The Impact of Diversity Courses on College Students' Moral Development

被引：0

作者：

Parker, Eugene T., III ^{[1
]}

Barnhardt, Cassie L. ^{[2
]}

Pascarella, Ernest T. ^{[3
]}

McCowin, Jarvis A. ^{[4
]}

机构：

[1] Univ Kansas, Educ Leadership & Policy Studies, Lawrence, KS 66045 USA

[2] Univ Iowa, Educ Policy & Leadership Studies, Iowa City, IA 52242 USA

[3] Univ Iowa, Higher Educ, Iowa City, IA 52242 USA

[4] SUNY Broome Community Coll, Binghamton, NY 13902 USA

来源：

JOURNAL OF COLLEGE STUDENT DEVELOPMENT | 2016年 / 57卷 / 04期

关键词：

NEO-KOHLBERGIAN APPROACH; HIGHER-EDUCATION; JUDGMENT DEVELOPMENT; EXPERIENCES; INTERDISCIPLINARY; PARTICIPATION; CONFIDENCE; CLIMATE; MODEL;

D O I：

暂无

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

We utilized data from a multi-institutional longitudinal study to investigate the association between diversity-related coursework and moral development among students over 4 years of college. Our findings parallel the prior research, which support the positive effects of diversity on college students, by offering new evidence that diversity experiences positively impact moral development. Further, the findings revealed that students who enter college with lower precollege academic ability might experience greater gains relating to the impact of diversity coursework on their moral growth.

引用

页码：395 / 410

页数：16

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