Gender differences in moral development

Abstract

Sixty-nine Midwestern middle-class children and adolescents were tested on justice and care orientations when reasoning abstract and interpersonal moral dilemmas. Nona Lyons' (“Two Perspectives on Self, Relationships and Morality,” Harvard Educational Review, 1983, 53, 125–145) scoring method was used to score subjects' responses. A 2(sex)×2(age) analysis of variance run on the total justice and care scores, as well as each individual dilemma, supported Carol Gilligan's ( In a Different Voice: Psychological Theory and Women's Development, Cambridge, MA: Harvard University Press, 1982) theory that two distinct ways of thinking about moral problems exist — justice and care — and are differentially related to gender. Girls emphasized the morality of care significantly more than justice. Contrary to Gilligan (1982) and Lyons (1983), however, boys in both age groups emphasized the morality of justice and care equally. Data from the interpersonal dilemmas using Lyons's (1983) coding scheme are consistent with J. Piaget ( The Moral Judgement of the Child, New York: Free Press, 1966) and Lawrence Kohlberg [“The Cognitive-Developmental Approach,” in D. A. Goslin (Ed.), Handbook of Socialization Theory and Research, Chicago: Rand McNally, 1969]: older subjects became more justice oriented and younger subjects emphasized the morality of care. Sex differences on Kohlberg's stage theory were not significant and the protagonist's gender in the Heinz dilemma had no effect on moral reasoning.