Critical Period of Intercultural and Moral Development:

مرکز و کتابخانه مطالعات اسلامی به زبان های اروپایی

منو

" Critical Period of Intercultural and Moral Development: "
AlZayed, Fajer H. Chavez, Jorge M.

Document Type	:	Latin Dissertation
Language of Document	:	English
Record Number	:	1107371
Doc. No	:	TLpq2444306308
Main Entry	:	AlZayed, Fajer H.
	:	Chavez, Jorge M.
Title & Author	:	Critical Period of Intercultural and Moral Development:\ AlZayed, Fajer H.Chavez, Jorge M.
College	:	University of Colorado at Denver
Date	:	2020
student score	:	2020
Degree	:	M.A.
Page No	:	85
Abstract	:	This study aims to examine the dynamics of intercultural and moral development, and how multicultural experiences mediate their growth. By conceptualizing cultural identity and moral development, and drawing upon transformative learning and intergroup contact theory, this study hypothesizes that intercultural education facilitates moral development, particularly when it takes place during the formative years of youth. This hypothesis is tested by comparing the moral reasoning levels of adult participants who attended culturally diverse (private international) schools with those who attended monocultural (public state) schools during their K-12 years in Kuwait. The Defining Issues Test-2 (DIT2) was used to assess moral development, along with a survey questionnaire to gather information about multicultural exposure outside of school. Bivariate and multivariate analyses show that school type is associated with moral reasoning levels, such that attending private school in Kuwait is associated with higher scores on complex (postconventional) moral reasoning skills relative to attending public school, while attending public school in Kuwait is associated with higher scores on a lower level of moral reasoning (maintaining norms) compared to attending public school. In addition to school type, religiosity was also positively related to the use of a maintaining norms schema. The results did not show a relationship between multicultural experiences and moral development. Study limitations and implications for education are discussed.
Subject	:	Curriculum development
	:	Education
	:	Sociology