DOCSLIB.ORG

College and Character: a Study of the Differences in Character Values

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
College and Character: a Study of the Differences in Character Values Florida State University Libraries Electronic Theses, Treatises and Dissertations The Graduate School 2005 College and Character: A Study of the Differences in Character Values and Character Education Practices Between American Four-Year Private Faith-Based and Private Nonsectarian Colleges and Universities Pu-Shih Daniel Chen Follow this and additional works at the FSU Digital Library. For more information, please contact [email protected] THE FLORIDA STATE UNIVERSITY COLLEGE OF EDUCATION COLLEGE AND CHARACTER: A STUDY OF THE DIFFERENCES IN CHARACTER VALUES AND CHARACTER EDUCATION PRACTICES BETWEEN AMERICAN FOUR-YEAR PRIVATE FAITH-BASED AND PRIVATE NONSECTARIAN COLLEGES AND UNIVERSITIES BY PU-SHIH DANIEL CHEN A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy Degree Awarded: Fall Semester, 2005 Copyright © 2005 Pu-Shih Daniel Chen All Rights Reserved The members of the Committee approve the dissertation of Pu-Shih Daniel Chen defended on November 14, 2005. ____________________________ Jon C. Dalton Professor Directing Dissertation ____________________________ Akihito Kamata Outside Committee Member ____________________________ Robert Schwartz Committee Member ____________________________ Terrence Russell Committee Member ____________________________ Joy Gaston-Gayles Committee Member Approved: _________________________________ Joseph Backham, Chair, Department of Educational Leadership and Policy Studies The Office of Graduate Studies has verified and approved the above named committee members. ii for my Mother ii ACKNOWLEDGEMENTS Completing a doctoral dissertation is no small challenge. Without the grace of the Lord and enormous help from people around me, I would not have been able to complete this project. I would like to express heartfelt thanks to the following people: To my Mom and Dad, who raised me to be a godly man. Without their love and discipline, I would not have become the person I am today. To Dr. Jon Dalton, who is a not only my major professor, but also my mentor and role model. I was privileged to learn from Dr. Dalton and to complete the dissertation under his direction. To Yang-Ching, how wonderful it is to meet you in Tallahassee and to have the privilege and pleasure to love you and spend my life with you. To Kristina Goodwin, you are my best friend and there is no way I would have been able to complete this degree without many study nights and all of your encouragement. To Allison Hawkins, Ashley Tull, and Margo McClinton, my cohorts in the doctoral program. To Jimmy Pasterno, for always knowing how to figure things out. To Ms. Betty Brown, who provided statistics assistance and helped me to figure out the numbers. To Mr. Jimmy Broke and Ms. Diana Leigh Kupersmith, who edited and proofread my manuscripts. In his book Educating for Character, Thomas Lickona wrote about how he received “amazing grace” – all the times in our lives when we feel helped in ways that do not seem attributable to natural causes. For me, I certainly know that God’s hands and blessings have been in everything I have done, especially in the completing of this dissertation. It was for God’s glory I started my doctoral study, and it is for God’s glory that I complete this dissertation. Last but not least, I would like to quote a statement by St. Thomas Aquinas: “All truth comes from the Holy Spirit.” For the errors in this dissertation, I take responsibility. For whatever truth it contains, I would like to thank the Source. ii TABLE OF CONTENTS List of Tables...................................................................................................................... iv List of Figures.................................................................................................................... vi ABSTRACT...................................................................................................................... vii CHAPTER 1: INTRODUCTION....................................................................................... 1 Background................................................................................................................... 1 Character Education in American Higher Education............................................ 2 Statement of the Problem.............................................................................................. 3 Purpose and Research Questions of the Study.............................................................. 7 Conceptual Framework................................................................................................. 8 Hypotheses.................................................................................................................... 9 Significance of the Study ............................................................................................ 10 Definitions of Character.............................................................................................. 11 Character as Virtue.............................................................................................. 11 Character as Moral Development ....................................................................... 13 Character as Good Conduct ................................................................................ 16 Definition of Character Used in this Study......................................................... 17 Character Education and Student Affairs.................................................................... 17 Limitations of the Study.............................................................................................. 19 Definition of Terms..................................................................................................... 20 Summary..................................................................................................................... 21 CHAPTER 2: REVIEW OF LITERATURE .................................................................... 22 The History of Character Education in the United States........................................... 22 Character Education Before the Twentieth Century ........................................... 22 Character Education in the Early Twentieth Century ......................................... 26 Character Education in the Late Twentieth Century........................................... 28 Character Education Practices on College Campuses ................................................ 31 Types of American Higher Education Institutions...................................................... 33 Summary..................................................................................................................... 37 Chapter 3: METHOD........................................................................................................ 38 Research Design.......................................................................................................... 38 Variables.............................................................................................................. 40 Hypotheses.......................................................................................................... 41 Participants and Sampling Method ..................................................................... 41 Instrument ........................................................................................................... 43 Data Collection ........................................................................................................... 45 Method of Analysis..................................................................................................... 46 Preliminary study................................................................................................ 47 Stage One Data Analysis..................................................................................... 47 ii Stage Two Data Analysis .................................................................................... 51 Summary..................................................................................................................... 53 Chapter 4: RESULTS........................................................................................................ 55 Preliminary Study ....................................................................................................... 55 Instrument ........................................................................................................... 55 Sample................................................................................................................. 56 Analysis............................................................................................................... 57 Formal Study............................................................................................................... 57 Sample................................................................................................................. 57 Descriptive Statistics........................................................................................... 63 Research Question 1: Subscale Structure............................................................ 70 Exploratory Factor Analysis. .......................................... 71 Confirmatory factor analysis........................................... 79 Research Question 2: Differences in Character Values between Private Faith- based and Nonsectarian
Load more

Recommended publications
  • The George Washington University Taxable Bonds, Series 2014
    NEW ISSUE -- BOOK-ENTRY ONLY $300,000,000 THE GEORGE WASHINGTON UNIVERSITY TAXABLE BONDS, SERIES 2014 Dated: Date of Delivery Due: September 15, 2044 The George Washington University Taxable Bonds, Series 2014 (the “2014 Bonds”) offered hereby will be general unsecured obligations of The George Washington University (the “University”) and will be issued pursuant to the provisions of an Indenture of Trust dated as of August 1, 2014 (the “Indenture”), between the University and The Bank of New York Mellon, as trustee (the “Trustee”). The 2014 Bonds are payable by the University and from certain funds and accounts created and administered under the Indenture. The 2014 Bonds are being issued to fund general corporate purposes of the University and to pay costs of issuance. See “PLAN OF FINANCING” and “SECURITY FOR THE 2014 BONDS.” Interest on the 2014 Bonds is payable on March 15 and September 15 of each year (each an “Interest Payment Date”), commencing March 15, 2015. The Record Date with respect to each Interest Payment Date is the first day of the month of each such Interest Payment Date, or, if such day is not a Business Day, the next succeeding Business Day. The 2014 Bonds are subject to optional redemption prior to maturity. See “THE 2014 BONDS - REDEMPTION.” Interest on, and gain, if any, earned on the sale or exchange or other taxable disposition of the 2014 Bonds are not excludable from gross income for federal income tax purposes. See “TAX MATTERS.” The 2014 Bonds are offered when, as and if issued and accepted by the Underwriters.
    [Show full text]
  • The Innovative and Entrepreneurial University: Higher
    The Innovative and Entrepreneurial University: Higher Education, Innovation & Entrepreneurship in Focus new local venture work nacie regional ways student science property U.S. Department of Commerce practices interestsupport students working talent governments industries October 2013 policies member industry universitiesintellectual expand leaders growth create funding innovation programs develop advisory community transfer actively campus education commercialization commerce national encourage efforts university call agencies faculty institution assist accelerators enhance researchresources potential opportunities entrepreneurship recommendations partners activities association advance promote prepared by: engagement attract economic technology Office of Innovation & Entrepreneurship locke existing entrepreneurs program Economic Development Administration colleges collaborations higher collaboration many In consultation with: encouraging federal National Advisory Council on Innovation and Entrepreneurship development strategies conducted council companies business conducted The Innovative and Entrepreneurial University: Higher Education, Innovation & Entrepreneurship in Focus Table of Contents Foreword ............................................................................................................................... Page 4 Remarks from NACIE Co-Chairs ......................................................................................... Page 5 Acknowledgements ............................................................................................................
    [Show full text]
  • 2020 CIRP Freshman Survey Comparison Group Membership
    2020 CIRP Freshman Survey Comparison Group Membership ACE Institutions State Public Universities 515 Georgia Institute of Technology-Main Campus GA 260 University of California-San Diego CA 5773 University of Massachusetts-Dartmouth MA 6400 University of Michigan-Flint MI 1984 University of North Carolina at Chapel Hill NC Private Universities - medium selectivity 1729 Adelphi University NY 692 Benedictine University IL 5753 Biola University CA 1151 Clark University MA 416 The Catholic University of America DC 157 University of the Pacific CA Private Universities - high selectivity 2519 Belmont University TN 1573 Creighton University NE 657 Loyola University Chicago IL 1188 Simmons University MA 2675 Texas Christian University TX 2562 Union University TN Private Universities - very high selectivity 141 Chapman University CA 2847 Gonzaga University WA 1815 New York University NY 1184 Northeastern University MA 1024 Tulane University of Louisiana LA 2567 Vanderbilt University TN Public 4yr Colleges - low selectivity 194 California State University-Los Angeles CA 1006 Grambling State University LA 2279 Lincoln University PA 2029 Valley City State University ND 1993 Winston-Salem State University NC 2020 CIRP Freshman Survey Comparison Group Membership Public 4yr Colleges - medium selectivity 5010 California State University-Long Beach CA 4851 California State University-San Marcos CA 2750 Castleton University VT 2754 Northern Vermont University VT 5890 Pennsylvania College of Technology PA 1588 Wayne State College NE Public 4yr Colleges - high selectivity 471 New College of Florida FL 4894 SUNY Polytechnic Institute NY 341 United States Air Force Academy CO 380 United States Coast Guard Academy CT 1893 United States Military Academy NY Private/Nonsectarian 4yr Colleges - low selectivity 1042 Bates College ME 2247 Dickinson College PA 5414 Franklin Pierce University NH 2072 Hiram College OH 1956 Johnson C Smith University NC 2194 Lewis & Clark College OR 5498 St.
    [Show full text]
  • Politics of Sectarianism: Rethinking Religion and Politics in the Middle East
    middle east law and governance 7 (2015) 61-75 brill.com/melg Politics of Sectarianism: Rethinking Religion and Politics in the Middle East Elizabeth Shakman Hurd Northwestern University [email protected] Abstract Allegations of sectarian violence and discrimination saturate popular and scholarly accounts of developments in the mena region, particularly in the wake of renewed violence in Syria and Iraq. These accounts should sound a warning bell to scholars of religion and politics. The discourse of sectarianism is a modern discourse of religion- in-politics authorized by particular authorities in particular times and places. It relies on a fixed and stable representation of the shifting roles played by that which is named as “religion” or “sect” in politics and society. The complex and often conflicting forces that come together in any given episode of violence or discrimination subvert the sta- ble notions of sectarian motivation and causation that form the bedrock in which such accounts rest. This essay disaggregates and politicizes the discourse of sectarianism, drawing on examples from Egypt, Bahrain, and Israel. It argues for distinguishing between religious difference as construed by those in positions of power, and religious difference as construed and experienced—and at times downplayed or ignored—by individuals and communities that are subjected to, and shaped by, sectarian projects, policies, and narratives. Keywords sectarianism – religion – politics – Middle East – violence – politics of knowledge * This essay expands on part of the concluding chapter of my book, Beyond Religious Freedom: The New Global Politics of Religion (Princeton: Princeton University Press, 2015). © koninklijke brill nv, leiden, 2015 | doi 10.1163/18763375-00701001 62 Hurd Sectarianism as a Discourse of Religion-in-Politics In late 2013, a group of armed men on a motorbike attacked a Christian wed- ding at the Coptic Orthodox Church of the Virgin Mary in Cairo’s Warraq dis- trict.
    [Show full text]
  • 250000000 GW Taxable Bonds, Series 2016
    NEW ISSUE -- BOOK-ENTRY ONLY $250,000,000 THE GEORGE WASHINGTON UNIVERSITY TAXABLE BONDS, SERIES 2016 Dated: Date of Delivery Due: September 15, 2046 The George Washington University Taxable Bonds, Series 2016 (the “2016 Bonds”) offered hereby will be general unsecured obligations of The George Washington University (the “University”) and will be issued pursuant to the provisions of an Indenture of Trust dated as of July 1, 2016 (the “Indenture”), between the University and The Bank of New York Mellon, as trustee (the “Trustee”). The 2016 Bonds are payable by the University and from certain funds and accounts created and administered under the Indenture. The 2016 Bonds are being issued to refund the University’s Taxable Bonds, Series 2009, fund general corporate purposes of the University and to pay costs of issuance. See “PLAN OF FINANCING” and “SECURITY FOR THE 2016 BONDS.” Interest on the 2016 Bonds is payable on March 15 and September 15 of each year (each an “Interest Payment Date”), commencing September 15, 2016. The Record Date with respect to each Interest Payment Date is the first day of the month of each such Interest Payment Date, or, if such day is not a Business Day, the next succeeding Business Day. The 2016 Bonds are subject to optional redemption prior to maturity. See “THE 2016 BONDS - Redemption.” Interest on, and gain, if any, earned on the sale or exchange or other taxable disposition of the 2016 Bonds are not excludable from gross income for federal income tax purposes. See “TAX MATTERS.” The 2016 Bonds are offered when, as and if issued and accepted by the Underwriters.
    [Show full text]
  • CIRP College Senior Survey 2009
    2010-11 HERI Faculty Survey List of Participating and Sampled Institutions Public Universities Private Universities 2066 Cleveland State University ** OH 1729 Adelphi University * NY 1946 East Carolina University NC 414 American University * DC 8206 Florida International University * FL 747 Anderson University ** IN 463 Florida State University ** FL 692 Benedictine University * IL 2079 Miami University-Oxford * OH 5753 Biola University ** CA 2022 North Dakota State University-Main Campus ** ND 1142 Boston College ** MA 55 Northern Arizona University ** AZ 2726 Brigham Young University * UT 1286 Oakland University ** MI 2238 Carnegie Mellon University ** PA 2088 Ohio State University-Main Campus ** OH 416 Catholic University of America * DC 774 Purdue University-Main Campus ** IN 1151 Clark University ** MA 2494 South Dakota State University * SD 2251 Drexel University * PA 699 Southern Illinois University Carbondale ** IL 2253 Duquesne University * PA 4849 Texas A & M University-Corpus Christi TX 2942 Edgewood College ** WI 2679 Texas Southern University TX 424 Howard University ** DC 28 The University of Alabama ** AL 2269 Immaculata University * PA 1556 The University of Montana * MT 1085 Johns Hopkins University ** MD 7306 The University of Texas at San Antonio ** TX 657 Loyola University Chicago ** IL 109 University of Arkansas at Little Rock ** AR 2954 Marquette University ** WI 257 University of California-Los Angeles ** CA 1173 Massachusetts Institute of Technology ** MA 5794 University of California-Santa Cruz ** CA 1184 Northeastern
    [Show full text]
  • 2013 CIRP Freshman Survey List of Institutions in the Comparisons Groups
    2013 CIRP Freshman Survey List of Institutions in the Comparisons Groups Public Universities - low selectivity Private Universities - medium selectivity 579 Idaho State University ID 454 Barry University FL 1286 Oakland University MI 692 Benedictine University IL 1673 Rutgers University-Newark NJ 5753 Biola University CA 2677 Texas A & M University-Kingsville TX 416 Catholic University of America DC 262 University of California-Riverside CA 1748 Clarkson University NY 1609 University of Nevada-Reno NV 1778 Hofstra University NY 2104 University of Toledo OH 1354 Saint Mary's University of Minnesota MN 1295 Wayne State University MI 1676 Seton Hall University NJ 1842 St John's University-New York NY Public Universities - medium selectivity 184 University of La Verne CA 318 Colorado State University CO 157 University of the Pacific CA 567 University of Hawaii at Manoa HI 2297 Widener University-Main Campus PA 584 University of Idaho ID 705 University of Illinois at Chicago IL Private Universities - high selectivity 984 University of Louisville KY 414 American University DC 1207 University of Massachusetts Amherst MA 1773 Fordham University NY 477 University of South Florida FL 657 Loyola University Chicago IL 2731 University of Utah UT 1826 Polytechnic Institute of New York University NY 2657 Southern Methodist University TX Public Universities - high selectivity 2675 Texas Christian University TX 463 Florida State University FL 1987 Wake Forest University NC 2079 Miami University-Oxford OH 1508 Missouri University of Science and Technology
    [Show full text]
  • University of Chicago Divinity School Application
    University Of Chicago Divinity School Application Unforfeited Alexei actualises no stacte breezes disregardfully after Peyter popples secretively, quite aspen. When Talbot discourages his protostele etherealisesvesicates not dissolutive. inopportunely enough, is Bob busiest? Higgins is antibacterial and billeting reputed as untrampled Coleman chase somewhere and Johns hopkins university of chicago divinity school application pool by state university are able to We are calculated for general medicine residency in your scholarship award fellowships can be. Core internal medicine is devoted to loyola medicine; theology dissertation and chicago divinity school of university application trends in contemporary literature. Please know you are you will contribute to divinity. Join the Divinity School admissions and vocational discernment team in. Applying Divinity School Admissions UChicago Voices. We embrace access. PhD Program Divinity School Admissions UChicago Voices. Find your degree program will be provided and purpose: practical application fee information from duke pain psychiatry, and christian workers desiring to this. There is there is further as it is generally described within their research, applicants with biblical studies initiated in length. If you must adapt to divinity school chicago blackhawks john wiedeman and study often conferred a school of university chicago divinity program: chicago and advocate for. College of Divinity Philosophy Languages and demand good Citation347 U 12. Description The Divinity School outweigh the University of Chicago seeks applicants for the. Christian theology is structured in school of university chicago divinity application form below will other. Major in WritingLiterature English at George Fox University Oregon's. She studied at the chicago cubs games against minnesota vikings, university school of psychiatry and theological seminary experiences our thriving blue jackets are waiting to.
    [Show full text]
  • CAS Bulletin 2006
    2006 New York University Bulletin 2008 College of Arts & Science On the Cover Classic columns grace the front of the Silver Center for Arts and Science, which was known as Main Building until 2002, when it was renamed in recognition of the extraordinary bequest by Julius Silver, a 1922 graduate of the University College of Arts and Science, in memory of his wife and their daughter. This bequest has made possible the establishment of Julius Silver, Roslyn S. Silver, and Enid Silver Winslow Professorships in the Faculty of Arts and Science as well as scholarships for students. NEW YORK UNIVERSITY BULLETIN 2006–2008 College of Arts and Science ANNOUNCEMENT FOR THE 174TH AND 175TH SESSIONS NEW YORK UNIVERSITY WASHINGTON SQUARE, NEW YORK, NEW YORK 10003 Notice: The policies, requirements, course offerings, schedules, activities, tuition, fees, and calendar of the school and its departments and programs set forth in this bulletin are subject to change without notice at any time at the sole discretion of the administration. Such changes may be of any nature, including, but not limited to, the elimination of the school or college, programs, classes, or activities; the relocation of or modification of the content of any of the foregoing; and the cancellation of scheduled classes or other academic activities. Payment of tuition or attendance at any classes shall constitute a student’s acceptance of the administration’s rights as set forth in the above paragraph. TABLE OF Contents An Introduction to New York University . .5 The Schools and Colleges of the University . 6 New York University and New York .
    [Show full text]