The purpose of this study was to investigate whether there are differences in levels of ethical orientation of graduate students in counseling and nursing with differing sex-role identities. Ethical orientation and sex-role identity were the variables chosen because past research showed that women scored lower on moral development and ethical reasoning than would be predicted for their education and professional status.

Hypotheses tested were formulated to obtain research data for supporting or refuting assertions that cognitive-developmental moral development theory is a model of male moral development and biased against women. The gender variable of sex-role identity was utilized because it was a more comprehensive variable than biological sex.

A review of the literature suggested that no research had been done to examine the relationship between gender identity and moral development. Research had shown that moral development was related to sex, age, level of training, and having taken coursework in professional ethics.

A correlational design was employed to test research hypotheses. The Ethical Judgment Scale (EJS) was used to assess ethical orientation and the Bem Sex-Role Inventory was used to assess gender identity. Chi squares, t-tests, ANOVAs, and Pearson correlation coefficients were utilized to determine significance. All statistical tests performed failed to show significance.

It was concluded that the current revision of the EJS was not sensitive enough to discriminate differences in ethical orientation in persons of this educational status, and that the scale should again be revised. Further research into gender identity and ethical orientation is suggested for clarifying their relationship.