How American college students identify and resolve their moral challenges

Bibliographic Data

ID21511532
AuthorsPerry L Glanzer (0000-0002-3649-2516, Baylor University, corresponding author), Sarah E Madsen (0000-0002-7225-8305, Baylor University), Austin T Smith (0000-0003-1078-9757, Baylor University), Jessica L Martin (0009-0001-1465-2566, Baylor University), Karen K Melton (0000-0003-4044-8654, Baylor University), Sarah A Schnitker (0000-0002-2403-9765, Baylor University)
Year2025
Pages1-20
Publication date2025-07-28
Open AccessNo
TypeARTICLE
VenueJournal of Moral Education (JOURNAL)
Journal identifiersISSN: 0305-7240 • E-ISSN: 1465-3877
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03057240.2025.2523492
OpenAlexW4412834736
LanguageEN
Citations received1
References cited13

In moral education, scholars tend to focus on resolving moral dilemmas versus identifying and overcoming moral challenges. Yet, a major part of acquiring moral expertise also involves learning how to identify and overcome moral challenges—a less explored topic. Thus, our qualitative study examined the extent to which a nationally drawn sample of 179 undergraduates at eight different institutions could identify a moral challenge and the solutions and resources they used to overcome it. Our findings yield insights into the different types of moral challenges (e.g., personal moral challenges vs. moral disagreement with others’ actions). Subsequently, our analysis identifies students’ resources for addressing these challenges and reveals various ways students attempt to resolve each type (i.e., personal or external). Finally, we discuss our typology’s implications for faculty and staff seeking to guide students toward moral expertise by helping them identify and address moral challenges

Moral development · Moral education · Pedagogy · Sociology · Education and Critical Thinking Development · Ethics in Business and Education · Leadership, Courage, and Heroism Studies · Psychology · Social Psychology

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