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Nura Resh - One of the best experts on this subject based on the ideXlab platform.
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Sense of Justice in School and Social and Institutional Trust
Comparative Sociology, 2018Co-Authors: Nura ReshAbstract:Based on the notion that trust is an essential feature in the development and maintenance of democratic civil society, and that school is central to the daily life of students who view schooling as critical to their long-term life chances, the author investigates in this study the relationship between students’ Sense of Justice in school and their social and institutional trust. Sense of Justice, defined as the relationship between one’s actual reward and his/her deserved reward, is reflected in three interrelated but distinct categories: instrumental, relational and procedural. The study was carried out in Israel among over 5000 middle school students in a national sample of 48 public schools. Findings basically support our hypothesis that students, who feel that they were treated fairly by their teachers, will be more trustful. However, these relationships are differential in the comparison of students in three school’s sectors: Jewish general, Jewish religious, and Arab.
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Sense of Justice in school and civic behavior
Social Psychology of Education, 2017Co-Authors: Nura Resh, Clara SabbaghAbstract:Adult citizenship requires a gradual acquisition of political culture—knowledge, attitudes, skills and patterns of behavior necessary to engage in political action. This is especially the case in democratic societies, which are based on citizens’ participation. Hence, education for citizenship is uniformly considered as a major mission of the common school, along with its central task of imparting knowledge. In this paper we add to the abundant empirical work on the contributing factors to and behavioral consequences of civic education, focusing on the role of the students’ Sense of Justice in school. We refine previous approaches by distinguishing among three dimensions of the Sense of Justice, two pertaining to the distributive, and one to the procedural Justice. We investigate the effects of these dimensions on four kinds of civic behavior relevant to school life: academic dishonesty, violence, extracurricular activity in school and community volunteering. The study was carried out among about 5000 Israeli middle school students (8th and 9th grades). Findings suggest that, overall, students who perceive their teachers as just tend to refrain from violence and to engage to a greater extent in extra-curricular school activity and community volunteering.
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Sense of Justice in school and civic attitudes
Social Psychology of Education, 2014Co-Authors: Nura Resh, Clara SabbaghAbstract:Contending that Justice experiences in school serve as a hidden curriculum that conveys messages about the wider society and impact student attitudes and behavior, we investigate the effects of students’ Sense of distributive and (school) procedural Justice on democratic-related attitudes: liberal democratic orientation (civil rights), social trust and institutional trust. The study was carried out among about 5,000 8th- and 9th-grade students in a national sample of 48 junior high schools in Israel in the 2010–2011 school year. The two-level data—individual and school—were analyzed by the hierarchical linear model (HLM7) program. Findings basically support our hypotheses: Sense of distributive instrumental and, especially, of relational Justice at school have a positive effect on liberal democratic orientation and on trust in people and in formal institutions. Furthermore, school (aggregate) Sense of procedural Justice adds to these positive effects and, in the case of democratic orientation, also interacts with instrumental Justice and intensifies its effect on this outcome. However, these attitudes are also dependent on sectorial affiliation (Jewish secular, Jewish religious, Israeli–Arab), which explains a considerable portion of between-school variation in student attitudes.
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Sense of Justice about grades in school is it stratified like academic achievement
Social Psychology of Education, 2010Co-Authors: Nura ReshAbstract:Education is a distinct “sphere of Justice” where resources and rewards (educational ’goods’) are being constantly distributed, and the fairness of their allocation is being evaluated, eliciting a Sense of Justice or inJustice among the evaluators. A Sense of (in)Justice is a subjective perception of an individual that the reward s/he receives (actual reward) does not match the reward s/he thinks s/he deserves (just reward). This study investigates students’ Sense of (in)Justice about grades in school, focusing on two questions: (a) What is the level (intensity) of Sense of inJustice in three subjects: language, mathematics, science (b) Are students’ Sense of (in)Justice stratified by gender and SES, similar to the well known stratification of academic achievement? The study was carried out in Israel in conjunction with PISA international assessment in a national sample of 165 high schools among 4,500 15 year old students.
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exploring the Sense of Justice about grades
European Sociological Review, 2002Co-Authors: Guillermina Jasso, Nura ReshAbstract:This paper investigates children's ideas of Justice about grades. We focus on the Justice evaluation and the Justice index, the actual and just gender grades gaps, and the mechanisms by which actual and just grades are produced. Using data from a large survey of junior high school students carried out in Israel in 1986, we estimate actual and just grade functions, separately for boys and girls in the eighth and ninth grade-levels, representing 271 classrooms in 47 schools. To pinpoint the differential operation of gender, ability, ethnicity, and parental schooling in the determination of the actual and just grades, controlling for classroom effects, we test a variety of parameter-equality hypotheses
Lorenzo Sacconi - One of the best experts on this subject based on the ideXlab platform.
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contractarian compliance and the Sense of Justice a behavioral conformity model and its experimental support
Analyse and Kritik, 2011Co-Authors: Lorenzo Sacconi, Marco Faillo, Stefania OttoneAbstract:The social contract approach to the study if institutions aims at providing a solution to the problem of compliance with rational agreements in situations characterized by a con ict between individual rationality and social optimality. After a short discussion of some attempts to deal with this problem from a rational choice perspective, we focus on John Rawls's idea of `Sense of Justice' and its application to the explanation of the stability of a well-ordered society. We show how the relevant features of Rawls's theory can be captured by a behavioral game theory model of beliefs-dependent dispositions to comply, and we present the results of two experimental studies that provide support to the theory.
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conformity reciprocity and the Sense of Justice how social contract based preferences and beliefs explain norm compliance the experimental evidence
Constitutional Political Economy, 2010Co-Authors: Lorenzo Sacconi, Marco FailloAbstract:Compliance with a social norm is a matter of self-enforceability and endogenous motivation to conform which is relevant not just to social norms but also to a wide array of institutions. Here we consider endogenous mechanisms that become effective once the game description has been enriched with pre-play communication allowing impartial agreements on a norm (even if they remain not binding in any Sense). Behavioral models understand conformity as the maximization of some “enlarged” utility function properly defined to make room for the individual’s “desire” to comply with a norm reciprocally adhered to by other participants—whose conformity in turn depends on the expectation that the norm will be in fact reciprocally adhered to. In particular this paper presents an experimental study on the “conformity-with-the-ideal preference theory” (Grimalda and Sacconi in Const Polit Econ 16(3):249–276, 2005), based on a simple experimental three person game called the “exclusion game”. If the players participate in a “constitutional stage” (under a veil of ignorance) in which they decide the rule of division unanimously, the experimental data show a dramatic change in the participants’ behavior pattern. Most of them conform to the fair rule of division to which they have agreed in a pre-play communication stage, whereas in the absence of this agreement they behave more egoistically. The paper also argues that this behavior is largely consistent with what Rawls (A theory of Justice, Oxford University Press, Oxford, 1971) called the “Sense of Justice”, a theory of norm compliance unfortunately overlooked by economists and which should be reconsidered after the behaviorist turn in economics.
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Conformity, Reciprocity and the Sense of Justice how Social Contract-Based Preferences and Beliefs Explain Norm Compliance: The Experimental Evidence
SSRN Electronic Journal, 2008Co-Authors: Lorenzo Sacconi, Marco FailloAbstract:Compliance with a social norm is a matter of self-enforceability and endogenous motivation to conform which is relevant not just to social norms but also to a wide array of institutions. Here we consider endogenous mechanisms that become effective once the game description has been enriched with pre-play communication allowing impartial agreements on a norm (even if they remain not binding in any Sense). Behavioral models understand conformity as the maximization of some "enlarged" utility function properly defined to make room for the individual's "desire" to comply with a norm reciprocally adhered to by other participants - whose conformity in turn depends on the expectation that the norm will be in fact reciprocally adhered to. In particular this paper presents an experimental study on the "conformity-with-the-ideal preference theory" (Grimalda and Sacconi 2005), based of a simple experimental three person game called the "exclusion game". If the players participate in a "constitutional stage" (under a veil of ignorance) in which they decide the rule of division unanimously, the experimental data show a dramatic change in the participants' behavior pattern. Most of them conform to the fair rule of division to which they have agreed in a pre-play communication stage, whereas in the absence of this agreement they behave egoistically. The paper also argues that this behavior is largely consistent with what John Rawls (1971) called the "Sense of Justice", a theory of norm compliance unfortunately overlooked by economists and which should be reconsidered after the behaviorist turn in economics.
Guillermina Jasso - One of the best experts on this subject based on the ideXlab platform.
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Culture and the Sense of Justice A Comprehensive Framework for Analysis
Journal of Cross-Cultural Psychology, 2005Co-Authors: Guillermina JassoAbstract:This article examines the intersection of culture and the Sense of Justice, summarizing a cumulative framework for analyzing human Justice judgments that has emerged from several decades of social science research. It outlines a comprehensive guide to the terms and factors where culture may manifest itself and proposes a protocol for discerning the operation of culture. Methodological issues related to the conceptualization and operationalization of Justice processes are addressed throughout. The first section develops a framework for Justice analysis, distinguishing between ingredients thought to be universal and ingredients in which culture may operate. The second section discusses deductive theories in Justice analysis and provides an illustration, in which one of the theories yields implications for individualism and collectivism, thus showing how Justice processes can generate phenomena that come to be viewed as culturally based. The concluding section briefly discusses agendas and research designs f...
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exploring the Sense of Justice about grades
European Sociological Review, 2002Co-Authors: Guillermina Jasso, Nura ReshAbstract:This paper investigates children's ideas of Justice about grades. We focus on the Justice evaluation and the Justice index, the actual and just gender grades gaps, and the mechanisms by which actual and just grades are produced. Using data from a large survey of junior high school students carried out in Israel in 1986, we estimate actual and just grade functions, separately for boys and girls in the eighth and ninth grade-levels, representing 271 classrooms in 47 schools. To pinpoint the differential operation of gender, ability, ethnicity, and parental schooling in the determination of the actual and just grades, controlling for classroom effects, we test a variety of parameter-equality hypotheses
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Gender and country differences in the Sense of Justice : Justice evaluation, gender earnings gap, and earnings functions in thirteen countries
International Journal of Comparative Sociology, 1999Co-Authors: Guillermina Jasso, Bernd WegenerAbstract:This paper investigates gender and country differences in the Sense of Justice, focusing on the Justice evaluation, the actual and just gender earnings gaps, and the mechanisms by which actual and just earnings are produced. Using data from the International Social Justice Project, the authors estimate actual and just earnings functions separately for the men and women of thirteen countries, obtaining 52 sets of estimates of the base salary and the returns to schooling and experience. To pinpoint similarities and differences across sex and country in determination of the actual and just rewards, they test three sets of parameter-equality hypotheses.
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Gender and Country Differences in the Sense of Justice
International Journal of Comparative Sociology, 1999Co-Authors: Guillermina Jasso, Bernd WegenerAbstract:This paper investigates gender and country differences in the Sense of Justice, focusing on the Justice evaluation, the actual and just gender earnings gaps, and the mechanisms by which actual and just earnings are produced. Using data from the International Social Justice Project, we estimate actual and just earnings functions separately for the men and women of thirteen countries, obtaining 52 sets of estimates of the base salary and the returns to schooling and experience. To pinpoint similarities and differences across sex and country in determination of the actual and just rewards, we test three sets of parameter-equality hypotheses.
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assessing individual and group differences in the Sense of Justice framework and application to gender differences in the Justice of earnings
Social Science Research, 1994Co-Authors: Guillermina JassoAbstract:Abstract This paper develops a framework for assessing interindividual and intergroup differences in the Sense of Justice. The framework enables estimation of all the Justice quantities of interest - the principles of microJustice and macroJustice, the style of expression, and the firmness with which the principles of microJustice are held - as well as statistical testing for cross-individual and cross-group differences. To illustrate the framework, the paper investigates gender differences in the principles of Justice with respect to earnings. Using data collected by Rossi′s factorial-survey method, we obtain respondent-specific estimates of (i) three principles of microJustice - the just base wage, the just rate of return to schooling, and the just gender multiplier-and the certitude with which they are held; and (ii) the principles of macroJustice - represented by seven measures of inequality. To assess gender differences in each of these eleven elements, we estimate a variety of models, utilizing ordinary least-squares estimators and, to correct for possible heteroskedasticity and endogeneity, generalized least-squares and two-stage/least-squares estimators; for the three estimated principles of microJustice, we also carry out hierarchical empirical-Bayes analyses.
Marco Faillo - One of the best experts on this subject based on the ideXlab platform.
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contractarian compliance and the Sense of Justice a behavioral conformity model and its experimental support
Analyse and Kritik, 2011Co-Authors: Lorenzo Sacconi, Marco Faillo, Stefania OttoneAbstract:The social contract approach to the study if institutions aims at providing a solution to the problem of compliance with rational agreements in situations characterized by a con ict between individual rationality and social optimality. After a short discussion of some attempts to deal with this problem from a rational choice perspective, we focus on John Rawls's idea of `Sense of Justice' and its application to the explanation of the stability of a well-ordered society. We show how the relevant features of Rawls's theory can be captured by a behavioral game theory model of beliefs-dependent dispositions to comply, and we present the results of two experimental studies that provide support to the theory.
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conformity reciprocity and the Sense of Justice how social contract based preferences and beliefs explain norm compliance the experimental evidence
Constitutional Political Economy, 2010Co-Authors: Lorenzo Sacconi, Marco FailloAbstract:Compliance with a social norm is a matter of self-enforceability and endogenous motivation to conform which is relevant not just to social norms but also to a wide array of institutions. Here we consider endogenous mechanisms that become effective once the game description has been enriched with pre-play communication allowing impartial agreements on a norm (even if they remain not binding in any Sense). Behavioral models understand conformity as the maximization of some “enlarged” utility function properly defined to make room for the individual’s “desire” to comply with a norm reciprocally adhered to by other participants—whose conformity in turn depends on the expectation that the norm will be in fact reciprocally adhered to. In particular this paper presents an experimental study on the “conformity-with-the-ideal preference theory” (Grimalda and Sacconi in Const Polit Econ 16(3):249–276, 2005), based on a simple experimental three person game called the “exclusion game”. If the players participate in a “constitutional stage” (under a veil of ignorance) in which they decide the rule of division unanimously, the experimental data show a dramatic change in the participants’ behavior pattern. Most of them conform to the fair rule of division to which they have agreed in a pre-play communication stage, whereas in the absence of this agreement they behave more egoistically. The paper also argues that this behavior is largely consistent with what Rawls (A theory of Justice, Oxford University Press, Oxford, 1971) called the “Sense of Justice”, a theory of norm compliance unfortunately overlooked by economists and which should be reconsidered after the behaviorist turn in economics.
-
Conformity, Reciprocity and the Sense of Justice how Social Contract-Based Preferences and Beliefs Explain Norm Compliance: The Experimental Evidence
SSRN Electronic Journal, 2008Co-Authors: Lorenzo Sacconi, Marco FailloAbstract:Compliance with a social norm is a matter of self-enforceability and endogenous motivation to conform which is relevant not just to social norms but also to a wide array of institutions. Here we consider endogenous mechanisms that become effective once the game description has been enriched with pre-play communication allowing impartial agreements on a norm (even if they remain not binding in any Sense). Behavioral models understand conformity as the maximization of some "enlarged" utility function properly defined to make room for the individual's "desire" to comply with a norm reciprocally adhered to by other participants - whose conformity in turn depends on the expectation that the norm will be in fact reciprocally adhered to. In particular this paper presents an experimental study on the "conformity-with-the-ideal preference theory" (Grimalda and Sacconi 2005), based of a simple experimental three person game called the "exclusion game". If the players participate in a "constitutional stage" (under a veil of ignorance) in which they decide the rule of division unanimously, the experimental data show a dramatic change in the participants' behavior pattern. Most of them conform to the fair rule of division to which they have agreed in a pre-play communication stage, whereas in the absence of this agreement they behave egoistically. The paper also argues that this behavior is largely consistent with what John Rawls (1971) called the "Sense of Justice", a theory of norm compliance unfortunately overlooked by economists and which should be reconsidered after the behaviorist turn in economics.
Clara Sabbagh - One of the best experts on this subject based on the ideXlab platform.
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Sense of Justice in school and civic behavior
Social Psychology of Education, 2017Co-Authors: Nura Resh, Clara SabbaghAbstract:Adult citizenship requires a gradual acquisition of political culture—knowledge, attitudes, skills and patterns of behavior necessary to engage in political action. This is especially the case in democratic societies, which are based on citizens’ participation. Hence, education for citizenship is uniformly considered as a major mission of the common school, along with its central task of imparting knowledge. In this paper we add to the abundant empirical work on the contributing factors to and behavioral consequences of civic education, focusing on the role of the students’ Sense of Justice in school. We refine previous approaches by distinguishing among three dimensions of the Sense of Justice, two pertaining to the distributive, and one to the procedural Justice. We investigate the effects of these dimensions on four kinds of civic behavior relevant to school life: academic dishonesty, violence, extracurricular activity in school and community volunteering. The study was carried out among about 5000 Israeli middle school students (8th and 9th grades). Findings suggest that, overall, students who perceive their teachers as just tend to refrain from violence and to engage to a greater extent in extra-curricular school activity and community volunteering.
-
Sense of Justice in school and civic attitudes
Social Psychology of Education, 2014Co-Authors: Nura Resh, Clara SabbaghAbstract:Contending that Justice experiences in school serve as a hidden curriculum that conveys messages about the wider society and impact student attitudes and behavior, we investigate the effects of students’ Sense of distributive and (school) procedural Justice on democratic-related attitudes: liberal democratic orientation (civil rights), social trust and institutional trust. The study was carried out among about 5,000 8th- and 9th-grade students in a national sample of 48 junior high schools in Israel in the 2010–2011 school year. The two-level data—individual and school—were analyzed by the hierarchical linear model (HLM7) program. Findings basically support our hypotheses: Sense of distributive instrumental and, especially, of relational Justice at school have a positive effect on liberal democratic orientation and on trust in people and in formal institutions. Furthermore, school (aggregate) Sense of procedural Justice adds to these positive effects and, in the case of democratic orientation, also interacts with instrumental Justice and intensifies its effect on this outcome. However, these attitudes are also dependent on sectorial affiliation (Jewish secular, Jewish religious, Israeli–Arab), which explains a considerable portion of between-school variation in student attitudes.
