Theories of college student and adult intellectual development have shown that learning to interpret, evaluate, and construct knowledge evolves in a developmentally predictable fashion, and have offered explanations for the difficulties some students face when asked to make their own decisions (Baxter Magolda, 1992; Belenky, Clinchy, Goldberger,…

Examined rates of cognitive and psychosocial development and the influences of salient life experiences of traditional-aged college students. Results from 15 college students over one academic year suggest that intellectual and psychosocial developmental processes are not uniform, occur at discrepant rates, and are significantly affected by life…

Examines intellectual and metacognitive development of 300 male college students in a longitudinal design. Although the change in Dualism and Relativism confirmed previous research, Commitment, Empathy, and metacognitive measures followed a V-shaped discontinuous path. Intellectual and metacognitive development was found to vary with academic…

Findings of this three-year longitudinal study, based on 172 African American students, suggest that attendance at an historically Black college significantly enhances the intellectual growth of African American students. The findings held for both standardized, objective measures of reading comprehension, and for self-reported measures of gains…

Investigated the relative cognitive impacts on black students' attendance at historically black colleges versus predominantly white colleges. Using numerous data types, found that black students attending black colleges did as well or better than their counterparts at the white institutions on standardized measures of writing skills and science…