More Alike Than Different: A Qualitative Analysis of Parental Moral Instruction Across Ethnicity and Gender in an HSI

Abstract

This paper examines whether American students at a Hispanic-Serving Institution (HSI) report receiving similar parental guidance rooted in universal moral values, such as respect, education, and self-discipline, despite differences in ethnicity and gender. Using qualitative data from 380 self-identified student groups (n = 1,850) and analyzed through Grounded Theory and Moral Foundations Theory (MFT), the findings reveal strong moral convergence across Hispanic and non-Hispanic populations. Core values, including respect for elders, avoidance of drugs, personal responsibility, and the importance of education, were consistently emphasized, regardless of cultural framing. These results challenge DEI narratives that emphasize division and instead affirm a shared ethical foundation among American youth. Our study promotes constructive cultural pluralism without embracing moral relativism or identity essentialism and supports value-based pedagogy as a unifying approach to teaching business ethics. Drawing on key Industrial-Organizational Psychology theories and empirical literature, we illustrate how early moral socialization predicts ethical alignment, workplace citizenship behavior, and common value systems— especially in relation to employee socialization, leadership development, and principled diversity initiatives.