Addressing Equity in Academic Integrity
Mots-clés :
academic integrity, academic misconduct, canada, higher education, equity, decolonizationRésumé
This literature review examines equity issues within academic integrity systems in higher education and explores strategies for fostering an anti-racist and equitable approach to academic integrity practice. The study acknowledges that existing academic integrity policies and practices in Canadian higher education are rooted in white-dominant ideologies propagated by colonial history, leading to a number of barriers for marginalized and racialized students. The research question of this study focuses on identifying equity barriers present in academic integrity systems and exploring existing equity practices applicable to academic integrity policy and practice to address barriers. A qualitative review of relevant literature (n = 27) was conducted, utilizing tertiary and secondary sources, and institutional databases. The findings reveal three key equity barriers prevalent in the literature: ways of knowing and belonging, language use, and citations and attribution systems. The study also identifies seven equity strategies from the literature and proposes specific application of these across policy development, academic integrity practice, teaching practice and advocacy work. In conclusion, the literature review highlights the need to address systemic barriers in academic integrity and emphasizes the importance of anti-racist and equitable approaches. By implementing strategies that promote inclusivity, cultural responsiveness, and recognition of diverse knowledge systems, higher education institutions can foster a more equitable academic environment. The review provides relevant recommendations for discussion and advocacy among scholars and academic integrity practitioners.
Références
Adhikari, S. (2018). Beyond culture: Helping international students avoid plagiarism. Journal of International Students, 8(1), 375-388. https://ojed.org/index.php/jis/article/view/170/127
Applebaum, B. (2020). The call for intellectual diversity on campuses and the problem of willful ignorance. Educational Theory, 70(4), 445– 61. https://doi-org.ezproxy.lib.ucalgary.ca/10.1111/edth.12439
Arthur, C. (2015). Kool Aid, frozen pizza, and academic integrity: Learning from Mac Miller's mixtape missteps. Internet Reference Services Quarterly, 20, 127-134. https://doi.org/10.1080/10875301.2015.1109572
Beasley, E. M. (2016). Comparing the demographics of students reported for academic dishonesty to those of the overall student population. Ethics & Behavior, 26(1), 45-62. https://doi-org.ezproxy.lib.ucalgary.ca/10.1080/10508422.2014.978977
Bens, S. L. (2022). Helping students resolve ambiguous expectations of academic integrity. In S. E. Eaton and J. Christensen Hughes (Eds.), Academic Integrity in Canada: an enduring and essential challenge, 377-392. Springer International Publishing.
Bobrow, A. G. (2020). Restoring honor: Ending racial disparities in university honor systems. Virginia Law Review, 106, 47-70. https://virginialawreview.org/articles/restoring-honor-ending-racial-disparities-university-honor-systems/
Brown McNair, T., Bensimon, E. M., Malcom-Piqueux, L., & Pasquerella, L. (2020). From equity talk to equity walk: Expanding practitioner knowledge for racial justice in higher education. John Wiley & Sons, Incorporated.
Carmichael-Murphy, P., & Ggbagbo, E. (2022). Curriculum design. In Verma, A. (Ed.), Anti-Racism in Higher Education: An Action Guide for Change. (1st ed.), 126-141. Policy Press. https://doi-org.ezproxy.lib.ucalgary.ca/10.46692/9781447364740
Davis, M. (2022). Examining and improving inclusive practice in institutional academic integrity policies, procedures, teaching and support. International Journal of Educational Integrity, 18(14). https://doi.org/10.1007/s40979-022-00108-x
Eaton, S. E. (2020). Race-based data in student conduct: A call to action. Werklund School of Education, University of Calgary. http://hdl.handle.net/1880/112157
Eaton, S. E. (2021). Plagiarism in higher education: tackling tough topics in academic integrity. Libraries Unlimited.
Eaton. S. E. (2022). New priorities for academic integrity: equity, diversity, inclusion, decolonization and Indigenization. International Journal for Educational Integrity, 18(1), 1–12. https://doi.org/10.1007/s40979-022-00105-0
Eaton, S. E., & Burns, A. (2018). Exploring the intersection between culturally responsive pedagogy and academic integrity among EAL students in Canadian higher education. Journal of Educational Thought, 51(3), 339-359. https://www.jstor.org/stable/26873077
Efron, S. E., & Ravid, R. (2018). Writing the literature review: A practical guide. The Guilford Press.
Gaudry, A., & Lorenz, D. (2018). Indigenization as inclusion, reconciliation, and decolonization: Navigating the different visions for indigenizing the Canadian Academy. AlterNative: An International Journal of Indigenous Peoples, 14(3), 218–227. https://doi.org/10.1177/1177180118785382
Hoffman, S. (2012). Zero benefit: Estimating the effect of zero tolerance discipline policies on racial disparities in school discipline. Educational Policy, 28(1), 69-95. https://doi.org/10.1177/0895904812453999
International Center for Academic Integrity. (2021). The Fundamental Values of Academic Integrity. (3rd ed.). www.academicintegrity.org/the-fundamental-valuesof-academic-integrity
Johnson, A. & Elliott, S. (2020). Culturally relevant pedagogy: A model to guide cultural transformation in STEM departments. Journal of Microbiology & Biology Education, 21(1), 1-12. https://doi.org/10.1128/jmbe.v21i1.2097
Khoo, E. & Kang, S. (2022). Proactive learner empowerment: towards a transformative academic integrity approach for English language learners. International Journal for Educational Integrity, 18(24). https://doi.org/10.1007/s40979-022-00111-2
Lindstrom, G. E. (2022). Accountability, relationality and Indigenous epistemology: Advancing an Indigenous perspective on academic integrity. In S. E. Eaton and J. Christensen Hughes (Eds.), Academic Integrity in Canada: an enduring and essential challenge, 125-139. Springer International Publishing.
Maringe, F. (2017). Creating opportunities for a socially just pedagogy: the imperatives of transformation in post- colonial HE spaces. In Transforming Teaching and Learning in Higher Education, 59-78. Palgrave Macmillan. https://doi.org/10.1007/978-3-319-46176-2_4
NC State University Writing and Speaking Tutorial Service Tutors. (2006) Writing a literature review and using a synthesis matrix. https://case.fiu.edu/writingcenter/online-resources/_assets/synthesis-matrix-2.pdf
Ontario Auditor General. (2021, Dec.) Value-for-Money Audit: Public Colleges Oversight. https://www.auditor.on.ca/en/content/annualreports/arreports/en21/AR_PublicColleges_en21.pdf
Pagaling, R., Eaton, S. E., & McDermott, B. (2022, April 4). Academic Integrity: Considerations for Accessibility, Equity, and Inclusion. University of Calgary. Calgary, Canada. http://hdl.handle.net/1880/114519
Parnther, C. (2022). International students and academic misconduct: Considering culture, community and context. Journal of College and Character 23(1), 60-75. https://doi.org/10.1080/2194587X.2021.2017978
Parnther, C., & Eaton, S. E. (2021a). Academic integrity and anti-Black aspects of educational surveillance and e-proctoring. Teachers College Record. https://journals.sagepub.com/pb-assets/cmscontent/TCZ/Commentaries%20Collection/2021%20Commentaries/Academic%20Integrity%20and%20Anti-Black%20Aspects%20of%20Educational%20Surveillance%20and%20E-Proctoring-1650325575.pdf
Parnther, C., & Eaton, S. E. (2021b). Equity, Diversity, Inclusion, and Academic Integrity: Supporting Student Advocacy. University of Calgary, Calgary, AB. http://hdl.handle.net/1880/113143
Poitras Pratt, Y., & Danyluk, P. J. (2019). Exploring reconciliatory pedagogy and its possibilities through educator-led praxis. The Canadian Journal for the Scholarship of Teaching and Learning, 10(3). https://doi.org/10.5206/cjsotl-rcacea.2019.3.9479
Poitras Pratt, Y. & Gladue, K. (2022). Re-defining academic integrity: Embracing indigenous truths. In S. E. Eaton and J. Christensen Hughes (Eds.), Academic integrity in Canada: An enduring and essential challenge, 103-123. Springer International Publishing.
Sadler, K. (2011). Dominant scholarship: White neocolonialism and academic integrity. The Vermont Connection, 32(1), 101-110. https://scholarworks.uvm.edu/tvc/vol32/iss1/11
Sanni-Anibire, H., Stoesz, B. M., Gervais, L. & Vogt, L. (2021). International students’ knowledge and emotions related to academic integrity at Canadian postsecondary institutions. International Journal Educational Integrity, 17(21), 1-15. https://doi.org/10.1007/s40979-021-00088-4
Sleeter. S. E. (2011). An agenda to strengthen culturally responsive pedagogy. English Teaching: Practice and Critique, 10(2), 7–23. https://ezproxy.lib.ucalgary.ca/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=65794052&site=ehost-live
Sopcak, P., & Hood, K. (2022) Building a culture of restorative practice and restorative responses to academic misconduct. In: Eaton SE, Hughes JC (eds), Academic integrity in Canada: an enduring and essential challenge, 573–571. Springer International Publishing.
Tichavakunda, A. (2022, June 30) Let’s talk about race and academic integrity. Inside Higher Ed. https://www.insidehighered.com/views/2022/06/30/academic-integrity-issues-are-not-race-neutral-opinion
Velliaris, D. M. & Breen, P. (2016). An institutional three-stage framework: Elevating academic writing and integrity standards of international pathway students. Journal of International Students, 6(2), 565–587. https://doi.org/10.32674/jis.v6i2.371
Verma, A. (2022). Anti-racism in higher education: An action guide for change. (1st ed.). Policy Press. https://doi-org.ezproxy.lib.ucalgary.ca/10.46692/9781447364740
