Summary of Theory
Carol Gilligan was disillusioned with existing theories because they focused mainly on males and placed females on a lower scale of moral development. Gilligan spent decades researching girls and women to propose her theory of moral development. Women perceive care and responsibility to others as their moral foundation. Development progresses through three distinct levels and two transition periods, with each representing a more sophisticated understanding of self and responsibility.
Level one, orientation to individual survival, shows the individual as self-centered and unable to distinguish between necessity and desire. The individual attempts to protect herself by not pursuing intimate relationships with others. The first transition is from selfishness to responsibility, in which there exists a new connection to others and a differentiation between needs and wants. Goodness as self-sacrifice is the second level of development. In this stage, the individual places greater reliance on others and yearns for social acceptance. In the second transition, from goodness to truth, the individual questions why she places others’ needs above her own. The third and last level, the morality of nonviolence, shows an individual with a transformed understanding of self. There is much respect for the self and individual needs, but the individual also recognizes responsibility and care for others and selects among competing choices.
Use in Higher Education
Gilligan’s theory of moral development has been applied to higher education in the form of student leadership. Once student leaders recognize the benefits of using both a care and justice orientation, they can more effectively fulfill their duties. Care emphasizes relationships, inclusion, and interdependence, which are crucial aspects to teamwork and group cohesion. On the other hand, justice promotes power, assertiveness, and objectivity, which are also necessary to motivate others and make progress towards a common goal. Student leaders who incorporate both orientations into their leadership styles can be more efficient.
Annotated Bibliography
Tanaka, G. (2002). Higher education’s self-reflexive turn: Toward an intercultural theory of student development. The Journal of Higher Education, 73(2), 263-296.
Tanaka researched numerous student development theories to create a cohesive intercultural theory. He collected data on survey instruments, which measured student progress along academic and social constructs. Considering the increasing complexity and diversity of campuses and multiple identifiers such as race, gender, and sexual orientation, Tanaka proposed examining each person’s subjective position, regardless of whether it is the typical norm. He created survey questions which ask students about their campus experience in terms of dominant racial culture, the power play between males and females, and differences in economic class. Tanaka’s vision is headed in the right direction, although the application of this survey tool has not been explored to validate his suggestions.
References
Evans, N. J., Forney, D. S., Guido, F., Patton, L. D., & Renn, K. A. (2010). Student development in college: Theory, research, and practice. 2nd Edition. San Francisco: Jossey-Bass.
Gilligan, C. (1993). In a different voice: Psychological theory and women’s development. Cambridge, MA: Harvard University Press.
Kohlberg, L., & Gilligan, C. (1971). The adolescent as a philosopher: The discovery of the self in a postconventional world. Twelve to Sixteen: Early Adolescence, 100(4). 1051-1086.
Tanaka, G. (2002). Higher education’s self-reflexive turn: Toward an intercultural theory of student development. The Journal of Higher Education, 73(2), 263-296.
Walker, L. J., De Vries, B., & Trevethan, S. D. (1987). Moral stages and moral orientations in real-life and hypothetical dilemmas. Child Development, 58(3). 842-858.
