Open AccessThe Myth of Entitlement: Students’ Perceptions of the Relationship Between Grading Practices and Learning at an Elite University
Author(s) -
Clara S. Lewis,
Breanna Della Williams,
Minkee Kim Sohn,
Tamara L. Chin Loy
Publication year - 2017
Publication title -
the qualitative report
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.335
H-Index - 35
ISSN - 2160-3715
DOI - 10.46743/2160-3715/2017.2906
Subject(s) - grading (engineering) , entitlement (fair division) , grade inflation , higher education , elite , mathematics education , qualitative research , psychology , perception , pedagogy , meaning (existential) , social psychology , sociology , social science , engineering , political science , mathematics , civil engineering , mathematical economics , neuroscience , politics , law , psychotherapist
While the existence of grade inflation in the American system of higher education is well documented, the argument that student entitlement drives this dynamic remains unproven. Drawing on an abductive analysis of twenty-nine in-depth, semi-structured interviews conducted by undergraduate co-authors, this study addresses these questions: (1) How do undergraduates on one elite campus understand the meaning and function of the grades they have received in college and (2) Do these students think that grading practices impact their undergraduate learning experience, and if so, how? Our results show that entitlement is not a fixed generational attitude so much as a conditional sentiment that individual professor’s grading practices can either disarm or inflame. Our study extends qualitative inquiry on students’ perceptions of grades and develops a student-centered “peer-to-peer” method that can be applied to a wide range of other issues in the sociology of higher education.