-912, November.

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