Ed.D. Dissertations

Date of Award

2-2019

Document Type

Open Access Dissertation

College

College of Education

Department

Education

Degree Name

Doctorate of Education, Ed.D.

Faculty Chair

Nicholas J. Markette, Ed.D.

Content Specialist

Mary E. Robinson, Ed.D.

Content Reader

Patricia Y. Talbet, Ph.D.

Keywords

study drugs, academic steroids, illicit stimulant drugs for increased focus

Abstract

The purpose of this qualitative case study was to explore how high school students and teachers perceive the ethical implication of using cognitive enhancing CE drugs for academic purpose within a Connecticut urban high school. This study set out to answer two research questions, (1) How do high school students perceive the ethical implication of using study drugs? (2) How do teachers perceive the ethical implication of using study drugs? A case study design was used to examine perceptions held by high school teachers and students in an urban school district. Data were collected using semi structured interviews, surveys, and tolerance vignettes. Analysis revealed perceptions towards the non-medical use of prescription stimulants (NMUPS) were negative by both teacher and student participants. Teacher participants displayed the most concern towards safety issues while student participants showed concern towards fairness. The results of this study can be useful for developing early intervention awareness programs and implementing a code of conduct in an effort to deter the NMUPS.

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Education Commons

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