Academic literature on the topic 'College students – United States – Social life and customs'

Sonari, Alateme Jesse. International student companion: Studying in the United States. Sonari Publications, 1994.

Douglas, Cortés Richard, ed. Undocumented Latino college students: Their socioemotional and academic experiences. LFB Scholarly Pub., 2011.

Fariña, Richard. Been down so long it looks like up to me. Penguin Books, 1996.

Roose, Kevin. The Unlikely Disciple. Grand Central Publishing, 2009.

L, Martin Joseph, Bacher Thomas, and Bunner Travis, eds. Amid the alien corn: An intrepid Englishman in the heart of America. Purdue University Press, 2007., 2007.

Rowbotham, Sheila. Promise of a dream: Remembering the sixties. Allen Lane, 2000.

Rowbotham, Sheila. Promise of a dream: Remembering the sixties. Verso, 2001.

Rowbotham, Sheila. Promise of a dream: Remembering the sixties. Verso Books, 2001.

1948-, Gildiner Catherine, ed. After the falls: Coming of age in the sixties. Viking, 2010.

undifferentiated, Dorothy Holland. Educated in romance: Women, achievement, and college culture. University of Chicago Press, 1990.

Murray, Brittany. "Learning Together: Exploring Visual and Textual Narration with Students Affected by Forced Migration." In Migration, Displacement, and Higher Education. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-12350-4_3.

Cornell, Audrey, and H. Russell Searight. "The Challenges Behind Living a Double Life Among First-Generation University Students." In Handbook of Research on Coping Mechanisms for First-Year Students Transitioning to Higher Education. IGI Global, 2023. http://dx.doi.org/10.4018/978-1-6684-6961-3.ch009.

Gerali, Jacquelyn, and Loretta Neill. "Students With Disabilities Within Academia." In Achieving Equity in Higher Education Using Empathy as a Guiding Principle. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-9746-0.ch011.

Sklarwitz, Sherri, Jessye Crowe-Rothstein, Sunah Hyun, Cara Lane-Toomey, and Poorvi Sethi. "Promoting First-Year College Students' Civic Skills Through Community Participatory Learning Experiences." In Promoting Intercultural Agility and Leadership Development at Home and Abroad for First-Year Students. IGI Global, 2024. http://dx.doi.org/10.4018/978-1-6684-8832-4.ch009.

Okezie, Chukwunyere E., Judy Alhamisi, and Blanche J. Glimps. "The Promise for African American Male Students in Graduate Studies and Professional Development at Marygrove College." In #MeToo Issues in Religious-Based Institutions and Organizations. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-5225-9195-5.ch002.

"ley, 1999). The impetus for understanding the underlying dynamics of dishonest behavior among students stems from the conviction that, apart from assuming the role of an educational and credentialing agency, the primary focus of an academic institution is to provide an environment for personal development of our youth in the moral, cognitive, physical, social, and aesthetic spheres. An atmosphere that promotes academic honesty and integrity is a precondition for generating, evaluat-ing, and discussing ideas in the pursuit of truth, which are at the very heart of aca-demic life. Research has shown that dishonesty in college, cheating in particular, is a predic-tor of unethical behavior in subsequent professional settings (e.g., Sierles, Hendrickx, & Circel, 1980). More recently, Sims (1993) also found academic dis-honesty to be significantly related to employee theft and other forms of dishonesty at the workplace. Sim's findings suggest that people who engaged in dishonest behav-iors during their college days continue to do so in their professional careers. Further-more, Sim's findings indicate that people who engaged in dishonest behaviors during college are more likely to commit dishonest acts of greater severity at work. Existing research on academic dishonesty has largely been conducted in Eu-rope and North America. The results of these studies suggest that a large percent-age of university students indulge in some form of cheating behaviors during their undergraduate studies (e.g., Newstead, Franklyn-Stokes, & Armstead, 1996). Sur-vey findings also suggest that not only is student cheating pervasive, it is also ac-cepted by students as typical behavior (e.g., Faulkender et al., 1994). Although the research conducted in the Western context has increased our under-standing of academic dishonesty among students, the relevance of these results to the Asian context is questionable. Differences in sociocultural settings, demo-graphic composition, and specific educational policies may render some compari-sons meaningless. Different colleges also vary widely in fundamental ways, such as size, admission criteria, and learning climate. These factors render the comparabil-ity of results obtained from different campuses difficult. Cross-cultural studies con-ducted to examine students' attitudes toward academic dishonesty have found evidence that students of different nationalities and of different cultures vary signifi-cantly in their perceptions of cheating (e.g., Burns, Davis, Hoshino, & Miller, 1998; Davis, Noble, Zak, & Dreyer, 1994; Waugh, Godfrey, Evans, & Craig, 1995). For example, in their study of U.S., Japanese, and South African students, Burns et al. found evidence suggesting that the South Africans exhibited fewer cheating behav-iors than the Americans but more than the Japanese at the high school level. How-ever, at the college level, the cheating rates for South African students were lower compared to both their American and Japanese counterparts. In another cross-national study on academic dishonesty, Waugh et al. (1995) examined cheating behaviors and attitudes among students from six countries (Australia, the former East and West Germany, Costa Rica, the United States, and Austria) and found significant differences in their perceptions of cheating. Stu-." In Academic Dishonesty. Psychology Press, 2003. http://dx.doi.org/10.4324/9781410608277-7.

A. Buzzetto-Hollywood, Nicole, Austin J. Hill, and Troy Banks. "Early Findings of a Study Exploring the Social Media, Political and Cultural Awareness, and Civic Activism of Gen Z Students in the Mid-Atlantic United States [Abstract]." In InSITE 2021: Informing Science + IT Education Conferences. Informing Science Institute, 2021. http://dx.doi.org/10.28945/4762.