JUDGMENT OF JUSTICE OF QUOTAS IN THE UNIVERSITY AND ITS RELATION WITH THE MORAL DEVELOPMENT

ABSTRACT The aim of this study is to investigate the relationship between the fairness of quota judgment and the level of moral competency of students and professors. This work was conducted with 317 college students and 15 professors from a base course for engineering at a Public University. We use a structured questionnaire to collect data, composed of a dilemma of quotas and eight arguments related to justice and eight to injustice of quotas. We still apply the Moral Competence Test (MCT_xt), which considers affective and cognitive aspects of the judgment and gives rise to score - C. The results indicated the low C index of the participants, conflict of interest in the judgment of the fairness of quota and the racial issue as the main disagreement factor. Among non-quota students, the higher the C index, the more they considered quotas like unfairness and among quota students, the lower the C score, the greater the choice for fairness. For judgments based on equity, as in the case of affirmative actions, higher levels of moral development would be necessary. Education has an essential role in developing students’ moral competence and, consequently, in promoting their participation in social, civic and professional life.

摘要 本研究旨在探讨配额评判的公正性与学生及教授的道德能力水平之间的关联。本研究的研究对象为某公立大学工程基础课程的317名本科生与15名教授。研究采用结构化问卷收集数据，问卷包含一则配额困境议题，以及八条支持配额公正性的论点与八条反对配额公正性的论点。本研究同时采用道德能力测试（Moral Competence Test, MCT_xt），该测试考量评判的情感与认知维度，并生成C得分。研究结果显示，参与者的C指数普遍偏低，配额公正性评判中的利益冲突与种族议题是主要的分歧因素。在非配额学生群体中，C指数越高，其越倾向于认为配额制度存在不公；而在配额学生群体中，C得分越低，其越倾向于认可配额制度的公正性。对于基于公平原则的评判（如平权行动相关评判），则需要更高水平的道德发展程度。教育在培养学生道德能力方面发挥着至关重要的作用，并进而推动学生参与社会、公民与职业生活。