Moral schema, ethnicity, and need to disentangle cognition
Association for Moral Education
St. Louis, MO
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.
Rogers, Glen and Schwan Minik, Kathleen, "Moral schema, ethnicity, and need to disentangle cognition" (2010). Academic Affairs Faculty and Staff Presentations. 11.