Abstract
The sense of equity reflects how fair a domain is as evaluated by those engaging in that domain. It is very meaningful to explore the sense of equity among college students, which are a special group of people. This study carried out a questionnaire survey on the sense of equity among 982 college students in China, from the perspectives of educational equity and social equity. The questions were validated by the 27/73 quantile method, and the survey results were analyzed through one-way analysis of variance (one-way ANOVA). The results showed that the college students could evaluate the sense of equity rather accurately and generally had a higher sense of equity, but failed to sense the social outcome equity well; their sense of social equity was lower than the sense of educational equity; the sense of equity varied between college students in different majors: the science majors had a lower sense of equity than those majoring in liberal arts; some college students had a misunderstanding of equity.
Highlights
Ever since the creation of organization and society, people's cognition of equity has been improved continuously with the development of social economy, and it has promoted the constant evolution and innovation of the equity system
Differences in demographic variables of college students' sense of educational equity: One-Way ANOVA was adopted to study the differences in education opportunity equity, education procedure equity, and education outcome equity in terms of gender, grade and major
The science majors’ sense of social equity was generally lower than liberal arts students; in terms of social outcome equity dimension, there were significant differences among college students in different grades; but there was no significant difference among college students of different genders
Summary
Ever since the creation of organization and society, people's cognition of equity has been improved continuously with the development of social economy, and it has promoted the constant evolution and innovation of the equity system. Visschers [10] investigated the public's acceptance of new energy policies He believes that the outcome fairness has a significant impact on the acceptance of the decisions, while its impact on procedural equity is limited. Esaiasson et al [14] questioned that people's acceptance of decisions is affected by procedural equity They believed that result preference is the main determinant of citizens' acceptance to a decision. Niesiobedzka and Kolodziej [15] investigated the influencing factors of citizens’ acceptance to tax authorities’ decisions They believed that citizens’ acceptance of policies depends only on the result preferences and has nothing to do with procedural fairness. This paper attempts to enrich the empirical research results of college students’ sense of equity in terms of organization equity, so as to understand the current status of college students’ sense of equity and propose targeted countermeasures for equity education
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