Moral development concepts and theories

Moral Development & Gender Bias

The influence of moral development on the perpetuation of gender bias among males and females in the school setting

In analyzing the moral development that humans undergo from childhood to adulthood, it is important to look into the models and theories in psychology that served as the foundation of this field. Moral development among humans can be categorized into different stages, in the same way that human development undergoes through different stages. For this paper, the theory and model discussed and analyzed is Lawrence Kohlberg's multistage theory of moral evolution.

Kohlberg's model is illustrated as follows:

LEVEL 1: Preconventional Morality

Stage 1- Obedience and Punishment Orientation

Stage 2- Individualism and Exchange

LEVEL 2: Conventional Morality

Stage 3- Good Interpersonal Relationships

Stage 4- Maintaining the Social Order

LEVEL 3: Postconventional Morality

Stage 5- Social Contract and Individual Rights

Stage 6- Universal Principles

The preceding outline of Kohlberg's moral evolution model is summarized into three levels, which reflect the fact that humans undergo three stages of moral evolution (in general). Pre-conventional morality marks the individual's beginnings in recognizing rules and regulations, as well as obedience and disobedience to these. Pre-conventional morality is still a stage of non-recognition of what is right or wrong for the individual, and s/he is still susceptible to just following orders, and unquestioningly and ignorant of the universal standard of morality. The second level, conventional morality, looks into the gradual immersion of the individual into society's standards of morality. At this level, society plays a significant role in influencing the individual to make decisions about the wrongness or rightness of an action or behavior. The last level illustrates the individual as now knowledgeable about his/her rights, and universal principles concerning moral and ethical actions and behavior. Kohlberg suggests that at the last level, the normative moral development of an individual is to subsist and conform to society's standard rules and principles concerning morality.

Going through each stage of moral evolution, Kohlberg enumerates how an individual progresses from being ignorant of morality towards recognizing moral standards, and eventually internalizing and following these (universal) moral standards. At the first level, the individual learns to follow rules and recognize the wrongness or rightness of a rule through punishment. It is through punishment that children will know when an act or behavior is desirable or not, therefore, their tendency is to act or behave not in accordance to what is right or wrong, but in accordance to which action/behavior would elicit no or least punishment.

Thus, after the first level of moral evolution, it is somehow ingrained in the child's psyche that a desirable action or behavior is one that results to no or least punishment. At level 2, which is conventional morality, two events take place: the establishment of social relationships with other people and the maintenance of these relationships. Morality is learned when the child verifies against his/her friends what actions and behavior they perceive as right or wrong. Thus, friends and other influential social institutions such as the mass media and schools, become the extended influences that the child has (apart from his/her family) in knowing what actions are right or wrong, moral or immoral.

Towards adulthood, the individual learns that morality is not only verifiable through his/her friends, but is dependent also on society's perception of an action or behavior. At the stages of postconventional morality, the individual looks into legal basis in determining the morality of an action or behavior, wherein universal moral standards and the law are his/her measures in determining whether his/her actions are within the bounds of society's norms and rules.

Understanding these stages of moral evolution is necessary in understanding how gender bias is perpetuated in the society. Early on in human development, children through their mentors and teachers in the school setting are exposed to gender-defined roles and activities, which becomes part of their identity in the school.

The influence of moral development on the perpetuation of gender bias is demonstrated in the roles and activities that males and females choose to have during times of play (i.e., students engaging in athletic activities). Gender bias characterizes males as inherently superior when it comes to physical activities than females, the reason being males are biologically equipped to endure strenuous physical activities more than females. Indeed, this perception is reflected in the athletic programs created for students in schools. Males enjoy a variety of exposure to various types of sports and games, from the mentally challenging game of chess to the physically demanding play of football. Females, meanwhile, have yet to break free from the limits given them when it comes to sports, engaging only in volleyball, tennis, and is gradually, yet not thoroughly, penetrating basketball, hockey, and boxing games.