Academic Cheating
Whitley et al (1999) hypothesized that women, socialized as keepers of morality, would show less favorable attitudes towards academic cheating and less cheating behavior than men. While their meta-analysis did find a moderate difference in attitudes towards cheating, the difference in behaviors was small. One possible mediating factor they found was that cheating was more common in male-dominated fields, such as the sciences. Whitley (2001) followed up on this analysis with a survey of affect (emotional response) in self-identified cheaters, thinking that the disconnect between attitudes and behavior would lead women to have more negative emotions about their cheating. Women did not report more negative affect, but did report less positive affect, which Whitley concluded was mediated by the attitudinal differences.
Mustaine and Tewksbury (2005) look at cheating in a larger behavioral context, and find that male students who cheat are likely to have more additional problematic behaviors than females who cheat. Symaco and Marcelo (2003) found that student gender had an effect on faculty suspicions of academic dishonesty, but faculty gender did not. Simon et al (2003) also found that faculty of both genders were similar in their suspicion of and reaction to student cheating, but that female faculty had less confidence in the administrative management of ethics.
I got caught at cheating in high school, once. I was letting two other girls copy my test in social studies. It occurs to me now that I had cheated at other points, but that was the only time I cheated on a test. I didn't really look at sharing my homework as cheating, and it never occurred to me until just now that it was. Homework was more a form of currency, while I felt very insecure about the morality of cheating on a test. In college, I didn't do either, because by that point I had other means of getting people to be nice to me (even if they were an A-cup).
Mustaine and Tewksbury (2005) look at cheating in a larger behavioral context, and find that male students who cheat are likely to have more additional problematic behaviors than females who cheat. Symaco and Marcelo (2003) found that student gender had an effect on faculty suspicions of academic dishonesty, but faculty gender did not. Simon et al (2003) also found that faculty of both genders were similar in their suspicion of and reaction to student cheating, but that female faculty had less confidence in the administrative management of ethics.
I got caught at cheating in high school, once. I was letting two other girls copy my test in social studies. It occurs to me now that I had cheated at other points, but that was the only time I cheated on a test. I didn't really look at sharing my homework as cheating, and it never occurred to me until just now that it was. Homework was more a form of currency, while I felt very insecure about the morality of cheating on a test. In college, I didn't do either, because by that point I had other means of getting people to be nice to me (even if they were an A-cup).