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Theory Paper #2: Kohlberg, Parks, and Bem

Yasi Raouf
Seattle University
Dr. Erica Yamamura
2/15/2015 : SDAD 5400

Analysis
Kohlberghs theory of moral development explores how an individual
navigates moral reasoning in light of social norms and values. At the earlier
stages of Kohlbergs theory, individuals follow rules and expectations in order
to avoid punishment. In the later stages, the individual is able to uphold
agreements and moral obligations as mutually agreed upon systems that
protect the interest of all. Kohlbergs theory is important to student
development because it helps us see how students may manage conflict or a
moral dilemma. For example, student affairs educators in conduct can guide
students to adjust their actions.
Parkss theory of faith development is concerned with how young
adults discover meaning from their experiences. Parks explains that young
adulthood is a time when individuals are most seeking purpose and begin to

Running Head: THEORY PAPER #2

make connections between themselves, others and the higher powers (Evans
et al., 2010).Parks stresses that institutions of higher education have a
responsibility to foster an individuals spiritual development through
mentorship and providing a safe space for provocative questioning and
discovery. Given this mentorship community, young adults in college can
begin to imagine and understand the world around them and commit
themselves to bettering it.
Gender schema theory proposes that individuals form gender
perceptions from early childhood through cognitive processing and social
constructions of sex-differentiated practices. The key components of Bems
research findings illustrate that after a child learns about their societys
construction of maleness and femaleness, they process information through
gender categories. Similarly, individuals frame their experiences and selfconcept within a female or male domain. Bems theory can provide a
framework to help student affairs practitioners objectively understand their
students through authentic interaction to avoid gender bias and assumption.
Synthesis: Intersectionality
Bem, Parks, and Kohlbergs theories assert that cognitive processes
inform an individuals behavior and actions. Kohlbergs theory outlines that
moral development is intimately tied with cognitive development and
explains that, a more advanced intellect is likely to reveal more developed
moral reasoning (Evans et. al, 2010). A more developed reasoning is
manifested when individuals are able to act in ways that integrate social
rules and obligations. Similarly, Parkss theory outlines cognitive
development as a progressive capacity to explore truth for oneself and

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understand that ones own truth might not be the same as the truth of
others. By young adulthood, individuals recognize that they dont need to
conform to particular authorities and that knowledge and reality has multiple
dimensions. Individual behavior and actions during this time are shaped by a
rejection of authority and a serious exploration of varying alternatives.
For Bem, cognitive development occurs when a child comes to learn
and know about gender identities through what he or she observes in society
(Evans et al., 2010). Before a child is even aware of these external
influences, society assigns them a particular personality trait as fit with
conceptions of femaleness and maleness. An individuals actions and
behaviors must conform to what aligns with their category. For example,
Evans et. al explain that personality traits for women should be soft and
aggressive for men (2010) : The cognitive process predetermines what
will be perceived and then categorizes perceptions into existing categories of
girl/woman/female/feminine and boy/man/male/masculine (Evans et al.,
2010). These internalized perceptions determine whether an individual
behaves within their feminine or masculine categories.
Cognitive processes continue to shape moral, spiritual, and social
development in college. A second point of intersection for Bem, Kohlberg,
and Parks is cognitive development during a young adults time in college.
Parks argues that institutions of higher education need to provide mentoring
communities so that young adults can interact and learn from diverse
perspectives (Evans et al.,2010). She further reasons that higher education
communities can inspire faith development by encouraging critical thinking

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and reflection (Evans et al., 2010). Thus, mentoring communities facilitate

cognitive growth by providing opportunities for students to know and learn
from peers and mentors. For both Parks and Kohlberg, exposure to dilemma
or conflict is a key element that facilitates cognitive growth. In college,
students face a variety of challenges and dilemmas. Drawing on these
theories, educators would do well to ask how internalized processes of
gender, faith, and morality positively or negatively impact their students
ability to make choices during a time of conflict. One way this can be done
is through one-on-one conversations with students. Student affairs educators
can ask questions to better understand their students background and
assign them small tasks to help students build their capacity to solve
problems or navigate issues.
Critique
Unfortunately, none of the above theories factor in a students race. A
point to consider is whether Bems social/cultural context or Kohlbergs
morally just society plays out differently for minority students. Most notably,
Kohlberg and Parkss theories operate on the assumption that all individuals,
regardless of race, experience development and growth in the same way. In
this connection, a critique of Parks theory is its usefulness to students of
color. Evans et. al note that, As such, her theory may not be useful in
working with African American women, whose faith development process is
often affective in nature (2010). Similarly, minority students from ethnically
diverse groups may not relate well with Kohlbergs theory. For example, a
Korean-American student may not develop through the stages set out by

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Kohlberg as upholding social norms and values are taught to Koreans from an
early age. Hence, a Korean-American student may act in conformity of group
interest and thus does not develop progressively from one stage to another.
Reflection
As a low-income, first generation Iranian-American student at a large
public research university, I was exposed to many instances of disequilibrium
and conflict. This was mainly manifested through my search for an academic
major. Because I was a first-generation college student in the U.S. in my
family, I had very little guidance and support in navigating my college years.
Questions of purpose and vocation weighed heavily on my mind during
freshmen and sophomore years, as I wanted to ensure that my career path
was meaningful and of some service to others. By junior year in college, my
in-classroom experiences allowed me to better gauge my talents and
interests and choose an appropriate major. As a student affairs professional,
my undergraduate experiences can help me to appreciate dissonance when
working with first generation and low income college students. I can help my
students appreciate the process of dissonance positively by helping them
identify opportunities where they can engage in meaningful exploration.
Bem, Parks, and Kohlbergs theories can be well applied to student
affairs work through both workshops and one-on-one student interactions.
Resident Advisors and peer mentors can test their conflict management skills
by applying Parks and Kohlbergs theories. Parks explains that a conflict must
be felt, allowed, made conscious (Evans et al., 2010). In this way, a
Resident Advisor would do well to allow students to experience a conflict and
provide a supportive community to resolving that conflict. Teaching and

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understanding the application of these theories in workshops can help

academic advisors, resident advisors, and student affairs educators increase
their awareness. Gender schema theory alongside Kohlberg and Parks can be
taught in workshops where practitioners are able to bring real-life work
issues and resolve them through dialogue and application of theoretical
frameworks.

References
Evans, N.J., Forney, D.S., Guido, F.M., Patton, L.D., Renn, K.A. (2010). Student
Development
in College: Theory, Research, and Practice. San Francisco: Jossey- Bass.