Abstract
This paper highlights the results of a study on the effects of student-faculty interaction on academic dishonesty; the results were used to develop an explanatory model showing how faculty’s classroom demeanor and attitude can impact the likelihood of cheating. Individual, confidential interviews pertaining to student-faculty interaction and academic dishonesty were conducted with 10 students and 11 faculty members at a large, ethnically diverse community college in California. An I-P-O (input, process, and outcome) model was used in which the students and faculty were the input, their interaction was the process, and the students’ likelihood to cheat was the outcome. The model demonstrated that positive student-faculty interaction has the potential to foster respect for the professor, thus motivating students to try harder, which could reduce the need or desire to commit academic dishonesty.
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