It's not surprising, then, that discussions about academic cheating are typically characterized by condemnations of the students in question, attempts to ascertain what features of their personalities or backgrounds led them to break the rules, and ideas for deterring (or catching) them.
The condemnation may not be explicit, particularly in essays written by researchers, but if the point is to figure out what's wrong with these young people and how they can be stopped, then the structural issues that could help us make sense of why cheating takes place are still being neglected.
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