College students are subject to a number of influences other than their classroom learning. According to Longino and Kart (1973), the impact that higher education has on its clientele is largely mediated through its subgroups. The role of college residences in the development of the higher education population has been discussed by many authors (Baird, 1969; Chickering, 1972; LonQino & Kart, 1973). Chickering (1972) suggests that residential environments provide an opportunity for student development and the formulation of personal values. One of the specific dimensions of student development is that of moral development. Rest (1979) defines this term as a concern for "how the benefits and burdens of social cooperation are to be distributed" among individuals. A limited amount of research has been published evaluating the development of moral judgement in fraternity members.