ABSTRACT
High rates of academic dishonesty on college campuses have been documented for years.1 Surveys report 65% to 100% of students admitting to acts of academic dishonesty at least once during college (e.g., Baird, 1980; McCabe, 1992; McCabe & Bowers, 1994; Stearns, 1997; Zastrow, 1970). What can be done to reduce academic dishonesty? In attempting to answer this question, researchers have primarily examined student characteristics and situational factors to determine their impact on academic dishonesty. (See a review of variables correlated to academic integrity in Whitley, 1998, for articles from 1977 to 1998, and by Bushway & Nash, 1977, for articles prior to 1977). Relatively little work has examined the influence of instructor behavior on academic integrity, a topic that is particularly intriguing because instructors are in a unique position: They not only control the classroom environment in which most cases of academic dishonesty occur, but they are also
largely the creators of that environment. One of the primary features of this environment is the student-instructor relationship.
