Most faculty and administrators rate academic dishonesty a high crime, fatal to education. What cheating shows that merits strong opposition is a student's pride in deceptively "getting over" on professors and "the system," even where both are recognized as fair. This affection for injustice and casual disregard for honest dealings must be trained out of students along with the jaded immaturity involved. Accompanying rationalizations must also be confronted--rationalizations that mask to the cheater how pathetic, embarrassing, childish, sleazy, and incompetent it is to steal others' answers because one could not even think up one's own. The author, however, contends that only rarely does cheating undermine the trust required by teaching-learning relationships--a trust that, in most cases was eroded in pre-college education. He goes on to state that issues of academic integrity must be considered within the larger context of campus culture, which is influenced by the ethical practices of faculty and administrators, as well as students.

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