A Multilevel Examination of the Influence of Institutional Type on the Moral Reasoning Development of First-Year Students


The purpose of this study was to examine the infl uence of institutional type on the moral reasoning development of 1,469 fi rst-year students. Hierarchical linear modeling was used to account for students nested within institutions. Moral reasoning gains were related to, but not dependent upon, institutional type, with students at liberal arts colleges demonstrating higher moral reasoning skills than those at community colleges. Implications are discussed.