Moral schema, ethnicity, and need to disentangle cognition

Document Type


Conference Title

Association for Moral Education


St. Louis, MO

Conference Dates

November 4-6, 2010

Date of Presentation



Growth in moral judgment during the first year of college as measured by the Defining Issues Test was found to be similar for a sample of Caucasian and minority students (primarily Hispanic and African American). Minorities with a principled moral judgment schema were retained at a lower rate (60%) in the college than Caucasian students (98%), while for students with either a personal interest or maintaining norms schema, ethnicity was unrelated to retention. Findings illustrate overlap in cognitive and moral development — and associated effects — reinforcing an ongoing need to disentangle theoretical and empirical overlap.

This document is currently not available here.