Ron Lipsman, Professor Emeritus of Mathematics at the University of Maryland, recounts his most recent experiences in what he terms to be “plea bargaining for better grades,” which reflects a shift in student attitudes that has developed over the past decade.

…Two generations ago, such an approach to a professor by a student would have been unthinkable. But this kind of plea bargaining/begging has become increasingly common over the last decade or so. In fact, I believe this university student phenomenon reflects patterns of behavior that are prevalent throughout modern society. In this regard, universities reflect, as well as inaugurate and instigate various unwholesome features of our current culture.

In order to illustrate, I will identify the main themes that emerge from the email cavalcade that I endured:

• The student claims to have worked hard on the course. In some instances, this may be true; but in many, I know that it is not. Too many students have a warped idea of what hard work actually entails.
• The student is always a victim of some special circumstance (illness, accident, family crisis, poor advice, exceptionally challenging workload, etc.). The victim card is played often and instinctively. “It’s not my fault!”
• The student asserts his “right to pass.” Implicit is the belief that if he is properly enrolled, in good standing and pursuing a legitimate degree program, then he is entitled to be passed through this checkpoint in his journey – regardless of performance. He is entitled to a C merely by his legitimate presence in the course.
• “If you don’t give me a C, my future is in jeopardy.” Not only is he entitled, but the penalty for depriving him of his right will be severe. The resulting consequences for him will far outweigh any moral anguish suffered by me for distorting the legitimate outcome of the course’s process.
• Finally, “You, professor, can fix this.” No notion of personal responsibility enters the equation. The burden of this unfortunate affair lands on my doorstep to correct the injustice. The student inhabits a cosmos in which he is not in control of his destiny.

I propose that each of the above five manifestations of the student entitlement mentality is reflective of patterns present in society in general….