Moral Reasoning and Persistence in Higher Education

• In Event: Beyond Heinz: New Directions in Moral Research

Abstract

The purpose of this paper was to examine the relationship between moral reasoning development and persistence from the first to second year of college. Results showed that first year gains in moral reasoning development and the educational practices associated with these gains differed by persistence status. Implications for researchers and practitioners are discussed.

Authors

• Matthew Mayhew, New York University

• Mark E. Engberg, Loyola University Chicago

• Gregory C. Wolniak, NORC at the University of Chicago