Perceptions concerning the character education of college students

1. Perceptions concerning the character education ofcollege students Chris M. Ray Oklahoma State University Association for Moral Education: November 5, 2005

2. Problem Statement • There is a common perception of decreasing values in America’s youth (Wynne, 1985). Violent crimes, teen pregnancy, and suicide have all been increasing in recent years. • Additionally, Josephson (1992) and other have reported an increase in children’s self-report of cheating and lying in their personal and public lives.

3. Problem Statement • Recent scandals such as those involving the Enron Corporation and WorldCom indicate that these declines are not limited to children. • While not all of these concerns are strictly moral in nature there is a growing trend toward responding to these and related social problems by the teaching of moral and social values in our educational system.

4. Review of Related Literature • Research suggests that individual perceptions are the best predictors of individual behavior and that educators’ beliefs influence their perceptions, judgments, and practices (Bandura, 1986; Dewey, 1933; Pajares, 1992; Rokeach, 1968). • As such, understanding the nature of beliefs, attitudes, and perceptions is essential to understanding choices, decisions, and effectiveness.

5. Review of Related Literature • Research further indicates that education has a direct relationship to the development of individuals (Colby, Kohlberg, Gibbs & Lieberman, 1983a; Colby, et. al., 1983b; Rest, 1983; Kohlberg, 1969). • According to Colby, et. al. (1983a) and Gould (1978), character development has been determined to continue beyond the college years into the mid 30s.

6. Purpose of Study • Therefore, the purpose of this study was to describe the perceptions of college faculty, staff, and students concerning the ways that higher education influences the character development of college students

7. Research Questions • What are the perceptions of faculty, staff, and students regarding methods and approaches to the character development of college students? • How do current methods and approaches relate to ideal practices? • Are there any demographic differences among the various perceptions?

8. Method • Q-Method • Q-Sort procedure • 48 statements • Range of -5 to +5 • 2 conditions of instruction • What are ways that college students currently develop character and human values? • What are ways that college students could develop character and human values? • The completed Q-sort represents the subjective perspective of the participant (Brown, 1993) • Demographic survey

9. Instrument Development • Structured factorial design • Dalton’s (1985) “Values Activities Matrix” • 4 Approaches • (values transmission; values clarification; moral reasoning; moral action) • 3 Methods • (instruction; consultation; administration) • 12 combinations, 4 statements each

10. Participants • 11 Students • 6 Males, 5 Females • 10 Staff • 5 Males, 5 Females • 1 Faculty Member • 1 Male, 0 Females

11. Data Analysis • Data was analyzed using PQMethod (Schmolck, 2000). • Principal components factor analysis (PCA) • Varimax rotation • Q-analyzed

12. Results • 6 sorts did not define any factor • 3 Confounded • 3 Non-significant

13. Participant Perceptions? • Factor A - Formal Learning • “Traditional settings are the key” • Strongest Defining Statements • By encountering appropriate role models (+5) • Through class discussions of moral issues (+5) • By being informed of institutional rules and regulations (-5) • Through participation in a committee reviewing student fees (-5) • Lecture style (transmission/assimilation) • Externally-imposed

14. Participant Perceptions? • Factor B - Judicious Learning • “Rule systems shape character” • Strongest Defining Statements • By participating in individual counseling (+5) • Through successful mediation of conflicts (+5) • By participating in orientation classes (-5) • Through meetings with academic advisor (-5) • Experiential in nature • Self-imposed

15. Participant Perceptions? • Factor C - Guided Learning • “Future preparation builds character” • Strongest Defining Statements • Through meetings with academic advisor (+5) • Through successful mediation of conflicts (+5) • By familiarizing themselves with the student code of conduct (-5) • Through participation in an advisory committee to develop a new campus policy (-5) • Utilizes a mentor / guide

16. Actual vs. Ideal?

17. Demographic Differences? Position

18. Demographic Differences? Gender

19. Demographic Differences? Age

20. Conclusions • Actual vs. Ideal • “Purposive Learning” (Factor C) is perceived to occur, though it doesn’t seem to be perceived as ideal • There were no major differences between actual and ideal for the other two factors • Demographic Differences • Position - Staff tend to view judicial systems as the primary effort whereas students and faculty tend to view the formal (classroom) setting as the primary effort • Gender - Factor C seems to be predominately male (all sorters were male) • Age - Most sorters for Factor A were 18-25, whereas most sorters for Factor B were 26-33

21. Suggestions for Further Research • Continue research to obtain greater faculty involvement • Further examine perceptions as related to the roles of individual participants • Further examine Factor C as a predominantly male factor • Replicate study at an institution with a clear honor code to identify potential impact