Justice Beliefs Research Articles

What Do Business Executives Think About Distributive Justice?

While there exist extensive literatures on both distributive justice and senior executive pay, and a number of authors (notably the French economist Thomas Piketty) have addressed the implications of high pay for distributive justice, the existing literature fails to address what senior executives themselves think about distributive justice and whether they consider high income inequalities to be morally acceptable. We address this gap by analysing a unique dataset comprising the views of over 1000 senior executives from across the world, which was constructed using a survey instrument designed by the authors based on a thought experiment resembling John Rawls’s original position. We report four main findings. First, executives conceptualise distributive justice in a pluralistic manner, endorsing different and sometimes apparently conflicting philosophical principles: to explain how this plurality can be accounted for we propose a novel field-theory framework for conceptualising beliefs about distributive justice. Second, executives support similar philosophical approaches at both society and company levels of analysis, thus countering the idea that companies should leave matters of distributive justice exclusively for governments to deal with via the tax system. Third, executives believe that they live in societies and work for companies that fall short of desirable distributive justice outcomes. Fourth, the distributive justice views of the executives in our sample fall into four distinct clusters that are correlated with certain socio-demographic markers. Finally, we note the distinction between distributive justice beliefs and behaviours, from which we derive a number of managerial and public policy implications.

The Relationship between Just World Beliefs and Life Satisfaction.

An important and often unexplored factor shaping life satisfaction is one’s perception of the world as a “just” place. The “just world hypothesis” is predicated on the idea that the world works as a place where people get what they merit, an idea that often serves as a means for people to rationalize injustices. The research addressing just world beliefs has expanded into a four-factor model that categorizes just world beliefs for self and others into subcategories of distributive and procedural justice. Distributive justice involves evaluations of the fairness of outcomes, allocations, or distribution of resources, while procedural concerns evaluations of the fairness of decision processes, rules, or interpersonal treatment. This study explored the relationship between the four just world beliefs subscales and overall satisfaction with life and examined their associations with demographic variables including ethnicity, age, gender, religion, and social class. The relationships of demographic factors with justice beliefs and life satisfaction generally yielded very small effect sizes. However, respondents who identified themselves as middle and upper class reported higher levels of life satisfaction than those who identified themselves as lower class, with a medium effect size. Consistent with the results of earlier research, regressing life satisfaction on the four justice beliefs subscales indicated that the two self-subscales (distributive and procedural) were significantly predictive of life satisfaction, but the two other subscales (distributive and procedural) were not.

Facing the Future

In the wake of the brutal killings of George Floyd, Ahmaud Arbery, and Breonna Taylor, the very fabric of this country seems to be fraying—revealing rifts, injustice, and anger decades and centuries in the making. In these darkest of times, I have found it helpful to reflect on my values, sitting down and writing about what I hold most important and why. Research shows that this simple activity has many benefits, including orienting our attention to the needs of people around us. The archive of “This I Believe,” essays read by their authors on National Public Radio, has inspiring examples. Character is not only what you believe but what you do: action rooted in the values you hold most dear, for the good of others, not just yourself. On Saturday, Harvard President Lawrence Bacow sent an email entitled “What I Believe” to all students and faculty. After affirming his belief in justice, the goodness of Americans, and respect for all people, Bacow suggested taking a “pause during these troubled times to ask what you believe.” And then: “Even more importantly, I hope you will find the strength and determination to act on your beliefs—to repair and perfect this imperfect world.”

Toward a Theory of Sympathetic Leadership: Asian American School Administrators’ Expectations for Justice and Excellence

Purpose: This qualitative case study illuminates the leadership practices of four female Asian American administrators in urban schools. Due to their underrepresentation in leadership roles, the need is pressing for research to capture concrete exemplars on beliefs and practices of sympathy based on an asset-oriented approach to school leadership. The study’s research questions include (a) How do Asian American school administrators define their social justice beliefs and expectations for their school community? (b) How do these four Asian American school administrators communicate their expectations through sympathetic leadership to resist deficit models of education? Method: This study includes four research participants from two states. Data collection includes two rounds of in-depth interviews, field observations, reflective memos, and archival sources. Data analysis is guided by inductive approaches. Findings: Research findings demonstrate how Asian American school administrators define social justice through four relational practices with their community: (a) develop intimate knowledge of students and their racialized history, (b) enact asset-based sympathy as a condition of solidarity, (c) form connections based on relational equity to counteract White supremacy, and (d) prepare students for an equitable future through intellectual rigor. Implications: This study contends that leadership must begin with an epistemic shift from racial indifference and deficit thinking to the practice of sympathetic touch. Social justice revolution in schools and society starts when the minds and expectations of the leaders and those they serve become one and the same.

Newbolt to Now: an Interpretation of the History of the School Subject of English in England

ABSTRACT 2021 marks the 100th anniversary of The Newbolt Report, the first official report about English, in spirit a liberal document, arguing for an emancipatory English. Since 1870 The School Subject of English [SSE] has experienced several historical phases. One phase [1980-92] is presented as a period of ‘harmonious practice’, arguing that it offers a positive view of a future in which SSE and its teachers are at one. SSE is a democratic and emancipatory project, its boundaries constantly expanding to reflect societal change, the needs of its students and a belief in social justice. In the current ‘panopticon’ phase this emancipatory ambition is performatively diminished. The current dominance of ‘The English Literary Heritage’ and terminal examinations are stultifying teachers. This overview seeks to trace historical developments, considering ways to recapture the spirit of Newbolt but in a 21st century model of English, we are ready for a new phase.

The Effects of an Indigenous Health Curriculum for Medical Students

PurposeIndigenous patients experience a variety of healthcare challenges including accessing and receiving needed healthcare services, as well as experiencing disproportionate amounts of bias and discrimination within the healthcare system. In an effort to improve patient-provider interactions and reduce bias towards Indigenous patients, a curriculum was developed to improve first-year medical students’ Indigenous health knowledge.MethodTwo cohorts of students were assessed for their Indigenous health knowledge, cultural intelligence, ethnocultural empathy, and social justice beliefs before the lecture series, directly after, and 6 months later.ResultsResults of paired t test analysis revealed that Indigenous health knowledge significantly improved after the training and 6 months later. Some improvements were noted in the areas of cultural intelligence and ethnocultural empathy in the second cohort.ConclusionsIt is feasible to teach and improve Indigenous-specific health knowledge of medical students using a brief intervention of lectures. However, other critical components of culturally appropriate care including social justice beliefs and actions, ethnocultural empathy, and cultural humility may require increased and immersed cultural training.

대학생의 분배 및 절차공정성에 대한 개인적 믿음, 미래지향 시간관과 정신적 안녕감의 관계

본 연구는 사회적 불공정성에 대한 청년층의 박탈감이 증가하고 있는 상황에서 분배 및 절차공정성에 대한 개인적 믿음, 미래지향 시간관과 남녀 대학생의 정신적 안녕감 간의 관계를 살펴보고자 실시되었다. 이를 위해 성인진입기에 해당하는 대학생 350명의 자기보고식 설문자료를 분석하였다. 성별로 위계적 회귀분석을 실시한 결과, 분배 및 절차공정성에 대한 개인적 믿음, 미래지향 시간관의 삼원상호작용은 남학생 집단에서만 유의하였다. 미래지향 시간관의 수준이 낮은 경우, 분배공정성에 대한 개인적 믿음은 절차공정성에 대한 개인적 믿음이 약할 때만 정신적 안녕감을 정적으로 예측하였다. 반대로 미래지향 시간관의 수준이 높은 경우, 분배공정성에 대한 개인적 믿음은 절차공정성에 대한 개인적 믿음이 강할 때만 정신적 안녕감의 증가를 예측하였다. 한편 여학생의 경우, 절차공정성에 대한 개인적 믿음과 미래지향 시간관만이 정신적 안녕감을 정적으로 예측하였으며, 어떤 상호작용도 유의하지 않았다. 본 연구는 남녀 대학생의 정신적 안녕감을 효과적으로 증진시키기 위해서는 분배 및 절차공정성에 대한 개인적 믿음과 미래지향 시간관의 수준에 따른 차별화된 개입이 필요함을 시사한다.

РОЗВИТОК ЦІННІСНОГО СТАВЛЕННЯ МАЙБУТНІХ УЧИТЕЛІВ ДО СПРАВЕДЛИВОСТІ У ПЕДАГОГІЧНІЙ ВЗАЄМОДІЇ

Статтю присвячено вивченню розвитку ціннісного ставлення майбутніх учителів до справедливості у взаємодії учасників освітнього процесу. Вказується, що ціннісне ставлення суб’єкта педагогічної взаємодії до справедливості є поєднанням усвідомленої ним норми рівності відносно іншого учасника та справедливого вчинку. Змістовно воно презентується ціннісним ставленням учителів до себе як до суб’єктів справедливої поведінки та ціннісним ставленням до учнів, на яких вона спрямовується. Зазначається, що студенти педагогічного університету поки що не є повноправними суб’єктами педагогічної діяльності, тому становлення їх ціннісного ставлення до справедливості відбувається через призму рефлексії ставлення до них викладачів та розвитку ціннісного ставлення до себе як потенційних учителів і носіїв моральних та професійних цінностей. Встановлено, що, рефлексуючи педагогічну взаємодію викладача, більшість студентів схильні визначати дії справедливими, якщо має місце об’єктивне оцінювання результатів їх навчальної діяльності. Студенти освітнього ступеня «магістр», які мають досвід проходження педагогічної практики у закладах загальної середньої освіти, віддають пріоритет належному, справедливому оцінюванню зусиль учнів у процесі навчання, як винагороді за виконану роботу, та виваженій позиції викладача у різних ситуаціях педагогічних взаємодій. Для студентів освітнього ступеня «бакалавр» більш суттєвим усправедливих діях викладача є вияв співчутливості та емпатії, розуміння індивідуальних проблем суб’єктів учіння. Виявлено, що, орієнтуючись на позитивні особистісні якості справедливих викладачів, студенти з різним освітнім рівнем і досвідом педагогічноївзаємодії ціннісно ставляться до власної особистості, включаючи до її структури позитивні риси суб’єкта справедливої поведінки, а, також, виявляють схильність активно відстоювати право на визнання гідності власної особистості.

Analysing Secondary School Students’ Social Justice Beliefs through Ethical Dilemma Scenarios

This study, aiming to determine secondary school students’ social justice beliefs, employs the design of case study- which is one of qualitative research approaches. The study was conducted with the participation of 61 students who were the seventh graders. The research data were collected through ethical dilemma scenarios. The students were given ethical dilemma situations about the themes of gender discrimination, racism, respect for rights and freedoms, being fair, helpfulness and intercultural sensitivity- which were thought to be reflective of belief in social justice. The students’ actions as response to the dilemma given to them and their reasons for their actions provided the source of data for this study. The data collected were put to descriptive analysis. It was found that the participants mostly gave moral laws as justification for their actions reflecting their social justice beliefs and that all the actions associated with moral laws resulted in behaviours consistent with conception of social justice. It was also found that associating with feelings, concrete realities/phenomena and probable outcomes result in behaviours sometimes consistent with conception of social justice and sometimes conflicting with conception of social justice. It was another finding that associating with moral perfection and conscience was the moral justification strategy used relatively less by the participants and that all of the actions matched with these two justification strategies served to social justice beliefs. According to these results; students should be able to question the morality of their actions within the scope of social justice education, they should be taught how to behave in moral/non-moral situations and critically examine these situations.

Страх перед коронавирусным заболеванием (COVID-19) и базисные убеждения личности

The article presents data on the experience of fear about the coronavirus disease (COVID-19), depending on the severity of personality basic beliefs. Authors interviewed 950 people aged 12 to 74 years (average age is 35 years). The study was conducted in March 2020 online. The intensity of fear about the coronavirus was studied using the COVID-19 fear scale developed by a team of scientists from Hong Kong, Iran, the United Kingdom and Sweden. The scale was tested for reliability and validity in the Iranian, Russian and Belarusian samples (Ahorsu D.K. et al., 2020; Reznik A. et al., 2020). The personality basic beliefs were diagnosed using the Scale of Basic Beliefs developed by R. Janoff-Bulman (translation and adaptation by O.A. Kravtsova) (Soldatova G.U. et al., 2008). Revealed that more than a third of the subjects have a high level of fear about the coronavirus. Showed that the low intensity of fear about the COVID-19 disease is associated with the severity of personality basic beliefs. Concluded that the personality basic beliefs in goodness and justice of the world around, the values and importance of own “Self” can act as psychological resources for coping a tough situation in life, the specificity of which is due to the fear about the coronavirus disease.

Belief in Just World as a Predictor of Psychological Problems Among Hermaphrodites in Pakistan

This study examines belief in just world as a predictor of psychological problems among hermaphrodites in Pakistan. A total of 153 hermaphrodites (n = 132, junior members of community, n=21, senior members of community) were recruited through community-based organizations and referrals by snowball sampling technique. Personal BJW was measured by (Personal BJW Scale: developed by Dalbert and translated by Fatima & Khalid), general BJW by (Scales of Belief in Immanent and Ultimate Justice: developed by Maes and translated by Fatima & Suhail) and presence of feelings of depression, anxiety and stress by (DASS: Lovibond & Lovibond, translated by Aslam). Pearson correlation, step-wise regression was employed to analyze the relationship between Belief in Just World and psychological troubles. Significant results were found that high general Belief in Just World leads to increased risk of psychological problems and personal BJW decrease the level of depression, anxiety, and stress (psychological problems). The findings are helpful for therapeutic exercise as part of ongoing personal and general BJW growth they should be encouraged to readjust other aspects of lifespan as they see fit. Clinician can identify hermaphrodites’ problems and find out different ways that contribute to better adjusted in society and help them to use inner strength using personal and general BJW to come out of these psychological problems.

Ahlaki Çözülme, İdeal İnsan ve Hayatın Anlamı Bağlamında Atebetü’l-Hakâyık

İslami dönem Türk edebiyatının en önemli eserlerinden biri Atebetü’l-Hakâyık’tır. Edip Ahmed’in bu eseri ideal insan tipinin nasıl olması gerektiği hakkında kısa ve özlü bilgiler vermesinin yanında bulunduğu dönemin dini hayatını eleştirel bir gözle ele almıştır. O, ideal insanın sınırlarını bazı değerler üzerinden belirlemiştir. Bu değerler, bilgili olmak, dili korumak, alçak gönüllü olmak, yardımsever-cömert olmak, hilm sahibi (sakin, ağırbaşlı) olmak, iyi arkadaş edinmek ve hayatın anlamına vakıf olmaktır. Toplumsal düzenin bozukluğuyla ilgili ise şair öncelikle vefasızlığın üzerinde durmuştur. Daha sonra ise samimiyetsiz dini hayatın belirtilerini inandığı gibi yaşamamak, iyi insanların suskunluğu, sistemin bozukluğu, adaletsizlik ve dünya malına düşkünlük olarak sıralamıştır. Ayrıca şair, ideal insan ve ahlaki yozlaşma arasında gidip gelen insanın tarihsel serüvenini kader inancı çerçevesinde açıklamaya çalışmıştır. Şaire göre birey, her daim ideal insan hedefi doğrultusunda bir hayat yaşamaya çalışmalıdır. Bu hedeften uzaklaşmak sadece insanın değil toplumun da ahlaki bir çıkmaza girmesine ve dolayısıyla yozlaşmasına neden olabilir. Şaire göre bu durum acı bir gerçeklik olsa da insanın ve toplumlarının kaçamayacağı tarihsel kaderdir. Şöyle ki; insanın psikolojik zaafları dünyanın gidişatına göre her an baskın olabilir ve birey ideal insan hedefinden uzaklaşabilir.

Institutionalism as the Quintessence of Welfare Theory

The article highlights the theoretical aspects of institutionalism as the quintessence of welfare theory. A characteristic feature of the evolution of the human race is a deep transformation of the mental worldview. Based on historical analysis, it was revealed that attempts to curb human nature led to the emergence of norms and rules that determined the nature of the interaction between members of society. Norms and rules, or institutions in the modern sense of the word, have changed the worldview of society, thereby forming an idea of the welfare. In pre-institutional times (primitive societies), human well-being was perceived exclusively in a materialistic context. With the emergence of the first mental constructions accepted by members of society as a moral imperative, wealth began to acquire spiritual attributes (responsibility, altruism, caring, etc.). The quintessential notions of welfare were moral imperatives. It was revealed that the genesis of moral imperatives was determined by the institutional environment of a particular society. As a result, societies appeared with a diversified understanding of well-being, which influenced the belief in justice and the effectiveness of existing models for streamlining public life. Three types of society are considered, where nationalistic, socialist and liberal moral imperatives dominated. It is determined that the balance between adherence to the ideas of individualism and collectivism has become a determining factor in the formation of the theory of welfare. Keywords institutionalism, welfare, institutions, moral imperatives, mental constructions, society.

Belief in a Just World and Employee Voice Behavior: The Mediating Roles of Perceived Efficacy and Risk

In this research, we hypothesized that employees’ belief in a just world (BJW) would be positively related to their voice behavior, i.e., the expression of ideas or opinions with the intention of engendering organizational improvement or change, and that this relation would be mediated by perceived voice efficacy and perceived voice risk. To test these hypotheses, we collected self-reported data from employees in two different countries: China (N = 313) and Germany (N = 190). The results revealed a positive association between BJW and employee voice behavior in both samples. The two-mediator model was confirmed in the Chinese sample, while only perceived voice efficacy played a mediating role in the German sample. Possible reasons for these differences may be related to differences in cultural dimensions and education levels between the samples. The findings emphasize the importance of bolstering employees’ belief in justice and the organizational climate, which influence perceived voice efficacy and risk, as means to increase organizational voice behavior.

Unjust behavior in the digital space: the relation between cyber-bullying and justice beliefs and experiences

In a cross-sectional questionnaire study with N = 1045 German students between 13 and 18 years old (M = 14.1, SD = 0.6), we investigated the relation between students’ cyber-bullying perpetration and victimization and their personal belief in a just world (BJW). We considered students’ individual experience of teacher and classmate justice as possible mediators of these relations, and statistically controlled for student sex, internet use, empathy, and social desirability. Bootstrap mediation analyses showed that the more students endorsed personal BJW, the more they evaluated their teachers’ and classmates’ behavior toward them personally as just, and the less likely they were to report that they cyber-bullied others or were victims of cyber-bullying. The students’ individual experiences of teacher justice mediated the association between personal BJW and cyber-bullying perpetration, whereas their experience of classmate justice mediated the relation between personal BJW and cyber-bullying victimization. The pattern of results persisted when we controlled for student sex, average internet use per day, empathy, and social desirability. We discuss the adaptive functions of BJW and implications for future school research and practice.

Distributive Justice Beliefs are Guided by Whether People Think the Ultimate Goal of Society is Well-Being or Power

Disagreements about how resources should be distributed are often heated, perhaps because people suspect that distributive justice beliefs that clash with their own derive from nefarious motives. In this paper, we consider a less pessimistic explanation for diversity in distributive justice beliefs: such beliefs are influenced by what one considers the primary utility or value of their society in the first place. In five studies (N = 21,515), we demonstrate the existence of two separable types of distributive justice beliefs, one (Equality/need) influenced by a focus on societal well-being, and the other (Equity/merit) by a focus on societal power. These findings lend insight into how growing tensions rooted in resource allocation might be defuzed.

MULTICULTURAL COMPETENCE OF PROSPECTIVE PRESCHOOL TEACHERS IN PREDOMINANTLY MUSLIM COUNTRY

Prepared to teach young children in a multi-ethnic and religious society like in Indonesia, the prospective preschool teachers should have strong belief and practice in social justice and multiculturalism. However, this quality is not easily achievable by prospective teachers from ethnic and religious majority group, like Indonesian Muslim prospective preschool teachers who may have limited awareness and exposure to multicultural diversity. This study identified some existing multicultural competences of the participants before designing a training model to prepare prospective preschool teachers, to develop their multicultural competence. Data for this study were derived from the questionnaire and interview which reveal awareness, knowledge, and skill dimensions of multicultural competence. Findings show that the majority of the participants have a high level of multicultural awareness and indicate a difference in multicultural competence among different levels of students. Based on these findings and expert judgments, the study designs a training model to develop prospective preschool teachers’ multicultural competence which has the following sequence: systematic reflection, Socratic dialog, simulation, field practice, and reflection. The study also provides some recommendations on the inclusion of multicultural content into intracurricular and/or extracurricular activities as well as on testing and analyzing the effectiveness of the hypothetical training model resulted from this study.

Why do people assume a higher rate of “illegal” receipt on welfare?: focusing on Belief in Immanent Justice

Why do people assume a higher rate of “illegal” receipt on welfare?: focusing on Belief in Immanent Justice

A Randomised Enquiry on the Interaction Between Wellbeing and Citizenship

Wellbeing and citizenship have been outlined as important components for personal flourishing and involvement in community life. The Community Engagement Project aimed to identify the strength of the relationship between wellbeing and citizenship. In addition, the study aimed to investigate the capability of changing wellbeing and citizenship levels over time after exposure to a short experiment which also involved the following variables; Social Justice Beliefs, Assertiveness, Justice and Care Values. An intervention research design was implemented with a self-selected sample; 28 participants from the experimental group and 24 participants from the control group completed the final follow-up. Correlational results supported our first hypothesis as a statistically significant positive relationship was found between all the citizenship and wellbeing subscales. Support was found for within group differences for Personal Responsibility and Social Justice Beliefs indicating that this short experiment was able to influence these variables from pre to post. The repeated measures analysis of variance demonstrated that when considering time and condition the subjective perception of greater Legal Rights increased after the experiment only for the intervention group. Professionals could use the findings to provide a platform for vulnerable groups by providing the resources to be more assertive which could improve overall wellbeing and sense of citizenship.

Social justice beliefs and curricular freedom: Factors supporting critical composition pedagogy in a U.S. middle school

In this case study, we explore one social justice-oriented middle school teacher's instruction and the factors that influence her way of teaching. Findings indicate that this teacher's instructional practices represent all tenets of critical composition pedagogy (CCP) and that teacher belief and knowledge in social justice/critical pedagogy; curricular freedom; professional development; years of experience teaching; teacher biography/identity; teacher activism outside of school; and a progressive school culture are supports for CCP. However, curricular freedom is produced by many contextual factors, including available curricular/pedagogical resources, trust between teachers and administration, and the absence of pressure to increase test scores.