Chapter 3 Case Study Analysis Questions

1. From a social development standpoint, how might we explain Laura's preoccupation with her appearance? In particular, consider this statement by Laura: "I don't want people to think I'm a geek!" Include information from Erikson's theory and social development in general in your response.

Laura's preoccupation with her appearance is not something that is uncommon among adolescents (and I would dare say among a vast majority of the human race.) Based on her statement about not wanting to be a geek, It would seem that Laura considers her appearance to be one of her defining qualities, or what Identifies her. Based on Erikson't stages of development Laura is in the stage of Identity versus role confusion. In saying that she does not want people to thing she is a geek, Laura is expressing the concern that comes with not having a clear Identity or being identified with a less desirable group. The desire to be accepted is one that can be found in people of all walks of life, but adolescents are at a point in there life when they are especially susceptible to wanting to fit in.


2. In suggesting that Laura join the debating class, Ms. Watkins is hoping to pique an interest in classroom subject matter by capitalizing on Laura's desire to be the center of attention. What two other strategies might the school faculty use to motivate students who seem to be more interested in social matters than in academic pursuits?

One strategy that may be used is motivating students such as Laura to run or apply for student council, or leadership activities. This will allow the students to get the attention they desire while motivating them to do things that are beneficial to the school. In leadership positions students may also develop important qualities such as team-work, patience and perseverance. Another strategy I might try is motivating students to join clubs or after school programs that have to do with subject matter taught in the school. Like the leadership positions, this too will provide students like Laura with a sense of belonging while putting their focus on to constructive things.

3. From the perspective of Kohlberg's theory, in which stage of moral development is Laura? Justify your response. How might Mr. Marcalescu help Laura to advance her moral reasoning?

I would place Laura in stage 2: Exchange of favors. I base this idea in her willingness to join the debate class and thus appease the counselor as long as she got the recognition she deserved in participating in the debate class. Her own needs (i.e. looking pretty) seem to be one of her major concerns. Even in the solutions she gives in the debate, Laura provides the people in the hypothetical situation a solution to their problems so long as it fits in with her argument. Mr. Marcalescu might help Laura by continuing what he is doing, that is presenting Laura with moral problems that may arise with her solutions that are difficult to solve. Laura can benefit from these situations as she begins to realize that there may be more at stake than her own well being and also that not all dilemmas have simple solutions.

4. In what ways might a debating class contribute to students' cognitive, linguistic, social, and moral development?

A debating class can be very positive in the development of these areas because it provides students to practice and employ skills and tactics from all these different areas often at one time. Debating causes kids to think critically about important issues and moral dilemmas. It allows them to work with other students, and teaches them skills of etiquette towards those who may disagree with them. Debating also allows students to practice speaking in public thus improving their linguistic ability. By using man of these skills at one time students are able to acquire them quicker and put them to practice in real life situations. Even in my own core area, Spanish, I see the benefits of debating and such activities for adolescent development.