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Abstract: One of the socially relevant and publicly important aspects of education of future specialists is the formation of anti-corruption stability of the individual. This process takes place under the conditions of development of the position of the student as the subject of cognitive and future professional activity through the development of internal cross-cultural context. The objective of the given research is to reveal the dependence of anti-corruption stability of the personality of the future specialist on the role of the subject of cognition on the basis of the theory of development of their personal culture, internal cross-cultural context, predetermined by the area of training, and personal characteristics. The objective was achieved by testing 53 Humanities students enrolled in the higher education institutions of Ekaterinburg. The empirical indicators of personal culture comprised sovereignty of psychological space, tension of psychological defenses, characteristics of coping behavior and psychological well-being, as well as the level of volitional qualities of the individual. Correspondence analysis according to the χ2-Pearson criterion was used to reveal the level of anticorruption stability of the personality of students of different training areas. It was shown that the majority of students of all academic areas had a high and medium level of anti-corruption stability of individuality. Correlation analysis according to the R-Spearman criterion found out that specific components of the general indicator of anti-corruption stability of the individual prevailed in different areas of training. It was also demonstrated that there were specific connections between anti-corruption stability of the personality of students of different areas of training and the indicators of personal culture. This revealed the level of formation of their internal cross-cultural context and allowed the authors to draw a conclusion about the peculiarities of their position of the subject of anti-corruption behavior. In general, the study argues that the specific features of future professional activity have an impact on the formation of the subject-oriented position of the student.