diversity in the classroom and students’ moral reasoning sylvia hurtado matthew j. mayhew mark e....
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Diversity in the Classroom and Students’ Moral Reasoning
Sylvia Hurtado
Matthew J. Mayhew
Mark E. Engberg
University of Michigan
Introduction “Institutions should foster intellectual honesty,
responsibility for society’s moral health and for social justices, active participation as a citizen of a diverse democracy, discernment of the ethical consequences of decisions and action, and a deep understanding of one’s self and respect for the complex identities of others, their histories and their cultures” (p. xii).
The Association of American Colleges and Universities (2002)
Theoretical Overview Moral reasoning development
What? Postconventional reasoning When? One-term change? Where? In context (psychologist’s fallacy) How? Cognitive disequilibrium
Diversity theory Cognitive disequilibrium via active learning,
interaction with diverse peers
Key Features Assess impact of participation in a diversity course using a
standard measure of moral reasoning (DIT2);
Beyond the standard pre- and post assessments, account for the type of pedagogy and learning that students report;
Model students’ selection of these courses as a way to emphasize that students’ comfort levels and predispositions can be accentuated or challenged during college
Sample 236 cases (151 diversity and 85 management)
71% female 22% students of color 65% underclassmen 80% primarily White neighborhoods
By course. . . Diversity course = 87% female, 23% students of color Management course = 42% female, 19% students of color
Survey and Missing Data Surveys
Student Thinking and Interaction Survey (STIS) Time 1 and Time 2
Defining Issues Test 2 Time 1 and Time 2
California Critical Thinking Dispositions Index (CCTDI)
Time 2
Missing Data EM Algorithm-Estimates missing values from
population
Variables Pre-course demographic controls
Race Gender Previous diversity-related course learning
Course-related variables Time 1 moral reasoning Participation in diversity course Active learning factor (6 item – alpha = .77) Disposition toward critical thinking
Outcome: Time 2 moral reasoning
DIT2 Mean Differences for Diversity and Management Courses
34.01
27.99
31.25
26.882526272829303132333435
Pre-test DIT2 Post-test DIT2
Diversity Course
ManagementCourse
Results
* p<.05,**p<.01,***p<.001
.21***
NS
.18**
.11*
NS
.57***
.39***.15*
.19**
NS
-.15*
Race(Minority)
Gender(Female)
Course(Diversity)
Previous Diversity Courses
Disposition to Critical
Thinking
Active Learning
Environment
Moral Reasoning
Time 1
Moral Reasoning
Time 2
Summary of Significant Direct and Indirect Effects on Moral Reasoning Time 2
Direct Effects DIT2- Time 1*** CCTDI*** Course (diversity)*
Indirect effects Previous Diversity
Course** Race* Active learning*
*p<.05, **p<.01, ***p<.001
Implications Moral reasoning skills should be “standard
equipment” of college graduates; diversity courses affect moral reasoning
Importance of accounting for pedagogy as well as course-taking behavior in classroom-based studies
Change over one term has important assessment implications for faculty interested in measuring student development
For More Information Diverse Democracy Project University of Michigan 610 E. University, 514 SEB Ann Arbor, MI 48109-1259
Phone: 734.647.7439 E-mail: [email protected] Website: http://www.umich.edu/~divdemo/