Moral Stages and Moralization in Economically-Deprived Children: Examining the Contextual Correlates

Abstract

The present study was aimed at exploring moral development in children from low socioeconomic status by identifying them at the different levels of moral development given by Kohlberg. It also strived to understand factors that are associated with moral development in children belonging to that strata. The sample selected was thirty­ eight students from eighth grade enrolled under Teach for India classroom, an organisation catering to children from economically deprived families. Out of the thirty­ eight students, seven were selected through their responses to a personal questionnaire, for a case study to probe the contextual factors contributing to their moral development. The measures used in the study were Heinz dilemma as developed by Kohlberg (1971), analysis of pictorial depiction of familial environment by children, personalised questions to complete statements such as “I am__, I can__, I have__”, and unstructured interview. The results demonstrated that children from low socioeconomic strata were at a higher stage of moral development than expected from Kohlberg’s model. This shows that the children are capable of reaching the highest stage of moral development, which Kohlberg asserted was rare even for adults to reach. The contextual factors found associated with this expedited development were emotions of gratitude and empathy, strong peer and parental support systems, education and moral discussions in the class under the Teach for India format, and presence of role models. The study has implications for moral integration in classrooms and controlling crime rates that happen as a result of moral deprivation.