Robert Merton Theory

AN EXPLORATION INTO THE RELATIONSHIP BETWEEN STRAIN THEORY AND ACADEMIC DISHONESTY

I. Introduction

Society is governed by a set of rules and norms that people follow. Every person has the choice to deviate from these norms, but almost everyone seems to have a subconscious desire to meet societal expectations. Any deviation away from these norms provokes an unwelcoming response from society. Success, wealth, power and other components of the “American Dream” are an aspiration for all in the United States; however our society does not provide the means for everyone to be able to achieve that goal. This means there are some people in society who are aiming for something that is unobtainable to them. Education in America is a pivotal factor

in a majority of peoples’ life to achieving the "American Dream." The social pressure created by post-secondary institutions is made worse by the inequalities in society that provide an unfair advantage over others. Because of this gap, students often turn to methods to level out the playing field. The pressure to succeed leads to academic dishonesty, especially when desires for the “American Dream” are jeopardized.
Higher education is a phenomenon that is becoming more of a social norm than a privilege. While some students adapt to the effort and hard work it takes to succeed, others find that they are not as equip to handle the responsibilities and challenges it takes to thrive in college. The strain experienced by the latter leads students to find new ways to achieve the goals implemented by society. This is prevalent in the college cheating epidemic that is plaguing campuses nationwide. Cheating is often an act of desperation used to obtain higher grades. Even though students are aware that cheating is morally wrong, students continually cheat because the benefits often outweigh the costs.
Academic misconduct is not only considered morally wrong among institutions nationwide, but it also has negative consequences that can translate into life after college. Research suggests a strong association between academic dishonesty and corruption in the workplace, which leads involvement in behaviors such as stealing. Cheating habits also have the potential to endanger the wellbeing of society as a whole if continued in post-bachelorette institutions such as medical school. The purpose of this study is to show that the unrealistic goals for success set by society cause strain among students trying to further their education to reach these goals. This strain will ultimately lead to deviant behavior, such as cheating, even though the majority of people deplore such actions.
II. Literature Review

Robert Merton viewed society as having various parts and that each of these parts have a particular function.

The majority of society conforms to the methods accepted by society; however there are some that choose to follow unconventional means to reach their goals. Structures, such as the education system, are created by society to contribute and keep the society functioning properly; however society does not provide the means to everyone to accomplish the goals it sets out for them. Merton referred to this as anomie. Socially accepted goals place pressure on individuals to conform, forcing them to either work within the structures society, or engage in a deviant subculture in an order to achieve those goals. This imbalance is the basis of Merton’s strain

theory.
College students are expected to study hard, get good grades and graduate.

The majority of people conform to the ideals of society, where the individual accepts the cultural goals of society and the accepted means of getting. What happens, though, when students aren’t able to accomplish the goals set out for them? There a four other modes of adaptation, or responses, that Merton identifies. A ritualistic student could continue going to class and studying, even though they know they have little chance of achieving academic success. Or the student could give up on their education and simply stop going to classes. This would be classified as retreatism. The student could also redefine the goals and means of college. This would be rebellion. The student could choose to accept one of these means of adaptation or they could hold onto visions of academic success by partaking in deviant actions such as cheating or plagiarizing papers that would allow them to achieve the cultural goals set by society. Merton would classify these students as innovators. This innovation has become a widespread epidemic in American higher education systems.
Merton’s strain theory was advanced by Robert Agnew. Agnew believed that anomie is a macro-level concept, while strain is the micro-level concept. According to the Merton’s strain theory, an increase in aspirations and a decrease in expectations should lead to an increase in deviance, however, this was not found to be the case (Agnew, 1985). There are

three types of major strain according to Agnew: the failure to achieve positively valued stimuli, the loss of positively valued stimuli and the presentation of negative stimuli.
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III. Hypothesis

I derived my hypothesis from the works of Merton and Agnew. First, I hypothesize that students who believe cheaters will have an unfair advantage in getting a job or being admitted into competitive graduate programs, such as medical school, are more likely to cheat. Cheating is often overlooked, especially in larger classrooms. Students who feel like cheaters will have an unfair advantage and that are constantly rewarded for their deviant behavior will most likely engage in this type of action. The personal inadequacies some students face and the fear of future competition will increase the likelihood of academic dishonesty among students. Secondly, in accordance with Agnew’s belief that strain caused by the presence of negative stimuli, students are more apt to cheat or engage in deviant actions if they are placed on academic probation. The threat of being kicked out of school is eye-opening to students who may have lacked behind in previous semesters. It is also known that not everyone performs on the same academic level. While some students may have put in a lot of effort and spent more studying, others may still get a higher grades. Students recognize that the primary goal of college is to obtain a degree that will lead to a desirable career and lifestyle. The possibility of failing out would not only remove these advancement opportunities, but also bring disappointment to themselves and their family, which will result in the individual resorting to deviance. Third, the likelihood of academic dishonesty increases if students find classes to be uninteresting and unrelated to their major/minor. If the class is unrelated or uninteresting, then students will be more likely to focus on classes they feel are more important. To make up for the lack of effort they put into the class, they will find alternative ways to make the grade they want. Lastly, I hypothesize that students who are threatened with losing academic or athletic scholarships if they do not meet minimum academic standards. The threat of losing these may mean that they cannot afford to attend college and get their degree, which, as previously noted, is the pathway to many careers.