"The White Version of Cheating?" Ethical and Social Equity Concerns of Cognitive Enhancing Drug Users in Higher Education

Autor/in	Aikins, Ross
Titel	"The White Version of Cheating?" Ethical and Social Equity Concerns of Cognitive Enhancing Drug Users in Higher Education
Quelle	In: Journal of Academic Ethics, 17 (2019) 2, S.111-130 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aikins, Ross)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1570-1727
DOI	10.1007/s10805-018-9320-7
Schlagwörter	Cheating; Drug Use; Selective Admission; Student Attitudes; Ethics; Stimulants; Student Behavior; Incidence; Attention Deficit Hyperactivity Disorder; Disproportionate Representation; Social Behavior; Behavior Standards; Whites; Prevention; College Students; Institutional Characteristics; Social Differences + Suchen Sie Ihr Suchwort? Prellen; Drug consumption; Substance abuse; Drogenkonsum; Bildungsselektion; Schülerverhalten; Ethik; Droge; Student behaviour; Vorkommen; Social behaviour; Soziales Verhalten; White; Weißer; Prävention; Vorbeugung; Collegestudent; Sozialer Unterschied
Abstract	So-called cognitive enhancing drugs (CEDs) are relatively common in higher education, especially among students who are white, male, and attend highly selective institutions. Using qualitative data from a diverse sample of 32 students at an elite university, the present study aims to examine whether students perceive CED use to be advantageous, equitable, and fair. Participants were either medical or nonmedical users of CEDs--primarily ADHD stimulant medications such as Adderall. Data were first coded openly, then axially into themes, and finally arranged to respond to research aims around social and ethical concerns. Ethical perceptions and behavioral justifications varied by participants' personal use frequency, class standing, and perceived social norms surrounding CEDs. Among the salient themes to emerge was the belief that CED use is a lesser or more tenable form of cheating, that the vagueness and prevalence of ADHD justifies nonmedical use, and that above all, CEDs are advantageous. Some participants expressed concern about the advantageousness of CEDs when coupled with a perceived imbalance of their use among students from traditionally underrepresented backgrounds, with one calling it "the white version of cheating." Implications for cheating and drug use prevention are discussed, situating cognitive enhancement as an emerging ethical and social equity concern in higher education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01