A Comparative Analysis of Cognition and Moral Judgment in Chicano, Black, and Anglo Children.

Autor/in	Cortese, Anthony
Titel	A Comparative Analysis of Cognition and Moral Judgment in Chicano, Black, and Anglo Children.
Quelle	(1982), (31 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Anglo Americans; Blacks; Cognitive Development; Comparative Analysis; Cross Cultural Studies; Developmental Stages; Elementary School Students; Ethnic Groups; Junior High School Students; Mexican Americans; Moral Development; Moral Values; Racial Differences; Social Experience; Social Science Research; Value Judgment; Defining Issues Test + Suchen Sie Ihr Suchwort? Black person; Schwarzer; Kognitive Entwicklung; Cultural comparison; Kulturvergleich; Ethnie; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Hispanoamerikaner; Moralische Entwicklung; Moral value; Ethischer Wert; Rassenunterschied; Soziale Erfahrung; Social scientific research; Sozialwissenschaftliche Forschung; Werturteil
Abstract	A sample of 245 Chicano, Black, and Anglo children, grades 2-9, from three midwestern states was chosen for a comparative study of moral judgment, to measure differences among the ethnic groups and to determine whether they made the same progression through Kohlberg's three levels of moral development. Subjects viewed video tapes of five moral dilemmas modeled after Johnson and Piaget. Responses were measured by a variation of Rest's Defining Issues Test. Results indicated the predicted progression for retribution vs. restitution (increasing belief in restitution), with very mixed results for immanent justice (wrong deeds bring their own punishment), moral realism (acts should be judged by results, not motives), severity of punishment, and communicable responsibility (group responsibility for misdeeds). Anglos scored higher on most measures at most grade levels. There was no consistent difference between Blacks and Chicanos. Reasons suggested for ethnic differences include bias in the definition of stages, variations in social experience, the multi-dimensionality of moral judgment, and the methodology of the research. (IM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC