Moral Reasoning of Early Adolescents in Response to Multicultural Literature and the Role of Peers in Moral Reasoning Development

This research examined the moral reasoning of early adolescents and the role peers played in their moral reasoning development when they engaged in conversations about multicultural children's literature with moral themes. Responses to the literature were elicited through open-ended written reflections, small group discussions, and individual interviews. Context: This study took place in a sixth grade classroom in a K-6 elementary school. The research focused on 28 students' written reflections as well as on two small groups of students' literature discussions. Methods and Data: A one-month curriculum unit took place during the classroom's regularly scheduled character education program, 30-45 minutes per session, for 4-5 days per week. The participants read and discussed 2-3 literature pieces posing moral dilemmas. The data sources included questionnaires, pre- and post-discussion written reflections, digital audio recordings of small group discussions, student notes of small group discussions, individual interviews following up on student responses, and observational fieldnotes. Findings: Examinations of early adolescents' pre- and post-discussion written reflections and transcriptions of audio recordings of small group discussions revealed multiple modes of moral reasoning. In addition, while the majority of participants did not change their moral reasoning after sharing their thoughts with their peers, several felt reinforced by their peers' views or altered their moral justifications as demonstrated in early adolescents' reflections. Implications for character education programs addressed to educators and researchers are discussed.;Keywords. moral reasoning, early adolescence, character education, multicultural literature, response to literature, role of peers...