Acting and Reacting: Youth's Behavior in Corrupt Educational Settings

Sabic-El-Rayess, Amra

doi:10.1080/0161956x.2014.862473

Cited by 17 publications

(11 citation statements)

References 7 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Beyond the moral components of specific actions and practices, public education is a morally complex system because it is charged with transferring society’s values, beliefs, and expectations to the future citizenry (Buzzelli & Johnston, 2002; Hansen, 2001; Goodlad, 1990; Pring, 2001). Widespread moral transgressions can lead not only to moral harm for educators (Levinson, 2015Santoro, 2011) but also for students who must attempt to cope with and successfully navigate an immoral system (Sabic-El-Rayess, 2014). One way that both educators and students cope with an immoral education context is by accepting and normalizing the immorality (Levinson, 2015; Sabic-El-Rayess, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…Widespread moral transgressions can lead not only to moral harm for educators (Levinson, 2015Santoro, 2011) but also for students who must attempt to cope with and successfully navigate an immoral system (Sabic-El-Rayess, 2014). One way that both educators and students cope with an immoral education context is by accepting and normalizing the immorality (Levinson, 2015; Sabic-El-Rayess, 2014). Thus, moral transgressions may lead not only to distress or injury to individuals in the public education system but to an overall moral weakening of a core democratic institution (Sabic-El-Rayess, 2014).…”

Section: Introductionmentioning

confidence: 99%

“…One way that both educators and students cope with an immoral education context is by accepting and normalizing the immorality (Levinson, 2015; Sabic-El-Rayess, 2014). Thus, moral transgressions may lead not only to distress or injury to individuals in the public education system but to an overall moral weakening of a core democratic institution (Sabic-El-Rayess, 2014).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Moral Injury Among Professionals in K–12 Education

Sugrue

2019

American Educational Research Journal

View full text Add to dashboard Cite

This article presents the quantitative portion of a mixed methods study of moral injury among professionals in K–12 public education. Using a cross-sectional correlational survey design, 218 licensed K–12 professionals from 68 schools in one urban school district in the Midwest completed an on-line survey that included measures of moral injury and emotional and behavioral correlates. The K–12 professionals exhibited levels of moral injury similar to those experienced by military veterans. Correlational analyses found that experiences of moral injury were associated with feelings of guilt, troubled conscience, burnout, and the intention to leave one’s job. Linear regression analyses demonstrated that professionals working in high-poverty, racially segregated schools were significantly more likely to endorse experiences of moral injury. These findings reinforce the significance of the intersectionality of race and class in reproducing oppressive and immoral educational practices and outcomes. A deeper understanding of and greater attention to potential sources of moral injury is critical in order to foster a more just and ethical education system.

show abstract

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Moral Injury Among Professionals in K–12 Education

Sugrue

2019

American Educational Research Journal

View full text Add to dashboard Cite

show abstract

“…Empirical work confirms that systemic corruption can overwhelm to the point of students' disengagement and loss of agency, often leading students to accept corruption as the modus operandi. The vast majority of those witnessing corruption tend to stay silent and stay put (Sabic-El-Rayess, 2014). Heyneman et al (2008) similarly confirm that very few students are inclined to report corruption.…”

mentioning

confidence: 68%

Education and Corruption

Sabic-El-Rayess¹,

Heyneman²

2020

Oxford Research Encyclopedia of Education

View full text Add to dashboard Cite

Corruption is a societal problem which adversely affects nations’ efforts to improve lives of their citizens. It is normally thought to be centered on government procurement, taxation, and legal decisions and not in education. But it is a problem in education. How serious is it? The difficulty of responding to this question is that corruption in education, as with all illegal and unprofessional activities, is difficult to accurately measure. This limits researchers to predicting institutional and systemic levels of corruption by relying primarily on individual perceptions. Measuring direct experience with corruption is more difficult and hence more rare. Since 1993, Transparency International has taken a global pulse of corruption by conducting the world’s largest corruption survey to derive the Corruption Perception Index and rank nations from the most to the least corrupt. When it comes to corruption research, participants generally hesitate to share their experiences for fear of repercussions, which is why less corruption is likely to be reported than may be actually occurring within education systems. Corruption is manifest in a wide variety of forms. A broad range of literature on corruption in education has been published in the early 21st century, with the goal of defining corruption typologies and examining the effects which corruption has on education systems and those who depend on those education systems. But anticorruption efforts in education have had limited success and more research is needed on non-pecuniary forms of corruption and their relation to elite formation and institutionalized racism.

show abstract

“…El-Rayess [4], a faculty member in Columbian University, in her dissertation paper, investigated the students' behavior on corrupt practices acts in Bosnian public higher educational institutions using the Albert Hirschman's theory of voice, exit, and loyalty within higher education. Her findings revealed that the voice of Bosnian students supposedly as a powerful tool of the students in voicing out their concerns in educational issues affecting them become futile due to persisting systemic corruptions and fear from powerful faculty members who are not qualified but have strong influence in the corrupt environment.…”

Section: Introductionmentioning

confidence: 99%

Philippine Youth's Perceptions, Knowledge and Comprehension of Corruption in the Country

Aquino¹

2021

Proceedings of the First International Conference on Computing, Communication and Control System, I3CAC 2021, 7-8 June 2021, Bh

View full text Add to dashboard Cite

The moral education system can enable the younger generation to become responsible moral citizens in the future. An informed citizen who understands the moral importance in life will greatly help strengthen the democratic values of their country and reduce unethical behavior and corruption. Hence, this study determines the present perceptions, knowledge, and understanding of the Filipino youth on corruption in the country. This study utilized qualitative research approach to gather the primary data through questionnaire survey among the Filipino youth from sector of academic and police. The survey was participated by the Campus Integrity Crusades, Pamantasan ng Valenzuela, Office of the Ombudsman,

show abstract

Acting and Reacting: Youth's Behavior in Corrupt Educational Settings

Cited by 17 publications

References 7 publications

Moral Injury Among Professionals in K–12 Education

Moral Injury Among Professionals in K–12 Education

Education and Corruption

Philippine Youth's Perceptions, Knowledge and Comprehension of Corruption in the Country

Contact Info

Product

Resources

About