Justice Attitudes Research Articles

Distributive justice concerns when combating air pollution: The joint modelling of attitudes and preferences

Distributive justice is an important but often overlooked factor in policy evaluation. We thus examine how people's attitudes towards distributive justice affect their preferences for programmes aimed at reducing ambient air pollution resulting from the combustion of fossil fuels for residential heating. To do so, we carried out two multifactorial survey experiments that allowed us to incorporate justice attitudes into non-market valuation. The first experiment focused on recording justice attitudes towards payment distribution for air quality improvement, while the second experiment measured the willingness to pay for air pollution reduction programmes. Both experiments were conducted with the same respondents, from four cities in Poland, and were conducted separately one to two weeks apart. As a modelling approach, we employ a hybrid choice model. Our findings indicate that people strongly support an equity-based cost distribution and that those with a stronger equity-based distributive justice attitude are more willing to pay for air quality improvement programmes.

Global health resource distribution during COVID-19 and in future pandemics: Here’s what people say

Abstract During the COVID-19 pandemic, countless individuals across the world needed novel and sophisticated health care resources simultaneously, leading to dramatic global shortages. How to distribute resources in such situations? This dilemma is neither new nor understudied: Its complexity is well known to medical ethicists, public health scientists and philosophers. Building on this knowledge, powerful global distribution frameworks were proposed already early into the pandemic. Despite this knowledge, no globally consensual regulations existed (and exist) on the political sphere. Worse still, numerous countries hoarded resources for themselves, increasing global inequalities and prolonging the pandemic for everyone. For future emergencies, it is thus necessary to develop immediately applicable strategies. Because public acceptance is key for such interventions, evidence on the public opinion towards allocation principles is strongly needed. In 2021, we asked representative samples of N = 2694 adults in England and Germany to rate seven COVID-19-specific global allocation principles. In line with literature on justice attitudes in general, extensions of bifactor(S-1) models showed that participants would have preferred a more equity- or equality-based global resource distribution during the pandemic, presenting themselves as more cosmopolitan than global leaders. Trying to understand these attitudes better, we tested preregistered hypotheses on relations with other constructs and found positive associations between equity- and equality-directed preferences and global human identification, among others. To ensure generalisability on future pandemics, we collected data from a second cohort in spring 2024. All results will be presented in detail. With their responses, European citizens call upon the development of fairer and more efficient global distribution mechanisms. This global public health perspective could inform preparations for future global emergencies. Key messages • European citizens would have preferred a more equity- or equality-based global distribution of scarce health care resources during the COVID-19 pandemic than global leaders organised. • Citizens’ global perspective on public health and their strong emphasis on global fairness should inform preparations for future pandemics and other global emergencies.

A THEORETICAL MODEL OF STUDENT LEARNING IN AN ACADEMIC SERVICE-LEARNING COURSE: DIVERSITY AND CIVIC OUTCOMES

A qualitative-quantitative mixed-methods longitudinal research study was conducted to measure differences in civic and diversity outcomes in a cross-sectional sample of 138 undergraduate students. The quantitative results indicate that students improve their social justice attitudes, awareness of White racial privilege, racial-cultural-ethnic identity, and interests in multicultural work from the beginning of the semester. The qualitative findings replicate and extend the quantitative results. Career development and opportunities for growth were detected as unexpected themes that emerged from the data. The use of the mixed-methods approach provided an opportunity to conceptualize how students reformulate their diversity attitudes and acquire civic skills in an academic service-learning course. Implications for teaching and learning are discussed.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0799/a.php" alt="Hit counter" /></p>

Transformative Leadership of School Principals in Improving the Quality of Education from an Islamic Perspective

This research aims to identify the application, components of the transformational leadership style, and analyze how this leadership style is applied in an Islamic perspective. This research is field research, where the type used is multisite using a qualitative approach. This research focuses on the Humanities Vocational School and At-Tayyibah Middle School, Kerinci Regency, Jambi Province. The findings of the discussion in this article, First. Implementation of TL in Humanities Vocational Schools to increase commitment and performance. Where, the role of the school principal is to maintain a harmonious work atmosphere and provide continuous moral support, to increase loyalty and work morale. Then, the principal also increases learning innovation and includes space for participation in decision-making. On the other hand, implementing TL at At-Tayyibah Middle School increases commitment and performance. Where the efforts made by the school principal are to have a strong sense of empathy towards the school community. Apart from that, the principal provides space for all school members to make decisions and can provide maximum performance. Second, the transformational leadership component is proven by the presence of a charismatic, firm, polite, courteous attitude, able to solve various problems, and trying to form superior students who can realize school goals under the desired achievements. Third, transformative leadership in an Islamic perspective includes providing the concept of deliberation in Islam called (shura); providing an attitude of justice and empowering equality among the school community; creating individual development and encouraging innovation under Islamic principles; and Providing moral and spiritual support to all school members.

Counselors’ Self-Efficacy: The Role of Multicultural Counseling Competencies, Social Justice, and Homosexuality Attitudes

Counselor self-efficacy is one of the significant features of counselors that play a role in providing effective counseling services. Variables that predict counseling self-efficacy such as age, gender, supervision, and multicultural counseling competencies are counselor features which have been examined in the literature. However, the relationships between counselor self-efficacy and multicultural competencies, social justice, and homosexuality attitudes, which are the core concepts of counselor education and training, have not been examined. In this regard, the purpose of this paper is to investigate the influence of multicultural counseling competencies, social justice, and homosexuality attitudes on the self-efficacy perceptions of counselor candidates. Fourth-grade psychological counseling and guidance students studying at various state universities in the 2020-201 academic year participated in this study. The study group of this research consisted of 277 (193 women, %69,7%) 4th-grade psychological counseling and guidance students. Multiple regression analysis and correlation analysis were utilized for the data analysis. While multicultural counseling competencies and social justice attitudes of the counselor candidates explained 36% of the variance of counselor self-efficacy, homosexuality attitudes had no predictive power on counseling self-efficacy.

Research on the influencing factors of subjective well-being of Chinese college students based on panel model.

The subjective well-being of Chinese college students has always been a topic of concern. Subjective well-being is an overall evaluation of the quality of life according to the standards set by individuals, which is of great significance to the development of college students. Based on the data published in the past 5 years of China's comprehensive social survey, this study uses panel model and adversarial explanatory structure model to analyze the influencing factors of subjective well-being of Chinese college students from five dimensions: social equity attitude, parental education, use of network, social interaction and physical health. The results show that social justice attitude, parents' education, network use, social interaction and physical health have a positive impact on the subjective well-being of Chinese college students. Among them, the use of the network and the education of parents mainly affect the social justice attitude, social interaction attitude, physical health status, and ultimately affect the subjective well-being of college students. Based on the above conclusions, this study proposes strategies to improve the subjective well-being of college students, which has certain reference and guiding significance for educators and decision makers, and has reference significance for developing countries.

Attitudes About Inclusive Preschool Education Among Parents of Children Without Disability: Generalized Social Justice Orientation and Specific Inclusive Concerns

To make inclusive learning environments accessible, it is critical that parents of children without disability select inclusive alternatives when making decisions about their child’s preschool placement. This study examined attitudes toward inclusive education among parents of children without disability across 18 state-funded pre-kindergarten (pre-k) programs in the U.S. state of Georgia. Participants were 114 parents of children without disability attending either a standard ( n = 78) or inclusive classroom ( n = 34). Results showed that most parents (79%) did not intentionally select one classroom type over another and that attitudes about inclusive education did not differ by classroom type. Attitudes about inclusive education were associated with specific inclusion concerns and parents’ generalized social justice attitudes. The relation between generalized social justice attitudes and attitudes about inclusive education was mediated by parents’ specific concerns about inclusive education. Implications for efforts to promote positive attitudes about inclusive preschool education among parents of children without disability are discussed.

Predictors of Social Justice: Critical Thinking Disposition and Student Personal Responsibility

The increase in diversity in society and, thus, in schools brings the possibility of an increase in the number of students exposed to prejudice and discrimination due to their differences. Therefore, there is a need for teachers who can support students' perceptions of social justice. This study aims to examine the predictive power of CT disposition and SP responsibility on social justice attitudes in prospective social studies teachers. 341 prospective social studies teachers from universities in various cities of Turkey participated in the study. Multiple linear regression analysis was used to analyze the data. The results showed that CT disposition predicted social justice, while SP responsibility did not have a significant effect. The study's results underline the importance of increasing CT disposition to increase prospective teachers' social justice attitudes. It is necessary to include CT disposition development in studies on social justice.

Construction and validation of a scale for assessing critical social justice attitudes.

Two large studies (combined n = 5,878) set out to construct and validate a scale for assessing critical social justice attitudes. Studies assessed the reliability, factor structure, model fit, and both convergent and divergent validity of the scale. Studies also examined the prevalence of critical social justice attitudes in different populations and the scale's correlations with other variables of interest, including well-being variables: anxiety, depression, and happiness. Participants for Study 1 (n = 848) were university faculty and students, as well as non-academic adults, from Finland. Participants responded to a survey about critical social justice attitudes. Twenty one candidate items were devised for an initial item pool, on which factor analyses were conducted, resulting in a 10-item pilot version of critical social justice attitude scales (CSJAS). Participants for Study 2 were a nationwide sample (n = 5,030) aged 15-84 from Finland. Five new candidate items were introduced, of which two were included in the final, seven-item, version of CSJAS. The final CSJAS scale had high reliability (α = 0.87, ω = 0.88) and a good model fit (comparative fit index [CFI] = 0.99, TLI = 0.99, root mean square error of approximation [RMSEA] = 0.04, standardized root mean residual [SRMR] = 0.01, χ2 (14, 5024) = 132.8 (p < 0.001)) as well as convergent and divergent validity. Overall, the study sample rejected critical social justice propositions, with strong rejection from men. Women expressed more than twice as much support for the propositions (d = 1.20). In both studies, CSJAS was correlated with depression, anxiety, and (lack of) happiness, but not more so than being on the political left was. The critical social justice attitude scale was successfully constructed and validated. It had good reliability and model fit.

Historical Violence and Public Attitudes towards Justice: Evidence from the United States

ABSTRACT This article brings transitional justice scholarship to bear on the case of racial violence in the United States. We investigate how knowledge of racial terror lynchings shapes Black Americans’ support for symbolic and material transitional justice measures. We administer a survey with an embedded experiment to Black residents in Maryland, a US transitional justice pioneer. We provide select respondents with information about historical lynching violence and find that they are more likely to support symbolic transitional justice (e.g., apologies and memorial markers) than individuals presented with information on contemporary police killings. Regarding material transitional justice (e.g., monetary reparations and community projects), we find no significant differences between groups. Linked fate excepted, we do not find that key aspects of Black identity and the Black American experience (i.e., historical knowledge, police contact, church involvement and Black nationalist beliefs) moderate transitional justice attitudes. Our work indicates the promise and limits of information campaigns to mobilize support for transitional justice.

Social justice attitudes in a deep divided society: the case of Jewish Arab bilingual schools in Israel

ABSTRACT This paper uses Israel as a case study to investigate the contribution that schools have on their graduates’ social justice attitudes. Using (Ajzen, I. 1991. “The Theory of Planned Behavior.” Organizational Behavior and Human Decision Processes 50 (2): 179–211. https://doi.org/10.1016/0749-5978(91)90020-T) theory of planned behaviour alongside the social justice scale developed by (Torres-Harding, S. R., B. Siers, and B. D. Olson. 2012. “Development and Psychometric Evaluation of the Social Justice Scale (SJS).” American Journal of Community Psychology 50 (1-2): 77–88. https://doi.org/10.1007/s10464-011-9478-2), this study aim is to investigate whether Jewish Arab bilingual elementary schools who foreground social justice as part of their educational mission contribute to their graduates’ attitudes towards social justice. In order to carry out our investigation, a quantitative method was used and two types of schools were chosen: state schools, whose main objective is to create solidary among the Jewish majority in society, and Jewish-Arab bilingual schools, whose aim is to promote understanding among Jewish and Palestinian citizens of Israel and a social justice agenda. Our hypothesis was that perceptions of social justice would be significantly higher among Jewish Arab bilingual schools’ graduates when compared to state schools’ graduates.

Cultivating just campus communities: engaging university students in developing restorative justice alternatives

ABSTRACT This case study considers how engaging university students in developing restorative alternatives to traditional retributive student conduct processes impact their attitudes toward restorative justice both on campus and beyond. As opposed to punitive approaches, Restorative Justice (RJ) attempts to achieve justice by addressing the harm caused by conduct violations through reconcillation between the stakeholders. While some universities have advanced RJ alternatives to address on-campus wrongdoing, little research exists on the impact of including university students in developing such models. As an alternative to a top-down administration-center approach, this case study utilized just community and justice-learning frameworks to develop a short course that engaged university students in developing on-campus RJ alternatives and measure the impact of the course on the students’ attitudes related to RJ through a pre-and post-course assessment based on the Taylor & Bailey’s Restorative Justice Attitudes Scale as well as student comments. This paper outlines the insights gained from the students’ post-course reflections on restorative practices.

Problematika Pelaksanaan Etika Profesi Hakim Dalam Dunia Peradilan

The legal profession is one of the professions that requires its members to fulfill moral values. The main criterion for being an organizer of the legal profession in upholding the law lies in the independence of professional organizers and the strength of moral integrity in facing various problems under their responsibility. To be a good organizer of the legal profession in carrying out its professional duties in upholding the law requires practitioners who have qualifications of attitude, humanitarian attitude, attitude of justice, able to see and place objective values in a case handled, honest attitude, and have technical skills and ethical maturity. the code of ethics of the legal profession actually functions as an ethical controller for those who carry out the legal profession. According to the ethics of the legal profession, legal professionals are expected to possess certain critical individual abilities. The judge, as the main element of the judiciary, places his profession as the representative of God, because the judge's task is to determine law and justice in society, so the responsibility he carries is very heavy but noble. Therefore, with such great power given to the judicial profession, judges are required to have a balanced attitude, full of responsibility to their conscience and ethical values toward their profession. However, when we look at the current reality, there are many problems that arise. There are many cases of judges violating the code of ethics.

Exploring the Effects of Semester-Long Service-Learning: A Study on Psychosocial Variables and Quality of Participation Experiences

Background: Service-learning is a widely adopted approach in higher education institutions globally, integrating civic engagement experiences into academic curricula while being responsive to the development of local communities. Purpose: This study aimed to assess the impact on students in participating in voluntary semester-long service-learning labs and courses in comparison to traditional labs and courses. Methodology/Approach: A quantitative online survey was administered to 110 students at the beginning and end of the lectures, investigating four psychosocial variables of citizenship: social justice attitude, cognitive empowerment, sense of community responsibility, and civic engagement. The post-survey also collected data on the participants’ quality of participation experiences. Findings/Conclusions: Analyses performed on data revealed no statistically significant group differences over time in all examined variables, except for the quality of participation experiences, where service-learning students scored significantly higher than other students. Factors potentially influencing these results include the students’ perception of their competence, the duration of the service-learning program, and relying on self-reported measures. Implications: This study contributes to the advancement of experiential learning knowledge emphasizing the significance of methodological rigor, underpinning a narrative that leverages failure to foster understanding. Future research could further explore the role of quality of participation experiences in service-learning.

Predictors of Social Justice: Critical Thinking Disposition and Student Personal Responsibility

The increase in diversity in society and, thus, in schools brings the possibility of an increase in the number of students exposed to prejudice and discrimination due to their differences. Therefore, there is a need for teachers who can support students' perceptions of social justice. This study aims to examine the predictive power of CT disposition and SP responsibility on social justice attitudes in prospective social studies teachers. 341 prospective social studies teachers from universities in various cities of Turkey participated in the study. Multiple linear regression analysis was used to analyze the data. The results showed that CT disposition predicted social justice, while SP responsibility did not have a significant effect. The study's results underline the importance of increasing CT disposition to increase prospective teachers' social justice attitudes. It is necessary to include CT disposition development in studies on social justice.

Examining attitudes towards inclusion and social justice among U.S. Climbers: analysis and findings from a national survey

ABSTRACT Climbing in the U.S. resembles other ‘alternative’ and ‘lifestyle’ sports in that it has long been an exclusionary leisure pursuit. Whiteness, a history of land dispossession, and settler colonialism have reinforced exclusive boundaries to the sport through a ‘hierarchy of participation’. Formal moves from climbing advocacy organisations, gyms, and brands have increased diversity and justice efforts in climbing through funding, pledges, and social media messaging. However, these initiatives receive varied support from within climbing communities. This paper employs a social-psychological approach to examine which factors likely help shape and maintain variation in U.S. climbers’ concern for matters related to inclusion and justice in climbing. We draw data from a national survey conducted in collaboration with the national advocacy organisation Access Fund. We then apply multiple regression to examine how various climbing and demographic attributes are associated with inclusion and justice concerns by testing three hypotheses: experienced privilege and/or marginalisation, partisan political affiliation, and issue prominence. Our findings suggest that variation in climbers’ inclusion and justice attitudes appears driven more by respondents’ affiliation with one or more marginalised identities, political leanings, and other sociodemographic characteristics that we suggest are representative of the ‘politics of everyday life’.

Left-wing identity politics and authoritarian attitudes: a correlational study of social media users

ABSTRACT Identity politics based on an interpretation of society as a system of power and privilege are increasingly influential within left-wing parties and movements. We used two cross-sectional samples composed of Spanish-speaking social media users (total N = 1684) to assess the relationship between psychological variables typically associated with left-wing identity politics and authoritarian attitudes. In Study 1, we tested perceived grievance, identity-based ideology, and prejudice towards groups perceived as privileged, which positively predicted left-wing authoritarianism, with large effect sizes. In Study 2, we replicated our results on identity-based ideology and observed that social justice attitudes also positively predicted left-wing authoritarianism. These results aid understanding of political attitudes among social media users and help to close the gap in relation to the wider literature on right-wing authoritarianism.

The influence of professional identity on perceptions of substance use harm reduction among professional counselors

AbstractHarm reduction (HR) approaches to substance use show promising efficacy, but limited research exists exploring professional counselors’ perceptions of HR. An online survey gathered data from 395 substance use providers, including 128 professional counselors. In measuring HR acceptance, t‐tests compared this sample to prior samples, an analysis of variance compared counselors to other providers, and multiple regression explored the influence of counselor identity factors. Empathic responsiveness and positive social justice attitudes were predictors of HR acceptance. Counselors’ perceptions of HR were similar to other providers. Results indicated that counselor identity influences HR perceptions, with implications for practice and training considered.

Social justice attitudes and behavioural intentions of NCAA student-athletes: the role of life skills

ABSTRACT Within the United States of America alone, athletes - and particularly professional athletes - have long been utilising their unique positionality as a platform to advocate for social justice and to be actively engaged activists for social change. While social justice advocacy and activism are increasingly seen within professional sports, engagement in such efforts has been more limited among collegiate student-athletes. As such, the purpose of this study was to examine how life skills moderate the relationship between attitudes and behavioural intentions pertaining to social justice among National Collegiate Athletic Association (NCAA) student-athletes. A sample of 218 Division I NCAA student-athletes completed an online survey that assessed their perceived life skills learned in sport, social justice attitudes, and social justice behavioural intentions. The analytical approach included a series of moderation analyses testing the moderation effect of each life skill on the relationship between social justice attitudes and behavioural intentions. Emotional skills, interpersonal communication, and social skills each significantly and positively moderated the relationship between student-athletes' social justice attitudes and social justice behavioural intentions. However, problem-solving and decision-making, goal-setting, time-management, teamwork, and leadership skills had non-significant interaction effects. The results suggest that life skills, especially interpersonal skills beneficial to social interactions, can be assets for student-athletes as they consider progressing towards social justice action. Efforts should also be put forward to better comprehend the role of coaches using an implicit and/or explicit approach to life skills and its impact on their social justice awareness and behaviour intention.

Assessing Factors Influencing Commitment to a Disparities Reduction Intervention: Social Justice Attitudes and Organizational Mission.

This mixed-methods study aims to understand what the perceptions of leaders and healthcare professionals are regarding causes of disparities, cultural competence, and motivation before launching a disparity reduction project in hypertension care, contrasting perceptions in Federally Qualified Health Centers (FQHCs), and in a non-FQHC system. We interviewed leaders of six participating primary care systems and surveyed providers and staff. FQHC respondents reported more positive cultural competence attitudes and behavior, higher motivation to implement the project, and less concern about barriers to caring for disadvantaged patients than those in the non-FQHC practices; however, egalitarian beliefs were similar among all. Qualitative analysis suggested that the organizational missions of the FQHCs reflect their critical role in serving vulnerable populations. All system leaders were aware of the challenges of provider care to underserved groups, but comprehensive initiatives to address social determinants of health and improve cultural competence were still needed in both system types. The study provides insights into the perceptions and motivations of primary care organizational leaders and providers who are interested in improving chronic care. It also offers an example for care disparity programs to understand commitment and values of the participants for tailoring interventions and setting baseline for progress.