Abstract
Following the experimental design used by Barrett-Howard and Tyler (1986), this study examines the importance given by West German university students to procedural and distributive justice allocation decision making. After reading one of eight scenarios in which there was a limited resource to be allocated, the subjects answered questions concerning the importance and meaning of justice. For the most part, the results correspond to previous U.S. findings of the importance of procedural justice and its definition across various allocation settings. However, the West German students placed greater importance on having mechanisms for correcting inadequate decisions than did their American counterparts. Beyond the design of the initial U.S. study, however, the West German students were asked in an open-ended format to discuss their concerns in making the allocation decision. Nearly half of the unprompted responses centered around justice issues.
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