Search Results (6)

Workplace inequities disproportionately affect African American professionals, with 41% reporting discrimination in hiring, salary negotiations, and promotions due to their racial or ethnic identity. These challenges are further accentuated by gender disparities, as 48% of Black men and 36% of Black women acknowledge experiencing workplace discrimination. Comparatively, smaller proportions of Asian (25%), Hispanic (20%), and White (8%) employees report similar treatment, underscoring the systemic barriers that shape the professional trajectories of marginalized workers in the United States. Addressing these pervasive inequities necessitates a transformative framework rooted in allyship, particularly among White male leaders who occupy positions of significant power and influence. Allyship, a dynamic and relational process, requires intentional advocacy, empathy, and accountability to dismantle exclusionary practices and foster inclusion. This research employs human geography as a metaphor to explore the challenges faced by minority employees in navigating workplaces that often resemble hostile terrains characterized by bias, limited representation, and a lack of psychological safety. The climb to senior leadership for minorities parallels traversing rugged landscapes, requiring resilience and access to critical pathways such as mentorship, sponsorship, and equitable opportunities. As inclusive planners, White male allies can address these systemic barriers by leveraging their privilege to create equitable and supportive environments. Aligning allyship with principles of human geography highlights its potential to address workplace inequities and contributes to broader societal cohesion. This study underscores a pivotal lacuna in the discourse on organizational equity: the insufficient exploration of allyship as a transformative paradigm, particularly when championed by White male leaders who occupy positions of substantial authority and influence. Full article

The rapid growth of online education has raised significant concerns about identifying and addressing academic dishonesty in online exams. Although existing solutions aim to prevent and detect such misconduct, they often face limitations that make them impractical for many educational institutions. This paper introduces a novel online education integrity system utilizing well-established statistical methods to identify academic dishonesty. The system has been developed and integrated as an open-source Moodle plug-in. The evaluation involved utilizing an open-source Moodle quiz log database and creating synthetic benchmarks that represented diverse forms of academic dishonesty. The findings indicate that the system accurately identifies instances of academic dishonesty. The anticipated deployment includes institutions that rely on the Moodle Learning Management System (LMS) as their primary platform for administering online exams. Full article

This systematic literature review rigorously evaluates the impact of Generative AI (GenAI) on academic integrity within higher education settings. The primary objective is to synthesize how GenAI technologies influence student behavior and academic honesty, assessing the benefits and risks associated with their integration. We defined clear inclusion and exclusion criteria, focusing on studies explicitly discussing GenAI’s role in higher education from January 2021 to December 2024. Databases included ABI/INFORM, ACM Digital Library, IEEE Xplore, and JSTOR, with the last search conducted in May 2024. A total of 41 studies met our precise inclusion criteria. Our synthesis methods involved qualitative analysis to identify common themes and quantify trends where applicable. The results indicate that while GenAI can enhance educational engagement and efficiency, it also poses significant risks of academic dishonesty. We critically assessed the risk of bias in included studies and noted a limitation in the diversity of databases, which might have restricted the breadth of perspectives. Key implications suggest enhancing digital literacy and developing robust detection tools to effectively manage GenAI’s dual impacts. No external funding was received for this review. Future research should expand database sources and include more diverse study designs to overcome current limitations and refine policy recommendations. Full article

In the post-pandemic era, characterized by rapid digital transformation, teaching and evaluation methods must evolve to meet the new reality, as students and educators continue to express concerns about fairness and integrity. The objective of this cross-sectional study was to evaluate the perceptions of students and teachers on the introduction of remote assessments in the context of the evolving higher education landscape, which was significantly disrupted by the 2020 pandemic, but leaving methods and approaches that are still used. Data collection comprised a sample of 989 students and 266 teachers. The results demonstrated a current preference for face-to-face assessments, which were considered fairer and more equitable, with less dishonesty, stress, and time consumption. Dishonesty was the main concern related to remote assessments, both for students and teachers. Remote assessments were undervalued, likely due to the rapid adaptation that did not allow enough time for proper models to be developed. It is believed that improving remote and hybrid assessments will lead to a greater satisfaction and confidence among teachers and students. In the era of artificial intelligence and accelerated advancements in educational technology, this article exposed the limitations and advantages of remote assessment, suggested improvements, and highlighted the gap in perceptions on that evaluation between students and teachers. The findings underscore the need to reimagine traditional pedagogy to accommodate diverse learning preferences, integrate emerging technologies, and develop the skills needed for the rapidly evolving world. New teaching methodologies that help to foster critical thinking are crucial for improving student learning and initiating a necessary paradigm shift in evaluation methods to effectively prevent cheating. Full article

The concept of “diversity dishonesty” has emerged as a pressing concern within highly selective and highly ranked schools of medicine, pharmacy, and public health at elite and highly ranked U.S. universities, particularly in the context of diversity, equity, and inclusion (DEI) efforts. This phenomenon, defined as a lack of sincerity and genuineness in an organization’s commitment to genuine and measurable change regarding diversity, raises significant questions about the authenticity of their endeavors. Organizations often engage in surface-level or performative actions related to diversity, creating the illusion of progress and dedication while failing to enact substantive and meaningful advancements in promoting diversity and inclusivity. This applied research inquiry uses a review of literature, research theories, and research frameworks to delve into the nuanced dynamics of diversity dishonesty, exploring how organizations demonstrate a commitment in form but not in substance. The practice of tokenism, where diverse individuals are hired and prominently featured in organizational materials but are not genuinely valued, emerges as a defining characteristic of diversity dishonesty. Moreover, when questions regarding the authenticity of their commitment arise, organizations may resort to gaslighting minorities, further exacerbating the issue. Recognizing the critical need to address diversity dishonesty, this article comprehensively explores frameworks to understand and combat this phenomenon. It seeks to engage with viable theories, problem-solving approaches, and contextual models that can illuminate the complex interplay of factors contributing to diversity dishonesty. By shedding light on the mechanisms through which elite and highly ranked predominantly White schools of medicine, pharmacy, and public health engage in performative acts without enacting transformative cultural change, this research aims to pave the way for more genuine and impactful DEI efforts and future research in this area. Full article

Dishonesty is an interpersonal process that relies on sophisticated socio-cognitive mechanisms embedded in a complex network of individual and contextual factors. The present study examined parental rearing practices, bilingualism, socioeconomic status, and children’s interpretive diversity understanding (i.e., the ability to understand the constructive nature of the human mind) in relation to their cheating and lie-telling behavior. 196 school-age children (9–11 years old) participated in a novel trivia game-like temptation resistance paradigm to elicit dishonesty and to verify their interpretive diversity understanding. Results revealed that children’s decision to cheat and lie was positively associated with their understanding of the constructive nature of the human mind and with parental rejection. Children with rejective parents were more likely to lie compared to their counterparts. This may suggest that understanding social interactions and the relationship with caregivers can impact children’s cheating behavior and the extent to which they are willing to deceive about it. Understanding the constructive nature of the mind was also a positive predictor of children’s ability to maintain their lies. Finally, being bilingual and having a higher socioeconomic status positively predicted children’s deception, these intriguing results warranting further research into the complex network of deception influences. Full article