Female Adolescents' Parents Place Low Priority On The Value

A Female Adolescents Parents Place A Low Priority On The Value Of An

A female adolescent's parents place a low priority on the value of education. They prefer that she care for younger siblings instead of studying or completing high school. It is March, and the student has informed her parents that she has in-school suspension for the rest of the school year to have time to study, as she dreams of attending college one day. Complete the "Six Stages of Kohlberg" matrix provided. Ensure that your rationale for each stage is adequately discussed.

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Kohlberg's theory of moral development comprises six sequential stages grouped into three levels: pre-conventional, conventional, and post-conventional. These stages describe how individuals develop moral reasoning, which influences their decision-making processes, especially in morally ambiguous situations like the one faced by the adolescent girl. Analyzing her potential responses through Kohlberg’s framework provides insight into her moral development and how she may justify her actions regarding her education.

Stage 1: Obedience and Punishment (Pre-Conventional Level)

In this initial stage, moral reasoning is primarily guided by the desire to avoid punishment. The girl might reason that studying secretly is necessary to avoid parental punishment or disapproval. Her justification could be that if she gets caught studying in secret, she might face punishment from her parents, and therefore, she must do it covertly. Her focus is on avoiding negative consequences rather than on the intrinsic value of education. For example, she might think, “If I don’t study, my parents will be angry with me, and I might get in trouble.”

Stage 2: Individualism and Exchange (Pre-Conventional Level)

At this stage, moral reasoning considers self-interest and reciprocity. The girl may justify her actions based on her personal goals, such as her future college ambitions, and may see her effort in studying as a way to gain future benefits. She might reason, “If I study now, I will improve my chances of going to college, which is more important than my parents’ opinions.” Her motivation is driven by what she perceives as beneficial to her own future, even if it conflicts with her parents’ preferences.

Stage 3: Good Interpersonal Relationships (Conventional Level)

In this stage, morality stems from social relationships and the desire to be perceived as a good daughter. The girl might justify her actions by wanting to be seen positively by her teachers and peers, or she may feel conflicted because her parents disapprove. She might think, “I want my parents to see me as responsible and successful. Studying hard in secret is my way of proving I am serious about my future,” even if it means going against her parents’ wishes. Her reasoning is embedded in maintaining social harmony and her relationship with her family and community.

Stage 4: Maintaining Social Order (Conventional Level)

Here, moral reasoning is based on obeying societal laws and rules. The girl might justify her secret studying as a way to fulfill societal expectations of education and personal responsibility, which are considered paramount. She might reason, “Education is important for everyone, and I have a right to learn and attend college. Following the rules of the school and pursuing my education is the right thing to do, regardless of my parents’ low regard for schooling.” Her focus is on upholding societal standards and her moral duty to herself to pursue education.

Stage 5: Social Contract and Individual Rights (Post-Conventional Level)

At this stage, moral reasoning recognizes individual rights and the idea that rules are social contracts that should be upheld for the greater good. The girl might reason that her right to education transcends her parents' low valuation of it. She might think, “I have a right to pursue my education because it is essential for my future. Society encourages education, and I should not be deprived of this opportunity due to my parents’ beliefs.” Her justification involves recognizing moral principles such as justice and equality, and her actions are aligned with defending her personal rights.

Stage 6: Universal Principles (Post-Conventional Level)

The highest stage involves adherence to universal ethical principles, such as justice, dignity, and respect for autonomy. The girl might justify her decision by aligning her actions with moral principles of justice and self-determination. She might reason, “Everyone has the right to learn and grow, and I must follow my moral conviction to pursue my education even if it means resisting my parents’ low priority on schooling. My moral duty is to myself and my future.” Her reasoning reflects an autonomous commitment to uphold moral principles that transcend societal expectations or parental authority.

In conclusion, the girl’s moral reasoning could vary across Kohlberg’s stages depending on her personal development level. Earlier stages may focus on avoiding punishment or fulfilling personal benefits, while higher stages reflect a moral stance rooted in respecting individual rights and moral principles. Understanding her reasoning can help educators and counselors support her navigation of her moral and ethical dilemmas, emphasizing the importance of fostering moral development aligned with both personal integrity and social responsibility.

References

  1. Kohlberg, L. (1981). The philosophy of moral development: Moral stages and the challenge of moral education. Harper & Row.
  2. Rest, J. R. (1986). Moral development: Advances in research and theory. Praeger.
  3. Gilligan, C. (1982). In a different voice: Psychological theory and women’s development. Harvard University Press.
  4. Colby, A., & Kohlberg, L. (1987). The measurement of moral judgment. Cambridge University Press.
  5. Piaget, J. (1932). The morals of children. Free Press.
  6. Selman, R. L. (1980). The relationship between role-taking and perspective-taking in children’s moral judgments. Child Development, 51(3), 964-973.
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  9. Walker, L. J. (2004). Moral reasoning. In W. Damon & R. Lerner (Eds.), Handbook of child psychology: Vol. 3. Social, emotional, and personality development (6th ed., pp. 1055-1098). Wiley.
  10. Colby, A., et al. (1987). Are there any core stages of moral judgment? Journal of Moral Education, 16(3), 113–135.

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