Read The Following Scenario: Female Adolescents Parents Priv

Read The Following Scenarioa Female Adolescents Parents Place A Low

Read the following scenario: A female adolescent's parents place a low priority on the value of an education. In fact, they prefer that she care for younger siblings instead of studying or completing a high school education. It is March. The student has told her parents that she has in-school suspension for the rest of the school year in order 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. APA style is not required, but solid academic writing and a title page are expected.

Paper For Above instruction

Kohlberg's moral development theory posits that individuals progress through a series of stages in their moral reasoning, which influence the way they perceive and respond to moral dilemmas. Applying Kohlberg's six stages to the scenario of a female adolescent whose parents undervalue education provides insight into her moral reasoning and potential developmental progression. This analysis explores each stage in detail, contextualizing it within the adolescent's circumstances.

Stage 1: Obedience and Punishment Orientation

At this initial stage, moral reasoning is primarily driven by the desire to avoid punishment and obey authority figures. In the context of the scenario, the adolescent might adhere to her parents' wishes not because she agrees with them, but because she fears consequences or punishment if she defies them. For instance, she might refrain from studying or asserting her desire to pursue college out of fear of retribution, punishment, or losing her familial support. Her moral perspective is thus externally controlled, focusing on obedience to avoid negative outcomes.

Stage 2: Self-Interest (Instrumental Relativist) Orientation

Progressing to the second stage involves recognizing that others have needs and that pursuing one's own interests is also important. In this case, the adolescent might justify her academic pursuits as a means to achieve future success, which could benefit her and her family. She begins to see that her education can lead to personal and familial advantages, such as a better future or increased respect. Her moral reasoning becomes more nuanced, balancing her aspiration to attend college with her parents' expectations, perhaps viewing helping her family as aligning with her self-interest.

Stage 3: Interpersonal Accord and Conformity

At this stage, moral reasoning is driven by social approval and maintaining good relationships. The adolescent may seek her parents’ approval by showing compliance with their wishes, caring for her siblings, and maintaining harmony. She might rationalize that supporting her family aligns with doing what is "right" in her social context. Her actions are guided by a desire to be viewed as a good daughter and to preserve family bonds, even if her personal goals for education are suppressed.

Stage 4: Maintaining Social Order

Here, the focus shifts to maintaining social systems and rules. The adolescent might believe that supporting her parents’ preferences aligns with societal expectations and the importance of respecting authority. Her moral reasoning emphasizes duty, law, and social stability. She might think that her role as a caregiver and her parents’ authority are essential to societal and familial order, and thus she should comply with their low prioritization of education for the good of the family unit.

Stage 5: Social Contract and Individual Rights

At this stage, individuals recognize that laws and rules are social contracts that can be questioned if they conflict with broader principles of justice and individual rights. The adolescent may start reflecting on her right to pursue education and her aspirations for college, considering whether her parents’ beliefs unjustly limit her opportunities. She might reason that, while respecting her parents’ authority, her individual rights to education and personal development should be acknowledged, advocating for her future ambitions.

Stage 6: Universal Ethical Principles

In the final stage, moral reasoning is guided by internalized universal principles of justice, equality, and human rights. The adolescent might develop a strong moral conviction that education is a fundamental right, essential for personal growth and societal contribution. She could argue that her pursuit of higher education aligns with principles of fairness and justice, advocating for her autonomy and the ethical importance of equal opportunities. Her moral reasoning transcends societal norms or parental authority, emphasizing universal ethical principles.

Conclusion

Analyzing this scenario through Kohlberg’s stages illustrates the potential moral development of the adolescent, from obedience to internalized ethical principles. Initially guided by fear of punishment, her reasoning can evolve toward recognizing her rights and advocating for justice and equality. Understanding these stages supports educators and counselors in facilitating moral growth, especially in complex familial contexts. Encouraging adolescents to reflect on their moral reasoning at each stage can foster personal development and resilience in challenging situations.

References

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