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What affects students' moral development?
College is a critical period for moral development. Undergraduates may be away from home for the first time, encountering new ideas and peer groups and feeling their way into adulthood. What factors on campus help and what gets in the way?
Dr. Patricia King of the University of Michigan and her student Matt Mayhew spent two years reviewing the extensive literature on student moral development. As a professor of education and director of the Center for the Study of Higher and Postsecondary Education, she described their findings at the NASPA conference in Denver in March.
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Moral development has been central to the mission of American higher education since the 1600s. Recent talk about civic engagement and ethical leadership reflects the notion that colleges and universities are good places to mold good citizens. But how effective have they been?
From more than 600 published articles and conference papers on the subject, King and Mayhew narrowed their scope to 157 studies conducted since 1980 on undergraduates in the United States. They chose only studies that used the Defining Issues Test (DIT) developed by Professor James R. Rest at the University of Minnesota.
Rest's DIT has become the most widely used measure of moral reasoning. For each of several scenarios, it offers a list of statements that might bear on the ethical dilemma. The test-taker rates the statements for importance in addressing the issue.
For instance, there's the classic question: Should a man steal an unaffordable medicine to save his dying wife? Students who weigh the value of a life and the societal cost of theft have matured beyond those who ask what the neighbors will think. Flowery, empty phrases and irrelevancies lure those who aren't paying attention on the test.
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