Universities, including the one where I am an instructor, have noticed a discernible trend in recent years: students feel more and more entitled to higher grades, regardless of the caliber of their work. This phenomenon is not limited to academic discourse; it is a reflection of deeper societal ideas and patterns that influence the attitudes and expectations of students. Through the use of sociological frameworks like symbolic interactionism and the theory of entitlement, I attempt to present a deeper understanding of and capacity to confront this escalating problem in higher education.
Understanding Symbolic Interactionism in Academic Settings
Symbolic interactionism, a sociological theory that focuses on the meanings people take away from their social encounters, greatly aids in understanding student expectations. In higher education, grades represent more than just academic achievement; they also represent accomplishment, proficiency, and opportunities for the future. Students’ perceptions of grades change as they engage with instructors, peers, and the larger community. This symbolic importance placed on grades affects pupils’ sense of entitlement and expectations.
Culture of Entitlement
A society where people feel they should be entitled to certain benefits regardless of their work or accomplishments is known as the “culture of entitlement.” This kind of thinking has its roots in more general cultural tendencies, such as competitive school settings, social media influence, and parental practices. University students have inflated expectations because of the early school system’s “everyone gets a trophy” mentality and the prevalent social media culture that only highlights success and accomplishment.
Consumerist Attitudes’ Effect on Education
The perception of higher education has shifted towards a consumerist perspective, where students see themselves as consumers of the educational system (Polychroniou & Sage, n.d.). A market-driven educational system fosters this viewpoint, which results in a transactional view of learning where students see good grades as a “return on investment.” This consumerist mindset fosters a sense of entitlement to undeserved academic success, undermining the educational ethos of learning and intellectual growth.
Competition and Pressure in Postsecondary Education
The high levels of pressure and competition found in university settings have a significant impact on the entitlement issue. Students may feel entitled to higher grades as a means of surviving in the fiercely competitive academic and professional landscape if there is an excessive emphasis on grades as a doorway to prominent employment or advanced study. This pressure, which frequently gets worse due to societal and parental expectations, distorts students’ perceptions of academic justice and meritocracy.
Shifting Educational Frameworks
Another factor is the way education is changing, with changes in teaching and evaluation techniques as well as grade inflation. When colleges place a greater emphasis on student retention and satisfaction, certain teachers might feel under pressure to give higher marks, feeding students’ sense of entitlement. This change undermines established academic norms and feeds the culture of entitlement even more.
The Role of Social Comparison and Peer Influence
According to the social comparison theory, people judge their value by comparing themselves to other people. Grading fairness is perceived differently in a university context because students are continuously comparing themselves to their peers. Students’ sense of entitlement to similar grades, regardless of their effort or quality of work, is reinforced if they believe their classmates are obtaining higher grades for equivalent or poorer work.
Proposing Solutions
Universities and educators must put policies in place that emphasize intrinsic motivation and the real value of learning to combat this entitlement phenomenon. This comprises:
- Transparent Grading Policies: Students’ expectations and academic realities might be more closely aligned when grading standards and criteria are communicated clearly.
- Promoting a Growth Mindset: This can assist in changing the perspective from one of entitlement to one of personal development by focusing on learning and growth rather than just grades.
- Critical Engagement and Feedback: It is possible to lessen emotions of entitlement and promote a greater understanding of the learning process by offering constructive criticism that emphasizes effort and learning.
- Educational interventions: By putting in place programs that address the entitlement culture and consumerist mindset in the classroom, it is possible to adjust students’ expectations.
Conclusion
University students’ sense of entitlement to higher marks is a complex problem with roots in cultural norms and sociological theories. Teachers and legislators can create plans to deal with this issue by comprehending the impacts of symbolic interactionism, the entitlement culture, and the demands of the contemporary educational environment. The intention is to establish a more genuine and fulfilling learning environment for all students by prioritizing the quest for knowledge and personal development over the acquisition of undeserved academic honors.
Reference
Polychroniou, C. J., & Sage, L. (n.d.). Noam Chomsky on the perils of market-driven education. Rozenberg Quarterly: The Magazine. https://rozenbergquarterly.com/noam-chomsky-on-the-perils-of-market-driven-education/