Students, aged 14 to 19 years, from different types of schools participated in this study: Dutch, Surinamese, Moroccan, Turkish, and a remaining mixed group. They rated moral problems of two of Kohlberg's dilemmas. An analysis of variance with the factors ethnicity, sex, and type of school and multiple range tests were used to detect differences between the groups. Moroccan and Turkish pupils show a lag in their moral development, perhaps due to their parents' societal background.
Get full access to this article
View all access options for this article.
References
1.
Bakker, B. F. M. (1985). Sociaal milieu en cultuurdeelname. Een nadere toetsing van Ganzebooms informatietheorie. (Social setting and participation in culture. A test of Ganzebooms' information theory.)Mens en Maatschappij, 60, 162-178.
2.
Bronfenbrenner, U. , & Ceci, S. C. (1994). Nature-nurture reconceptualized in developmental perspective: A bioecological model. Psychological Review, 101(4), 568-586.
3.
Cortese, A. (1990). Ethnic ethics. Albany: University of New York Press.
4.
de Mey, J. R. P. B. (1991). Diversiteit in de morele oordelen van scholieren: een onderzoek naar Kohlbergs structurele eenheidspostulaat. (The diversity of moral judgments of pupils. Research with respect to Kohlberg's assumption of structural wholeness)Pedagogische Studiën, 68, 265-275.
5.
de Mey, J. R. P. B. (1992). Morele oordeelsvorming bij “antisociale” jongeren en scholieren (Moral judgments of “antisocial” adolescents and pupils). Pedagogische Studiën, 70, 46-55.
6.
de Mey, J. R. P. B. , Van der Draai, J., & Spiecker, B. (1989). Zorg en rechtvaardigheidsoordelen van scholieren, een empirisch onderzoek naar de controverse tussen Kohlberg en Gilligan. (Judgments based on care and justice by students. Research with respect to the Kohlberg-Gilligan-controversy)Nederlands tijdschrift voor opvoeding, vorming en onderwijs, 5, 338-349.
7.
Dien, D. S. (1982). A Chinese perspective on Kohlberg's theory of moral development. Developmental Review2, 331-341.
8.
Edwards, C. P. (1975). Societal complexity and moral development: A Kenyan study. Ethos, 3, 505-527.
9.
Edwards, C. P. (1982). Moral development in comparative cultural perspective. In D. A. Wagner & H. W. Stevenson (Eds.), Cultural perspectives on child development. San Francisco: W. H. Freeman.
10.
Enright, L. , Lapsley, D., & Olson, L. (1986). Moral judgment and the social cognitive developmental research programme. In S. Mogdil & C. Mogdil (Eds.), Lawrence Kohlberg, consensus and controversy (pp. 98-119). Philadelphia: Falmer.
11.
Finn, J. D. (1974). A general model for multivariate analysis. New York: Holt, Rinehart & Winston.
12.
Finn, J. D. , & Mattsson, I. (1974). Multivariate analysis in educational research. Some applications (Report No. 7). (Available from the Institute for the Study of International Problems in Education, Stockholm, Sweden)
13.
Gibbs, J. C. , Arnold, K. D., Morgan, R. L., Schwartz, E. S., Gavaghan, M. P., & Tappan, M. P. (1984). Construction and validation of a multiple-choice measure of moral reasoning. Child Development, 55, 527-536.
14.
Gilligan, C. (1977). In a different voice: Women's conceptions of self and of morality. Harvard Educational Review, 47, 481-517.
15.
Gilligan, C. (1982). In a different voice: Psychological theory and women's development. Cambridge, MA: Harvard University Press.
16.
Iwasa, N. (1992). Postconventional reasoning and moral education in Japan. Journal of Moral Education, 21, 3-16.
17.
Kohlberg, L. , & Kramer, R. (1969). Continuities and discontinuities in child and adult moral development. Human Development, 12, 93-120.
18.
Kohlberg, L. A. (1971). From is to ought: How to commit the naturalistic fallacy and get away with it in the study of moral development. In L. Mischel (Eds.), Cognitive development and epistemology (pp. 24-47). New York: Academic Press.
19.
Kohlberg, L. A. (1986). Current statement on some theoretical issues. In S. Mogdil & C. Mogdil (Eds.), Lawrence Kohlberg, consensus and controversy. Philadelphia: Falmer.
20.
Lapsley, K. , & Serlin, R. C. (1984). On the alleged degeneration of the Kohlbergian research program. Educational Theory, 34, 157-169.
21.
Locke, D. (1986). A psychologist among the philosophers: Philosophical aspects of Kohlberg's theories. In S. Mogdil & C. Mogdil (Eds.), Lawrence Kohlberg, consensus and controversy (pp. 163-182). Philadelphia: Falmer.
22.
Milliken, G. W. , & Johnson, D. E. (1984). Analysis of messy data. Belmont, CA: Lifetime Learning.
23.
Nissan, M. , & Kohlberg, L. (1982). Universality and variation in moral judgment: A longitudinal and cross-sectional study in Turkey. Child Development, 53, 865-876.
24.
Parikh, B. (1980). Development of moral judgment and its relation to family environmental factors in Indian and American families. Child Development, 51, 1030-1039.
25.
Pels, T. (1990). De Marokkaanse en Nederlandse gezinscultuur: Relationele en rationele stimulatie. (The Marrokkan and the Dutch family culture. Relational and rational stimulation)Tijdschrift voor Orthopedagogiek, 29, 476-488.
26.
Reid, B. V. (1990). Weighing up the factors: Moral reasoning and cultural change in a Samoan community. Ethos, 18, 48-71.
27.
Rest, J. R. (1986). Moral research methodology. In S. Mogdil & C. Mogdil (Eds.), Lawrence Kohlberg, consensus and controversy (pp. 221-240). Philadelphia: Falmer.
28.
Roelandt, T. , Martens, E., & Veenman, J. (1990). Achterstand van allochtonen in het onderwijs: sociaal milieu en migratie-achtergronden. (Educational lag of foreigners: Social setting and migration backgrounds)Mens en Maatschappij, 65, 102-126.
29.
Schrader, A. , Nikles, B. W., & Griese, H. M. (1979). Die zweite generation. Sozialisation und akkulturation auslãndischer kinder in der Bundesrepublik. (The second generation. Socialization and acculturation of foreign children in the Federal Republic of Germany.)Königstein/Ts: Athenãum.
30.
Schulze, H. -J. (1996). “Eigenartige Familien”—Aspekte der Familienkultur. (Peculiar families—Aspects of family culture) In M. -E. Karsten, & H. -U. Otto (Eds.), Die sozialpãdagogische Ordnung der Familie. überarbeitete Auflage (pp. 77-97). München: Juventa Verlag.
31.
Searle, S. R. (1971). Line. ar models. New York: John Wiley.
32.
Siegal, M. (1980). Kohlberg versus Piaget: To what extent has one theory eclipsed the other?Merril-Palmer Quarterly, 26, 285-296.
33.
Snarey, J. R. (1985). Cross-cultural universality of social-moral development: A critical review of Kohlbergian research. Psychological Bulletin, 97, 202-232.
34.
Tietjen, A. M. , & Walker, L. J. (1985). Moral reasoning and leadership among men in a Papua New Guinea society. Developmental Psychology, 21, 982-992.
35.
Van der Leij, A. , Rögels, R., Koomen, H., & Bekkers, J. (1991). Turkse kinderen in onderwijs en opvoeding. (Turkish children—Their socialization and education)Amsterdam: VU Uitgeverij.
36.
Van IJzendoorn, M. H. (1986). Is Kohlbergs theorie van de morele ontwikkeling “seksistisch”? (Is Kohlberg's theory sexist?). Kind en Adolescent, 7, 34-39.
37.
Van IJzendoorn, M. H. (1988). Moral judgment, authoritarianism and ethnocentrism. Journal of Social Psychology, 129, 37-45.
38.
Vasudev, J. , & Hummel, R. C. (1987). Moral stage sequence and principled reasoning in an Indian sample. Human Development, 30, 105-118.
39.
Vreeke, G. J. (1992). Zorg en rechtvaardigheid. Analyse van de Kohlberg-Gilligandiscussie. (Care and justice. Analysis of the Kohlberg-Gilligan debate)Assen: Dekker & Van de Vegt.
