Lack of voice as a manifestation of false self-behavior among adolescents: The school setting as a stage upon which the drama of authenticity is enacted

Self-development during adolescence is characterized by increasing differentiation across roles as well as an intensification in displays of false self-behavior. A major manifestation of false self-behavior involves not saying what one thinks or believes, not expressing one's true opinion. Gilligan has referred to this phenomenon as lack of ''voice.'' It is her contention that this becomes very problematic for girls when they enter adolescence because social factors conspire to cause them to lose their voices. In this article we first review Gilligan's arguments. We then turn to a consideration of factors both within, and outside of, the school environment that might also contribute to lower levels of voice for female adolescents. The educational system has come under major scrutiny in recent years for shortchanging girls, particularly with regard to liabilities that cause them to compromise the self. However, there are limitations in the literature on both voice and gender bias, in that links between the potential causes of lack of voice have not been documented through conventional research methodologies. Nor has the field been sufficiently concerned with individual differences within gender. We review findings from our own laboratory on lack of voice, revealing that marked individual differences within gender can be explained by gender orientation (rather than gender, per se) as well as support for voice from significant others. The liabilities of not expressing one's opinion are also considered. We conclude with cautions against making generalizations about gender differences in voice, and discuss certain educational implications for enhancing the levels of voice for both genders.