Overview

Dawn Schrader is a research psychologist studying morality and ethical reasoning. Her work addresses the psychological processes of how moral development takes place, the decision-making and action components of morality across contexts (social, school, and workplace), and the education of students and professionals to become moral and ethical leaders and citizens in democratic societies, and live their lives with integrity and commitment to moral principles. Dr. Schrader`s research and teaching combine a social contextual constructivist view of knowledge and a social-cognitive psychology of human development within the domains of moral, self and intellectual development. Dr. Schrader believes these domains are interconnected, and developed a model that she refers to as the Action-Judgment-Awareness (AJA) model that explores these components. The model consists of three dynamically related components: Action--the real life choices and experiences of persons; Judgment--the psychological framework that people currently have and use, including epistemological, self and moral development; and Awareness--the metacognitive, reflective, and conscious awareness of thoughts, strategies, experiences and situational demands. Her primary research interest is the exploration of moral psychology and the actions and decisions made in a variety of real life domains, including relational violence in schools, leadership and professional development and moral education. Dr. Schrader takes a lifespan developmental approach to understanding social and psychological influences on cognition and action, with the ultimate goal of understanding how individual lives and communities are improved through thoughtful action. The Action-Judgment-Awareness model is currently applied to three areas of research: Dr. Schrader's current empirical research emphasis focuses on issues of relational and social aggression amongst adolescent girls in schools. Currently in the 4th year of a longitudinal study, she examines girls' perceptions of relational aggression as a moral issue, and explores the role of self, emotions, and moral reasoning in these situations. Dr. Schrader specifically examines the idea of what is needed psychically and socially for girls to "stand strong " and "with integrity " in situations of personal and interpersonal violence. Fundamentally, she studies what makes people decide if, when, and how to act, and how their actions affect their sense of self, morality, and personal integrity. This affects individual lives, community life, and society.

Research Focus

Currently Dr. Schrader focuses on issues of relational and social aggression amongst adolescent girls in schools, families, and in the workplace. Using a moral psychological theory perspective, she examines girls' perceptions of relational aggression as a moral issue, and explores the role of self, emotions, and moral reasoning in these situations. Dr. Schrader specifically examines the idea of what is needed psychically and socially for girls and women to "stand strong " and "with integrity " in situations of personal and interpersonal violence. Fundamentally, she studies what makes people decide if, when, and how to act, and how their actions affect their sense of self, morality, and personal integrity. This affects individual lives, community life, and society.

Outreach and Extension Focus

Dr. Schrader works with school administrators, teachers, parents, and communities to help them better understand social and relational aggression among adolescents, and among professionals in the workplace. She seeks to encourage the development of moral integrity--the fortitude it takes to stand strong against, and not engage in, all forms of violence, including physical, relational and emotional violence, including cheating, deception, and other forms of cruelty.

Instruction Focus

Dr. Schrader takes a cognitive developmental approach to the study of psychology in educational settings. Using real life examples and case study methods, classic and current theories and research are examined in the context of moral issues, personal development, social relationships, and school climate.

Additional Links

• Link to CALS Research portal
• Link to CALS Impact statements

Honors, Awards and Appointments

• SUNY Chancellor's Award for Excellence in Teaching - 2005
• Most Influential Faculty Member. College-level recognition for being named by student as "a faculty and/or staff member who was influential during the student`s time at Cornell. - 2004, 2006
• Merrill Presidential Scholars, Most influential faculty member for a Merrill scholar - 2004
• Golton-Novak Award for research, Cornell University - 2004
• Oustanding Professor, Mortar Board Society, Cornell University - 1990
• Dissertation of Distinction Award, Association for Moral Education - 1989

Professional Activities

• Wicker, S. B. & Schrader, D. E. (2009, June). Privacy-Aware Engineering Design. Paper presented at the Berkeley-GW Privacy Law Scholars Conference (PLSC), Berkeley, California. - 2009, June
• Schrader, D. E. (2009, July). Awareness as the Aim of Education. Paper presented at "Can morality be taught? Is it a competence? " conference. University of Konstanz, Germany. - 2009, July
• Schrader, D. E., Minnameier, G., & Eckensberger, L. (2009, July). Moral Stages and Transitions Revisited: Theoretical and empirical research. Presented at the annual meeting of the Association for Moral Education, Utrecht, Netherlands. - 2009, July
• Schrader, D. E., & Matthews, J. (2009, July). Relational Aggression as a Moral Issue: Beyond Bullying and Into Responsibility. Presented at the annual meeting of the Association for Moral Education, Utrecht, Netherlands. - 2009, July
• Schrader, D. E., & Matthews, J. (2008, November). Adolescent Girls' Relational Aggression: Third-Year Follow-up Results of the Bully-Victim Bystander Dynamic Interaction Model and the Development of Moral Integrity in Action. Presented at the annual meeting of the Association for Moral Education, University of Notre Dame, South Bend, IN. - 2008, November
• Schrader, D. E. and Crawford, B. (2007, March). The Art of Teaching in Science. Workshop presented to Cornell Undergraduates interested in teaching science. Sponsored by the Cornell Center for Materials Research and funded by the National Science Foundation. Ithaca, NY. - 2007, March
• Schrader, D. E. (2007, February). Beyond Bullying: Relational aggression and its emotional toll on adolescents and school culture. Presented to the combined Boynton and DeWitt Middle Schools PTA. Ithaca, NY. - 2007, February
• Schrader, D. E. (2006, June). Girls Relational Aggression: What parents can do. Workshop presented at the Lehman Alternative School, Ithaca, NY. - 2006, June

Selected Publications

• Schrader, D. E. & Nowak, E. (Eds.) (under contract negotiations). Educating Democratic Competencies. Peter Lang Publishers (Frankfurt/Hamburg), Dialogos Series.
• Schrader, D.E. (2009). Teaching moral leadership. In F. Oser & Veugelers, W. (Eds.) Getting involved: Global citizenship development and sources of moral values. Rotterdam: Sense Publishers.
• Schrader, D. E. (2008). Moral Development. In F. C. Power, R. J. Nuzzi, Narvaez, D. Lapsley, D. & Hunt, T. C. (Eds.), The Encyclopedia for Moral Education. New London, CT: Praeger.
• Schrader, D. E. (2008). Moral Judgment. In F. C. Power, R. J. Nuzzi, Narvaez, D. Lapsley, D. & Hunt, T. C. (Eds.), The Encyclopedia for Moral Education. New London, CT: Praeger.
• Schrader, D. E. (2008). Cognitive Moral Education. In F. C. Power, R. J. Nuzzi, Narvaez, D. Lapsley, D. & Hunt, T. C. (Eds.), The Encyclopedia for Moral Education. New London, CT: Praeger.
• Schrader, D. E. (2008). Cognitive Moral Development. In F. C. Power, R. J. Nuzzi, Narvaez, D. Lapsley, D. & Hunt, T. C. (Eds.), The Encyclopedia for Moral Education. New London, CT: Praeger.
• Schrader, D. E. (2004). Intellectual Safety, Moral Atmosphere, and Epistemology in College Classrooms. Journal of Adult Development, vol. 11, no. 2, 87-101.
• Schrader, D. E. (2003). Moral metacognition in adolescence and adulthood. In Demick, J. & Andreoletti, C. (Eds.). Handbook of Adult Development, pp. 301-327. Kluwer Academic/Plenum Publishers.

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