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Yehudis Rabinowitz
April 6, 2017
In the essay Too Much Pressure, by Colleen Wenke, the world of cheating in the
classroom is brought into a new light. She views the cheating through a pinhole, and skates over
the societal influences on the students. Her essay shows students have accepted a culture of
cheating. She ignores the blatant public examples of cheating in the hierarchy of the culture from
the president to Congress to sports stars and businessmen. She focuses instead only on common-
place cheating occurring in school settings and the lack of punishment for this cheating. She
doesnt take into account that students are only copying what they see in the media and the many
Wenkes essay explores the school environment of cheating, and the general acceptance
from the teachers of the students academic dishonesty of their students. The students in question
have invented various ways in which to cheat, from copying homework to giving out copies of
the exam (Wenke 565). She then goes on to detail some of the numerous ways students were
caught cheating, ranging from answers etched on pencils to merely discussing the test. She uses
the grade boosts these students get as a segue to discussing school, and the academic mindset of
the schools, when her parents were enrolled. Her discussion with them leads her to delve into
researching the topic of cheating and its ever-growing presence in the classroom setting.
Wenke then continues to support her hypothesis with handpicked sources strongly
backing her claim. One source, by Robert L. Maginnis, a policy anlyst for the Pentagon as well
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as a published researcher, strongly attributes the rise in cheating to the degradation of the values
schools used to hold dear (Wenke 565). Further analysis and research uncovers that schools have
changed the way they test their students. Schools have gone from goal-oriented environments to
grade-centric environments, and because of these changes nearly all students, roughly 98 percent
(Wenke 566), cheat. This is also because the idea that cheaters dont prosper or have a good life
has been dispelled. Cheaters now prosper and have great lives -- our current president being a
great example -- but this creates a black hole, the students are sucked into beliving that the
cheating does not hold sway over their future. The students see others putting in less work and
getting better grades, and they feel cheating is a required tool to get ahead in life. This is why
administrations have a difficult time reprimanding and punishing cheaters. At the end of her
essay Wenke bombards her readers with a barrage of questions with unsatisfactory answers: Is
our society teaching that this is the only way to get ahead in life? Does obtaining status and
power make you good? and the answer she provides is a nonanswer: Schools are drifting away
from emphisising learning and are emphisising grades instead. She then ends with the
Wenke makes a very rational argument, yet she keeps alluding to the societal influences
of the students without delving deeper. She cites the key institutions holding sway over the
students as school, family, media, church and the government (Wenke 565). However, she only
skates over the idea and fails to identify how strongly these organizations influence the students
willingness to cheat. In 2016 the University of Texas published an article written by Robert
Prentice, a lawyer who focuses on regulatory oversight and ethical decision making, about a
study done on bridge players, and they found that not only was cheating common, but bridge
players had largely resigned themselves to living with it (Prentice). This a similar situation to
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the students it was also influenced by outside sources and improved because of them. The article
discusses how online forums allowed winners to discuss how to improve, but more sinisterly
allowed cheaters to discuss the best ways to cheat. This was all shaken up when anonymous
Just as the students thought they could get away with the cheating, so did the bridge
players. This was partly due to it being relatively easy for cheaters to avoid any serious risk of
being detected and partly due to the desire of governing bodies to avoid any risk of being sued
for making false accusations (Prentice). The fear of being sued is very real for organizations,
such as schools, who rely on a steady stream of donations and/or public funding to keep afloat.
When a school is threatened with a lawsuit the schools try their best to accommodate the
accusing party because they do not have the funds for a legal battle. This is the same as the
bridge organizations, who rely on membership fees. If too many members are repeatedly accused
of cheating, they will gain the reputation of a disreputable establishment and their membership
The bridge cheating problems can be fixed the same way as the student cheating: the
true solution is for the game to develop a firmer cultural commitment to ethical play (Prentice).
This commitment needs to come from those playing, not from those coaching. The classroom
commitment needs to work the same way. The change needs to be from the students and not the
teachers. The students need to consider their own ethics and not the corruption around them. If
the students are instilled with their own senses of moral right and wrong, then when their peers
pressure them into cheating, they will understand the ethical problem, and want a clean moral
slate more than a grade boost. Unfortunately, this has not happened yet, and students still
This is a sad reality, but this is the reality the students are living in and as a Newsweek
article by Chris Loschiavo so eloquently put it: the students [see everyone] from politicians
cheating, to corporate scandals such as Enron, to the steroid scandal in major league baseball, to
the NFLs deflategate our students are surrounded by dishonesty (Loschiavo). And this
dishonesty prevails because of the dishonesty that is surrounding the perpetrator. It is a cycle that
will not end until the students own morals hold more sway than the corrupt morals of the society
they live in. When these morals outweigh the need for a better grade and students stop allowing
their environment to hold excessive sway over their decision, then and only then will there be a
Works Cited
Loschiavo, Chris. Why Do Students Cheat? A Dean Explains. Newsweek.com. 24 May 2015.
<http://ethicsunwrapped.utexas.edu/our-cheating-culture>.
Wenke, Colleen. Too Much Pressure. The Brief Bedford Reader. Ed. Jane E. Aaron,
Dorothy M. Kennedy, X.J. Kennedy, and Ellen Kuhl Repetto. Boston: Bedford/St.